Pathological Analysis of the Curriculum in the Persian Language and Literature Education Program at Farhangian University

Document Type : Original Article

Authors

1 Department of Arabic Language and Literature, Farhangian University, P.O. Box 889-14665, Tehran, Iran

2 Department of Persian Language and Literature, Farhangian University, P.O. Box 889-14665, Tehran, Iran

3 Master's student, Persian Language and Literature, Shahid Mofateh Campus, Farhangian University, Tehran, Iran.

Abstract

Extended Abstract
Pathological Analysis of the Curriculum in the Persian Language and Literature Education Program at Farhangian University
Introduction: The primary objective of this study is to identify, analyze, and investigate the challenges and pathologies inherent in the curriculum of the Persian Language and Literature Education program at Farhangian University. The study aims to establish a foundational framework for the necessary revision and improvement of pedagogical programs to ensure the training of highly competent teachers.
Methods and Data: This research is classified as “applied” in nature and employs a “mixed-methods” (qualitative and quantitative) methodological approach.
Qualitative Phase: A descriptive-analytical approach was utilized, involving library research and interviews to identify systemic pathologies.
Quantitative Phase: Data were collected via a researcher-developed questionnaire from a multi-stakeholder sample, including 15 specialized faculty members, 125 student-teachers, and 5 curriculum planners. Data analysis was conducted using SPSS, employing the Friedman test to prioritize the identified deficiencies.
Findings: The results indicate significant structural discrepancies within the current curriculum:
Goal Achievement: The average achievement rate of curriculum goals was found to be only 54.76%, revealing a substantial gap (approximately 45%) between intended and realized educational outcomes.
Critical Deficiencies: The lowest score was recorded in the “learning motivation” component, while the “teaching” element exhibited the highest degree of variance.
Transformational Needs: The findings underscore an urgent need to increase the proportion of practical skills from 46% to approximately 65%, alongside enhancing flexibility in instructional and assessment methodologies and fostering creative thinking.
Pathological Domains: The identified pathologies are prioritized across five key domains: instructional strategies, objectives, content, assessment, and implementation.
Discussion and Conclusion: The current curriculum is predominantly traditional and subject-centered, lacking sufficient emphasis on cognitive skills, individual differences, and critical thinking. The study concludes that a fundamental curricular overhaul could enhance educational efficiency by up to 25%. It is imperative to bridge the gap between university-level academic instruction and the practical pedagogical requirements of the classroom through structural and content-based revisions.

Keywords

References

Alawi Langroodi, Seyed Kazem, Khademi, Mohsen, Marzooghi, Rahmatullah (2018). "A Comparative Study of the Implemented and Desirable Curriculum of Educational Management Internship from the Perspective of Faculty Members of the Educational Management and Planning Major at State Universities of the Country". Journal of Education and Learning Studies, Volume 1, Issue 1, pp. 192-167.
Bakan, Samira; Alipour, Vahideh; Saei-Arsi, Iraj (2016). “Pathology of the Secondary English Language Curriculum”, Applied Research in Behavioral Sciences 6(21), 50-37.
Fathi Vajargah, Kourosh (2016). "Dissecting the Experienced Curriculum", Proceedings of the Fourth Conference of the Iranian Curriculum Planning Association (Curriculum Area in Iran), Tehran: Samt.
Fazeli, Mahboud and Agham Ali Ardebili, Leila (2014). "Pathology of Teaching Persian Language and Literature in the Education System (With Emphasis on Secondary 1)". Persian Language and Literature Teaching Conference.
Mahmoudi Bordzardi (2017). "Designing a Question-and-Answer-Based Educational Model for Social Studies Lessons and Investigating Its Effectiveness on Students' Understanding of Concepts and Critical Thinking", Qualitative Research in Curriculum.
Maleki, Hassan (2017). "Introductions to Curriculum Planning". Tehran, Publisher: Cultural Institute of Borhan Language School, Publication No.: 15.
Momeni Mahmoui, Hossein, Kazempour, Esmaeil, Tafreshi, Mohammad (2011). Competency-Based Curriculum Planning, a Desirable Strategy for Developing Basic Competencies.
Nowruzzadeh, Reza, Fathi Vajargah, Kourosh and Noeh Ebrahim, Abdolrahim (2018). "The Status of Universities' Participation in the Revision of Curricula Approved by the Supreme Planning Council". Research and Planning in Higher Education, 12 (42), 71-93.
Parsa, Abdullah and Sakti, Parviz (2018). “Learning Approaches, Learning Outcomes and Students’ Perceptions of the Implemented Curriculum and Academic Period”. Social and Human Sciences, University of Shiraz, 26(3 (52) (Special Issue of Educational Sciences)), 1-23.
Rajaei, Seyed Mehdi (2019). “Investigating the Strengths and Weaknesses of the New Curriculum of Biology Education at Farhangian University Compared to the Previous Curriculum. Research in Biology Education”, 1(1), 5-14.
Rauf, Ali (2017). "Internship in Teacher Training Workshop", Tehran, Aizh Publications.
Sadeghi, Ali and Mirsepasi, Zohreh (2019). "Pathology of the Method of Implementing the Curriculum of the "Geography Education" Major at Farhangian University. Curriculum Studies", 15(56), 65-88.
Taghizadeh, Hedayatollah (2014). “Pathology of the Curriculum of “Arabic Language Teaching”: Case Study: Farhangian University.
Yadgarzadeh, Gholamreza, Fathi Vajargah, Kourosh, Mehrmohammadi, Mahmoud, Arefi, Mahboobeh (2013). Analysis of Job Roles and Professional Activities of Curriculum Specialists, Iranian Journal of Curriculum Studies.
Quarterly Journal of Education Studies
Volume 12, Issue 45
June 2026
Pages 20-37

Files

Share

How to cite

Statistics