Designing a Curriculum Model for Skill Training in Real Environments with Emphasis on the Training Programs of the Technical and Vocational Organization
Keywords:
Curriculum, Skill training, Technical and vocational education, Real-world learning, Thematic analysisAbstract
Purpose: The aim of this study was to design a conceptual curriculum model for skill training in real-world environments with emphasis on the training programs of Iran’s Technical and Vocational Organization.
Methodology: This qualitative research employed thematic analysis. Participants included 12 experts and instructors from the field of technical and vocational education in Khuzestan Province, selected purposefully until theoretical saturation was achieved. Data collection tools included semi-structured interviews and analysis of related academic and institutional documents. Data analysis was conducted through initial coding, theme extraction, and abstraction into major curriculum components.
Findings: The study identified ten main components of a real-environment skill training curriculum: logic, goals, content, teacher role, grouping, learning activities, facilities, place, time, and evaluation. In total, 100 base indicators (themes) were extracted and organized under these components. These elements reflect cognitive, behavioral, environmental, organizational, and evaluative dimensions of skill-based learning.
Conclusion: The proposed model offers a conceptual framework for improving skill-based curricula in technical and vocational education systems. It was developed based on market needs, lived experiences, and indicators of practical learning, and is adaptable across various educational contexts.
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