Designing an Empowerment Model for Medical Sciences Students at Ahvaz Jundishapur University of Medical Sciences

Abstract

Introduction and Aim: Student empowerment is a fundamental prerequisite for human capital development, enhancement of higher education quality, and preparation of students for effective participation in professional and social domains. The present study aimed to design and validate an empowerment model for medical sciences students at Ahvaz Jundishapur University of Medical Sciences.

Methodology: This applied, cross-sectional qualitative study employed an exploratory thematic analysis approach. The study population consisted of scientific literature related to student empowerment and university faculty members in 2024. Participants were selected through purposive and snowball sampling, and data saturation was achieved after interviewing 16 faculty members using semi-structured interviews. Data were collected through a systematic literature review and interviews and were analyzed using open, axial, and selective coding procedures in MaxQDA 12 software.

Findings: The analysis resulted in an empowerment model comprising three major dimensions: individual, organizational, and environmental. The individual dimension contained eight indicators, the organizational dimension fourteen indicators, and the environmental dimension eight indicators. Key individual components included self-awareness, self-management, self-confidence, and goal setting. Major organizational components encompassed educational leadership, organizational culture, student support services, and organizational justice. Environmental components included lifelong learning opportunities, entrepreneurial ecosystems, university–industry collaboration, and mental health and well-being resources. The findings indicated that student empowerment is a multidimensional and systemic construct shaped by the dynamic interaction of individual, organizational, and environmental factors.

Conclusion: The findings demonstrate that empowering medical sciences students extends beyond the development of personal competencies and requires supportive organizational structures and enabling environmental conditions. The proposed model provides a comprehensive framework for educational planning, university policymaking, and the enhancement of students’ personal and professional competencies.