جستجوی مقالات مرتبط با کلیدواژه "educational sciences" در نشریات گروه "علوم انسانی"

Given that the field of Education is based on other areas of knowledge, such as philosophy, psychology, history, and sociology, it requires its students to have adequate knowledge on these foundational areas. To evaluate and compare this knowledge across different groups of students of Education, a group of 281 first to fourth year students was tested using a multiple choice test of 96 items on 8 identified foundational fields, and with adequate validity and reliability. The results show that the overall performance level of the participants, as well as their scores on each of the foundational areas, is lower than the mean of 10. The highest scores obtained were in economic, psychological, sociological, and historical foundations, while the lowest were in technological, philosophical, biological, and artistic areas. Furthermore, the average scores across the four years of college significantly increased. Thus it is recommended that students’ understanding of the very concept of education and its foundations be attended to by curriculum developers.

The purpose of this study is to investigate the feasibility of internationalizing of educational sciences curriculum in Islamic Azad University. It is applied in terms of purpose and survey in terms of descriptive method. The statistical population consisted of 101 faculty members of  educational sciences department of the Islamic Azad University in the cities of Tehran and Karaj. Due to the limited number of the population, all individuals were considered as a sample. The data collection tool is a researcher-made questionnaire with 70 questions that has 13 dimensions (new technologies, research, curriculum design, educational resources and content, teaching methods, evaluation, communication language, financial resources, human resources, international cooperation, cultural compatibility,  an approach to internationalization of the curriculum and  organization and executive management). Content and face validity were confirmed using 5 subject matter experts’ opinions and the reliability of the questionnaire was calculated using Cronbach's alpha coefficient of 0.97. Findings show that the internationalization of educational science curriculum in Azad University faces many problems in all dimensions and requires structural, institutional and educational solutions that can be partially solved by observing standards and providing various infrastructure and equipment.

The aim of the present study is to reconcile the dual embodiment of ontology and folksonomy and establish a symbiotic relationship between the two technologies for the development of folksonomized ontology as a tool for organizing information in the fields of psychology and educational sciences in cyberspace. This study is of an applied nature and utilizes a combined research method. To gain conceptual knowledge and develop a semi-automated ontology based on natural language (common labels), the three-step method proposed by Alves and Santanche (extraction, enrichment, and synthesis) (2013) is utilized, along with Noy and McGuinness's approach (2001). The statistical population refers to the labels used by students of psychology and educational sciences in the digital library of Allameh Tabatabai University. The purposive sampling method is used to select and aggregate specific labels. Additionally, to evaluate the credibility and validity of the extracted concepts and relationships, they are reviewed and confirmed by 15 experts in the fields of psychology and educational sciences. The software used to create the ontology is Protégé version 5.5. A total of 15,787 labels were extracted. After identifying the fundamental concepts and their interrelationships using the Eric database, a conceptual framework with an ontological approach was developed. After confirming and validating the conceptual structure, an ontology based on folksonomy is presented as the main research finding. It consists of 277 classes and subclasses, 110 relation types, 50 samples, and 9 synonyms taken from the Eric database, and is illustrated in several graphs. Based on the statistical test performed on the ontology derived from folksonomy with a significance level of 0.0005, the model has been proven to be relatively accurate, and all components have been confirmed by experts. Folksonomies are "user-generated ontologies" within the Semantic Web. Leveraging the structural distinctions between folksonomies and ontologies holds the potential to advance the Semantic Web without requiring a deep understanding of complex classification systems.

