Future Study in the Geography Education Field of Farhangian University

Document Type : Research Paper

Authors

1 Department of Geography Education, Farhangian University, PO Box 14665-889 Tehran, Iran

2 Department of Geography Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran.

Abstract

Objective: the purpose of this article was to identify the key driving forces effective on the future of Farhangian University geography education, in order to analyze and manage them.
Method: For this purpose, a research community including 19 experts from Farhangian University was selected and asked for their opinions in the form of Delphi method. Furthermore, the effective components were identified by forming a matrix of mutual effects in the Micmac software, and the forces' Key drivers were extracted and analyzed after segmentation.

Results: Geography education is a semi-sustainable field consisting of seven key driving forces including the development of new educational technologies, the level of group education, global experiences, the evaluation of the Ministry of Science, Research and Technology, the support of the Ministry of Education, the internal coherence of the university, educators, the effectiveness of geography science in the future life, national policies in teacher training and population changes, cooperation between the geography education group and other groups, and optimization of geography education facilities. These driving forces are placed in 7 areas.
Conclusion: If these key forces and areas are considered, we can hope that this field will continue its growing trend.

Keywords

References

Aftab, A. (2023). Perspectives and methods of future research and scenario planning in urban and regional planning, Quarterly Journal of Geography and Regional Future Research in Iran, 1(1), 82-107. [In Persian].
Aggestam, F., & Wolfslehner, B. (2018). Deconstructing a complex future: Scenario development and implications for the forest-based sector. Forest Policy and Economics, 94, 21- 26
Arcade, J., Godet, M., Meunier, F., & Roubelat, F. (2003). Structural analysis with the MICMAC method& actors’ strategy with MACTOR method. The Millennium Project: Futures Research.
Bonyadi, H., & Bayat, M. (2021). expert opinion on the human resource supply plan for education and training, Parliament Research Center, 11th year, first year, serial number 17608. [In Persian].
Choo, C. W. (2001). Environmental scanning as information seeking and organizational learning. Information Research, 7(1): 1-25. https://informationr.net/ir/7-1/paper112.html.
Chubineh, M. (2019). Survey of geography education curriculum in Iran, research in social studies education, 2(3), 2-16. [In Persian].
Danielson, C., & McGreal, M. (2011). Enhancing Professional practice: A Framework For teaching. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Dishon, G. (2017). New Data, old Tensions: Big Data, Personalized Learning, and The Challenges of Progressive Education. Theory and Research in Education, 15(3), 272-289, doi.org/10.1177/1477878517735233.
Gall, M., Borg, W., & Gale, J. (2011). Quantitative and qualitative analysis methods in educational sciences and psychology (Volume 1), translated by Ahmad Reza Nasr and colleagues, Tehran, Samit Publications.]In Persian.[
Ganji, M. H. (2018). Geography in Iran from Dar al-Funun to the Revolution, second edition, published by Astan Quds Razavi. [In Persian].
Gooyaa, Z., & Gholaamaazaad, S. (2019). Farhangiyan University: Culmination of One Hundred Years of Official Teacher Training Efforts in Iran Starting with the Central Darolmo’allemin. Education and training scientific-research quarterly. 35 (2) :39-60 URL: http://qjoe.ir/article-1-1809-fa.html. [In Persian].
Gordon.T. J., & Gelen, J.C. (1994). Evironmental Scaning. AC/UNU Millennium Project.
Grinshkun, V., & Osipovskaya, E. (2020). Teaching in the Fourth Industrial Revolution: Transition to Education 4.0. Proceedings of the 4th International Conference on Information of Education and E-learning Methodology: Digital Technologies in Education (IEELM-DTE 2020), Krasnoyarsk, Russia, October 6-9.
