Document Type : Original Article
Researcher
student
Ministerial Ethics Committee
This study aims to design and validate a higher education curriculum model from the perspective of ecofeminist pedagogy. Ecofeminism, as a theoretical framework, examines the interplay between the oppression of women and environmental degradation, advocating for social and environmental justice. Given the inadequacy of current higher education models in addressing environmental challenges and gender inequalities, this research seeks to develop a comprehensive framework to integrate ecofeminist principles into curricula, teaching methodologies, and institutional structures.
Research Objectives: 1) To identify the components of a higher education curriculum from the perspective of ecofeminist pedagogy, 2) To design a curriculum model based on this approach, and 3) To validate the proposed model.
Research Questions: 1) What are the components of a higher education curriculum from the perspective of ecofeminist pedagogy? 2) What is the structure of this curriculum model? 3) To what extent is the proposed curriculum model valid?
Methodology: The study employs a mixed-methods (qualitative-quantitative) approach with a developmental-applied orientation. In the qualitative phase, components are identified through semi-structured interviews with experts in ecofeminism and curriculum studies, using conventional content analysis and the Delphi method. Data collection continues until theoretical saturation via snowball sampling, analyzed with MAXQDA software. In the quantitative phase, a questionnaire derived from qualitative findings is developed and validated using the Delphi method. Quantitative data analysis utilizes SPSS28 and PLS3, employing descriptive and inferential statistics (Kendall’s coefficient of concordance). The findings will benefit public and private universities, contributing to the transformation of higher education toward sustainability and equity.
Keywords: Ecofeminism, Curriculum, Higher Education, Pedagogy,