The main objective of this research is to know the content status theses and dissertations of Tabriz University in Educational Psychology, Curriculum Planning, Human Resources Education and Improvement in order to determine the subject trend and methods used in each field  from 1376 to 1395. The present research is applied in term of objective which has done using content analysis method. Out of 405 theses and dissertations in the field of educational sciences that were available in the library of the Faculty of Educational Sciences and Psychology at the time of the research, 195 cases were selected as sample. A researcher-made check-list was used to collect data. The findings of the study showed that in the field Human Resources Education and Improvement theses were in 9 subject areas, with the highest frequency in the ​​"performance evaluation" subject area (4 cases); in the field of Curriculum Planning, theses were in 11 subject areas with the highest frequency in the ​​"learning and teaching theories" subject area (20 cases); In the field of Educational Psychology, theses were in 14 subject areas with the highest frequency in the subject area of ​​"study and learning strategies" (14 cases); In the field of Educational Psychology (doctoral degree) dissertations were in 6 subject areas, with the highest frequency in the "behavior modification and change" and "new methods teaching and learning" subject areas (5 cases). Furthermore, the most used research method at the theses and dissertations of educational sciences was the correlation method. The results showed that gender had no effect on the subject area of theses and dissertations, however the grade had a direct effect on the type of research method used. Determining the research priorities in each of the fields of educational sciences in both master's and doctorate levels, as well as teaching various research methods in order to enrich theses and dissertation in this field, is necessary.

Identifying and measuring learning outcomes is a developing approach to higher education that is applied to evaluate and improve its quality. The aim of this study was to identify and categorize the Expected Learning Outcomes of undergraduates in the field of educational sciences. For this purpose, a qualitative approach and a systematic plan of grounded theory at the level of conceptual ordering have been used. In this study, several data collection sources including the curriculum of the undergraduate course of educational sciences approved in 2016 and the views of key experts including faculty members of the University of Tehran, employers of related jobs, and undergraduates of the University of Tehran were used. The qualitative data collection was performed through semi-structured in-depth interviews and with a snowball sampling strategy The data saturation was obtained with 37 interviews. Analysis of qualitative data was performed using software MAXQDA2018 and Strauss open coding and led to the identification of learning outcomes in 4 categories including: cognitive, skill, mental-emotional and social. The findings of this study could form a basis for multiple applications such as curriculum development and revision, tool designing, and quality assessment of Expected Learning Outcomes to improve and ensure the quality of teaching-learning activities in higher education.

