عنوان مقاله [English]
The textbook continues to be regarded as an essential instrument in the pedagogical process. The advancement of educational resources, as long as it adheres to scientific approaches of syllabus design, enables effective time management and the provision of materials tailored to the learners' requirements. Without conducting scientific research, identifying the appropriate methodology for this endeavor is unfeasible.In the realm of assembling instructional materials for teaching Persian to non-native speakers for academic objectives, it remains uncertain which among the currently available textbooks have been compiled according to specific approaches to syllabus design. To address this gap, the present study aims to identify the most effective method of designing lesson headings for teaching academic Persian. The data for this field study was gathered through a researcher-developed questionnaire. Forty-eight teachers of Persian language instruction for non-native speakers in university settings participated in this study. The results of the data analysis indicate that lesson plans based on content and language, content alone, and subject matter were deemed the most efficient for learners of academic Persian, ranking first to third, respectively. In contrast, task-based, text-based, and structural/grammatical lesson plans were ranked seventh to ninth in effectiveness. The present study's outcomes diverge from preceding research that accentuates the effectiveness of task-based lesson heading design. These findings will equip Persian language instructors in university settings to construct educational materials tailored to the academic requisites of foreign students enrolled in diverse programs in both domestic and foreign universities.