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Designing a Model for Using Humor in the Educational Sciences Curriculum
(Case Study; Azad Universities of Mazandaran Province)
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Darya Bakhtiyari *   , Babak Hosseinzadeh , Seyyedeh Zahra Hoseini Daronkolae |
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Abstract: (3 Views) |
| The aim of the present study was to design a model for using humor in the curriculum of educational sciences with a qualitative approach based on data-based theory. The research population included professors and experts in the field of education at the Azad Universities of Mazandaran Province, who were selected as participants using theoretical purposive sampling (maximum diversity and snowball sampling). The data collection tool was a semi-structured interview, and the data were analyzed through open, axial, and selective coding based on the paradigmatic model of Strauss and Corbin. The findings showed that the axial phenomenon of the model is explained in the form of three main components (structural dimension, functional dimension, and sociocultural dimension). The causal conditions included 8 axial categories that monitor the challenges of higher education, including reduced academic motivation, the dominance of traditional teaching approaches, weak attention to the emotional dimension of learning, the need for interaction, human-centered education, reduced attractiveness of the curriculum, the need for innovation, and an emphasis on active and interactive learning. The contextual conditions of the model included 9 central categories, which included factors such as the professional competence of the professor, educational humor literacy, personality characteristics of the professor and students, university culture, educational policies and regulations, cultural and ethical sensitivities, and the structure and nature of the curriculum. Also, intervening factors were identified in the form of 5 central categories, including the lived experience of the professors, perception of university support, informal networks, social expectations, and cultural capital. In the strategies section, 7 central categories were extracted that emphasize the conscious regulation of the amount of humor, linking humor with the goals and content of the curriculum, maintaining academic dignity, formulating interactive rules, adapting to the characteristics of the course and institutional culture, and redesigning the place of humor in the curriculum. Finally, the consequences of the model were explained in the form of 3 main levels (classroom, university, and society), which include improving student motivation and participation, improving the quality of the learning experience, strengthening a human-centered educational culture, and increasing social capital. The results of the research show that designing and institutionalizing a pattern of using humor in the educational sciences curriculum can be considered by curriculum planners and university professors as an effective strategy for improving the quality of higher education, improving students' learning experience, and linking the cognitive and emotional dimensions of learning. |
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| Keywords: Educational humor, curriculum, data-driven theory, higher education |
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Full-Text [PDF 732 kb]
(4 Downloads)
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Article Type: Original Research |
Subject:
Research in Medical Science Education
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