University of Tehran Iranian Journal of Agricultural Economics and Development Research 2008-4838 54 1 2023 03 21 Qualitative Study of the Principles of Interdisciplinary Approach in Curriculum by Looking at the Field of Agricultural Extension and Education Qualitative Study of the Principles of Interdisciplinary Approach in Curriculum by Looking at the Field of Agricultural Extension and Education 329 346 81843 10.22059/ijaedr.2019.258347.668608 FA Zainab Moazen Kloor Department of Agricultural Extension and Education, Faculty of Agricultural Economics and Development, University of Tehran, Karaj, Iran 0009-0009-8282-2203 Seyyed Hamid Movahed Mohammadi Department of Agricultural Extension and Education, Faculty of Agricultural Economics and Development, University of Tehran, Karaj, Iran 0000-0003-3101-1848 Ahmad Rezvanfar Department of Agricultural Extension and Education, Faculty of Agricultural Economics and Development, University of Tehran, Karaj, Iran 0000-0001-8320-791X Yousef Hejazi Department of Agricultural Extension and Education, Faculty of Agricultural Economics and Development, University of Tehran, Karaj, Iran. 0000-0001-6082-726X Journal Article 2018 06 20 Excessive proficiency and the loss of relevance and thematic correlations of a discipline with other disciplines and the peripheral world have removed university disciplines from their main function. In this regard, the country's comprehensive scientific map emphasizes the development of interdisciplinary programs as a major strategy. Interdisciplinary approach, interconnecting different perspectives of different disciplines to integrate theories, concepts, tools, techniques, and achieving cognitive development to survey a complex subject or problem. The purpose of this paper was to study the necessities, achievements, atributies and the principles of using an interdisciplinary approach in curriculum from the perspective of faculty members and interdisciplinary curriculum specialists and the field of agricultural extension and education. Semi-structured interview was conducted using a snowball sampling method with 29 experts in person, face to face, telephone and Correspondence interview to reach the data saturation stage. The data was processed and analyzed by the researcher in a questionnaire, using qualitative and quantitative content analysis method during the open coding process and in two stages of initial and secondary coding. Identification codes and the main categories and concepts were extracted. The findings showed that the most prominent feature of the interdisciplinary approach is the interaction, the communication and the purposeful integration of the disciplines. The most important interdisciplinary necessity was problem-oriented, and the achievements of this approach are multi-dimensional human education with a comprehensive and systemic thinking. In view of the results, it is suggested that both a content-based and skill-oriented curriculum approach be considered as a general principle in the revision of agricultural extension and education curriculum. Excessive proficiency and the loss of relevance and thematic correlations of a discipline with other disciplines and the peripheral world have removed university disciplines from their main function. In this regard, the country's comprehensive scientific map emphasizes the development of interdisciplinary programs as a major strategy. Interdisciplinary approach, interconnecting different perspectives of different disciplines to integrate theories, concepts, tools, techniques, and achieving cognitive development to survey a complex subject or problem. The purpose of this paper was to study the necessities, achievements, atributies and the principles of using an interdisciplinary approach in curriculum from the perspective of faculty members and interdisciplinary curriculum specialists and the field of agricultural extension and education. Semi-structured interview was conducted using a snowball sampling method with 29 experts in person, face to face, telephone and Correspondence interview to reach the data saturation stage. The data was processed and analyzed by the researcher in a questionnaire, using qualitative and quantitative content analysis method during the open coding process and in two stages of initial and secondary coding. Identification codes and the main categories and concepts were extracted. The findings showed that the most prominent feature of the interdisciplinary approach is the interaction, the communication and the purposeful integration of the disciplines. The most important interdisciplinary necessity was problem-oriented, and the achievements of this approach are multi-dimensional human education with a comprehensive and systemic thinking. In view of the results, it is suggested that both a content-based and skill-oriented curriculum approach be considered as a general principle in the revision of agricultural extension and education curriculum. https://ijaedr.ut.ac.ir/article_81843_7bc324b69b81a3b7a99e0326d7b56d82.pdf