ابعاد و مؤلفه‌های بین‌المللی سازی برنامه درسی آموزش عالی: فراترکیب بر اساس مدل روبرتس

Objective
Internationalization of higher education curricula is a process in which educational institutions incorporate international and intercultural elements and perspectives into their curricula with the aim of increasing the quality of education, exchanging knowledge and experiences, and deepening international relations. In recent years, internationalization of curricula has included a large share of research in the field of synergy and emphasis on higher education in the global community. Therefore, the present study was conducted with the aim of examining its dimensions in order to provide a comprehensive picture and perspective of this field.
Materials and Methods
In accordance with the purpose of the research, a qualitative meta-synthesis method was used to achieve the results. Research data were collected using Roberts' six-stage model. For this purpose, articles were searched and collected within the considered time range (1404-1394 and 2014-2024). The scope of the research was all articles (97 articles) that were presented in specialized and scientific databases about the internationalization of higher education curricula and related fields. The research sample was 28 articles, which were selected purposefully and based on thematic, content, and theoretical saturation monitoring of the data. The research data were analyzed at this stage using thematic content analysis. In order to examine the validity and reliability of the findings, the researcher's self-review criteria and the peer review method (rater agreement coefficient) were also used.
Discussion and Conclusion
By analyzing the data, the dimensions and components of the internationalization of higher education curricula were branded into five dimensions, 17 axes, and 78 categories, including goals (including ultimate goals, intermediate goals, and partial goals); comprehensive feature (including cognitive dimension, skill dimension, and emotional dimension); content (including multicultural content, comparative content, interdisciplinary content, applied and skill content); Teaching-learning approaches (including participatory methods, project-based methods, technological methods, cultural rethinking methods), evaluation (including comprehensiveness in evaluation, flexibility in evaluation, validity and reliability) were organized. Finally, the present study sought to identify the dimensions and components of the internationalization of the higher education curriculum as a significant and important issue in the academic system, and its proposed model can be a guide and assistant to university planners and administrators.

Objective
Internationalization of higher education curricula is a process in which educational institutions incorporate international and intercultural elements and perspectives into their curricula with the aim of increasing the quality of education, exchanging knowledge and experiences, and deepening international relations. In recent years, internationalization of curricula has included a large share of research in the field of synergy and emphasis on higher education in the global community. Therefore, the present study was conducted with the aim of examining its dimensions in order to provide a comprehensive picture and perspective of this field.
Materials and Methods
In accordance with the purpose of the research, a qualitative meta-synthesis method was used to achieve the results. Research data were collected using Roberts' six-stage model. For this purpose, articles were searched and collected within the considered time range (1404-1394 and 2014-2024). The scope of the research was all articles (97 articles) that were presented in specialized and scientific databases about the internationalization of higher education curricula and related fields. The research sample was 28 articles, which were selected purposefully and based on thematic, content, and theoretical saturation monitoring of the data. The research data were analyzed at this stage using thematic content analysis. In order to examine the validity and reliability of the findings, the researcher's self-review criteria and the peer review method (rater agreement coefficient) were also used.
Discussion and Conclusion
By analyzing the data, the dimensions and components of the internationalization of higher education curricula were branded into five dimensions, 17 axes, and 78 categories, including goals (including ultimate goals, intermediate goals, and partial goals); comprehensive feature (including cognitive dimension, skill dimension, and emotional dimension); content (including multicultural content, comparative content, interdisciplinary content, applied and skill content); Teaching-learning approaches (including participatory methods, project-based methods, technological methods, cultural rethinking methods), evaluation (including comprehensiveness in evaluation, flexibility in evaluation, validity and reliability) were organized. Finally, the present study sought to identify the dimensions and components of the internationalization of the higher education curriculum as a significant and important issue in the academic system, and its proposed model can be a guide and assistant to university planners and administrators.