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Objective: The notion of revision has garnered considerable attention across various sectors of society, with higher education institutions also placing significant emphasis on it as a key performance evaluation metric. The burden of cultivating educators and facilitators for an evolving educational framework in society predominantly falls on universities and educational establishments. Consequently, there is a pressing need for this university to approach curriculum revision with heightened seriousness. Thus, the primary aim of this manuscript is to provide a succinct overview of the curriculum revision frameworks employed by Farhangian University, highlighting their shared characteristics as identified through research conducted in Iran, Turkey, and Australia. Methods: The methodology adopted for the study is both descriptive and analytical in nature. The study's participants consist of a panel of experts, with 13 individuals selected for interviews and 20 individuals chosen to respond to the questionnaire (which assesses indicator importance). Results: The study's results have indicated that the fundamental features common to curriculum revision models include: a strategic, long-term perspective on the revision process; a cyclical and continuous nature; an emphasis on interpretative and analytical procedures; recognition of the role played by organizational structure and stakeholders; and an approach to revision that integrates management principles with a research-oriented outlook. Conclusions: The findings reveal that effective curriculum revision models, as exemplified by Farhangian University and corroborated by research in Iran, Turkey, and Australia, share several key characteristics. [ABSTRACT FROM AUTHOR]