University Textbooks; Research and Writting

University Textbooks; Research and Writting

A Comparative Analysis of the Evolution of Technology-Related Course Syllabi at Farhangian University Based on Curriculum Elements: Recommendations for Revision and Improvement

Document Type : Research Paper

Author
AZAD ALLAHKARAMI
. Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
10.30487/rwab.2026.2077683.1670
Abstract
Abstract
this study aimed to conduct a comparative and critical analysis of the evolution of technology-related course syllabi at Farhangian University over the past decade. Adopting a qualitative design with a document analysis approach and a multiple comparative case study strategy, the research examined 14 official syllabi—comprising pre-revision versions from the 2010s and revised versions from 2021–2024—purposefully selected from seven academic programs (Elementary Education, Guidance and Counseling, English Language, Geography, Arabic Language, Physical Education, and Special Education). Data were analyzed using deductive content analysis based on the five curriculum elements: objectives, content, learning activities, assessment, and resources. The findings revealed that the earlier structure (2010s), characterized by a three-tiered, theoretically spiral model built on six competency components, has shifted to a dual model comprising a general course titled Application of Technology and a specialized technology-related course. This revision successfully addressed previous weaknesses, such as superficial generalization and serious cross-disciplinary plagiarism, while deepening discipline-specific content—for instance, computer-assisted language learning in English programs and gamification in elementary education. However, the transformation introduced new challenges: (1) content overload and impractical breadth in the general technology application course, and (2) the complete absence of artificial intelligence–related concepts across all revised syllabi. Although the new framework has moved the curriculum toward practical production and specialization, its neglect of foundational technological developments (such as AI) and focus on numerous tools rather than sustainable competencies have produced syllabi that are, paradoxically, outdated at inception.

Introduction
The integration of Information and Communication Technology (ICT) into educational systems has brought about transformative changes in teaching, learning, and management processes. ICT not only facilitates access to information but also fosters innovative pedagogical approaches, thereby redefining educational horizons (Haleem et al., 2022). These transformations are evident through diverse applications including digital classrooms, e-learning platforms, and multimedia resources that enhance learner engagement and improve analytical performance (Ramchandra & Goswami, 2023; Anastasopoulou et al., 2024; Harini et al., 2024). Globally, teacher education systems have embraced ICT integration as a key strategy in their curricula (Zhao, Zhao & Shi, 2024). However, UNESCO experts warn that if teachers do not actively experience technology-enhanced learning during their training, they cannot be expected to effectively utilize emerging technologies in their own classrooms (Antoninis et al., 2023).
The quality of such training depends not merely on exposure to technology tools but on deep understanding of the Technological Pedagogical Content Knowledge (TPACK) framework—the ability to integrate technology, pedagogy, and content knowledge simultaneously and effectively (Koehler & Mishra, 2009; Jiménez Sierra et al., 2023). Official curriculum documents, particularly approved syllabi, play a vital role in this process as they serve as guiding frameworks and policy instruments that shape the achievement of intended learning outcomes and competencies. Critical analysis of these syllabi is essential for developing effective and up-to-date educational resources.
In Iran, Farhangian University, as the exclusive institution for teacher education, holds a critical responsibility for shaping the technological competencies of future teachers. The university's curriculum, especially technology-related syllabi, plays a determining role in developing the digital literacy and pedagogical technology skills of student-teachers. Within the framework of periodic policies from the Ministry of Science and the university's internal review processes, syllabi are regularly revised every few years to align with scientific, technological, and educational developments. However, recent revisions have been characterized by hastiness (Jafari Kamangar, 2022). During 2021-2024, a series of structural revisions were implemented across various disciplines (Vice-Chancellery for Education, Farhangian University, 2021-2024). While these revisions are part of periodic updating processes, fundamental questions arise regarding their alignment with emerging educational developments and the digital competencies required of teachers in the digital age.
Previous domestic research has highlighted the necessity of such revision. Zare and Noorabad (2021) examined the evolution of teacher education curricula in Iran from the establishment of teacher training colleges to the contemporary period, demonstrating that revisions have occurred across four historical periods, with recent curricula incorporating concepts such as reflective thinking, research-oriented courses, and integrative courses. Keyhan (2019) conducted a comparative study of ICT curricula in Iran, Finland, and Australia, revealing that leading countries focus on developing future teachers' technology skills and designing digital learning environments, while Iran still faces structural challenges in policy implementation. Mashhadi (2021) emphasized the crucial relationship among objectives, content, and evaluation in developing technological literacy. Mali (2012) identified ICT integration as a key component of successful educational systems in Asian countries. Despite these studies, no research has systematically and comparatively analyzed the transformation from old to new syllabi at Farhangian University. This study addresses this gap by examining the structure and content of technology-related syllabi before and after revision across seven disciplines, assessing their alignment with contemporary technological trends and educational needs.

