Alizadeh, M. (2020). Standardization in vocational education: A case study of healthcare. Global Journal of Educational Standards, 12(2), 89–104.[In Persian]
Altschuld, J. W., & Watkins, R. (2015). Purposes of needs assessment. In Needs assessment: Trends and a view toward the future (pp. 43–54). Sage.
Bano, S., & Rashid, H. (2024). Innovations in competency-based curriculum design: Lessons from emerging economies. International Journal of Vocational Education and Training Research, 30(1), 15–33.
Biggs, J. (2003). Teaching for quality learning at university. Open University Press.
Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31–44.
Chen, Y., & Liu, H. (2023). Integrating DACUM with emerging technologies. Journal of Curriculum Studies, 55(1), 22–41.
European Commission. (2021a). Integrating knowledge, skills, and attitudes in vocational education: A global perspective. Publications Office of the EU.
European Commission. (2021b). Skills for the future: Managing transition in vocational education. Publications Office of the EU.
Garcia, P., López, M., & Chan, K. (2022). Systematic reviews in curriculum design: Lessons from interdisciplinary fields. Educational Research Review, 29, 100–115.
Gholami, A., & Rahbar, M. (2023). Localization of CEBT model for Iranian technical universities. Journal of Higher Education Policy Studies, 15(4), 201–220. [In Persian]
Grant, G. E., Gardner, J., Geddes, C., & Steeves, L. (2000). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.
Hanushek, E. A., Schwerdt, G., Woessmann, L., & Zhang, L. (2017). The knowledge capital of nations. MIT Press.
Harden, R. M. (2001). AMEE Guide No. 21: Curriculum mapping – A tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123–137.
Harvard Graduate School of Education. (2019). Pathways to prosperity: Meeting the challenge of preparing young Americans for the 21st century. Harvard University Press.
Hassanpour, A. (2019). Application of CEBT model in agricultural training: Challenges and opportunities. Iranian Journal of Agricultural Extension and Education Research, 11(3), 45–60. [In Persian]
Hsu, C. C., & Sandford, B. A. (2007). The Delphi technique: Making sense of consensus. Practical Assessment, Research & Evaluation, 12(10), 1–8.
Johnson, R. (2019). DACUM as a collaborative tool for curriculum development. Engineering Education Review, 33(4), 78–95.
Kaufman, R. (2000). Mega planning: Practical tools for organizational success. Sage Publications.
Kearney, J., Lai, J., & Wakefield, C. (2020). Adapting higher education to the digital age. Springer.
Khademi Kolahlou, M., Rahimi, B., & Rahimi, M. J. (2023). Proportion of Technical and Vocational Education and Training (TVET) and distribution of employment in Iran. Strategic Research on Social Problems, 12(4), 73–100. [In Persian]
Mahmoudi, S. (2021). DACUM implementation in service-oriented occupations: A case from Iran’s hospitality sector. Journal of Technical and Vocational Education Studies, 9(2), 101–118. [In Persian]
Marginson, S. (2016). Higher education and the common good. Melbourne University Publishing.
McGrath, S. (2020). Integrating systematic reviews with stakeholder analysis. Journal of Higher Education Policy, 44(3), 201–220.
McKillip, J. (2017). Needs analysis: Process and methods. Sage Publications.
Norton, R. E. (1997). DACUM handbook. The Ohio State University.
OECD. (2018). Higher education in the digital era. OECD Publishing.
OECD. (2019). Vocational education and training for the future of work. OECD Publishing.
OECD. (2022). Stakeholder engagement in vocational education: Lessons from global practices. OECD Publishing.
Pilz, M. (2016). Vocational education and training in times of economic crisis. Springer.
Rivenbark, W. C., & Jacobson, W. S. (2020). Competency-based education in the public sector. Springer.
Roberts, L. (2020). Dynamic competency frameworks in higher education. International Journal of Educational Technology, 18(2), 45–67.
Rossett, A. (1999). First things fast: A handbook for performance analysis. John Wiley & Sons.
Schmidt, A., & Wagner, R. (2020). Industry-aligned curriculum design: A case study of FH München. Journal of Applied Higher Education, 12(1), 57–73.
Schwab, K. (2017). The fourth industrial revolution. Crown Business.
Sharifi, H. (2020). Systematic review practices in Iranian vocational higher education. Iranian Journal of Educational Research, 22(4), 77–95. [In Persian]
Smith, J., Clark, P., & Zhao, L. (2021). Competency-based education in technical fields: Bridging the skills gap. Journal of Vocational Education, 45(3), 112–130.
Tuning Project. (2003). Tuning educational structures in Europe. University of Deusto.
UNESCO. (2020a). Education for sustainable development: A roadmap. UNESCO Publishing.
UNESCO. (2020b). Vocational education and workforce development: Global trends and case studies. UNESCO Publishing.
UNESCO. (2021). Micro-credentials and modular learning in vocational education: Global practices. UNESCO Publishing.
