سرفصل‌های آموزشی مقطع کارشناسی ارشد رشته علم اطلاعات و دانش شناسی ) یک مطالعه نطبیقی بین ایران و عراق)

Abstract

Aim: This study aims to compare the curriculum of M. S of Knowledge and Information Science in Iranian universities with that in Iraq

According to extended developments in information technology, it is necessary to update & revise the educational outline in this field as much as before.

Methodology: In this study, the units, structure, and contents of courses in the Iraq and Iran Universities were examined by an analytic descriptive Survey.

Finding: Findings show that there are some similarities among basic and public courses, but the Iranian university system has more diversity, expantion and innovation. In Iran, there are different tendencies such as academic libraries, public universities, information management, scientometrics, and digital libraries include new courses such as Artificial Intelligence, data mining, future studies, user experience, digitalization & information retrieval, which Iraqi universities lack. These differences show that Iran goes towards novel needs in knowledge and information science and is in sync with global development; meanwhile, Iraqi universities focus mostly on basic and traditional aspects of this field. The study shows that the courses presented couyses in Iraqi universities are not the same as the courses which presented in Iranian universities, directly or indirectly. These courses focus mostly on technical aspects of knowledge and information sciences and show the tendency of the educational system of Iraq to benefit from new technologies in information sciences. These courses include Computerised information organization, Artificial or expert systems, and open text software in Almostansarieh University, Programming systems and analysing digital content in Mosel University, and information networks, digital media, databases software in Basre University. These courses have no equivalent in Iranian universities.

Results show that the similarities between Iraqi and Iranian universities are different. In scienometrics, there is a low overlap (from 15% in Basra University to 36% in Almontansarieh University). In information management, there is the highest similarity, from 30% in Basra University to 55% in Almonstansarieh University, in public and academic university libraries. There are also high percentages of similarity, in public libraries about 31 – 38%, and in academic libraries about 38-46%. The most similarity was in information management and academic libraries. And the low one was in scientometrics. The research method was the only course that was common between the universities of Iran and Iraq.



Acoordin to extended developments in information technology, it is needed to update & revise of educational outline in this field as much of before.

Methodoloy: In this study the unites, structure and contents of courses in the Iraq and Iran University were edmined by analytic descriptive Survey.

Finding: Finding show that there are some similarities among basic and public courses, but Iranian university system has morfe diversity, expantion and innovation. In Iran there are different tendencies such as academic libraries, public universities, information management, scientometrics, and digital libraries include new courses such as Artificial Intellience, data mining, future studies, user experience, digitalization & information retrieval, that Iraq universities lacke. These differentces show that Iran go towards novel needs in knowledge and information science and is synchron with global development, meanwhile, Iraq universities fouce mostly on basic and traditional aspects of this field. The study shows that presented couyses in Iraq universities are not the same as courses which presented in Iranian university, directly or indirectly. These courses focuce mostly on technical aspects of knowledge and information sciences and show the tendency of educational system of Iraq to benefit from new technologies in information sciences. These caurses include Computerised information organization, Artificial or exprt systems and open text software in Almostansarieh Universityu, Programmaing systems and analysing digital content in Mosel University, and information networks, digital media, databases software in Basre University. These courses have not any equivalent in Iranian universities.

Result show that symilarities between Iraq and Iranian universities are different. In scienometrics there is a low overlape (from 15% in Basre university to 36% in Almontansarieh university). In information management, there is the highest similarity, from 30% in Basre university to 55% in Almonstansarieh university in public and academic university libraries, there are also high percent of similarity, in public libraries about 31 – 38% and in academic libraries about 38-46%. The most similarity was in information management and academic libraries. And the low one was in scientometrics. Reserch method was the only course that was common between the universities of Iran and Iraq.

Conclusion:

Based on the research findings, Iran’s educational system is highly organized, diverse, and advanced; however, it is largely theory-based. In contrast, Iraq’s educational system has less diversity and is more practice-oriented, focusing primarily on practical issues and implementation challenges. Nevertheless, since the educational trajectory in Iran has continually evolved, there has been a sustained effort to move in line with global developments.