We are witnessing an increase in technology use which has turned out to be a major element to improve students' teaching and learning processes in today’s educational system. This change has had various positive educational technology outcomes for learners. Using educational technology and innovation is considered one of the essential components of developing creativity and innovation in students. Over time, much attention has been paid to what teachers need to know in order to effectively use technology in the classroom, and in addition, the competencies needed to nurture creative students. Since creativity and technology are vital for the success of educational organizations, especially universities, extensive studies have made efforts in order to determine the relationship between these two areas. These studies examine how various emerging technologies offer many specific benefits to educational organizations. However, there seem to be three outstanding benefits in the realm of creativity and innovation, which is a product of the technological world: an improved ability to the connection and empowerment of learners, an improved ability to organize the knowledge base of educational centers, and an improved ability of the organization to go beyond borders. This study aimed to investigate the relationship between using educational technology and creativity and innovation of students of educational sciences at the University of Kurdistan. Regarding methodology, the current study was applied in terms of purpose. It is a descriptive survey research in terms of method. In this research, the documentary method was utilized, i.e., books, articles, English and Farsi theses, and also a field questionnaire was used to collect the required data. The questionnaire has been prepared and arranged in three parts: The first part includes 4 demographic questions (gender, age, marital status, and education). Of the 43 questions in the main body of the standard questionnaire, 30 questions were on the dimensions of technology, 8 questions measured creativity, and finally, 5 questions investigated innovation concept in the students. All the analyses, descriptive and inferential statistics were performed via the SPSS26 and Smart PLS3 packages. By using Smart PLS3 software, reliability, validity, divergence, and convergence were measured. The participants were students of educational sciences at the University of Kurdistan, including both undergraduate and postgraduate students. In order to determine the sample size, Cochran’s formula was used and 235 participants were selected among 620 students by simple random sampling. In order to examine the educational technology variable, four components including "Educational objectives, educational conditions, educational resources, and educational efficiency" were used on 5 levels of the Likert scale (1 = "very little" to 5 = "very much"). Also, the variable of innovation and creativity (combined creativity and advanced creativity) was validated and measured at 5 levels of the Likert spectrum (1 = "completely disagree" to 5 = "completely agree"). As for the mean and standard deviation of variables of creativity and innovation obtained, the most creativity variable related to "summary" variables with a mean of 3.84 and a standard deviation of 1.08, and the variable of "internal affairs development" with a mean of 3.81 and a standard deviation of 1.12. The lowest variable of creativity according to students related to the variable "lack of proper planning" with a mean of 2.49 and a standard deviation of 1.13. A Pearson correlation analysis was conducted in order to assess the relationship between research variables. The results showed a positive and significant relationship between educational goals and educational resources (p<0.01, r=0.73). Also, there was a positive and significant relationship between educational resources and educational conditions (p<0.01, r=69). Further, the Pearson moment correlation for other research variables showed a positive and significant relationship at p<0.01 level. Regarding structural equation model fit, the value of the T statistic calculated for all components and sub-components was higher than 1.96. Thus, the significance of questions and relationships between variables can be confirmed at the 95% confidence level. The second criterion regarding structural equation model fit was R2 coefficients, which represent the percentage of variance explained by the independent variable of a dependent variable. As for R2 values, the data obtained was 0.688 for educational dimensions, and 0.818 for educational conditions. The acquired data for the other dimensions were higher than 0.67 which indicated a strong fit of the structural model of the research. The third criterion in structural equation model fit was the Q2 criterion, which showed the predictive power of the model. The Q2 value for educational technology dimensions and also creativity and innovation was higher than 0.15. which represented a moderate to high structural model fit. Therefore, it can be concluded that due to the predictive value of “learning performance”, which was 0.395, higher than 0.35, this dimension had the strongest predictive value compared to other research dimensions. Finally, after examining and confirming the conceptual model of the research, analyzing data by using PLS, and also results obtained from the connection between variables, path coefficients, T-statistics, significance level, mean, and rank concerning the research questions, with the path coefficient of 0.911, the obtained T= 66.708 was confirmed. Thus, it revealed that there was a positive relationship between educational resources and creativity and innovation of the students. The same positive result was obtained for the relationship between educational conditions and creativity and innovation with a path coefficient of 0.904 and T=80.625. Regarding the third question, the relationship between educational efficiency and creativity and innovation of the students was also positive. Further, the obtained data for the fourth question, path coefficient of 0.898 and T= 70/334 revealed a significant and positive relationship between educational aims and creativity and innovation of the students. In conclusion, based on the findings, it was shown that the educational technology variable was able to explain 57% of the changes in creativity and innovation. Among the dimensions of educational technology, the effect observed from the highest to the lowest, related to educational conditions, educational resources, educational goals, and educational efficiency. As final remarks, it was suggested that education policymakers integrate more technology into course contents, hold educational technology workshops in order to develop creativity and innovation in students, and provide sufficient educational infrastructure to incorporate modern technologies into classrooms

The purpose of this study was to analyze students’ perceptions of strategies to prevent scrap learning and factors affecting the effectiveness and ineffectiveness of course contents in the field of educational sciences. This qualitative research adopted a descriptive phenomenological study. Participants included 27 students (10 undergraduates and 17 postgraduates; 6 male and 21 female) of educational sciences and its sub-disciplines selected from the Faculty of Psychology and Educational Sciences, University of Tehran, using purposeful sampling. Semi-structured interviews were used to collect data and continued until data saturation was reached. The data were analyzed using Colaizzi's seven-step method. Researcher continued observation of and interaction with the participants, peer review, and triangulation were used to enhance the credibility of the findings. In addition, the three criteria of transferability, confirmability, and dependability were considered. The analysis of the data led to the identification of four themes concerning scrap learning, with the core category of solutions related to the educational and work environment. Furthermore, five and three themes were identified regarding the effectiveness and ineffectiveness of course contents, respectively, which were mainly based on attention to the needs, learners’ interests and conditions, and the theoretical and practical relevance of the courses. In sum, the results of this study showed that regular revisions in the curricula, attention to students’ needs and interests, and the practical application of the knowledge imparted to students played an important role in preventing scrap learning and enhancing the effectiveness of the course materials.

