نوع مقاله : مقاله پژوهشی
نویسنده
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چکیده
کلیدواژهها
عنوان مقاله [English]
Background and aim: Cultural and social scholars have recently focused on the crises and inefficiencies prevalent in education field. This study aims to uncover the educational expectations of students through an examination of their lived university experiences.
Data and method: This research employed a qualitative, interpretive design using grounded theory (Charmaz's constructivist approach). Data were collected through 75 to 130-minute semi-structured interviews with 20 students from the city of Yazd. The data were then analyzed through a process of coding and conceptualization to develop theoretical categories. To ensure the trustworthiness of the research findings, strategies such as prolonged engagement, peer debriefing, and member checking were employed.
Findings: The analysis identified several core categories: teacher's academic identity, educational deconstruction and its stimuli, motivating spaces, and motivational barriers. The focused codes derived from the data included conflict model, teaching as art and expertise, empathetic model, desirable physical and educational spaces, attention to experiential knowledge, life skills training, spheres of agency, education, and employment, preference of wealth over knowledge, educational erosion, economic challenges, and occupational despair.
Conclusion: The findings indicate that a significant part of students' expectations is directed toward the role of the teacher, with the nature of teacher-student interaction being a primary factor in their satisfaction. Furthermore, motivational barriers including economic difficulties, pessimism about future employment, and academic frustrations have diminished student motivation.
کلیدواژهها [English]
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