Curriculum Planning Research Articles

Constructivist instructional approaches: A systematic review of evaluation‐based evidence for effectiveness

AbstractConstructivist instructional approaches have gained significant popularity in education as educators seek to create more engaging and effective learning environments. However, the effectiveness of these approaches in promoting student learning remains a subject of debate. This systematic review aims to synthesise existing evaluation‐based research on the effectiveness of constructivist approaches in improving student learning outcomes compared to traditional instructional methods, and to identify specific empirically proven effective constructivist approaches. Using standard review methodology, we searched ERIC, Education Research Complete, British Education Index, Social Science Citation Index, and Applied Social Sciences Index and Abstracts as sources of quasi‐ or true‐experimental educational studies published in the last 10 years (2014–2023). Inclusion/exclusion criteria were based on the PICO (population, intervention, comparison, outcome) framework and the year and language of publications. A total of 1315 studies were identified. Studies were screened by two independent reviewers who also extracted the data and accessed the study quality and risk of bias using the Joanna Briggs Institute (JBI) critical appraisal tool. Thirty‐two articles met the inclusion criteria. Content analysis was used to code, analyse and synthesise the texts. This review study identified seven broad instructional approaches with a wide range of specific implementation strategies, rooted in constructivist learning theory, that revealed significant improvements in the various domains of learning. In conclusion, there is sufficient empirical data to be able to state with certainty that these instructional approaches are proven alternatives to the traditional method. Implications for educators, curriculum planners and researchers are briefly discussed. Context and implicationsRationale for this study: Constructivist and process‐based learning approaches have been given more significance recently. Evidence‐informed practice requires practitioners and policy makers to integrate current best evidence with client context in order to provide meaningful and potentially effective services across a range of presenting problems. Systematic reviews are a crucial part of this process, providing practitioners and researchers with transparent, rigorous and informative syntheses of research in a given area. Hence, this systematic review is conducted with the purpose to identify empirically proven effective constructivist teaching‐learning approaches and implementation strategies that could be valuable input for curriculum planners and educators.Why the new findings matter: The findings from this systematic review are important in highlighting the most effective constructivist teaching‐learning approaches and showing important developments in the research area. As such, the findings can inform policy and practice for teacher education and professional development at national and international scales.Implications for educators, curriculum planners and researchers: Firstly, educators will benefit greatly by understanding the constructivist approach of teaching. By using the teaching‐learning strategies identified by this review study, educators can provide the necessary ground to increase students' motivation, academic achievement and academic vitality, as well as reduce their academic procrastination. Secondly, curriculum planners can incorporate these constructivist instructional strategies in curriculum planning and in the development and preparation of framework/guidelines for achievements of intended learning outcomes. Finally, the ideas and experiences in the examined articles would inspire educational researchers to explore further the potential of constructivist instructional methods focusing on unexplored areas identified and discussed by this review.

Prompting Theory into Practice: Utilizing ChatGPT-4 in a Curriculum Planning Course

As of late, generative AI tools have been rapidly gaining purchase as an important part of life. Thus, one cannot ignore their growing integration into educational landscapes, including teacher education. This qualitative study examines how pre-service teachers (PSTs) leverage ChatGPT-4 to apply constructivist theory in curriculum planning (CP). The findings revealed three approaches through which PSTs used the chatbot to apply theory to practice: (a) simplifying theory, (b) applying theory, and (c) visualizing theory. The findings suggest that the need to refine prompts using curricular language and engaging in creative and critical thinking supported the translation process. In incorporating ChatGPT-4 into their CP, PSTs considered multiple factors, including ideation, inspiration, creativity, reliability, and insufficient personalization—attesting to a balanced perspective on the use of this tool, i.e., recognizing the potential and benefits of utilizing the chatbot, while remaining cognizant of its associated risks and limitations. This study points to aspects of CP using generative AI, which teacher educators should discuss with PSTs.

Teachers’ pedagogic knowledge in the digitalization of curriculum support

ABSTRACT Digitalization in education and the continuously growing presence of digital curriculum instruments have been approached as networked governance with a focus on private commercial actors. By comparison, teachers have been perceived as mere users of the digital instruments provided to support them. This study explores the Norwegian Knowledge Promotion reform as a translation of the policy intention to support teachers’ local curriculum work into a digital Curriculum Planning Tool (CPT) with a particular focus on teachers’ pedagogic knowledge. The findings illustrate how the Norwegian Directorate for Education and Training emerges as a boundary actor by delegating to other actors the activities of research and evaluation, consultation and conducting collaborative service design and development of the CPT. Through collaborative practices, teachers’ experiential knowledge contributed to the problematization of the lack of curriculum support, consultation with private consultancy companies that developed the CPT and adjustments to the CPT rather than to the decision-making about digital curriculum support. The network of digital curriculum support making emerges through an entanglement between the programmatic discourse of national curriculum making and practical discourse consisting of local curriculum work, blurring their boundaries and shaping a new space of networked governance.

