جستجوی مقالات مرتبط با کلیدواژه "educational system" در نشریات گروه "علوم اجتماعی"

The role of human capital in the development of the country is especially emphasized because the engine of the development of every country is the trained human force. Education is always considered one of the main pillars of providing human resources of a country. Therefore, governments pay extra attention to optimizing the structure and content of education and research. Non-government schools, along with public schools of each country, play a significant role in improving education services. In this research, an attempt has been made to quantify the general characteristics of non-government schools in selected countries. The purpose of conducting such a study is that education is seen as a national investment and this is an impetus for policy making in the direction of creating non-government schools that have high educational and educational productivity. This research is of a qualitative type, and documentary and library methods were used to conduct it. First, the concept of a non-government school has been investigated, then the approaches to the creation of non-government schools have been analyzed. The findings of the research show that non-government schools in different countries have fundamentally different meanings and the distinguishing components of non-government schools in the selected countries of the world have five major bases: 1. Manpower 2. School structure 3. Limits of powers 4. Degree of restrictions 5. Special factors.

Nearly four years elapsed since the onset of the COVID-19 pandemic. Following the pandemic outbreak in Iran and the consequent closure of educational institutions, a shift to virtual learning was adopted nationwide. This study examines the dual nature of the educational system's shift to virtual space, analyzing both the opportunities and challenges presented during the pandemic. 

Methods and Data: 

This study employed a qualitative approach, based on the grounded theory, and used semi-structured interviews for data collection. The targeted population of the research included two junior high schools within Qods township, Tehran province. Data gathering proceeded through purposive sampling and continued until theoretical saturation was achieved.

The study revealed several challenges to virtual education, including 'inadequate virtual infrastructure', 'insufficient student supervision in virtual classrooms', 'student disparities', 'academic underachievement', 'psychological insecurity', 'diminished student motivation', and 'rising instances of depression and social isolation'. Conversely, the research identified key opportunities such as 'enhanced media literacy', 'global cultural exposure', and 'the extensive adoption of virtual learning by educational institutions'.

The findings suggest that while the COVID-19 pandemic has increased the educational skills and experiences of all beneficiaries, it has simultaneously led to physical and psychological harm, educational failure, and professional exhaustion. The primary policy recommendation is to acknowledge and promote the advantages of virtual education, while reducing its weaknesses to enhance educational justice within the country.  

Key Message: 

With careful planning and resource management, virtual education can complement traditional classroom learning by overcoming time and space barriers, promoting justice in education. It allows for the lessons of expert teachers to be recorded and revisited by students, thus improving overall learning accessibility and opportunities.

Profession and job are the important parts of a person's identity, indicating his/her position in the society. It is referred to as professional identity. The professional identity of teachers in Iran is facing serious challenges and we are indeed experiencing a crisis in their professional identity. In today's Iranian society, the teaching profession has become ordinary and inferior. Research documents demonstrate that the current situation has significantly decreased teachers' desire for productive work and professional affiliation. Lack of motivation, work scarcity, excessive fatigue, interest in leaving teaching profession, and feelings of regret for choosing this career have increased among teachers. Social and cultural elites have emphasized the critical importance of the professional identity of Iranian teachers. However, this issue has received less theoretical and empirical attention in Iran. Considering the problematic nature of professional identity and the existing research literature in this field, it is necessary to take a fresh look at this issue. Let's explore what teachers truly think about their identity and what they mean by their professional identity from their own perspectives. Additionally, let's examine the conditions and factors that are effective in the formation of teachers' professional identity. The professional identity of teachers is influenced by what processes it follows and how it is formed This research was conducted among teachers in Yazd City due to the educational structure of Yazd Province. It has consistently achieved the best position in the national entrance exam for the past 27 years, thus being affected by the issue of the national entrance exam. Based on the theoretical framework of this research, identity is formed during a social process and through social interactions. It is a dynamic matter that is constantly subject to change. In the approach of social identity, individuals do not simply consider different groups as the defining reference for their identity. Instead, they actively engage in this field and the ideas they have about their profession give rise to different thoughts and emotions, which in turn have varying effects on their performance. Since this research aimed to investigate the process and formation of teachers' approach to profession, Kathy Charmaz's constructivist approach was utilized. This approach places emphasis on diverse local worlds, multiple realities, and complexity of specific worlds, viewpoints, and actions. It also focuses on people's views, values, beliefs, feelings, assumptions, and ideology.

