Identification, Validation, and Ranking of the Challenges of Implementing a Competency-Based Education System at Imam Hussein University

Document Type : Original Article

Authors

1 Master’s Student in Educational Management, The Imam Hossein Comprehensive University, Tehran, Iran

2 Assistant Professor, Department of Educational Sciences, The Imam Hossein Comprehensive University, Tehran, Iran

Abstract

The aim of this study was to identify and prioritize the challenges of implementing a competency-based education system at Imam Hussein University (A.S.). The research was applied in terms of its purpose and mixed-methods (qualitative-quantitative) in nature, with an exploratory approach. The qualitative sample consisted of professors with over 25 years of experience at Imam Hussein University (A.S.), while the quantitative sample included all faculty members of the university, totaling 432 individuals. In the qualitative section, the sample size was determined based on the principle of theoretical saturation, amounting to 11 individuals. The sample size for the quantitative section was calculated using Cochran’s formula, resulting in 217 participants. Data were collected through interviews and a researcher-designed questionnaire. Thematic analysis was used for data description, while Structural Equation Modeling (SEM) and Friedman tests were employed for data analysis. The findings revealed that the challenges of implementing a competency-based education system could be categorized and validated under seven components: weaknesses in the educational structure, the gap between theory and practice, ineffective implementation, inadequate understanding of the nature of the competency-based education system, neglect of individual differences among students and faculty, deficiencies in facilities and infrastructure, lack of proper monitoring and evaluation, and inherent limitations in establishing a competency-based education system (p<0.05). Based on the findings, recommendations were made to the Ministry of Science, including collaboration with industry and the labor market, updating and revising educational programs, launching practical training programs, advancing educational technologies, and creating continuous learning opportunities to address the challenges of the competency-based education system.

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A Review of Theorizing of Behavioral Sciences
Volume 1, Issue 2
April 2024
Pages 45-68

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