Performance assessment and the cultural guidelines for the educational program of Islamic studies courses in the universities of Iran

This study was conducted with the aim of evaluating the performance of Islamic education courses in universities and providing cultural solutions for it. The present research method is a combination of a quantitative approach with a statistical population of students across the country and a sample size of 2060 people, and with a qualitative approach in the form of content analysis and Delphi technique with a target population of Islamic education professors across the country, which included a sample of 100 people in the form of interviews using theoretical saturation. The average student assessment of desirability for all educational courses was 45.60 (in the range of zero to 100), which also explained the average downward assessment of these courses by students. The disadvantages of these courses from the perspective of some students included the strict classroom atmosphere, the lack of adaptation of professors and book content to the needs of the academic community, and the lack of desirability of the teaching method. According to the professors' statements, these three factors were divided into direct, intermediary, and contextual factors. The positive outcomes that these courses can bring from the perspective of professors and students include increasing cultural capital, strengthening religiosity, and helping to better understand the religion and history of Islam. Suggestions provided by students and professors to improve effectiveness were also received in four factors: organizational, guidance, facilitation, and related to the educational system.