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This study aims at investigating the experienced curricula of the skill-based higher education system from the perspectives of students therefore, a quantitative approach and a descriptive-survey method were utilized. The statistical population of the study comprised students of comprehensive scientific-applied universities in Iran. Stratified random sampling method and Cochran's formula were applied to select 660 students as the sample. Data were collected through a researcher-made questionnaireof skill-based curriculum in higher education, and the analysis was conducted through one-group t-test, Friedman. Content validity was verified and confirmed by curriculum and structural validity experts using software (PLS). The reliability coefficient was calculated using Cronbach's alpha (0.86). The final results suggest that the situation of the experienced curriculum was relatively favorable from the students' perspective in the three dimensions of "adapting the curriculum to 'the goals of the university, the skill-based system" and "executive aspects of the new curriculum." Accordingly, the skill-based higher education system in Iran requires great attention and fundamental changes need be made in curricula and teaching methods. Thus, this study suggests that the curriculum of the University of Applied Science and Technology (UAST) be designed to teach different skills, applied in professional and social life, and taught in simulated and practical educational environments in order to achieve the desired goals of the skill-based system.

Keywords: Experienced Curriculum, Skills-Based Higher Education System, Curriculum Partners, University of Applied Sciences and Technology

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