The current research adopted an interpretive paradigm and utilized a qualitative methodology. Among the various methods of qualitative research, the contextual theory strategy (Kathy Charmaz's structuralist approach) was employed. The sampling method used in this research was theoretical and purposeful. The target population consisted of teachers in Yazd City, who were selected from different educational levels with varying work records and fields of expertise. The sample size included 20 individuals. Data collection was conducted through semi-structured in-depth interviews with each interview lasting an average time of 120 to 180 min. The process of sample collection continued until theoretical saturation was achieved, meaning that no new information was obtained from the interviewees. Line-by-line analysis was employed to analyze the data. The coding method involved primary codes, focused codes, and theoretical codes, from which the research categories were derived. Measures were taken to ensure the research validity and reliability.

Discussion of Results & Conclusion   

The research results indicated that individual and social factors played a significant role in entering the teaching profession. The integration of subjective, mental, and social elements was crucial for a conscious and voluntary decision to become a teacher. However, the students' perceptions of working conditions and the teachers’ low status had led some individuals to feel reluctant about entering this profession, stating that they were drawn to it unwillingly. According to the theoretical model of this research, the individuals shaped their professional identity throughout their professional journey influenced by interactions with educational, political, economic, and social systems. Through their engagement with the educational system, they had come to understand that being a teacher entailed possessing knowledge, commitment, taking action, engaging in interactions, upholding ethics, and pursuing professional goals and ideals. Additionally, their experiences in schools and classrooms had contributed to the development of their attitudes towards their profession, which could be categorized as 1) fears and worries and 2) sufferings and hardship of teaching profession.  Furthermore, their interactions with various social, economic, and political systems had led them to perceive their professional identity as being economically inferior. They expressed a lack of professional authority and freedom, feeling like tools for implementing the goals and ideologies of the political system and experiencing a weak social position.Overall, based on the aforementioned conditions and contexts, the category of the decline of teachers' identity dissatisfied both objectively and subjectively had emerged. Teachers claimed that they lacked a desirable professional identity as their position and status within their professional identity were declining and they were dissatisfied with their situation. They perceived a decline in their social status and held a negative view towards the future of teaching profession. Additionally, they expressed dissatisfaction with their living conditions. Based on the research findings, several actions could be suggested to revitalize teachers' identity. These included improving teachers' living conditions, ensuring a balanced approach to development of the education and learning system by the government, reducing the pressure of external control, and providing teachers with a quality support.

Mentoring is an effective way to promote women's training and professional development, as well as support and empower women and create positive organizational culture change. Historically, in our country, patriarchy is very evident in all social issues, especially in the workplace, and creating opportunities for women's advancement and transformation in organizations requires structural changes. One of the development approaches for women as a valuable strategy is mentoring. The current research has been carried out with the aim of highlighting the importance of mentoring as a mechanism of support and career advancement for women in the country's educational system. A combined method was used to collect data. The findings showed that the supporting factors and components of the model extracted from the confirmatory factor analysis of mentoring effective on the career development of female teachers in the first stage include mentoring characteristics (mentee and mentor), and in the next stage mentoring factors mentoring factors (interpersonal factors, cultural factors, organizational factors and macro factors). Mentoring strategies (individual strategies, organizational strategies and trans-organizational strategies) and mentoring consequences (individual consequences, organizational consequences and trans-organizational consequences) have also been investigated in the extracted model for newly hired female teachers.

The general purpose of this research is to investigate how the educational system faces the phenomenon of globalization. Using the qualitative content analysis method, this research has analyzed the texts, researches, as well as documents and researches done in this field. The results of the present research show that the phenomenon of globalization cannot be ignored in the field of education, but planning, policy making and change management should be done in such a way that the opportunities of globalization in the field of education are fully utilized to achieve Sustainable development should be done without haste and its marginal consequences should be minimized.Policy planning and change management should be done in such a way that maximum use of the opportunities of globalization in the field of education to achieve sustainable development is done without haste and its marginal consequences are minimized.haste and its marginal consequences are minimized.

