representation of the curriculum review components of farhangian university: emerging from a case study

Objective: the notion of revision has garnered considerable attention across various sectors of society, with higher education institutions also placing significant emphasis on it as a key performance evaluation metric. the burden of cultivating educators and facilitators for an evolving educational framework in society predominantly falls on universities and educational establishments. consequently, there is a pressing need for this university to approach curriculum revision with heightened seriousness. thus, the primary aim of this manuscript is to provide a succinct overview of the curriculum revision frameworks employed by farhangian university, highlighting their shared characteristics as identified through research conducted in iran, turkey, and australia.methods: the methodology adopted for the study is both descriptive and analytical in nature. the study's participants consist of a panel of experts, with 13 individuals selected for interviews and 20 individuals chosen to respond to the questionnaire (which assesses indicator importance).results: the study's results have indicated that the fundamental features common to curriculum revision models include: a strategic, long-term perspective on the revision process; a cyclical and continuous nature; an emphasis on interpretative and analytical procedures; recognition of the role played by organizational structure and stakeholders; and an approach to revision that integrates management principles with a research-oriented outlook.conclusions: the findings reveal that effective curriculum revision models, as exemplified by farhangian university and corroborated by research in iran, turkey, and australia, share several key characteristics.