Hernandez, C., & Mayer, R. (2018). learning for the new millennium, challenges of education in the 21st century. Ministry of Defense and Armed Forces Support. Educational and Research Institute of Defense Industries. Center for strategic planning and studies. Without Publications of Defense Industries Educational and Research Institute. http://moocnewsandreviews.com.
Hooshisadast. A., Rahimian, H., Abbaspour, A., Khorsandi, A., & Ghiasi Nadooshan, S. (2018). Designing a lean university model for public universities (Case study: Farhangian Teacher Education University (FTEU)). Educ Strategy Med Sci; 11 (3) :132-141 URL: http://edcbmj.ir/article-1-1404-fa.html. [In Persian].
Hosseini Largani, S. M.  (2018). Identifying new subject areas and disciplines in the world's top universities and providing suggestions for Iranian universities, Tehran: Higher Education Research and Planning Institute. [In Persian].
Hsu, C. H., & Sandford, B. A. (2008). The Delphi technique: making sense of consensus. Available from: http://pareonline.net/pdf/v12n10.pdf.
Khorushi, P. (2023) Future perspective in Iran's teacher training by passing from the past to the present and the future, Education Quarterly, 9(34), 2-18. [In Persian].
Kim, J. R. (2017). Look inside the Republic of Korea’s classrooms of the future. Retrieved from http://news.itu.int/education-4th-industrialrevolution-look-inside-republic-koreasclassroomsfuture/
Krippendorff, K. (2013). Content Analysis. An Introduction to Its Methodology (3rd Ed). California, CA: Sage Publications.
Martin, Geoffrey.J., & James, Preston. E. (2010). All Possible Worlds: A History of Geographical Ideas. Ihird Edition John Wiley and Sons. Inc. New York. USA.
Mehravar Giglou, Sh., & Khorsandi Taskoeh, A. (2023). Future Studies International Scientific Cooperation in Iran's Public Universities and Providing Policy Solutions and Recommendations, Higher education letter, 16(3), 27-54. [In Persian].
Michael, J., Cliff, W., McFarland, J., Modell, H., & Wright, A. (2017). The Core Concepts of physiology: A new Paradign for traching for teaching physiology. New York: Springer.
Mohammadpour, S., Salarzehi , H., Kamalian, A. R., Yaghoubi, N. M., & Mehdi, M. (2021). Identifying and analyzing the strategic drivers of the entrepreneurial university using the approach of analyzing mutual effects. Iranian Engineering Education Quarterly, 23(89), 133-156. [In Persian].
Molayi Hashjin, N. (2012). investigation of students' attitudes towards geography education in schools of Rasht city, Roshd Geofah Geofah, 18(66), 2-15. [In Persian].
Moqimi, A. (2015). Future epistemology of theoretical approaches to urban planning, architecture and building industry, Urban Management, 14(38): 75-104. https://www.magiran.com/p1447322 [In Persian].
Motta Reis, J. S., Costa, A. C., Espuny, M., & Batista, W. J. (2020). Education 4.0: Gaps Research between School Formation and Technological Development. Springer Nature Switzerland, 17th International Conference on Information Technology–New.Generations, Advances in Intelligent Systems and Computing 1134, https://doi.org/10.1007/978-3-030-43020-7_55
Mukesh, V. & Sarita, D. (2015). Perception of Students about geography in Fiji National University: a case study. First International Conference on Theory and Practice (ICTP),121-132.
Musapour, N. (2022). Slavery or slavery? What path did Iran's education and curriculum take in the 14th century and where is it headed? Iranian Curriculum Studies, 17(64), 1-16, [In Persian].
Nabipour, i. (2017). Third generation universities in the fourth industrial revolution. Bushehr: Publications of the University of Medical Sciences and Health Services. [In Persian].
Nurpisheh, N., Alidadi, A. R., Talebi, E., & Mazarei, M. (2018). Future research in teacher education with the approach of knowledge and technology from the perspective of the faculty and students of Farhangian University, Education Research, 5(3), 60-70. [In Persian].