Research Methodology
This qualitative study employs a documentary analysis approach with a comparative multiple-case study design. The research adopts a descriptive-analytical approach, aiming to describe and critically analyze the evolution of technology-related syllabi based on the five-element curriculum framework (objectives, content, activities, evaluation, and resources). The research population comprised all official syllabi of technology-related courses at Farhangian University, with purposeful sampling based on three criteria: historical comprehensiveness, diversity of disciplines, and coverage of formal documents. The sample included technology-specific courses across seven disciplines (Primary Education, Guidance and Counseling, English Language Teaching, Geography Teaching, Arabic Language Teaching, Physical Education Teaching, and Teaching Students with Special Needs) that had undergone revision during 2021-2024. For each discipline, two versions were analyzed: the pre-revision version from the 2010s and the current revised version, totaling 14 documents.
Data analysis employed qualitative deductive content analysis using a pre-established analytical framework based on the five curriculum elements. To ensure reliability, inter-coder reliability was calculated with a second coder independently coding 20% of the data, yielding an agreement coefficient of 81%, indicating very good agreement based on standard interpretation criteria (Landis & Koch, 1977). To enhance validity, researcher triangulation was employed, with two experts in curriculum planning and educational technology reviewing the analysis process and preliminary findings. This peer review process facilitated the identification of emerging patterns and evolutionary trends in the syllabi. Direct evidence from the documents was extracted and presented to ensure transparency and connection between extracted categories and raw text.

Discussion
Structural Transformation: From Holistic Theoretical Model to Practical Dual Model
The comparative analysis reveals a fundamental paradigmatic shift in the structure of technology-related courses. The pre-revision structure (2010s) was based on a three-course spiral competency model (totaling 6 credits across most disciplines), organized around six theoretical components: understanding ICT, pedagogy, curriculum, ICT skills, organization and management, and professional learning. These components followed a spiral progression from basic literacy through knowledge deepening to knowledge creation. For example, in the pedagogy component, the first course focused on integrating technology into teaching-learning processes, the second on solving complex educational problems, and the third on learner self-management in technology use. This structure was grounded in a comprehensive theoretical competency framework.
The revised structure (2021-2024) has completely replaced this model with a dual-course system: a general course (2 credits) titled "Application of Technology in Learning" and a specialized course (2 credits) for each discipline. This shift represents a paradigmatic transition from theoretical teacher preparation to practical content production. While this revision addresses significant flaws, it has introduced new challenges. The general course is identical across all seven disciplines, creating a mismatch between the general technology training and the specialized needs of different subject areas. This raises the question: why should a physical education student who takes a specialized course focused on sports equipment design and movement monitoring take precisely the same general course as an Arabic language teaching student? This indicates insufficient alignment between general and specialized components.
Strengths of the Revision: Specialization and Error Correction
The revision successfully addressed several critical shortcomings. First, it eliminated the problematic generalization that resulted in cross-disciplinary resource copying errors. In the pre-revision structure, disciplines including Geography, English Language Teaching, and Arabic Language Teaching all referenced specialized resources for teaching exceptional children, such as Vinux and Deaf Apps, which had no relevance to their subject areas. This glaring error demonstrated the dangers of a one-size-fits-all approach. The revision has rectified this by ensuring that each discipline's specialized course adopts its own unique approach.
Second, the revision has achieved deep specialization across disciplines. In English Language Teaching, the focus is on CALL (Computer-Assisted Language Learning)-based skill development, emphasizing the four main language skills through technology. In Primary Education, the approach is pedagogically-creative, emphasizing digital storytelling, gamification, and e-portfolios. In Arabic Language Teaching, the approach is resource-oriented, focusing on Arabic databases, software, and technical terminology. In Physical Education, the focus is on designing sports equipment and electronic devices for improving motor performance. This specialization reflects the maturation of the curriculum toward TPACK principles, moving beyond general ICT literacy toward meaningful integration of technology with subject-specific content and pedagogy.
Third, the revision created a new structure for Physical Education, which previously had no technology courses. This strategic change demonstrates institutional recognition that technological literacy is a professional requirement for all teachers, even in non-theoretical disciplines. This represents significant progress in aligning teacher education with contemporary educational demands.
Critical Gaps: Content Overload and Tool Obsolescence
Despite these strengths, the general course "Application of Technology in Learning" suffers from severe content overload and excessive focus on specific commercial software. The course syllabus lists 12 different commercial software tools across its content, including Camtasia, AutoPlay Media Studio, Adobe Flash Professional CS6, and Wondershare Quiz Creator. This checklist-like, maximalist approach to curriculum design makes deep learning impossible within the allocated time (2 credits, approximately 32 contact hours). Students are exposed to numerous tools superficially rather than developing sustainable competencies.
This tool-centric approach creates three problems. First, technological tools have short life cycles and become obsolete rapidly. By focusing on specific software rather than enduring concepts, the curriculum risks becoming outdated at inception. Second, mastery of specific tools does not necessarily translate into pedagogical competence. Teachers need to understand how to integrate technology meaningfully into learning processes, not merely operate software. Third, this approach ignores the digital divide in Iranian schools, where many regions lack high-speed internet access and advanced hardware. The focus on sophisticated commercial software disregards the practical realities that many teachers will face.
The solution lies in focusing on enduring concepts such as interaction design principles, cognitive load theory, nonlinear video editing principles, and ethical considerations in technology use. These concepts remain relevant regardless of specific tools, enabling teachers to adapt to changing technological landscapes. As academic best practices demonstrate, teaching principles of instructional design and multimedia learning (e.g., Mayer's principles) is more sustainable than teaching specific software applications that will inevitably change.
The Absence of Artificial Intelligence: A Critical Oversight
The most significant gap identified in this analysis is the complete absence of artificial intelligence, machine learning, or generative AI concepts across all 14 syllabi examined. This omission is particularly alarming given that the revisions were conducted during 2021-2024, a period when generative AI was fundamentally transforming global education. UNESCO reports during this same period were highlighting the necessity of integrating AI competencies into teacher education (Holmes & Miao, 2023). By ignoring this technological revolution, the revised syllabi have created curricula that are outdated at inception. Student-teachers are being prepared for classrooms of the past rather than the AI-enhanced classrooms they will actually encounter.
This gap is exacerbated by the fact that in Iran's educational context, especially in underserved regions, simple and accessible technologies such as audio podcast production and basic content creation tools are often more relevant than advanced commercial software. However, the current syllabi, with their focus on complex software requiring high-speed internet, largely ignore these practical realities. Furthermore, including topics like "Principles of Educational Application Design and Production" in a general course for all student-teachers represents an unrealistic goal that exceeds internationally accepted standards for teacher competencies. Application development is a specialized skill in software engineering, not a general teaching competency (Redecker, 2017).
Divergent and Convergent Patterns Across Disciplines
The analysis reveals both convergent and divergent patterns across disciplines. Convergent patterns include: the elimination of the theoretical competency framework; the adoption of identical general course content; the shift from theoretical to practical objectives; the preservation of project-based evaluation; and the replacement of general resources with specialized resources. These convergences indicate a deliberate institutional strategy to standardize general technology training while differentiating specialized applications.
Divergent patterns reflect the unique nature of each discipline. In Geography Teaching, the final exam has been completely eliminated in favor of portfolio-based evaluation (15 out of 20 marks). In Arabic Language Teaching, process-based evaluation is emphasized, with 15 marks allocated to formative assessment. In Counseling, portfolio-based performance assessment forms the majority of marks. In Physical Education, a hybrid model is employed, combining practical projects with theoretical exams. In Primary Education, self-assessment through e-portfolios has been integrated as an official evaluation strategy. These variations demonstrate how evaluation methods are being aligned with discipline-specific content and pedagogical approaches.
However, this specialization is uneven. Geography Teaching has moved toward authentic assessment through portfolios, while Physical Education still relies on theoretical examinations. This divergence suggests that in some disciplines, the concept of teacher technological literacy is still being measured through traditional, limited assessment methods, which contradicts performance-based evaluation approaches that emphasize authentic task performance (Seifert & Lindmeier, 2024).

