Identification of the Constituent Components of Reengineering the Educational System of Farhangian University in Tehran

Abstract

Reengineering the university educational system is of great importance for responding to the changing needs of the labor market and society. This process enhances the quality of education by improving teaching and assessment methods and increases student satisfaction. Moreover, by focusing on the development of key skills, it produces competent graduates who are well suited to the labor market and establishes a more effective connection with social and cultural needs. Accordingly, considering the above, the present study was conducted with the aim of identifying the constituent components of reengineering the educational system of Farhangian University in Tehran. In terms of purpose, the research was applied; in terms of data type, it employed a sequential mixed-methods design with an exploratory approach; in terms of paradigm, it was interpretive; and in terms of analytical nature, it utilized qualitative content analysis with a thematic analysis approach. The participants included theoretical experts (university faculty members in the field of educational sciences) and practical experts (relevant higher education administrators). Based on the principle of saturation and purposive sampling, 20 interviewees were selected. Data collection was conducted through semi-structured interviews, and the validity and reliability of the instrument were examined and confirmed. Data analysis was performed using thematic analysis with Maxqda software (V18). The findings indicated that the constituent components of reengineering the educational system of Farhangian University in Tehran include a focus on skill-based learning, the practical application of education provided at Farhangian University, the usefulness and up-to-dateness of educational content, the development of students’ multi-skilling, an emphasis on specialized courses across different disciplines, and the training of up-to-date and literate students. The results of this study provide the groundwork for fundamental transformations in the educational system of Farhangian University and, by identifying effective constituent components, contribute to improving the quality of education and the teaching–learning process. These findings offer valuable information to educational decision-makers and enable the design of more efficient educational programs that are better aligned with contemporary needs. Consequently, the recommendations of this study can lead to improvements in teacher education processes and foster more effective engagement between teachers and society.