Identifying and explaining the characteristics of reflective learning approach on the implementation process of Inquiry -oriented curriculum in Farhangian University

Masouminejad, Reza

doi:10.22034/jcs.2025.416624.2167

Identifying and explaining the characteristics of reflective learning approach on the implementation process of Inquiry -oriented curriculum in Farhangian University

Document Type : Original Article

Author

reza masouminejad

Faculty of Farhangian University

10.22034/jcs.2025.416624.2167

Abstract

The present study was conducted with the aim of identifying and explaining the components of reflective learning on the process of implementing research-oriented curriculum in Farhangian University. The qualitative research approach was thematic analysis. The participants were professors and students of Farhangian University, 19 of whom were interviewed in the form of purposeful index sampling. The researcher's self-review method, the rich description of data in line with the validity of the data, and the parallel analysis method and the regular process of recording and writing the data were used to determine the reliability of the data. The findings indicated that reflective learning with emphasis on narration, integration of thinking, criticism, introspection, recreation, transformational discourse, rationalism, and environmental culture, and provides a platform for the intellectual explanation of the research-oriented curriculum and its optimal meaning making. The results show that in teaching and implementing research-based curricula at Farhangian University reflective learning approach should be used to develop students' exploratory skills in order to develop teachers by thoughtfully analyzing curricular issues, can present new solutions to improve and remove educational barriers.

Keywords

reflective learning

student-teachers

Inquiry-Oriented Curriculum

farhangian University

Subjects

Organizational training and learning

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