Pathology of the teaching-learning system from the perspective of art students in girls' technical and vocational conservatories in Tehran

Considering the determining role of the quality of teaching-learning processes in improving the technical competencies of students, this study aimed to diagnose the pathology of the teaching-learning system from the perspective of art students in girls' technical and vocational conservatories in Tehran. The research method is applied in terms of purpose and descriptive-survey in terms of method. The statistical population includes art students in girls' technical and vocational conservatories in Tehran, who were selected as the research sample using stratified sampling. The data collection tool was a researcher-made questionnaire with 11 subscales (theoretical dimension, practical dimension, technical dimension, skill dimension, professional dimension, interactive dimension, technological dimension, evaluation dimension, environmental dimension, motivational dimension, and industry relationship dimension), the validity of which was reviewed and confirmed by experts, professors, and instructors in the field of technical and vocational education, and its reliability was calculated and confirmed by Cronbach's alpha coefficient (0.972). The findings of the study showed that in nine of the eleven dimensions examined, the level of harm was significantly higher than expected. Among them, the interactive, evaluation, and motivational dimensions were identified as the most critical areas with the highest scores. Also, the skill and environmental dimensions reveal a clear contradiction in a system whose main mission is to train a skilled workforce, indicating that practical training opportunities are scarce and theoretical content still dominates. Conclusion: It is recommended that educational planners in technical and vocational education take steps in educational methods to strengthen the professional skills of art students and improve the interaction between educational factors to enhance the quality of the teaching-learning process.