Where does it all go?

Research methodology The case was developed from interviews with the couple. Josh is a coauthor. The other coauthor was incorporated to offer an unbiased perspective. The names and banking institutions are disguised, but the financial information represents the couple’s actual financial situation at the time. Case overview/synopsis This case centers on Josh and Selene Stone, a real couple whose identities have been disguised. They are striving to optimize their budget and save for a better home. The case outlines the couple’s goals and details their income and expenses by providing their bank and credit card statements for a 3-month period. Students are tasked with applying their financial planning knowledge and skills to create a budget for the couple and make recommendations to optimize their spending patterns. Complexity academic level The case was designed for use in an introductory undergraduate Personal Finance course where personal budgeting is discussed. The case is best positioned following a lecture/discussion on personal budgeting such as:▪ Chapter 2 of Focus on Personal Finance by Kapoor, Dlabay, Hughes and Hart.▪ Chapter 3 of Personal Finance by Garman and Forgue.▪ Chapter 2 of Personal Finance by Keown.▪ Chapter 5 of Personal Finance by Siegel and Yacht.This paper has seen Personal Finance offered at a general education level, as an elective for Business Administration majors, or even as a required class in a specialized Financial Planning curriculum. Positioning a case in Personal Finance can often be challenging because of the diverse nature of these audiences. In this case, this paper has tried to use plain language whenever possible to make it accessible to a broad range of students while providing enough data for business students to make informed financial planning recommendations.

Metaverse technologies in acute care medical education: A scoping review.

The concept of the metaverse is a virtual world that immerses users, allowing them to interact with the digital environment. Due to metaverse's utility in collaborative and immersive simulation, it can be advantageous for medical education in high-stakes care settings such as emergency, critical, and acute care. Consequently, there has been a growth in educational metaverse use, which has yet to be characterized alongside other simulation modalities literature. This scoping review aims to provide a comprehensive overview of all research describing metaverse use in education for emergency, critical, and acute care. We used Arksey and O'Malley's framework with the Levac etal. modifications to conduct a scoping review by searching these five databases (MEDLINE, EMBASE, ERIC, Web of Science, and Education Source). The framework comprises six steps: (1) identifying the research question; (2) identifying relevant literature; (3) study selection; (4) data extraction; (5) collating, summarizing, and reporting data; and (6) consultation with key informants. Relevant themes and trends were extracted and mapped for reporting. The search yielded 8175 citations, which ultimately led to data extraction from 65 articles. Studies evaluated metaverse programs for the learning and assessment of both technical skills (management of code blue, sepsis, stroke, etc.) and nontechnical skills (e.g., interprofessional collaboration, communication, critical decision making). Barriers to metaverse implementation include technical challenges and difficulty evaluating educational effectiveness. The results of this scoping review highlight the current applications of metaverse as an educational tool, its identified strengths and weaknesses, and further comparison between metaverse and other educational modalities such as high-fidelity simulation. This work provides direction for future primary and secondary research that can aid educational programmers and curriculum planners in maximizing metaverse potential in emergency, critical, and acute medical education.

El léxico ELE en los modelos de lenguaje

This work is framed in the vocabulary generated by large language models such as ChatGPT, and specifically, in the one specialized in Spanish as a foreign language. For this purpose, two large language models, ChatGPT and LlaMa, have been asked to generate written comprehension texts for students of Spanish level from A1 to B2. For this purpose, it is necessary to use a specific input that generates the closest response to our purpose. After the request, the samples have been analyzed following the references of the specific notions section of the Instituto Cervantes Curricular Plan. Likewise, a comparison has been made between both models, hoping to find differences between the answers provided. With this analysis, we wanted to check whether the language models can be useful when preparing materials and, in particular, whether the textual samples generated follow the standards of the Cervantes Institute's Curriculum Plan with respect to vocabulary.

