بنیامین دولت ابادی

Purpose: This study aimed to identify and analyze the components of "scrap curriculum" at Farhangian University from the perspective of students. Scrap curriculum refers to the segment of educational experiences that fails to lead to meaningful and applicable learning due to its irrelevance to practical needs, obsolescence, or ineffective design.

Methodology: This research was conducted using a qualitative approach based on the Grounded Theory methodology. Data were collected through in-depth, semi-structured interviews with ۱۵ undergraduate students from Farhangian University of Khorasan Razavi, selected via purposeful snowball sampling. Data analysis was performed following the three-stage process of open, axial, and selective coding.

Findings: The findings revealed that scrap curriculum is a multi-dimensional and systemic phenomenon comprising six main categories: ۱. Educators' Characteristics (including professional competence and attitude), ۲. Learners' Characteristics (including motivational and cognitive abilities), ۳. Educational Content (including theoretical and practical dimensions), ۴. Educational Processes (including planning and implementation), ۵. Facilities and Learning Environment (including infrastructure and equipment), and ۶. Structural Characteristics (including bureaucratic and centralist dimensions). A deeper analysis of the relationships between these categories uncovered a "vicious cycle of stagnation" between instructors' pedagogical inertia and students' demotivation, as well as a significant "theory-practice gap."

Conclusion: The study concludes that scrap curriculum is not merely a content-related flaw but a systemic syndrome resulting from the misalignment between a static institutional structure and the dynamic needs of contemporary teacher education. Addressing this issue requires a holistic and structural reform approach.