Exploring the Inhibiting Factors of Curriculum Viability at Farhangian University Based on Faculty Members’ Perceptions

The present study aimed to explore the inhibiting factors of curriculum viability at Farhangian University based on faculty members’ perceptions. A thematic analysis approach was employed. The research population included all faculty members and instructors in the fields of educational sciences and curriculum studies at Farhangian University, from which 18 participants were selected through purposive sampling. Data were collected using a semi-structured interview protocol and analyzed following Braun and Clarke’s thematic analysis framework. The findings revealed 14 basic themes and 7 overarching themes, including barriers related to educational innovation, adaptability and system dynamism curriculum design, structure, and planning; the competencies, motivation, and professional identity of practitioners; assessment, instructional quality, and learning outcomes; organizational interactions, governance, and policymaking; resources and infrastructural limitations; and generational gaps and educational communication. The overarching themes were presented in the form of a geometric model. Overall, the results indicate that the viability of curricula at Farhangian University is constrained by a set of structural, content-related, operational, evaluative, organizational, and generational barriers. Removing these barriers requires fundamental revision, improved policymaking, and strengthened professional and organizational capacities.