Assessment of the Status of the Content Element in the Curriculum Implemented in the Undergraduate Course: Lifelong Learning Approach

Document Type : Original Article


1 Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan,

2 Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.


The present study aims at assessing the status quo of the content of the curriculum implemented in the BA course of primary education at Teacher Training University via the lifelong learning approach. The study employed a descriptive-survey research method. The research population consisted of all professors of the department of educational sciences, Teacher Training University University, campuses of Isfahan province including 242 individuals. Using the proportionate-to-the-size stratified sampling method and observing the principle of randomness, 145 professors were selected as participants and data were collected through a researcher-made questionnaire. Finally, 103 copies of it were returned as the basis for analysis. The reliability of the instrument was obtained by calculating Cronbach's alpha coefficient as 0.94. Its validity was reviewed and confirmed by the experts and findings of factor analysis. Results indicated that the status quo of content of the BA elementary education curriculum is in a relatively desirable situation. Among the indicators, presenting learner-centered learning activities and emphasizing deep learning (problem-oriented) approaches have more desirable places than other indicators.


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