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Dashtestani, Reza, Forutanian, Shadi. (1403). Toward Designing Education 4.0 Competency-Based ESP Curriculum (E4CEC) in the Context of Iranian Education: Challenges and Opportunities. , (), -. doi: 10.22049/jalda.2025.29868.1710
Reza Dashtestani; Shadi Forutanian. "Toward Designing Education 4.0 Competency-Based ESP Curriculum (E4CEC) in the Context of Iranian Education: Challenges and Opportunities". , , , 1403, -. doi: 10.22049/jalda.2025.29868.1710
Dashtestani, Reza, Forutanian, Shadi. (1403). 'Toward Designing Education 4.0 Competency-Based ESP Curriculum (E4CEC) in the Context of Iranian Education: Challenges and Opportunities', , (), pp. -. doi: 10.22049/jalda.2025.29868.1710
Dashtestani, Reza, Forutanian, Shadi. Toward Designing Education 4.0 Competency-Based ESP Curriculum (E4CEC) in the Context of Iranian Education: Challenges and Opportunities. , 1403; (): -. doi: 10.22049/jalda.2025.29868.1710

Toward Designing Education 4.0 Competency-Based ESP Curriculum (E4CEC) in the Context of Iranian Education: Challenges and Opportunities

Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 09 بهمن 1403
نوع مقاله: Research Article
شناسه دیجیتال (DOI): 10.22049/jalda.2025.29868.1710
نویسندگان
Reza Dashtestani* 1؛ Shadi Forutanian2
1Associate Professor of TEFL, Department of English, Faculty of Foreign Languages, Tehran University, Tehran, Iran
2PhD Candidate in ELT, Tehran University, Tehran, Iran
چکیده
Developing students’ various competencies and skills of the Fourth Industrial Revolution has made serious challenges for university students. However, just a few studies have been done regard to incorporating project-based learning activities that integrate general education and Fourth Industrial Revolution competencies as education 4.0 project-based ESP curriculum (E4PEC). Therefore, this exploratory mix method study has been carried out to create a Medical English for Specific Purposes (ESP) course that is in line with a specific academic institution's curriculum, in order to understand how students perceived the challenges and benefits of studying Medicine based on E4PEC. A total of 64 fourth-year medical majors, with 46 females and 18 male students at Najafabad Islamic Azad University in Iran participated in the study. Cronbach’s Alpha was run to test the reliability of the questionnaires’ items with a coefficient to measure students’ perceptions of the challenges and benefits of E4PEC. Regarding their perceptions of benefits, it is evident that all five categories received the students’ positive attitudes; especially, most of the students perceived that PBL brought those benefits of language and content knowledge and skills and enhancement of self-responsibility and personal qualities. The study findings suggest that the E4PEC-based ESP medicine courses were more beneficial than challenging for the students and has the potential to improve students' utilization and development of technology, communication, critical thinking and analysis, creativity, and problem-solving skills. Nevertheless, issues with peers frequently surface, including a lack of digital and research skills, as well as difficulties with both hard and soft skills. This study suggests implications for the integration of E4PEC into ESP medical classes in Iranian higher education and other similar education contexts. 
کلیدواژه‌ها
education 4.0؛ project-based curriculum؛ ESP؛ opportunities؛ challenges
اصل مقاله

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