نوع مقاله : مقاله علمی - پژوهشی

نویسندگان

دانشگاه شیراز

10.22047/ijee.2023.414181.2007

چکیده

آموزش و پژوهش، پیش‏نیاز توسعه پایدار هر جامعه‏ای محسوب می‏شود. تحقق توسعه پایدار، منوط به برخورداری نظام آموزش عالی کارآمد با تربیت نیروهای کیفی-علمی و افزایش سهم تحقیق و پژوهش در جامعه است. هدف پژوهش حاضر، بررسی نگرش دانشجویان تحصیلات تکمیلی رشته‏ های مهندسی، به ‏تناسب برنامه درسی اجراشده با چارچوب برنامه درسی پایدار بود. طرح پژوهش، کمی از نوع توصیفی، پیمایشی و جامعه آماری آن شامل کلیه دانشجویان دوره‏ های تحصیلات تکمیلی رشته‏ های مهندسی دانشگاه شیراز بود. گروه نمونه 242 نفری با استفاده از روش نمونه ‏گیری تصادفی طبقه‏ ای نسبتی، انتخاب گردید. ابزار پژوهش، مقیاس برنامه درسی پایدار بود که پس از محاسبه روایی و پایایی بین دانشجویان نمونه توزیع گردید. برای تحلیل داده‏ها، از روش آزمون تی تک‏نمونه‏ای و از نرم‏افزار SPSS 19 استفاده گردید. نتایج پژوهش نشان داد که منطق برنامه درسی اجراشده دوره‏های تحصیلات تکمیلی رشته‏ های مهندسی دانشگاه شیراز، هدف کلی این برنامه درسی و سرفصل‏ های محتوایی دانشی، سرفصل مهارتی و سرفصل نگرشی آن، با منطق برنامه درسی پایدار متناسب‏ند. اما براساس دیدگاه دانشجویان، نقش مدرس در یاددهی و یادگیری و روش‏ های یاددهی و یادگیری به‏ کاررفته در برنامه درسی اجراشده، منابع آموزشی و کمک ‏آموزشی، فعالیت‏ های یادگیری دانشجویان مهندسی، زمان دوره، فضای آموزشی برای اجرای برنامه درسی، شیوه ‏های گروه ‏بندی دانشجویان و روش‏های ارزشیابی به‏کاررفته، با عناصر برنامه درسی پایدار همخوانی ندارند. بر اساس نتایج پژوهش به ‏دست‏ آمده می‏توان دریافت با توجه به این که آموزش مهندسی پایدار یک مؤلفه حیاتی در مقابله با تغییرات آب و هوایی و ترویج آینده ‏ای سبزتر است، با افزایش تقاضا برای زیرساخت ‏های پایدار، منابع انرژی تجدیدپذیر و فناوری‏ های سازگار با محیط ‏زیست، برنامه درسی مهندسی دانشگاه شیراز باید با این نیازها سازگار شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

ATTITUDE OF ENGINEERING STUDENTS OF SHIRAZ UNIVERSITY TOWARDS THE RELATEDNESS OF THE GRADUATE CURRICULUM WITH SUSTAINABLE DEVELOPMENT

نویسندگان [English]

  • Mehdi Mohammadi
  • Razieh Shirin hesar
  • Ghasem Salimi

Shiraz University

چکیده [English]

The purpose of this study was to the engineering Implemented graduate curriculum at Shiraz University based on the sustainable curriculum framework. The research method was descriptive survey design. The statistical population included all engineering graduate students. By using a stratified random sampling method, 400 students were selected. The research tool was the sustainable curriculum scale, which was distributed among the sample students after calculating the validity and reliability. To analyze the data, the T-test method of a sample of SPSS 19 software was used. The results of the research showed that: the logic, objectives, and content of Shiraz University engineering courses implemented curriculum, the general objectives of this curriculum, and its academic content headings, skill headings, and attitude headings, are align with the logic of the curriculum. They are stable and correspondence. However, based on the student’s point of view, the role of the instructors in teaching and learning and the teaching and learning methods used in the implemented curriculum, educational resources and educational assistance, engineering students’ learning activities, course time, educational space for implementing the curriculum, methods, based on the students and the evaluation methods used, are not consistent with the sustainable curriculum elements. According to the results of the research, it can be seen that that sustainable engineering education is a vital component in dealing with climate change and promoting a greener future. With the increasing demand for sustainable infrastructure, renewable energy sources and environmentally friendly technologies, the engineering curriculum of Shiraz University must adapt to these needs.

کلیدواژه‌ها [English]

  • Implemented curriculum
  • sustainable development
  • graduate studies
  • engineering
  • evaluation
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