Conclusion
This comparative analysis reveals that the revision of technology-related syllabi at Farhangian University represents a significant paradigmatic shift from theoretical competency models to practical, specialized content production. The new structure successfully addresses critical weaknesses in the previous curriculum, including erroneous cross-disciplinary resource copying and lack of subject-specific focus. The emergence of specialized courses aligned with each discipline's unique pedagogical and content needs represents progress toward TPACK principles and the maturation of teacher education curriculum.
However, the revision has introduced new challenges that require immediate attention. The general course suffers from excessive content overload and tool-centric orientation that prioritizes specific commercial software over sustainable conceptual understanding. This approach risks producing teachers who can operate specific tools but lack the deeper pedagogical understanding necessary for meaningful technology integration. More critically, the complete absence of AI-related concepts across all revised syllabi represents a fundamental failure to prepare teachers for the technological realities of 21st-century classrooms. This omission is particularly problematic given that UNESCO and other international bodies have identified AI literacy as an essential teacher competency.
Recommendations for improvement include: reforming the general course to focus on enduring concepts rather than specific software; integrating AI literacy, digital ethics, and critical media literacy; ensuring coherence between general and specialized courses; developing accessible, contextualized resources; and adopting authentic, performance-based assessment aligned with international standards. Without these revisions, the curriculum risks remaining disconnected from both global educational trends and the practical realities of Iranian schools. This study contributes to the growing body of literature on teacher education curriculum reform and provides evidence-based recommendations for policy and practice in Iran and similar contexts.
Keywords
syllabus analysis
Farhangian University
technology curriculum
comparative study
pedagogical content knowledge
Subjects
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University Textbooks; Research and Writting
Volume 29, Issue 56 - Serial Number 56
September 2025
Pages 329-354