The present article was written with the aim of honoring the services and educational achievements of Dr. Ali Alagheband. In the first part, using biography method, his personal and academic life and scientific works were described. Later his publications were introduced following some of their highlights such as "Paying attention to the main theories of management and their applications in the field of educational administration", "Addressing the needs of the scientific community and the corresponding contents with the approved curricula", "Having innovation and growing contributions in the field of educational administration knowledge" and " Fluent and comprehensive writing" were explained. In the second part, with the help of the phenomenological and lived experience approach of the author from attending the classroom and interactions with Alagheband, some of his personality traits, morals and scientific characteristics were described. The most prominent academic characteristics of Alagheband were his deep knowledge and perception of the theoretical foundations of educational administration and his most important moral characteristics were self-respect, magnanimity, outspokenness, integrity as well as his disinterest towards materialistic facets. He was a true example of high level Iranian university teacher and a unique and an invaluable professor in the field of educational administration who spent his entire life writing well-classified and indelible books in the field of educational administration and promoting the academic position of this field in Iranian academic system. Utilizing his point of view which is mentioned in this article could help solve some of the major problems of the educational administration system in Iran.In the second part, with the help of the phenomenological and lived experience approach of the author from attending the classroom and interactions with Alagheband, some of his personality traits, morals and scientific characteristics are described. The most prominent scientific characteristics of Alagheband were his deep knowledge and perception of the theoretical foundations of educational administration and his most important moral characteristics were self respect, magnanimity, Outspokenness, Integrity as well as his disinterest towards materialistic facets. He was a true example of high level Iranian University teacher and a unique and an invaluable professor in the field of educational administration who spent his entire life writing well-classified and indelible books in the field of educational administration and promoting the scientific position of this field in Iranian academic system.

This study tries to formulate elements of practice -based curriculum in Iranian higher education from the perspective of education specialists with an interpretive approach. The research approach used is a qualitative methodology that has conducted semi-structured interviews with 21 academic actors. The data obtained from the interviews have been analyzed based on the research theory of the grounded theory in the form of three stages of open coding, axial coding and selective coding. The result was the determination of the elements of the practice-based curriculum model in seven elements: purpose, content, teaching-learning strategies, materials and resources, teaching-learning opportunities, learning environment conditions and evaluation. Each of these elements has components

The purpose of this study is to employ guidelines based on indigenous and Islamic assumptions in order to improve the status of the program in educational sciences in Iran. There is a research method, conceptual analysis and analogy of theory, and in order to collect the necessary data to achieve the researcher, the available resources related to the immunization of note-taking and using the method of analysis of qualitative materials required analysis It is intended to extract five basic presuppositions, including the originality of adaptation in the localization and Islamization of educational sciences, attention to Islamic themes and national culture in localization and Islamization, the view of modernity-localism in localization and Islamization, originalization To produce domestic materials based on indigenous culture and to pay attention to the nature and dimensions of human existence in the localization and Islamization of educational sciences. Based on the proposed assumptions, five practical guidelines include: 1) Critical review of imported texts and adaptations in the translation of Western works in the field of educational sciences 2) Identification and introduction of native and Islamic thinkers in the history of Iranian educational sciences. 3) Welcoming Innovative indigenous and Islamic projects in the field of educational sciences. 4) Production of indigenous and Islamic knowledge in the field of educational sciences. 5) The quality of training human resources, in accordance with local and Islamic needs, to improve the curriculum of educational sciences in Iran, was inferred and developed.

