Research in Teaching

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Indexing and Abstracting

Related Links

FAQ

Peer Review Process

Journal Metrics

News

Representing the perceptions and lived experiences of university faculty members of the reality-based teaching strategy in the Bright Future of Education project: A phenomenological study

    Authors

    1 Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran

    2 Associate Professor, Department of Mechanical Engineering, Arak University President of Arak University

,

Document Type : Research Paper
10.22034/trj.2025.143189.2154

Abstract

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.

Keywords

Main Subjects

References
Aakernes, N. (2016). Coherence between learning in school and workplaces for apprentices in the Media industry in Norway.
Afelia, Y. D., Utomo, A. P., & Sulistyaningsih, H. (2024). Implementasi Model Problem Based learning (PBL) Berbasis Pembelajaran Berdiferensiasi untuk Meningkatkan Keterampilan Kolaborasi pada Mata Pelajaran Biologi di Kelas X SMA. Jurnal Biologi, 1(2), 1-11.
Asmi, A., Silaban, S., & Silaban, R. (2024). Developing An Interactive Chemistry E-module Based on Problem-based Learning to Improve Critical Thinking Skills of High School Students. Jurnal Paedagogy, 11(1), 94-101.
Barana, A., Marchisio, M., & Sacchet, M. (2021). Interactive feedback for learning mathematics in a digital learning environment. Education Sciences, 11(6), 279.
Cremers, P. H., Wals, A. E., Wesselink, R., & Mulder, M. (2017). Utilization of design principles for hybrid learning configurations by interprofessional design teams. Instructional Science, 45(2), 289-309.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Čubela, D., Rossner, A., & Neis, P. (2023). Using Problem-Based Learning and Gamification as a Catalyst for Student Engagement in Data-Driven Engineering Education: A Report. Education Sciences, 13(12), 1223.
Enworo, O. C. (2023). Application of Guba and Lincoln's parallel criteria to assess trustworthiness of qualitative research on indigenous social protection systems. Qualitative research journal, 23(4), 372-384.
Kayzouri, A. H. , Mohammadi Hoseini, S. A. and Sadat Soleimani, E. (2019). Students’ Perception of Faculty Members’ Teaching Competence (Case Study: Ferdowsi University of Mashhad). Research in Teaching, 7(4), 131-107. doi: https://doi.org/10.34785/J012.2019.654. [in Persian].
Keyzouri, A. H.; Mohammadi Hosseini, S. A. & Soleimani, A. (2019). Students’ perception of teaching competencies of faculty members in higher education (case study: Ferdowsi University of Mashhad). Teaching Research, 7(4), 107-131. (in Persian)
Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches. Health promotion practice, 16(4), 473-475.
Li, T., Song, R., Zhong, W., Liao, W., Hu, J., Liu, X., & Wang, F. (2024). Use of problem-based learning in orthopaedics education: a systematic review and meta-analysis of randomized controlled trials. BMC Medical Education, 24(1), 1-16.
Liyanawatta, M., Yang, S. H., Liu, Y. T., Zhuang, Y., & Chen, G. D. (2022). Audience participation digital drama‐based learning activities for situational learning in the classroom. British Journal of Educational Technology, 53(1), 189-206.
Moradi, R. , Zolfaghari, M. , Ghaderifar, E. and Meighani, N. (2024). effectiveness of integrating reality-based teaching strategies on self-directed learning and academic motivation of mechanical engineering students. Iranian Journal of Engineering Education, 26(101), 85-105. doi: 10.22047/ijee.2024.434861.2049. [in Persian].
Moradi, R., Fazeli, M., & Hosseini, M. (2021). Analyzing and identifying the components of future learning environments and presenting a proposed framework for optimizing mobile learning in the post-corona era. The second national mobile learning conference in the age of Corona and post-corona, Allameh Tabatabai University. [In Persian]
Moradi, R.; Zolfaghari, M.; Ghaderifar, A. and Meighani, N. (2014). The effectiveness of integrating reality-based teaching strategy on self-directed learning and academic engagement of mechanical engineering students. Iranian Journal of Engineering Education, 26(101), 85-105. (in Persian)
Mosayebi, A., Ghorbani, S., & Masoomi, B. (2020). Applying fuzzy delphi and best-worst method for identifying and prioritizing key factors affecting on university-industry collaboration. Decision Science Letters, 9(1), 107-118.
Murgulets, L., & Johansson, M. (2019). Reality-Based Learning: Preparing Students for Life–The Experience of Implementing the Model of Swedish Enterprise Education in Russia (SEED Russia). In Business Community Engagement for Educational Initiatives (pp. 248-270). IGI Global.
Nardi, P., Bengo, I., & Caloni, D. (2018). Reality-Based Learning and The Oliver Twist School: Towards a New Ap-proach in VET. Christof Nägele and Barbara E. Stalder (Editors), 261.
Neto, I. R., & Amaral, F. G. (2024). Teaching occupational health and safety in engineering using active learning: A systematic review. Safety science, 171, 106391.
Riyanto, M., Asbari, M., & Latif, D. (2024). Efektivitas Problem Based Learning terhadap Kemampuan Berpikir Kritis Mahasiswa. Journal of Information Systems and Management (JISMA), 3(1), 1-5.
Seng, B. K., Subramaniam, M., Chung, Y. J., Syed Ahmad, S. A. M., & Chong, S. A. (2021). Resilience and stress in frontline social workers during the COVID‐19 pandemic in Singapore. Asian social work and policy review, 15(3), 234-243.
Shahraki, M. R. & Haqqani, F. (2019). Determining the influential factors in engineering education and predicting the increase in years of study with a multi-criteria decision-making approach and data mining (artificial neural network). Iranian Engineering Education Quarterly, 24(93), 51-66. (in Persian)
Shahraki, M. R. and haghani, F. (2022). Determining the effective factors in engineering education and predicting the increase of academic years with multi-criteria decision making and data mining approach (Artificial Neural Network). Iranian Journal of Engineering Education, 24(93), 51-66. doi: 10.22047/ijee.2022.265728.1812. [in Persian].
Smith, L. W. & Van Doren, D. C. (2004). The reality-based learning method: A simple method for keeping teaching activities relevant and effective. Journal of Marketing Education, 26(1), 66-74.
Speziale, H. S., Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative. Lippincott Williams & Wilkins.
Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M., & Loyens, S. M. (2024). The effects of problem-based, project-based, and case-based learning on students’ motivation: A meta-analysis. Educational Psychology Review, 36(1), 29.
Zare-e-Sefat, S.; Dehghani, M.; Hakimzadeh, R.; Karami, M. & Salehi, K. (2019). Faculty members’ lived experiences of professional development curricula: A conceptual model. Theory and Practice in Curriculum, 7(13), 177-206. (in Persian)
Zaresefat S, Dehghani M, Hakimzadeh R, Karami M, Salehi K. (2019). Faculty Members' Experiences of Professional Development Curriculum: A Conceptual Model. Theory & Practice in Curriculum Journal. 7(13), 177-206. [in Persian].
Research in Teaching
Volume 13, Issue 2 - Serial Number 40
June 2025
Pages 216-249
Files
Share
How to cite
Statistics