Volume 8, Issue 2 (June 2026)
IEEPJ 2026, 8(2): 0-0 |
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Seyyedein Navan F, Javadi Pour M, Salehi K. (2026). An Analysis of the Challenges in the Teaching-Learning Process for Students in the Faculty of Psychology and Social Sciences at the Islamic Azad University, Science and Research Branch, from the Instructors' Perspective. IEEPJ. 8(2),
URL: http://ieepj.hormozgan.ac.ir/article-1-1080-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1080-en.html
1- Ph.D. Student, Department of Curriculum Planning, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran. Iran ,javadipour@ut.ac.ir
3- Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran. Iran
2- Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran. Iran ,
3- Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran. Iran
Abstract: (90 Views)
Objective: The teaching–learning process represents a fundamental component of higher education. Given the pivotal role of instructors in ensuring educational effectiveness, this study aimed to explore instructors’ perceptions of the challenges and shortcomings in the teaching–learning process at the Faculty of Psychology and Social Sciences, Islamic Azad University, Science and Research Branch.
Methods: This qualitative study employed a Grounded Theory approach at the conceptual organization level. Using purposive sampling, semi-structured interviews were conducted with 15 faculty members (9 males and 6 females). The collected data were analyzed through thematic analysis to identify recurring patterns and themes reflecting instructors’ experiences and perspectives.
Results: Analysis of the interview data yielded six main themes and 18 subthemes related to perceived deficiencies in the teaching–learning process. The main themes encompassed challenges in teaching and assessment methods, university policies and regulations, student motivation and engagement, student–instructor interaction, educational infrastructure and facilities, and workload and time constraints. These findings highlight systemic, pedagogical, and contextual factors influencing educational effectiveness.
Conclusions: The study identified substantial shortcomings in multiple dimensions of the teaching–learning process. Addressing these issues through improved instructional strategies, policy reform, enhanced resource allocation, and strengthened student–instructor interaction may significantly enhance the quality and effectiveness of higher education.
Methods: This qualitative study employed a Grounded Theory approach at the conceptual organization level. Using purposive sampling, semi-structured interviews were conducted with 15 faculty members (9 males and 6 females). The collected data were analyzed through thematic analysis to identify recurring patterns and themes reflecting instructors’ experiences and perspectives.
Results: Analysis of the interview data yielded six main themes and 18 subthemes related to perceived deficiencies in the teaching–learning process. The main themes encompassed challenges in teaching and assessment methods, university policies and regulations, student motivation and engagement, student–instructor interaction, educational infrastructure and facilities, and workload and time constraints. These findings highlight systemic, pedagogical, and contextual factors influencing educational effectiveness.
Conclusions: The study identified substantial shortcomings in multiple dimensions of the teaching–learning process. Addressing these issues through improved instructional strategies, policy reform, enhanced resource allocation, and strengthened student–instructor interaction may significantly enhance the quality and effectiveness of higher education.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/11/3 | Accepted: 2026/01/22 | Published: 2026/06/1
Received: 2025/11/3 | Accepted: 2026/01/22 | Published: 2026/06/1
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