The miracle of the Quran has various dimensions, one of the most important of which is the scientific miracle. The educational miracle is one of the types of a scientific miracle. Mustafa Rajab is one of the researchers who has claimed an educational miracle about the Reza’ah verse (Baqarah/233). The purpose of the research is to criticize the educational miracle in the verse of Reza’ah from the point of view of Mustafa Rajab. The research method is descriptive-analytical in terms of data collection and analysis. In this way, to extract the exact definition of miracles and approaches, as well as the claim of educational miracles in Reza’ah verse, related scientific texts and lexical books have been referred and the obtained data have been analyzed. The findings of the research were that there are three approaches to the educational miracle, and the “propositional miracle” is one of the approaches in which the claim of Rajab’s miracle is placed. He claimed miracles about this verse in four ways. First, in choosing the words “wald” and “walidah”; Second, in the selection of the word “la tuzarru’; thirdly, in divorce and inclusion of damages and fourth, in observing the principle of peace in marriage and family education. Criticisms of Rajab’s claim include the use of non-massive recitations to prove the miracle of education, the acceptance of the lexical wonder of the verse, as well as the age-old rules of parent-child relationships without the existence of a miracle, the literary miracle based on the assumption of the existence of a miracle, lack of independence and the subordination of the miracle of education, the confusion of the basis of the educational miracle in the whole Quran with the claim of permission in two verses. The result is that although Rajab’s claim of four cases about the verse was not accepted; but about the establishment of educational and legal principles of parent-child relations, miracles can be put forward

In Iran, educational sciences began as an academic discipline in 1932, but, the essential questions here are, ‘what was the historical context of the establishment of Educational Sciences as a discipline in Iran?’ and ‘what process did it go through to reach the stage of quantitative development?’ It seems that the formation of educational sciences in Iran has taken place on the basis of historical factors including a) the founding of Darul-Fonun, b) the socio-cultural changes during the period between the founding of Dar ul-Fonun and the Persian Constitutional Revolution, c) the Persian Constitutional Revolution, and d) sending of students to Europe. As a result of these, Educational Sciences in Iran was not rooted in traditional educational institutions and not rely on our legal and philosophical heritage. Educational sciences in Iran, were only able to emerge from the channel of professional provision (ie, teacher education) and to accept itself in our traditional society, perhaps if it had another path of emergence, it would have faced resistance. After emerging in such a context, Educational Sciences have undergone special historical periods to reach the stage of quantitative development that was discussed.

The research method is one of the fundamental courses that has been grown well in recent decades and has been well received; but unfortunately, despite the emphasis today on the research method and its proper application in various fields of science, we are witnessing less attention to this issue and its methods and principles in student research. Since most universities focus on research and research programs, they try to increase the student's awareness and knowledge of research methods in specialized fields. The book "Concise of the Approach to Scientific Research on Education and Anthropology" written by Dr Saif al-Islam has tried to explain the method of scientific research and the principles of dissertation writing to students. In the present study, this book has been reviewed and criticized with a descriptive-analytical method and has enumerated some of its advantages and shortcomings. Based on the findings of the current study, the author's ability to explain the content, coherence and order of topics, emphasizing the need to use a computer in scientific research, and observing writing marks are among the most important strengths of the book. However, lack of attention to in-text citations, lack of use of sources, and lack of comprehensiveness of some content and lack of explanation of the difference between methodology and research methods are the shortcomings of the book.

One of the methods of designing the curriculum model is to use quality evaluation indicators and validation of existing programs. In the present study using mediation analysis based on the above indicators. a model for the undergraduate curriculum in educational sciences at Farhangian University of North Khorasan has been explained and designed. The approach of the present study is exploratory and is classified as applied research and has used a combined (quantitative-qualitative) method. All the professors teaching in the mentioned field were selected as a statistical population and they were interviewed and then answered the questionnaire. The validity of the questionnaire was confirmed by 8 expert professors and its reliability coefficient was 0.987. The data obtained from the questionnaire were analyzed by one-sample t-test and finally the curriculum model and mediator analysis model were designed through Amos software. The findings of this research are: development and standardization of 12 factors, 33 criteria and 211 indicators, design of a twelve-factor curriculum model, identification of mediating variables and finally designing a mediating analysis model.