The Mediating Effect of Cooperative Learning in the Relationship between the Classroom Learning Environment and Language Learning Attitude

This research aims to determine the effect of cooperative learning as a mediating variable in the relationship between the classroom learning environment and language learning attitude. This is a non-experimental quantitative study using correlational and mediation methods. Data was collected face-to-face with 326 students in a public secondary school in the Cotabato division. The selection of respondents was done through stratified random sampling. Mean, Pearson product-moment correlation coefficient, Sobel z test, and medgraph were the statistics used. It was found that the independent variable classroom learning environment obtained a high level, as did the dependent variable language learning attitude. In contrast, the mediating variable of cooperative learning obtained the highest level. It was also found that classroom learning environment and cooperative learning had a significant relationship, as well as cooperative learning and language learning attitude and classroom learning environment and language learning attitude. The final analysis found that cooperative learning partially mediated the relationship between classroom learning environment and language learning attitude. The study shows that cooperative learning is important in improving the classroom learning environment and language learning attitude, so it would be beneficial for teachers and curriculum planners to include strategies that promote cooperation.

Storytelling in English Language Education in China: A Systematic Review of Empirical Research from the Past Decade (2014–2024)

The storytelling approach has been widely recognised as an effective pedagogical approach in English language education (ELE). In China, storytelling has received considerable attention as an instructional method, aligning with national policies emphasising innovative and interactive learning. However, while empirical research on storytelling in China’s ELE has grown, there is a lack of systematic reviews synthesising relevant studies in this context. This gap limits the understanding of how storytelling has been implemented and evaluated within China’s unique socio-cultural and educational settings. Thus, based on three databases (Web of Science, Scopus, and Google Scholar), this systematic review addresses this gap by examining 24 empirical studies published in the past decade, from 2014 to 2024. The findings reveal storytelling is predominantly used in primary and secondary education, with fewer studies in tertiary and special education. Research interests span curriculum integration, material adaptation, stakeholder perceptions, and learning outcomes. Effective strategies primarily focus on the selection and adaptation of stories for instruction and the implementation of storytelling through methods such as guided reading, autonomous reading, and the use of multimodal support, though challenges such as inadequate teacher training, resource limitations, and misaligned activities with curriculum goals remain prevalent. With quantitative and qualitative designs underpinning most previous studies, the review highlights the importance of expanding the research agenda for a more comprehensive understanding. Implications for educators, curriculum planners, and policymakers include addressing resource gaps, enhancing teacher training, and fostering collaboration to optimise storytelling practices in China’s ELE.

Development of Vocational Education Based on Independent Curriculum at BIM Jombang Center of Excellence Vocational School

The independent curriculum is structured and organized as a refinement of the previous curriculum with a more dynamic and adaptive learning approach. It frees educators and students to carry out a learning process that continues to develop based on religious values, community culture, and Pancasila. The Government authorizes each SMK PK to plan and implement an independent curriculum focusing on students. The focus of this research is (1) How is the independent curriculum planning in the development of vocational education at SMK PK BIM Jombang, (2) How is the implementation of the independent curriculum in the development of vocational education at SMK PK BIM Jombang? This research method uses descriptive qualitative techniques in data collection triangulation, data reduction, data presentation, and drawing conclusions and verification. The results of this study are (1) Planning for vocational education curriculum for SMK PK in the independent curriculum by participating in training through IHT, compiling curriculum content, curriculum organization, curriculum content organization preparing methods and strategies in learning carried out by the curriculum development team and all teaching Staff, (2) The implementation of the PK vocational education curriculum in the independent curriculum is still in the second stage of development.

Content knowledge attainment in English medium instruction: Does academic English literacy matter?

This study investigates the relationship between students’ English language proficiency, their reported levels of academic English literacy, prior content knowledge and their attainment of content knowledge in English medium instruction (EMI). The study also examines students’ perceptions of difficulties with academic English literacy at different levels of English language proficiency. Pre-course and post-course content tests were administered to 27 EMI students in an introductory Chemistry course at a university in Tokyo, Japan. The test results were triangulated with data from a quantitative measure of reported academic literacy and follow-up interviews to explore perceptions of ease and difficulties for academic language skills (i.e. reading, listening, speaking and writing). The quantitative findings indicated that students’ proficiency statistically significantly predicted post-test scores. Interviews with students corroborated this finding, illustrating the specific difficulties in academic language literacy faced by students with lower proficiency. However, proficiency alone did not determine success as other factors, such as previous exposure to EMI and prior content knowledge, played significant roles. The study found a non-linear relationship between reported difficulties with academic English literacy and test outcomes, indicating that students who reported fewer academic difficulties were not necessarily more successful in gaining content knowledge than those facing significant challenges in academic language tasks. The findings emphasise that academic support in EMI programs should not solely focus on test outcomes but also address the broader challenges students face with academic English literacy. Implications are discussed regarding language support, EMI curriculum planning and future research directions.

