Assessment and Practice in Educational Sciences 3092-717X 2 Serial Number 6 2024 06 01 Identifying the Dimensions and Components of the Curriculum Model for After-Sales Services in Iran’s Automotive Industry Identifying the Dimensions and Components of the Curriculum Model for After-Sales Services in Iran’s Automotive Industry 1 14 EN Journal Article 2024 03 02 <p>The objective of this study was to identify the dimensions and components of a curriculum model for after-sales services in Iran’s automotive industry based on the perspectives of experts and key informants. This study was conducted using a qualitative research design with a grounded theory approach. The study population consisted of experts in automotive after-sales services and curriculum-related professional training in Iran. Participants were selected through purposive and snowball sampling. Data were collected through semi-structured interviews with 18 experts, including senior managers, training managers, technical instructors, inspection specialists, customer satisfaction supervisors, and academic experts familiar with curriculum planning. The interviews were conducted face to face and lasted approximately 40 to 60 minutes. Data collection continued until theoretical saturation was achieved. The interviews were audio-recorded with participants’ consent, transcribed verbatim, and analyzed through open, axial, and selective coding using manual coding and MAXQDA 10 software. The trustworthiness of the findings was ensured through credibility, transferability, dependability, and confirmability criteria. The qualitative analysis led to the identification of the main dimensions and components of the curriculum model for after-sales services in Iran’s automotive industry. The extracted dimensions included efficient and effective management, skilled and trained human resources, use of modern technologies, training development, evaluation, and customer satisfaction. These dimensions showed that the curriculum model should not be limited to technical education, but should integrate managerial, technological, educational, evaluative, and customer-oriented components. The findings indicated that a successful after-sales service curriculum requires systematic planning, competency-based training, practical learning, continuous assessment, technological adaptation, and attention to customer expectations. The results showed that the curriculum model for after-sales services in Iran’s automotive industry is a multidimensional and integrated framework. Designing such a curriculum can help improve workforce competence, service quality, organizational coordination, customer satisfaction, and the overall effectiveness of automotive after-sales service systems.</p> https://www.journalapes.com/index.php/apes/article/download/55/251