Purpose: Innovative educational methods can improve the performance of higher education. Therefore, the aim of this research was to design a conceptual model of innovative teaching methods in higher education.
Materials and Methods: This study was applied in terms of purpose and cross-sectional in terms of execution method. The research population was the faculty members of the Islamic Azad University of Tehran province in the academic year of 1402-1401, and the sample size was estimated to be 346 people based on the Karjesi and Morgan table, who were selected by stratified random sampling. The research tool was a researcher-made questionnaire of innovative educational methods in higher education with 113 items. For data analysis, exploratory factor analysis and structural equation modeling methods were used in SPSS and AMOS software.
Findings: The findings showed that 113 items of innovative educational methods in higher education had a factor load higher than 0.40 and this structure has 22 components in 7 dimensions including artificial intelligence in innovation (3 components), intelligent management of innovation (2 components), methods New educational and research (2 components), information technology (3 components), disadvantages of new educational methods (5 components), development of innovation and entrepreneurship (3 components) and innovative teaching (4 components). Also, the factor load of each of the components and dimensions was estimated to be higher than 0.50, the average variance extracted was higher than 0.60, and their reliability was higher than 0.70. In addition, the conceptual model of innovative educational methods in higher education had a suitable design and each of the dimensions had a direct and significant effect on the model (P<0.05).
Conclusion: The conceptual model of innovative educational methods in higher education designed in this study can be used by higher education specialists and planners to improve educational methods.