Creativity as a transferable concept in arts education curriculum: Synergies and tensions in the Irish context

In many countries, there is now an emphasis on creativity as a core capability and skill throughout arts education and wider education curriculum. Focusing on draft curriculum and broader policy documents from the Republic of Ireland, discourses of creativity are firstly identified in this paper. Here, within a “key competency” framing, creativity is established as a concept that moves across multiple subject contexts rather than one located in specific disciplines. This is linked to the identification of the needs of a future work force. Following this, versions of creativity that are “transferable” across multiple contexts and subject areas are explored. These include the facilitation of work within creative models and the prioritization of personal traits and characteristics related to creativity. This leads to a discussion on versions of creativity that are in tension with notions of transferability. These include emphasis on judgements and insights from biographies of creative individuals within specific fields. A focus is placed on music education to further illustrate the importance of specific discrete spaces for creativity. The discussion in the paper draws out how an assumed shared common or transferable creative process, against the backdrop of under-theorization in policy documents, means that some claims about creativity in curriculum are valued to a much higher degree than others. Implications and recommendations at the levels of policy making, teacher education and school curricular planning are identified.

Implementing a competency based medical education curriculum in diagnostic radiology: Challenges and Pearls of Wisdom.

In 2014, The Royal College of Physicians and Surgeons of Canada (RCPSC) began a national initiative to rollout Competency-Based Medical Education (CBME) for all postgraduate medical programs. This represents a paradigm shift in the approach to resident training and transformative changes on many levels. In 2017, the department of Diagnostic Radiology at Queen's University became an early adopter of the CBME training model. The department began curricular planning using program specific Entrustable Professional Activities (EPAs), milestones based on the CanMeds roles, and an assessment framework. Associated processes were created to support implementation, with formation of a new competence committee, structure and process for academic advisors, and faculty development. In July 2018, the model was implemented using an electronic portfolio system, Elentra. In July 2022, the RCPSC launched the national implementation of their CBME CBD model, which was implemented for the incoming cohorts in the department of Diagnostic Radiology. Drawing from CBME implementation in the department of Diagnostic Radiology at Queen's University, we highlight the challenges encountered at our institution, methods for addressing these challenges, and corresponding outcomes. From our experience, we aim to provide a roadmap for the reader that will aid in planning for CBME implementation at other institutions.

Application of Entrustable Professional Activities in Medical Education: A Case Study in Emergency Medicine

<p>能力導向醫學教育已經成為全球醫學教育的主流，可信賴專業活動是專業活動的單位，指學員在具備足夠能力後，被信賴能獨立執行醫療專業任務。EPAs和信賴決定主要涉及情境層面的能力，在臨床情境中，學員經由教師的信賴決定，逐步獲得專業自主權。目前急診EPAs是結訓階段代表性的任務，每個EPA都可以成為課程設計的依據，發展為臨床課程與核心課程，讓概念性的核心能力架構，透過課程的設計，將CBME落實在平時的課程安排、臨床訓練指導與評量中。而EPA的信賴督導等級的總結性評定，則需要臨床能力委員會共識出學員的信賴督導等級。EPAs是一種實施能力導向教育的操作模式或架構，而不是單純的評量表單，利用EPA改善為能力量身打造的教與學，才是落實CBME的重點。</p> <p> </p><p>Competency-based medical education (CBME) is the global standard in medical education. Within CBME, entrustable professional activities (EPAs) are defined as units of professional tasks that learners are entrusted to perform independently after they have demonstrated sufficient competence. EPAs and entrustment decisions primarily focus on contextual competencies, enabling learners to gradually gain professional autonomy through the trust conferred by instructors in clinical settings. Currently, EPAs in emergency medicine are representative tasks in the concluding stages of training. Each EPA serves as a foundation for curriculum design for both clinical and core curricula. This approach integrates the conceptual framework of core competencies into practice, embedding CBME into routine curriculum planning, clinical training guidance, and assessment. The summative assessment of entrustment-supervision levels for EPAs requires the consensus of a clinical competency committee to determine learners’ levels of entrustment. Hence, EPAs represent an operational model or framework for implementing CBME, rather than merely an assessment form. The key to implementing CBME lies in utilizing EPAs to enhance teaching and learning tailored to competencies.</p> <p> </p>

