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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 | ||
| مقاله 6، دوره 13، شماره 1، تیر 2025، صفحه 91-108 اصل مقاله (650.56 K) | ||
| 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 Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran | ||
| 2PhD Candidate in TEFL, University of Tehran, Kish Campus, Tehran, Iran | ||
| چکیده | ||
| Developing students’ various competencies and skills of the Fourth Industrial Revolution has posed serious challenges for university students. However, only a few studies have been carried out regarding incorporating project-based learning activities that integrate general education and Fourth Industrial Revolution competencies as an education 4.0 project-based ESP curriculum (E4PEC). Therefore, this exploratory mixed-methods study has been carried out to develop 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, 46 females and 18 male students at Najafabad Islamic Azad University in Iran, participated in the study. Cronbach’s Alpha test was run to test the reliability of the questionnaires’ items in order to explore students’ perceptions of the challenges and benefits of E4PEC. Regarding their perceptions of the benefits, it was found that all five categories received the students’ positive attitudes. More specifically, most of the students perceived that PBL brought the benefits of fostering 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 had 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 surfaced, including a lack of digital and research skills, as well as difficulties with both hard and soft skills. This study provides implications for the integration of E4PEC into ESP medical classes in Iranian higher education and other similar educational contexts. | ||
| کلیدواژهها | ||
| education 4.0؛ project-based curriculum؛ ESP؛ opportunities؛ challenges | ||
| مراجع | ||
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