curriculum design

Purpose: The objective of this study is to explore and identify effective strategies for implementing a comprehensive cultural-educational system at Farhangian University. Methods and Materials: This qualitative research utilized semi-structured interviews with experienced faculty and administrative staff at Farhangian University. Participants were selected based on specific criteria, including their educational background, expertise in cultural and educational roles, and extensive professional experience. The data collection involved in-depth interviews, and the analysis was conducted using thematic analysis to identify key themes and strategies essential for the implementation of the cultural-educational system. Findings: The findings revealed several key themes crucial for the successful implementation of the cultural-educational system. These included the need for clear communication of the comprehensive system plan to managers, the importance of employing experienced faculty and non-faculty members in managerial positions, and prioritizing the cultural unit with dedicated cultural experts. The study also highlighted the necessity of structured curriculum design, legal permissions for course credibility, and the creation of supportive infrastructure, including digital platforms and adequate facilities. Additionally, delegating part of the cultural programs to the provinces was found to foster creativity and innovation among students. Conclusion: The study concludes that a comprehensive cultural-educational system requires clear communication, experienced leadership, structured curriculum design, legal credibility, and supportive infrastructure. By addressing these key areas, universities can create an inclusive and effective educational environment that supports the overall development of stu

This study investigates how HEXACO personality traits—honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness—shape risk-taking, risk perception, and perceived benefits among undergraduate accounting students, informing teaching strategies to enhance ethical and audit competencies. In First quarter of 2025, data were collected from 170 accounting students at Tehran universities using validated personality and risk-taking measures adapted for classroom contexts. The analysis confirmed the soundness of these instruments. Findings indicate that honesty-humility reduces unethical behavior, while conscientiousness supports more cautious decision-making. An ethical risk-taking paradox emerged, as situational pressures sometimes encouraged risky choices despite ethical concerns. Emotionality and extraversion shaped risk behaviors by influencing how students perceived risks and benefits. The study suggests ethics-focused case studies and audit simulations as effective teaching strategies, showing how personality-informed approaches can strengthen ethical judgment and technical precision in accounting education. Grounded in experiential learning and self-efficacy principles, these findings align with global movements toward competency-based education that surpass traditional models.