Presenting a Model for Improving the Quality of “Practical Lessons” Instruction in Upper Secondary Education in Line with National Educational Transformation
Keywords:
Quality Improvement, Practical Lessons, Upper Secondary Education, Grounded Theory, Educational TransformationAbstract
The primary objective of this study is to develop and present a comprehensive model for enhancing the quality of practical course instruction in upper secondary schools, aligned with national education transformation goals. This study employed a qualitative approach using the Grounded Theory method based on the systematic framework of Strauss and Corbin. Data were collected through semi-structured interviews with 13 academic experts selected via purposive snowball sampling and a review of relevant upstream documents. Data analysis involved open, axial, and selective coding, resulting in the identification of 140 open codes, 30 components, and 14 dimensions. The findings revealed that “individual characteristics,” “linkage between education and industry,” “quality of instruction,” and “family support for students” serve as the main causal conditions. Key strategies include “transforming the educational system” and “improving satisfaction levels.” Furthermore, “cultural factors” and “family-school interaction” were identified as contextual conditions, while “upstream policies” and “school characteristics” act as intervening variables. The proposed model indicates that improving the quality of practical lessons leads to significant outcomes at individual, social, and national levels. Achieving this requires a holistic integration of industry demands, pedagogical improvements, and structural reforms within the educational system.
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References
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