4차 산업혁명 시대 초등 실과교육에서의 웨어러블 스마트 의류 교육에 관한 연구

This study explored the integration of wearable smart clothing content into the elementary Practical Arts curriculum, focusing on developing an appropriate curriculum plan and educational content. The following conclusions were reached. First, clothing education in elementary Practical Arts Education needs to incorporate research on wearable smart clothing, which is closely related and relevant to daily life in the era of the 4th industrial revolution. Second, a convergence wearable smart clothing curriculum (plan) was developed, integrating with the existing elementary Practical Arts and clothing-related content such as hand sewing and knitting. This plan covers the meaning of wearables, understanding wearable devices, and the development of wearable clothing. It presents the circuit diagrams, difficulty levels, and application periods for each task, with a total of 9 tasks for creating daily necessities (devices) using Lilypad Arduino, such as ‘event card envelopes, headbands, necklaces, rainbow LED Christmas trees, rainbow brooches, and winter earmuffs. Third, the curriculum (plan) presented in this study was applied and evaluated with pre-service elementary school teachers. It was deemed appropriate for the elementary school curriculum and effective in promoting an understanding of wearable smart clothing and the creation of everyday necessities. Furthermore, with the growing awareness of wearable smart clothing education, the study expects the development and increased use of more advanced wearable smart clothing and devices in our lives in the future. The study recommends developing diverse programs and conducting further research to promote the integration of wearable smart clothing and devices into elementary Practical Arts education.

영유아교사양성과정에서 예비 영유아교사가 경험하는 조별 과제의 어려움과 가치

This study aims to explore the challenges and values experienced by pre-service teachers concerning activity 'group tasks' in early childhood teacher training courses and to seek implications for implementing group tasks. The participants were 15 pre-service teachers and 5 in-service teachers enrolled in the early childhood teacher training course at a four-year university in Seoul, and data were collected through focus group interviews. The data were categorized through transcription, keyword extraction, and classification. The findings indicate, first, that pre-service early childhood teachers reported difficulties in collaboration due to challenges in team formation, such as dealing with unfamiliarity and unpredictability, scheduling issues like arranging meetings and missing deadlines, communication problems among team members, and conflicts arising from differences in attitudes and competencies. Second, the values assigned to group tasks by pre-service teachers included enhanced learning outcomes through the use of collective intelligence, improvement in communication, collaboration, conflict resolution, and organizational skills, as well as strengthened practical abilities in curriculum planning, classroom interaction, daily life guidance, and parent counseling as early childhood educators. These results serve as foundational data to support professors in providing specific and systematic assistance to alleviate the challenges pre-service teachers experience with group tasks and to enhance their educational value.

Generation Z’s Attitudes and Expectations in the Workplace and Their Implications for Education Policy in Indonesia

Generation Z (Gen Z) refers to those who were born between mid-1990s and mid-2010s or currently between 12 and 27 years’ old as per 2024. In many parts of the world, the number of Gen Z employees is growing as this generation has just entered the workforce after finishing college. There has been much research on Gen Z in their work environment, however research on Gen Z and its implications related to educational policy is very limited. Understanding Gen Z’s attitudes and expectations in the workforce helps leaders, educators and other stakeholders to develop curriculum or business plans tailored to their needs and characteristics. This research aims to investigate Gen Z’s attitudes and expectations in the workplace. Data were collected from a survey involving 138 Gen Z who are ready to enter the workforce and in their final year of their study from Indonesia, Thailand and Afghanistan, which is followed up by a focus group discussion. Findings from this study indicate that Gen Z can be described as critical, open-minded and financially literate. Their expectations in their future employment include having ‘smart-office’ technology while at the same time they express an interest in Corporate Social Responsibility. It is expected that the findings will help educators to reconceptualize curriculum and identify strategies in assisting this generation to further develop their potential while maintaining a positive work ethic and realistic expectations in their workplaces.

