بازنمایی ادراک و تجارب زیسته اعضای هیات علمی دانشگاه از راهبرد تدریس مبتنی بر واقعیت در طرح فردای روشن آموزش عالی: مطالعه ای به روش پدیدارشناسی

The present study aimed to represent the perceptions and lived experiences of university faculty members of the reality-based teaching strategy in the Bright Future of Education project in a qualitative manner using a phenomenological approach. Thematic analysis or thematic analysis method was used to analyze the research data. Potential research participants included all faculty members of Arak University who had teaching experience in the Bright Future of Education project of the future university at Arak University and participated in training and empowerment courses for the implementation of this project. Using purposive and criterion sampling method and based on the theoretical saturation rule, 15 faculty members from the faculties of engineering, basic sciences, humanities, agriculture and environment, and sports sciences were selected as a statistical sample and theoretical saturation was achieved. Semi-structured interviews were used to collect data. The results of coding and thematic analysis showed that the lived experience of faculty members was defined in the form of 66 basic themes, 16 organizing themes, and 3 overarching themes. The overarching and organizing themes included the perceptions and lived experiences of university faculty members of reality-based teaching (designing real scenarios and engaging, interacting and engaging learners, developing soft skills; shaping scientific innovation in the context of reality, cognitive internship and situational learning, gamifying the learning environment); opportunities of the reality-based teaching approach (problem-based learning; employment, entrepreneurship, and industrial investment; creating hope in the new generation; peer-to-peer learning and the transformation from knowing to being able); and challenges of the reality-based teaching approach (funding challenges; challenges of university-industry cooperation; socio-cultural challenges; pedagogical and curriculum challenges; infrastructure challenges and technical issues). The findings of this study indicate that reality-based teaching, despite its challenges, offers valuable opportunities for improving the quality of education and developing practical skills in students. To fully realize the potential of this approach, it is necessary to provide more support from universities, industries, and policymakers, and to seriously address the challenges. Keywords: Perceptions and lived experiences, faculty members, reality-based teaching, Brighter Tomorrow Education Plan, Phenomenology.The present study aimed to represent the perceptions and lived experiences of university faculty members of the reality-based teaching strategy in the Bright Future of Education project in a qualitative manner using a phenomenological approach. Thematic analysis or thematic analysis method was used to analyze the research data. Potential research participants included all faculty members of Arak University who had teaching experience in the Bright Future of Education project of the future university at Arak University and participated in training and empowerment courses for the implementation of this project. Using purposive and criterion sampling method and based on the theoretical saturation rule, 15 faculty members from the faculties of engineering, basic sciences, humanities, agriculture and environment, and sports sciences were selected as a statistical sample and theoretical saturation was achieved. Semi-structured interviews were used to collect data. The results of coding and thematic analysis showed that the lived experience of faculty members was defined in the form of 66 basic themes, 16 organizing themes, and 3 overarching themes. The overarching and organizing themes included the perceptions and lived experiences of university faculty members of reality-based teaching (designing real scenarios and engaging, interacting and engaging learners, developing soft skills; shaping scientific innovation in the context of reality, cognitive internship and situational learning, gamifying the learning environment); opportunities of the reality-based teaching approach (problem-based learning; employment, entrepreneurship, and industrial investment; creating hope in the new generation; peer-to-peer learning and the transformation from knowing to being able); and challenges of the reality-based teaching approach (funding challenges; challenges of university-industry cooperation; socio-cultural challenges; pedagogical and curriculum challenges; infrastructure challenges and technical issues). The findings of this study indicate that reality-based teaching, despite its challenges, offers valuable opportunities for improving the quality of education and developing practical skills in students. To fully realize the potential of this approach, it is necessary to provide more support from universities, industries, and policymakers, and to seriously address the challenges. Keywords: Perceptions and lived experiences, faculty members, reality-based teaching, Brighter Tomorrow Education Plan, Phenomenology.The present study aimed to represent the perceptions and lived experiences of university faculty members of the reality-based teaching strategy in the Bright Future of Education project in a qualitative manner using a phenomenological approach. Thematic analysis or thematic analysis method was used to analyze the research data. Potential research participants included all faculty members of Arak University who had teaching experience in the Bright Future of Education project of the future university at Arak University and participated in training and empowerment courses for the implementation of this project. Using purposive and criterion sampling method and based on the theoretical saturation rule, 15 faculty members from the faculties of engineering, basic sciences, humanities, agriculture and environment, and sports sciences were selected as a statistical sample and theoretical saturation was achieved. Semi-structured interviews were used to collect data. The results of coding and thematic analysis showed that the lived experience of faculty members was defined in the form of 66 basic themes, 16 organizing themes, and 3 overarching themes. The overarching and organizing themes included the perceptions and lived experiences of university faculty members of reality-based teaching (designing real scenarios and engaging, interacting and engaging learners, developing soft skills; shaping scientific innovation in the context of reality, cognitive internship and situational learning, gamifying the learning environment); opportunities of the reality-based teaching approach (problem-based learning; employment, entrepreneurship, and industrial investment; creating hope in the new generation; peer-to-peer learning and the transformation from knowing to being able); and challenges of the reality-based teaching approach (funding challenges; challenges of university-industry cooperation; socio-cultural challenges; pedagogical and curriculum challenges; infrastructure challenges and technical issues). The findings of this study indicate that reality-based teaching, despite its challenges, offers valuable opportunities for improving the quality of education and developing practical skills in students. To fully realize the potential of this approach, it is necessary to provide more support from universities, industries, and policymakers, and to seriously address the challenges. Keywords: Perceptions and lived experiences, faculty members, reality-based teaching, Brighter Tomorrow Education Plan, Phenomenology.