Educational quality is one of the issues that academic systems are trying to achieve, and various factors affect this quality. In recent decades, higher education has faced challenges that need to be improved. Studies show that despite the importance of this issue, the issue of education still has many shortcomings that impair its quality. For this reason, identifying and ranking influential factors can lead to an increase in the quality of education Therefore, this study aimed to identify and rank the factors affecting the educational quality of educational sciences at the University of Mazandaran. Research method was a case study that by studying and reviewing the texts, 31 factors were identified as influential factors and analyzed based on thematic analysis (comprehensive, organizing, and inclusive).7 experts were selected by the purposeful method and answered the research made questionnaire and analyzed using fuzzy Vikor method. The research findings showed that from the perspective of experts, 31 factors extracted from the research literature; 8 factors are the most influential factors on the educational quality of educational sciences.These factors include: lecturer interest in teaching; active participation in teaching; use of new scientific concepts for each subject; literacy; engaging teachers with subject matter; facilities Physical class in terms of light, chairs, heat and cold; desirable teaching space for research and interest in education are of the highest importance respectively. Considering the influential factors that were identified and prioritized in the study, it is necessary for higher education officials and university chancellors to pay more attention to these factors in order to achieve such quality of education.

One of the fundamental tasks of the Organization for Researching and Composing University textbooks in Humanities (SAMT) is Authorship and official translation of basic reference source, however, reviewing the evidence have shown there is a significant research gap in its published work of educational science (not as the individual book) despite three decades of its life. The present study aims to examine this gap by employing content analysis. The statistical population comprised all the SAMT published books of educational science before 2016 that 33 books have chosen by subjective sampling. The text-books review checklist of the council of humanities literature review and planning was our research tool. Every book has reviewed critically by two expert faculty members who also completed the given checklist. This study, in general, demonstrated that at least 70 percent of experts believed SAMT’s books in educational science are well-organized in respect of resources accredit index, accurate referencing, trusteeship, objectivity, clear writing, fluency, precise equivalent, logical order of every chapter, and the whole text as well as typography, layout, and binding. Therefore, these indexes could consider as the strengths of SAMT educational science publications. After all, results represented that 30 percent of these books were poor in terms of the updated resources index, content comprehensiveness, and analysis quality. This figure was even higher in the form index. According to the results, there have been suggestions for improving literature quality.

Understanding the process and conditions of the constitution of modern educational science during the cultural and social history of modern world has a key role in comprehending the nature of educational science, those mentalities and big ideas which govern it and its legacy for today's educational world. To reach that aim, this research studies the socio-cultural grounds of the formation and development of modern educational science by analyzing first-hand and second-hand historical resources about educational science and modern education across regions along the modern history, using historical-analytical method. Based on the findings of the research, six main grounds have been recognized as most effective in the formation of educational science and explained in detail and they are as follows: necessity of preparing new generation for the modern society and inefficiency of traditional institutions, educationalization of social problems, discovering childhood, psychologism (in education), schools and teacher training institutes and finally, the profession of teaching and professionalization of various educational occupations.

To study the nature of the field of education administration and in Iran, recognizing the disciplinery boundaries of, dentifing areas of study by researchers, the epistemological approaches, the demographic characteristics of authors and finally providing a model for qualitative expansion of scientific indicators the present study was conducted.