Pereira, A., & Romero, F. (2017). "A review of the meanings and the implications of the Industry 4.0 concept", Procedia Manufacturing. Vol. 13, pp. 1206–1214, https://doi.org/10.1016/j.promfg.2017.09.032.
Rahimi, Z., & Eetedal, A. R. (2021). Gender segregation in Farhangian University from the point of view of students, teachers and professors, Higher Education Curriculum Studies, 12(1), 269-285., [In Persian].
Ramzanpour Nargesi, Q., Khaleghi, A., & Haji Hosseini, H. A. (2015). Identifying technological trends and drivers of changing the shape of entrepreneurial opportunities in the field of education, Iranian Higher Education Association Quarterly, 8(1), 19-35. [In Persian].
Sadeghi, A., & Mirspasi, Z. (2019). Pathology of the way of implementing the curriculum of "Teaching
Geography" in Farhangian University, Curriculum Studies, 15(56), 65-88. [In Persian].
Safi, A. (2018). One hundred years of teacher training in Iran: opportunities, threats and future prospects. Journal of Education and Training, 35(2 (series 138)), 83-106. SID. https://sid.ir/paper/87677/fa
Savic, M. (2020). the down of the academic revolution: an individual contribution to shaping the future of universities”. world futures review, 12 (4), 385-395.
Sedaqat, A. R., & Mokhtari Shamsi, M. (2021). Future research of teacher training in the use of educational media, New Developments in Educational Management, 1(3), 30-46., [In Persian].
Seyedi, S. M. R., Danaeefard, H., & Ganjali, S. (2023). Recognizing the Effective Environmental Conditions in evaluating the performance of the Minister of Science, Research and Technology, Higher Education Letter, 15(4), 29-56. [In Persian].
Shahi, S., Khwaja Kulaki, E., & Mehr Alizadeh, Y. (2021). Scenarios for recruiting and training Iranian teachers in the horizon of 1415, Iran Future Studies, 6(2), 137-166. [In Persian].
Shaki, M. H., & Kiaei, M. (2023). A research on efficient and effective teaching methods in virtual space, new research approaches in management and accounting, 7(25), 1936-1948. [In Persian].
Sharifi Najafabadi, R. (2019). comparative comparison of old teacher training curricula with Farhangian University, Rushd Geography Magazine, 33(1), 49-56. [In Persian].
Sharifi Najafabadi, R. (2022). Institutions influencing the teaching of geography in schools (structures, functions and functions), Research in Social Studies Education, 4(2), 42-65. [In Persian].
Sharifi Najafabadi, R. (2018). Reflection on the method of recruiting and distributing student teachers in the field of geography education in Farhangian University, Research Quarterly in Social Studies Education, 1(2), 29-45. [In Persian].
Sirr, L., Kelly, R., & Ratcliffe, J (2004). Futures Thinking to Achieve Sustainable Development at Local Level in Ireland, Foresight, Vol. 6 Iss: 2, pp.80-90
Smith, H. (2009). Perceptions of geography as a vocation: a study of secondary school students in the Illawarra and South East region of New South Wales. School of Earth & Environmental Sciences, University of Wollongong, Retrieved May 13, 2018, from http://ro.uow.edu.au/thsci/101.
Supreme Council of the Cultural Revolution (SCCR). (2011). Statutes of Farhangian University, Tehran, Publications of Supreme Council of Cultural Revolution. [In Persian].
Talebi, A., & Nemati, M. A. (2018). Collaborative Foresight: An Effective Governance of University Policy Making. Science and Technology Policy Letters, 7(4), 17-24. https://stpl.ristip.sharif.ir/article_20670.html [In Persian].
Tarin, H. M., Alizadeh, Y., Shahi, S., Farhadi Rad, F., & Rahimi Dust, Gh. H. (2023). Identification and structural analysis of drivers affecting the future of the university education system in the environment of the fourth industrial revolution, research in educational systems, 17(61), 5-21., [In Persian].
Voros, J. (2017). Integral Futures: An approach to futures inquiry. Futures, 40(2): 190–201. https://doi.org/10.1016/j.futures.2007.11.010.

Files

Share

How to cite

Statistics