The effect of Mock-based curriculum in the development of students' professional competencies (Case study: Islamic Azad University of Golestan province

Abstract

Background and Aim: Cultivating people for the world of work through higher education should be done in such a way that the higher education system creates the necessary competencies in them in general and specialized fields, and this will not be achieved unless the curricula are designed in such a way that this Create and strengthen competencies in graduates. These challenges and opportunities indicate the necessity and feasibility of the Mock-based curriculum in higher education and also affect all components of this type of curriculum. With the correct management of these challenges and the proper foundation for the optimal use of opportunities, it is possible to take full advantage of the capacity of MOCs in the curriculum and increase the efficiency and effectiveness of higher education. This research has been conducted with the aim of investigating the effect of MOQ-based curriculum in the development of students' professional competencies (Case Study: Islamic Azad University of Golestan Province). Method: The current research method is quantitative and qualitative and in terms of practical research purpose and in terms of cross-sectional time, it was carried out using a mixed exploratory method (quantitative and qualitative). The statistical population of this research includes 375 students of Azad University of Golestan province in 1400. To collect data, two tools and semi-structured interview were used. Confirmatory factor analysis was used to validate the questionnaire and Cronbach's alpha index was used to determine reliability. Results: The findings of the research showed that the mock-based curriculum was able to predict 54% of the variance of the professional competencies of Islamic Azad University students. Also, the mock-based curriculum with a t value of 19.001 and a regression coefficient of 0.737 can positively and significantly affect students' professional competencies, and the elements of the mock-based curriculum have been able to account for 60% of the variance of professional competencies. Students of Islamic Azad University, predict. Conclusion: The goals, teaching-learning methods and evaluation of the mock-based curriculum have a significant and significant effect on professional competencies. While the content of the Mock-based curriculum has no significant effect on students' professional competencies. Also, evaluation of the curriculum based on Mock has more predictive power for students' professional competencies