 Examining the effective factors on the social role of the higher education system can help to improve it. As a result, the aim of this research was identifying and leveling the effective factors on the social role of the university system based on interpretive structural equations.

 This study was in terms of purpose applied and in terms of implementation method was cross-sectional. The research population in the qualitative section was documents and texts related to research and experts in this field. The numbers of 50 documents and texts were selected by purposive sampling method and numbers of 10 experts were selected as samples by purposive sampling method. The data were collected by taking notes from documents and texts and a survey from experts about the researcher-made questionnaire and were analyzed by the interpretive structural equation method in PLS software.

 The findings showed that the effective factors on the social role of the higher education system were included 11 factors of challenging the university curriculum, promoting forms of social participation, preparing students for public jobs, active citizenship curriculum, teaching and learning social responsibility, research-oriented, social projects, cultivating competent people, eligible citizens development, attention to the views of social stakeholders in the university system and social sensitivity education. The results of interpretive structural equations showed that the factor of promoting forms of social participation was on the first level, the factors of research-oriented and cultivating competent people was on the second level, the factor of teaching and learning social responsibility was on the third level, the factors of challenging the university curriculum and preparing students for public jobs was on the fourth level, the factors of active citizenship curriculum, attention to the views of social stakeholders in the university system and social sensitivity education was on the fifth level, the factor eligible citizens development was on the sixth level and the factor of social projects was on the seventh level, and based on the interpretive structural model of the effective factors on the social role of the university system was designed.

 According to the results of the present study, higher education planners and specialists can use the results of this study and use the identified effective factors on the social role of the university system to improve the state of the university and gain a competitive advantage.

The purpose of this study was to describe the life experiences teachers of challenges television programs including television programs of the Islamic Republic of Iran and Persian language satellite programs as a hidden curriculum in achieving the educational objectives, of the educational system. In this research, a qualitative method of Phenomenology type was used. In order to gain experiences 24 people from teachers with schools’ experience were selected by purposive sampling method until reaching theoretical saturation. Data were collected using semi-structured interviews and analyzed by using of Colaizzi method. After reviewing the validity of the data by the participants, obtained codes, were summarized in the form of 4 basic concepts and 11 sub-concepts. The findings showed Scientific-educational challenge with sub-concepts (Lack of motivation, Lack of justice, Lack of psychological training and Lack of attention to skills); Cultural Challenge with sub-concepts (Lack of strengthening national pride and Institutionalizing western culture); Ethical-doctrinal challenge with sub-concepts (Forgetting beliefs and improper guidance) and Social anomalies with sub-concepts (Weakening of the family foundation, Lack of attention to the expansion of order and Lack of attention to health) it is the most important basic and secondary concepts’ in teachers’ experiences. As result television programs in the form of hidden curriculum can challenge the scientific, cultural, moral-doctrinal, and social objectives of the education system.

One of the most important functions of the educational system in any society is to try to develop the identity of students of different grades and levels of education so that they have the necessary skills and competencies to fulfill their individual and social responsibilities. From this perspective, one of the important requirements of educational systems is effective identity policy-making to grow and strengthen students' identities. This article, by adopting an analytical-inferential approach and reviewing scientific sources and references, has tried to explain the importance of the role and function of the educational system in fostering a balanced identity of students and and based on that provide a set of necessary policy recommendations in this area. The findings showed that the identity policy of the education system should provide the necessary conditions for a balanced and comprehensive attention to all areas of identity, realism and avoidance of mere idealism, decentralization and participation of all stakeholders as much as possible, using the hidden curriculum capacities of schools, developing all cognitive, emotional and skill abilities of learners, utilizing existing social institutions and groups in society, effective use of textbook capacities, education and provide instruction for the growth of teachers' professional competencies and the need to revise and change identity policies in line with the changes of the time. It is obvious that serious and practical attention to the mentioned policy recommendations can increase the effectiveness of the educational system in developing the coherent identity of students by reducing the identity challenges of the young generation.

