Examining the Present State of the Social Sciences Education Department's Implemented Curriculums at Farhangian University: Grounded Theory

Document Type : Original Article

Authors

1 PhD in Curriculum , University of Birjand, Birjand, Iran

2 Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

10.48310/rsse.2026.19038.1257

Abstract

Background and Objective: The current study's objective was to evaluate the state of the Social Sciences Education Department's adopted curriculum at Farhangian University. Method: The grounded data method along with the Strauss and Corbin approach was employed for this aim. Students of Farhangian University, faculty members, and managers of the Social Sciences Education Department made up the study's statistical population. Semi-structured individual interviews were used in the collection of the research data. The statistical sample comprised eight Farhangian University student instructors, four managers of the Social Sciences Education Department, and fifteen faculty members. Findings: According to the research findings, teaching social sciences is a pivotal phenomenon that is influenced by structural-management, educational-specialized, and cultural-attitudinal sectors. It is like an orchestra with dispersed notes. A lack of adequate evaluation and oversight systems, inadequacies in the empowerment of instructors and teaching staff, and shortcomings in educational policy-making and planning were all contributing factors. The tactics taken into consideration were creating a lesson plan, carrying out and overseeing instruction, and engaging in extracurricular activities. The limiting intervening elements were also categorized into two axes: executive barriers and individual barriers. Conclusion: Last but not least, the efficiency and efficacy of the implemented curricula have decreased as a result of the existing state of the Social Sciences Education Department's curriculum at Farhangian University.

Keywords

Quarterly journal of research in social studies education
Volume 7, Issue 4
January 2026
Pages 1-40

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