مینیمالیسم و دلالت‌های آن در برنامه درسی

Purpose: Minimalism is a multifaceted concept whose definitions and applications vary depending on context. The aim of this study is to examine the theoretical implications of minimalism for designing curriculum components in higher education. Methodology: This research adopts a qualitative approach grounded in the speculative essay methodology—a strategy that enables conceptual analysis and creative synthesis of theoretical foundations through critical reflection. Data were collected through the “documentary review” method, drawing upon sources in philosophy, aesthetics, psychology, and sociology related to minimalism. The extracted concepts were then analyzed in connection with curriculum elements. Findings: The results indicate that, from a minimalist perspective, educational objectives should be selected, purposeful, and meaningful rather than vague and conventional. Curriculum content requires restructuring and the elimination of redundant information to enhance the conceptual continuity of learning. Teaching methods should align with the design of activities that foster independent learning while avoiding extraneous cognitive load. Finally, assessment practices should shift from purely quantitative testing toward meaningful and qualitative evaluations such as portfolios, self-assessment, and learner narratives. Conclusion: Minimalism can serve as a critical and theoretical framework for improving quality, enhancing meaning, and increasing clarity in curriculum planning. However, its effective implementation within Iran’s higher education system requires confronting challenges such as institutional resistance, traditional evaluation structures, and dominant quantitative mindsets. This approach may help counteract the excessive expansion of content and unnecessary teaching practices, transforming the learning environment into a meaningful and learner-centered space.