Identifying the Dimensions of the Sacred Defense Curriculum Model in Higher Education
Keywords:
Curriculum, Sacred Defense, Higher Education, Phenomenology, Curriculum ModelAbstract
The objective of this study was to identify the dimensions and components of a comprehensive curriculum model for the Sacred Defense course in higher education. This qualitative study was conducted using a phenomenological approach. Data were collected through semi-structured interviews with 12 experts in Sacred Defense studies and curriculum design. Participants were selected through purposive homogeneous sampling, and interviews continued until data saturation was achieved. Data were analyzed through open, axial, and selective coding, leading to the development of an integrated conceptual model. The analysis revealed that the core phenomenon of the curriculum model is the “transmission of Sacred Defense concepts and culture,” explained through causal conditions such as national identity, contextual factors such as societal participation during the war, and intervening conditions such as religious and social values. Effective educational strategies included analytical narrative approaches, incorporation of modern technologies, and enhancing instructor competencies. The model’s outcomes indicated increased national identity, strengthened social responsibility, and enhanced cultural and political cohesion among learners. The proposed model demonstrates that the Sacred Defense curriculum must be multidimensional, analytical, value-oriented, and experience-based, aiming not only to transmit historical knowledge but also to strengthen identity formation and enhance students’ analytical and social capacities.
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Copyright (c) 2024 Mahdi Hokmabadi (Author); Kambiz Poushaneh; Abbas Khorshidi (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
