Volume 4, Issue 3 (September 2025)
IJER 2025, 4(3): 1-18 |
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Yousefipour M S, Yarmohamadian M, Foroughi A, Nadi M. (2025). Designing a Curriculum Pattern Based on Entrepreneurship in Technical and Vocational High School (A Qualitative Study). IJER. 4(3), 1-18.
URL: http://ijer.hormozgan.ac.ir/article-1-451-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-451-en.html
Mohammad sadegh Yousefipour1 
, Mohamadhossein Yarmohamadian2 , Ahmadali Foroughi3 , Mohamadali Nadi4
, Mohamadhossein Yarmohamadian2 , Ahmadali Foroughi3 , Mohamadali Nadi4
1- PhD Student, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
2- Professor, Health Management and Economics Research Center, Isfahan University of Medical Sciences, Isfahan, Iran ,yarmohamadian@mng.mui.ac.ir
3- Professor, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
4- Professor, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
2- Professor, Health Management and Economics Research Center, Isfahan University of Medical Sciences, Isfahan, Iran ,
3- Professor, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
4- Professor, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
Abstract: (1279 Views)
Objective: This study aims to develop a model for the entrepreneurship curriculum in technical and vocational education in Iran using a qualitative content analysis approach.
Methods: A qualitative research design was applied through semi-structured interviews with 14 experts in entrepreneurship and entrepreneurial curriculum, selected via purposive sampling. Data were analyzed using Strauss and Corbin’s three-step coding method (open, axial, and selective coding). The validity of the findings was assessed using qualitative validation criteria, including credibility, confirmability, and transferability.
Results: The findings show that the entrepreneurship curriculum is structured around six main components: clear goals emphasizing knowledge, motivation, skills, and entrepreneurial personality development; comprehensive content covering business, management, communication, and entrepreneurship foundations; diverse teaching methods ranging from interactive and technology-based to applied approaches; evaluation strategies assessing knowledge, attitudes, skills, and performance; experiential learning activities such as games, visits, internships, and real-life tasks; and flexible learning environments that combine real and virtual settings with adequate technological support.
Conclusions: The study provides a comprehensive model for entrepreneurship curriculum design in technical and vocational education, which can guide policymakers, educators, and curriculum developers in fostering entrepreneurial competencies among students.
Methods: A qualitative research design was applied through semi-structured interviews with 14 experts in entrepreneurship and entrepreneurial curriculum, selected via purposive sampling. Data were analyzed using Strauss and Corbin’s three-step coding method (open, axial, and selective coding). The validity of the findings was assessed using qualitative validation criteria, including credibility, confirmability, and transferability.
Results: The findings show that the entrepreneurship curriculum is structured around six main components: clear goals emphasizing knowledge, motivation, skills, and entrepreneurial personality development; comprehensive content covering business, management, communication, and entrepreneurship foundations; diverse teaching methods ranging from interactive and technology-based to applied approaches; evaluation strategies assessing knowledge, attitudes, skills, and performance; experiential learning activities such as games, visits, internships, and real-life tasks; and flexible learning environments that combine real and virtual settings with adequate technological support.
Conclusions: The study provides a comprehensive model for entrepreneurship curriculum design in technical and vocational education, which can guide policymakers, educators, and curriculum developers in fostering entrepreneurial competencies among students.
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/05/24 | Accepted: 2025/07/30 | Published: 2025/09/1
Received: 2025/05/24 | Accepted: 2025/07/30 | Published: 2025/09/1
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