Developing the Cross-Cultural Understanding Course Materials for the English Major Students

Cross-Cultural Understanding (CCU) is one of the compulsory courses required of all six-semester students at the English Literature Study Program of Universitas Khairun. This course provides the students with an awareness of cross-cultural concepts. The problem is that the teaching and learning process of the CCU course in the English Literature Study Program has not been optimal in recent years. One of the reasons is a lack of teaching material to meet learning objectives. This research aims to create a technology-based CCU textbook that contains appropriate teaching materials for students. It is intended that the contents in the CCU textbook to be developed align with the curriculum and Semester Learning Plan (SLP) of the CCU course. Preliminary research as part of three phases of development research design was carried out. A need analysis was conducted to identify students' needs for teaching materials, learning methods, and assessment. A need analysis was conducted with questionnaires via Google form to collect data, involving 43 six-semester students at the English Literature Study Program of Universitas Khairun. The data collected were analyzed using descriptive statistics. It was found that more than 97% of 43 students involved in the study strongly agreed and agreed that a technology-based textbook for the CCU course should be made available. In addition, the textbook of the CCU course should contain materials from online articles, YouTube videos, and links to online English newspapers as well as Indonesian online publications. It was also found that the learning activities reflected in the CCU course should include a discussion, a lecturer explanation, group presentations, individual assignment activities, and group assignment activities. Students' proficiency in the CCU course can be assessed using a variety of methods, including paper writing, projects, and exams.

Internalisasi nilai moderasi beragama berbasis kearifan lokal pada siswa SMAN 13 Bone melalui pembelajaran PAI-BP

This research aims to determine the internalization of the value of religious moderation based on local wisdom in UPT SMAN 13 Bone students through Islamic Religious Education and Character Learning. This research is qualitative research using a pedagogical approach and an Islamic Religious Education approach. Research data was obtained using interview, observation and documentation techniques. The research results found that the process of internalizing the value of religious moderation based on local wisdom in students was carried out through planning, implementation and evaluation in learning. Internalization through planning is included in the form of curriculum and lesson plans. The implementation is carried out through three stages, namely the transformation, transaction and value transinternalization stages. Meanwhile, the evaluation part is carried out through written tests and observations. The internalized values ​​are the value of tasamuh which is colored with Sipakatau, i'tidal colored with Sipakalebbi, and tahadhdhur colored with sipakatau, sipakalebbi, and sipakainge'.

Challenges Faced during Teaching Practicum at the University Level: Perspectives of Prospective Teachers

Teaching practice is crucial for becoming successful teachers in the future and gaining knowledge on how to teach students effectively. In this regard they faced different challenges during their teaching practice period. This study aimed to understand the major challenges faced by teachers during their teaching practicum period at fifteen universities in District Multan. The researchers used a descriptive research design and surveyed students from three universities: Bahauddin Zakariya University Multan, University of Education Lahore (Multan Campus), and Women University Multan. The education department and practicum students were highlighted. The study included 655 students in the department of education and 339 students as a sample. This study used a survey research design to collect data on teaching practicum challenges faced by prospective teachers at the university level. A questionnaire was developed with 39 statements, rank order, and open-ended questions. Supervisors, expert opinions, and a pilot study validated the questionnaire. The results showed acceptable reliability at 0.77 and 0.87, with a response rate of 84.75%. The data was analyzed using descriptive, inferential, and thematic methods, examining teachers' and supervisors' perceptions of challenges and solutions. The study found that prospective teachers face challenges in textbooks, curriculum, school management, administrative support, workload, classroom environment, and lesson planning. Female teachers face more challenges, while inadequate teaching methods and administrative opposition are less common.

Explaining the curriculum planning challenges at Tehran University and providing a practical guide to improving the curriculum

A comprehensive and deep understanding of curriculum development is crucial in the field of higher education. Curriculum development, an important aspect in this field, requires a multifaceted approach. Using qualitative methodology, this study provides practical guidance for improving the curriculum of Tehran University by carefully examining the planning challenges. The research was carried out in several stages, culminating in the design of a practical guide to improve the curriculum. First, a review study was conducted on studies based on university curriculum models. Then, using the phenomenological strategy and unstructured interviews, this study investigated the concept of academic curricula and the challenges facing the higher education curricula planning system from the perspective of faculty members. In the final step, using the insights from the previous steps, a focus group was formed to develop a practical curriculum development guide. This guide covers three main dimensions: basic curriculum planning features, application-oriented features, and implementation requirements. This study used data triangulation to ensure the validity of the research findings, integrating the insights from interviews, document reviews, and academic consensus. The proposed model of the current research can serve as a suitable basis for revising the university curriculum. Diversity in the attitude and culture of the university is evident in the proposed model.