en Educational Studies پژوهشي Original <div style="text-align: justify;"><span style="color:#339966;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><b>Objective:</b> The teaching-learning process is a complex interplay of pedagogical methods, educational content, and institutional resources, necessitating a thorough examination of students&#39; perspectives to identify deficiencies and inform effective improvements in higher education settings.<br> <b>Methods</b>: The present study employed grounded theory methodology at the conceptual organization level to examine the issues involved in the teaching-learning process at the College of Humanities in Islamic Azad University (Science & Research Branch) from the perspective of students. A purposive sampling method was utilized by conducting semi-structured interviews with 15 students (5 males and 10 females).<br> <b>Results</b>: Based on the thematic analyses of the collected data, a set of themes emerged regarding the students&#39; perceptions of deficiencies in the teaching-learning processes, encompassing five main categories and 16 subcategories. The identified themes revealed students&#39; viewpoints and experiences regarding challenges in teaching methods, educational content, interaction with faculty, facilities and resources, and assessment methods.<br> <b>Conclusions</b>: In summary, the study identified significant deficiencies in the teaching-learning processes suggesting that targeted improvements in teaching methods, resource allocation, and interaction could enhance educational effectiveness and student engagement.</span></span></span></span></div> Pathological study, Grounded theory, Teaching-learning process, Students' perceptions 0 0 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-378-1&slc_lang=en&sid=1 Seyyed Foroogh Seyyedein Navan Foroogh.seyyedein@yahoo.com 0009-0005-1292-7924 No Ph.D. Student, Department of Curriculum Planning, Science and Research Branch, Islamic Azad University, Tehran, Iran Mohammad Javadi Pour javadipour@ut.ac.ir 0000-0002-2605-5312 Yes Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran. Iran Keyvan Salehi keyvansalehi@ut.ac.ir 0000-0001-8673-4248 No Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran. Iran