Interdisciplinary Studies in the Humanities

A comparative study of the undergraduate general education curriculum in Iran with the universities of Mount Royal, New South Wales, Hong Kong Polytechnic University, and the National University of Singapore: Reflections on students' common learning

Articles in Press

Document Type : Original Research Paper

Authors

Seyed Ali khaleghinezhad 1
Akbar Hedayati 2

1 Assistant Professor, Department of Educational Sciences, Faculty of Psychology & Educational Sciences, Yazd University, Yazd. Iran.

2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

10.22035/isih.2026.5554.5168
Abstract
Despite the acknowledged importance of the undergraduate general curriculum in cultivating interdisciplinary perspectives among students, the underlying rationale behind such curricula in Iran remains unclear. This comparative study explores and evaluates the undergraduate general education curriculum within Iran’s higher education system alongside that of four international institutions: Mount Royal University (Canada), the University of New South Wales (Australia), Polytechnic University (Hong Kong), and the National University of Singapore (Singapore). This study employed a qualitative approach, and the data were systematically gathered and analyzed by Bereday's four-stage method. The findings reveal that, in contrast to the Iranian undergraduate general education curriculum, where students do not have much freedom in choosing subject clusters or course units, the selected universities employ flexible and decentralized curricular structures. Their intended learning outcomes and course offerings encompass a broader and more diverse array of subjects—including personal and organizational development, local, national, and global identities, the natural and mathematical sciences, as well as the arts—all framed within an interdisciplinary orientation. These international curricula are more responsive to both the societal and individual needs of students. In conclusion, the study recommends a comprehensive review and needs assessment of Iran’s undergraduate general curriculum, emphasizing the integration of interdisciplinary approaches to enhance educational quality and ensure alignment with evolving societal demands and stakeholder expectations.

Keywords

Core Curriculum, Undergraduate
Learning Outcomes
curriculum renewal
Comparative Study
Subjects
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Interdisciplinary Studies in the Humanities

Articles in Press, Accepted Manuscript
Available Online from 11 July 2026

  • Receive Date 01 July 2025
  • Revise Date 19 May 2026
  • Accept Date 17 June 2026

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