University Teaching Methods and Curricula: Reality, Challenges, and Modern Trends

Abstract

This study aims to investigate the status of university curricula and teaching methods at Bani Waleed University, and their compatibility with scientific and technological developments, student needs, and the job market. The study adopted the descriptive-analytical approach, and data were collected from a sample of faculty members using a validated questionnaire.

The results showed that the evaluation of the university curricula's reality was High, with an overall mean of (3.75), indicating a notable interest in incorporating quality standards and academic accreditation, along with emerging elements like flexibility and continuous updating. Furthermore, the results revealed a noticeable effectiveness in the use of modern teaching methods, with an overall mean of (3.80), particularly in utilizing educational technology, while the diversification of assessment methods and the consideration of individual differences still require development. The challenges faced were rated as Very High, with an overall mean of (3.97), the most prominent of which were the lack of technical infrastructure, weak training, and high teaching load/scheduling pressure.

The findings also indicated that faculty members contribute to curriculum development at a Medium-High degree (3.62), with variation in practical roles such as inter-departmental cooperation and the utilization of research findings. Statistical analysis showed significant differences based on the college variable, favoring the educational colleges, while no significant differences were recorded based on experience or academic qualification.

The study recommends periodic curriculum review, intensifying faculty training programs, and providing a stimulating educational environment that promotes creativity and interaction in university classrooms.