The purpose of this study is to identify the driving forces influencing national identity in the education system of Iran until 1410, and to examine the position of these driving forces in terms of influencing each other. The methodology of this research is a mixture of exploratory approaches towards the future and has been carried out through the strategy of document mining and using the Delphi method. The findings of this study reveal that Globalization trends, citizenship education, media, teacher characteristics and personality, and multiculturalism will have the greatest impact on national identity in the education system. Economic status is one of the influential variables. Political education, decentralization of the education system, and expansion of Persian literature are independent variables. School architecture and family-school relationship will have more impact than other variables. It is therefore recommended for the education system to consider these variables that influence national identity, in order to preserve and deepen national identity and to preserve its cultural and social cohesion.

In recent years, the presence of women in the community and working environments has increased. However, the process of promoting women to high levels of management is inconsistent with their academic achievement, and the presence of women at high levels of management in most countries, especially Iran, due to numerous barriers, is negligible. The aim of this study was to examine the obstacles to women's promotion in managerial positions from the viewpoint of Ms. Ghaemshahr's teachers. In terms of target, the data collection method is descriptive-survey. The statistical population of the study was all teachers of the city of Qaemshahr city who have 1930 people. To select a sample, the Cochran formula of the limited society was selected by Cluster random sampling. 320 individuals were selected. To analyze the data was used to T-test and Friedman test for ranking the variables of the research using SPSS software. The results showed that stereotypes of gender, gender discrimination, conflict between work and family, conflicts between culture and family, lack of manager and staffs support, lack of family support, The dominance of patriarchal culture, traditionalist norms and the presence of glass ceilings are obstacles to women's promotion to managerial positions

There has always been a lot of controversy among various scholars about the role and presence of ideology in educational systems and its most important element, namely school curricula. In fact, some support the presence of ideological elements in educational systems and shaping them, but others do not agree much with this idea. In this article, an analytical-inferential approach has been used to study and analyze some aspects and angles of this issue. By reviewing the existing theoretical perspectives and literature, the relationship of ideology with the educational system has been proposed in the two implicit (indirect) and explicit (direct) forms. In the first approach, ideology is used in the sense of fundamental values and macro-philosophical frameworks governing education, which shows only the general direction of the educational system and does not take action to engineering the current trends of education in schools and educational centers. It seems that in such a situation, the existence and presence of ideology in education can be justifiable and acceptable. But in the explicit (direct) approach, the relationship and interaction of ideology with the educational system is such that curricula are under the control and dominance of ideology and the mental and intellectual capacities of students are prepared to accept and internalize value. In this case, the role of ideology in the educational system is controversial, which itself necessitates the attention and rethinking of policymakers and planners to correct this trend.

The humanities are the progressive spirit of nations and the decisive direction of other sciences. The scientific stagnation of Muslims and the renewed confrontation with the new West led to the gradual decline of this position in the eyes of the rulers and macro-policy strategies and, consequently, the general culture of the Iranian people. The purpose of this paper is to briefly compare the situation of the humanities and social sciences education system in Iran and Western countries (especially the United States and the United Kingdom) in the fields of education, higher education, graduate science and public culture. In addition to a close observation, the country's humanities have conducted in-depth interviews with experts in the field. As a result, although Iran's progress is different from Western material development, the importance and necessity of exploiting the nature of the humanities and its superiority over the natural sciences in macro-governance is the same in all paradigms, which requires more attention in the country. Our beloved is Iran.

The Armenians of Isfahan played an active role in Iranian culture in the Safavid era. After migrating from Julfa and the Caucasus and settling in Isfahan during the reign of Shah Abbas I, they intended to preserve their culture and identity through their educational system. Features and dimensions of their education and their place in the educational system of that era are topics to which researchers have not paid much attention up to now. In this article, these topics are discussed based on the data collected from reliable books and documents. The results indicate that the Armenians of Julfa, in order to preserve their religion and beliefs, established their educational system with the support of the Safavid government of that time; meanwhile the churches and schools were running educational affairs, and some schools were built in the grounds of the churches. Thus, religion was the prominent subject in the Armenian educational system, yet some non-religious sciences were taught too, especially commerce. Of course, the presence of different Catholic sects in Isfahan influenced the competition between them.