The research was performed with an interpretiveconstructive approach and content quality analysis method of. The research field was the field of educational administration and articles published in specialized journals in Iran. The sampling method was purposeful and criterion-oriented. For this purpose, all journals related to educational management from the two main groups of educational sciences and the collection of management that were indexed in the list of scientific-research journals by the Ministry of Science, Research and Technology until December 2016 were examined. In the first phase of sampleing, four journals (School Aministartion, Organizational Education Administration on organizations, New Approach to Educational Administration and Management and Planning in Educational Systems) were selected, which had the highest percentage of specialized articles compared to all published articles in the field of educational management. In the second phase of sampling, all specialized articles published in these journals (94 articles) were selected. In order to collect the data a researchermade checklist was used, which includes information related to articles such as: research title, field of research, type of epistemological approach, research method and authors' demographic information.

The research findings showed that four main areas of research under the heading of managerial characteristics and skills, leadership styles, identifying effective leaders can be identified. Also, three sub-areas of research under the titles of evaluation, attitude assessment of school community have been considered by researchers in the field of educational administration. In total, 77% of the studies were done with a positivist and quantitative approach, and only 13% of the research was done with a qualitative or mixed approach. About 90% of the articles were extracted from graduate student dissertations, and about 10% of the rest of the articles were from independent researchs or projects in diffrent institutes. All the authors of the articles were either university faculty members or students under their guidance. In the organizational affiliation, none of the school practitioner or independent researchers of educational administration was mentioned. The quantitative expansion of the number of specialized journals in the last two decades shows the efforts of the professors in this field to promote independence and special nature of educational administaration from the educational sciences and efforts to increase the link between theory and practice. The research findings have useful implications: First, it seems that in line with global developments in the field of administaration and leadership, in the past decade in Iran, specialized journals and educational administaration researchers seek to demonstrate their ability to produce practical research. The focus was specifically on school administaration. Second, the field of educational administaration and leadership is witnessing progress in conducting experimental research on educational leadership instead of educational administaration, redefining and expanding further understanding of the field of educational administaration and leadership, using methodological tools and diverse conceptual frameworks in researchs. Finally, the use of meta-analysis techniques to integrate the knowledge base of educational administaration has been considered by the new generation of researchers.

This article examines the necessities and challenges of indigenization of education in Iran and examines various aspects of it in the field of educational sciences.

Conceptual analysis and theoretical analogy have been used in this study.

In this approach, by separating different concepts in the discourse of indigenous educational sciences, four of the most important necessities of indigenization of educational sciences curriculum in Iran were identified and its most important challenges were identified as: 1) the difference of Islamic culture Persian with Western culture. 2) The lack of basic Islamic knowledge in the educational sciences. 3) Absence of native curricula for education. 4) Some Iranian intellectuals do not support localization of educational sciences.

An overview of the needs and a comprehensive analysis of the challenges of localizing the educational sciences shows that by avoiding any kind of extremes in indigenous knowledge and global knowledge, better and more effective decisions can be made in the face of opportunities and challenges.

This study aims to analyze the barriers to research activities and scientific production at the Faculty of Psychology and Educational Sciences of Allameh Tabataba’i University from the perspective of faculty members.

This is an applied-descriptive survey with a scientometric approach. The statistical population included the faculty members of 10 educational departments at the Faculty of Psychology and Educational Sciences of Allameh Tabataba’i University. The factor analysis was employed to determine and rank categories. The Cronbach’s alpha of the questionnaire was 0.94, and the findings were analyzed in SPSS and AMOS.

Identified as restrictive factors and research barriers, three important factors (with 78.04 of the total variance of scores) were above the eigenvalue of 3. Personal barriers included unfamiliarity with web search strategies (factor load = 0.895) when intra-academic barriers included specialized laboratories for faculty majors (factor load = 0.836). The extra-academic barriers included non-submission of papers in international journals because of sanctions (factor load = 0.898). Identified as the most important barriers to research, they gained the highest factor loads.

Lack of technological and research skills, lack of an appropriate research position nationwide, and weakness of academic research structure were identified as the barriers to research and scientific production from the perspective of faculty members at the Faculty of Psychology and Educational Sciences of Allameh Tabataba’i University. For this purpose, the important items of each factor (personal, intra-academic, and extra-academic) were identified through the confirmatory factor analysis.