نوع مقاله : علمی - پژوهشی
عنوان مقاله English
نویسندگان English
Objectives: This study aimed to explore the perceptions and lived experiences of elite Iranian students studying engineering disciplines at leading universities abroad. Achieving a more accurate, in-depth, and relatively comprehensive understanding of university classrooms requires epistemic immersion in the lived experiences of academic actors. A phenomenological perspective on the experiences of high-achieving students, who possess a nuanced understanding of values, attitudes, educational and research practices, developmental processes, and regional and international impacts in universities in developed countries, can provide valuable insights for improving higher education systems. Such an approach can support the advancement of universities toward higher quality, greater innovation, and stronger competitiveness in the global academic landscape. By focusing on the lived experiences of migrant elites, this study seeks to develop an in-depth understanding of the experienced curriculum in engineering education at foreign universities. Furthermore, by examining these experiences, the study aims to identify key dimensions and requirements of effective engineering education in contemporary academic contexts.
Materials and Methods: This study employed a qualitative approach, specifically a basic interpretive research design. Data were collected through semi-structured, in-depth interviews, allowing participants to describe their experiences in detail. The participants consisted of 10 elite Iranian students currently studying at highly ranked universities around the world. These individuals had previously completed their undergraduate studies at leading Iranian institutions, including Sharif University of Technology, Amirkabir University of Technology, Isfahan University of Technology, and Shiraz University, and are currently enrolled at highly ranked international universities. Data were collected through online video-conferencing interviews. The initial participants were identified based on available information about graduates who had migrated from a well-known high school in Isfahan. Subsequently, additional participants were recruited using snowball sampling, which enabled access to a broader network of elite students. All interviews were recorded, transcribed, and systematically analyzed. The data were analyzed using thematic analysis based on Attride-Stirling's analytical framework, which comprises three hierarchical levels: basic themes, organizing themes, and global themes. This method facilitated a structured and comprehensive interpretation of the data, ensuring depth and coherence in the findings.
Discussion and Conclusion: Grounded in relevant theoretical frameworks and aligned with established standards in engineering education, this study provides a multilevel analysis of students' experiences, encompassing individual (active engagement and participation), institutional (curriculum design and academic culture), and structural (policies and professional competencies) dimensions. The findings reveal that the lived experiences of elite Iranian students at leading global universities can be conceptualized under a global theme entitled "Characteristics of the Experienced Curriculum in Engineering Education," which comprises two main dimensions: educational experiences and research experiences. Within the educational dimension, several key features were identified. These include active and student-centered learning approaches, practical and problem-based instruction, diversity and flexibility in teaching and assessment methods, and a strong emphasis on developing soft skills such as communication, teamwork, and critical thinking. Additionally, constructive and interactive relationships between faculty members and students play a crucial role in enhancing the learning process. Other influential factors include instructors' commitment and professionalism, a structured and disciplined academic environment, the availability of psychological and welfare support services, access to sports and recreational facilities, and experiences of respect, inclusion, and cultural security within the academic setting. Collectively, these elements contribute to shaping students' holistic educational and social experiences. In the research dimension, important factors include systematic and meaningful connections with industry, opportunities to participate in real-world and applied projects, access to advanced and well-equipped laboratories, and the availability of financial support for students. Furthermore, a strong orientation toward problem-based and impact-driven research was evident. These findings indicate that engineering education at host universities is embedded within a dynamic ecosystem characterized by continuous interaction among education, research, and industry. Such an environment facilitates the development of professional competencies, strengthens students' engineering identities, and enhances their readiness for the labor market. The results of this study offer important implications for policymakers and educational planners. By incorporating the identified strengths and practices into the engineering education system in Iran, it may be possible to enhance educational quality, foster innovation, and prepare graduates who can compete at the international level. Moreover, such reforms can contribute to sustainable national development by cultivating skilled professionals with global competencies. Overall, this study underscores the critical importance of active learning, industry engagement, and the establishment of a dynamic and supportive academic culture in advancing engineering education.
کلیدواژهها English
