علوم تربیتی

نیازسنجی آموزشی و تربیتی دوره آموزش رسمی

10.22055/edus.2025.50216.3787
دوره 33، شماره 1
فروردین 1405
صفحه 141-154
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسنده

سمیه رام

استادیار گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران.

چکیده
هدف پژوهش حاضر، نیازسنجی آموزشی و تربیتی دوره آموزش رسمی عمومی در جمهوری اسلامی ایران است. رویکرد پژوهش، کیفی و روش آن مرور سیستماتیک است. جامعه پژوهش ۳۱۷ پژوهش‌ با موضوعات نیازسنجی آموزشی تربیتی، آسیب‌شناسی کودکان، نوجوانان و جوانان و تغییر روندهای علم، تکنولوژی، اقتصاد و فرهنگ، در سال‌های ۱۳۹۰ تا ۱۴۰۱ است، که از پایگاه‌های معتبر علمی و ۲۹ سازمان مربوطه دریافت گردید. نمونه‌گیری با استفاده از معیارهای ورود و خروج بیانیه پریزما انجام و نهایتاً ۱۳۱ پژوهش جهت بررسی انتخاب شد. داده‌ها با استفاده از تحلیل محتوای کیفی و کدگذاری، تحلیل شد. یافته‌ها نشان داد که نیازهای آموزشی و تربیتی متربیان شامل ۷ محور، ۱۷ بعد و ۵۲ مقوله است. محورها در قالب نیازهای هویتی شامل هویت عبادی-اعتقادی- اخلاقی (مشتمل بر؛ بینش و آگاهی دینی، نگرش و ایمان دینی، کنش و رفتار دینی)، هویت علمی- فناورانه (مشتمل بر؛ آموزش علوم و ریاضی، آموزش زبان و ادبیات فارسی، سواد دیجیتال)، هویت اقتصادی- حرفه‌ای (مشتمل بر؛ آموزش مهارتهای شغلی متناسب با نیاز بازار کار)، هویت سیاسی- اجتماعی (مشتمل بر؛ هویت خانوادگی، هویت اجتماعی، هویت سیاسی، هویت ملی، هویت فرهنگی و سبک زندگی)، هویت زیستی- بدنی (مشتمل بر؛ سواد سلامت، سواد محیط زیست)، هویت زیبایی‌شناختی- هنری (مشتمل بر؛ ارزش‌گذاری فرهنگی و سواد رسانه‌ای) و شایستگی‌های پایه‌ی فراساحتی (مشتمل بر؛ مهارت تصمیم‌گیری و خویشتن‌بانی) می‌باشد. در پایان نتیجه‎گیری می‌شود که ضروری است نیازهای آموزشی تربیتی هفت‌گانه و ابعاد آنها به طور جدی در طراحی برنامه‌های درسی دوره آموزش رسمی عمومی ایران مورد توجه قرار بگیرند.

کلیدواژه‌ها

نیازسنجی آموزشی
نیازسنجی تربیتی
آموزش رسمی عمومی
برنامه‌ریزی درسی

عنوان مقاله English

Educational Needs Assessment of the Formal General Education in the Islamic Republic of Iran Based on A Systematic Review

نویسنده English

SOMAYYEH RAM
Assistant professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
چکیده English

Learner needs constitute the foundation of curriculum planning because curriculum decisions should be guided by a comprehensive understanding of the knowledge, competencies, and developmental requirements of learners. However, rapid technological, social, cultural, and economic changes have transformed students’ educational needs, while curriculum development in many educational systems has not adequately responded to these emerging demands. The present study aimed to identify and synthesize the educational needs of students in light of contemporary societal transformations and generational changes to provide an evidence-based framework for curriculum development in Iran. A qualitative systematic review was conducted following the PRISMA guidelines. The initial corpus consisted of 317 studies addressing educational needs assessment, developmental challenges of children, adolescents, and youth, as well as emerging trends in science, technology, economy, and culture published between 2011 and 2022. After applying predefined inclusion and exclusion criteria, 131 studies were selected for final analysis. Data were analyzed using qualitative content analysis and inductive coding procedures. The findings identified a comprehensive framework comprising seven educational domains, seventeen dimensions, and fifty-two categories of learner needs. These domains included religious–moral identity, scientific and technological identity, economic and vocational identity, socio-political identity, biological and physical identity, aesthetic and artistic identity, and fundamental competencies. Together, these domains provide a multidimensional representation of the knowledge, skills, values, and competencies required by students to meet the demands of contemporary society. The findings suggest that curriculum development should move beyond traditional subject-centered approaches toward comprehensive learner-centered frameworks that integrate identity development, twenty-first-century competencies, digital literacy, social participation, and lifelong learning. The proposed framework offers curriculum developers, educational policymakers, and teacher educators a systematic basis for redesigning general education curricula that are responsive to the evolving educational needs of present and future generations

کلیدواژه‌ها English

  • assessment
  • instructional needs assessment
  • formal public education
  • curriculum planning
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