نوسازی برنامۀ درسی مهندسی با رویکرد آموزش برای توسعۀ پایدار: یک مطالعۀ فراترکیب

نوع مقاله : مقاله علمی - پژوهشی

نویسندگان

1 دانشگاه شیراز

2 میدان ارم دانشگاه شیراز

10.22047/ijee.2026.574771.2239
چکیده
هدف مطالعۀ حاضر طراحی مدل نوسازی برنامۀ‏ درسی آموزش مهندسی براساس اصول آموزش برای توسعۀ پایدار است. این پژوهش از نوع کاربردی و در زمرۀ پژوهش‏ های با رویکرد سنتزپژوهی و از نوع فراترکیب کیفی است. این روش فراتر از خلاصه‏ سازی یافته‏ هاست و با ترکیب و تفسیر عمیق داده‏ها، تصویری کلی و جامع از موضوع پژوهش ارائه می‏دهد. تجزیه ‏وتحلیل داده‏ ها با استفاده از روش تحلیل محتوای کیفی صورت پذیرفت. یافته‏ های پژوهش نشان داد که در مرحلۀ ترکیب داده ها، سه کد محوری شامل شایستگی‏ های مؤثر اعضای هیئت علمی، توانمندی ‏های پایۀ دانشجویان مهندسی و ظرفیت‏ های بنیادی و نهادی دانشگاه، پیشایندهای نوسازی برنامۀ درسی براساس آموزش برای توسعۀ پایدار را شکل می‏ دهد. همچنین بازتعریف جهت‏ گیری فلسفی و هدف‏ گذاری، طراحی و بازطراحی ساختار و محتوا، تحول در راهبردهای یاددهی ـ یادگیری، اجرا، پایش، اصلاح و نهادینه ‏سازی به ‏عنوان فرایندهای این نوسازی شناسایی شد. پیامدها نیز در سه سطح فردی و آموزشی، سازمانی و اجتماعی و زیست‏ محیطی و اقتصادی طبقه‏ بندی گردید. نتایج نشان می‏ دهد ادغام آموزش برای توسعۀ پایدار در آموزش مهندسی یک الزام جهانی است و دانشگاه‏ ها برای هم‏سویی با اهداف توسعۀ پایدار و آماده‏ سازی مهندسان آینده ناگزیر از حرکت در این مسیر هستند.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

RENEWING ENGINEERING CURRICULA WITH AN EDUCATION FOR SUSTAINABLE DEVELOPMENT APPROACH: A META-SYNTHESIS

نویسندگان English

Mehdi Mohammadi 1
Farzaneh Deimehkar Haghighi 2
1 Shiraz University
2 shiraz university
چکیده English

The present study aims to design a curriculum renewal model for engineering education based on the principles of Education for Sustainable Development (ESD). This applied research employs a synthesis-based approach and a qualitative meta-synthesis methodology, which goes beyond summarizing findings by integrating and deeply interpreting data to provide a comprehensive understanding of the research topic. Data were analyzed using qualitative content analysis. The findings indicated that, at the data synthesis stage, three axial codes ”the effective competencies of faculty members, foundational capabilities of engineering students, and the university’s fundamental and institutional capacities” serve as antecedents for curriculum renewal grounded in ESD. Key processes of renewal included redefining philosophical orientation and goal-setting, designing and redesigning structural and content elements, transforming teaching–learning strategies, implementation, monitoring, revision, and institutionalization. Outcomes were categorized at three levels: individual and educational, organizational and social, and environmental and economic. Overall, the results suggest that integrating ESD into engineering education is no longer optional but a global imperative. This integration enables universities to align with the United Nations’ Sustainable Development Goals, ensures the preparation of future engineers, and equips them to address the complex social, environmental, and technological challenges of the twenty-first century.

کلیدواژه‌ها English

Curriculum renewal
engineering
education
sustainable
development
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