mohamad ardashiri; Alireza Faghihi; mojgan mohammadi naeeni
Abstract
Higher education is considered a key component in the education system and human resource development in any country. The functioning of the educational system is a tool to respond to the problems and needs of the society. Special educational needs are different in different age groups, which determines ...
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Higher education is considered a key component in the education system and human resource development in any country. The functioning of the educational system is a tool to respond to the problems and needs of the society. Special educational needs are different in different age groups, which determines the special logic of the educational process in higher education. Since the higher education system is responsible for the important task of training specialized human resources, it is necessary to use appropriate, precise and systematic methods in the design, implementation and evaluation of its activities.This research seeks to design a unified model of curriculum components and aesthetic education in higher education. The main goal is to achieve components of aesthetics that can be used in the university curriculum along with other curriculum components from the field of humanities. For this purpose, with the qualitative and exploratory method, these components were extracted from the literature sources of curriculum studies, the opinion of experts in this field as well as the opinion of experts in the field of art and aesthetics, and after the consensus of opinion and the possibility of using them by the public universities of Khuzestan province, those components were used in the design of the model. suggestions were used and then the suggested model was designed.The findings of the research showed that art and aesthetics as a perspective and paradigm in the curriculum contains many components, inspirations and components. These components can be used in the design, development and implementation of curricula, focusing on the important components of the curriculum such as goal, content, method and evaluation.
