جستجوی مقالات مرتبط با کلیدواژه "موانع" در نشریات گروه "علوم تربیتی"

The purpose of this research is to identify and prioritize the fields and obstacles of educational entrepreneurship according to experts of educational entrepreneurship in Tabriz city.

This research has been conducted in a combined way. The qualitative stage of this research has been exploratory content analysis, and open, central and selective coding has been used for data analysis. At this stage, 14 interviewees from the professors of Tabriz University and Shahid Madani University of Azerbaijan pointed out the fields and obstacles of educational entrepreneurship. In the quantitative stage, the method of which was descriptive-survey, 217 people were selected from among 530 professors, students and graduates of educational sciences in Tabriz and Shahid Madani universities of Azerbaijan using Morgan's table and They were tested using the questionnaire of the result of the qualitative stage. Data analysis was done using descriptive-inferential statistical tests.

In this research, in the qualitative part, after open and central coding, 4 general categories were obtained in the field of educational entrepreneurship, and 7 general categories were obtained in the barriers section. The categories related to the fields include 1) teaching method 2) the establishment of educational centers 3) equipment and educational aid products 4) educational software and the categories related to obstacles include 1) the poor quality of the structure of the educational system 2) motivational obstacles 3) economic obstacles 4) skill obstacles 5) communication obstacles 6) cognitive obstacles 7) social obstacles. At the end of the research, a questionnaire was created based on the obtained data. In the quantitative part of the confirmatory factor analysis test results, 4 factors related to contexts and 7 factors related to obstacles were confirmed. Friedman's test was used to prioritize fields and obstacles.

A successful educational entrepreneur needs to identify educational fields and barriers, therefore, in this research, the most important field of educational entrepreneurship is related to teaching methods and the most basic barrier is related to cognitive barriers.

Teachers' professional development through action research strategy is an important issue in all workplaces for encountering with complexities of modern society. This phenomenon is also true about education. This study was done with the purpose of qualitative study and systematic review of action research barriers and developing a model for it. In this study, qualitative and meta-synthesis method with the purpose of application has been used. By using purposive sampling of desirable cases, a comprehensive systematic review of documents was undertaken from different database researches and related citations between 2001 till 2023. Theme analysis was used to analyze the qualitative findings of 70 documents. Data, methodological and peripheral triangulation were used to ensure the credibility of the research. The results reveal that action research is a valuable tool for teachers to improve teaching and learning process, to increase pedagogical and instructional knowledge, and to positively impact students’ learning. Furthermore, teachers experiment difficulties in conducting action research as academic and nonacademic barriers. Academic barriers include identification and detection barriers(theoretical, methodical, attitudinal and motivational), executive barriers(managerial, financial, educational, collaborative, professional ethics, technological and creative, environmental and supportive, efficient and expert human resource)  and evaluation barriers(vague evaluation construction and judgement, weakness in noticing information, and barriers related to using results); and nonacademic barriers including individual barriers(cognitive, affective and meta-cognitive), organizational barriers( software and hardware) and extra-organizational barriers(cultural, policy making and educational system). Teachers have problems in doing action research. They don't have sufficient knowledge and skill for doing action research. Also, they don't have necessary resources and support. Additional workload and burden in the part of the teacher, writing anxiety, lack of time, and inadequate knowledge of research methodology are major barriers of teachers in conducting of action research strategy for teachers' professional development. At final, a categorization from barriers of research strategy as a conceptual model was done. Action research as a methodology acts a valuable tool for responding to growing needs of practical knowledge; a bridge between university research gaps and everyday applications; and also a strategy for participation in world competitions

The aim of this study was to design and validate a conceptual model of barriers to international interactions of faculty members of Tabriz University and to examine its current status.  

The approach of this research is quantitative descriptive correlation and applied in terms of purpose. The statistical population of this research was 788 people, including all faculty members of Tabriz University in 1398. Using Cochran's formula and random sampling method, 259 people The sample title was selected and, a questionnaire was used. For data analysis, the first and second stage confirmatory factor analysis, one-sample t-test and Friedman test were used.

The findings of this study showed that all four dimensions of the barrier model. Individual, organizational, national and transnational  were confirmed and Friedman test and comparison of rank average showed that the most important obstacles , according to faculty members, are transnational barriers with average rank (3.38), barriers. An organization with an average rank(2.63), national obstacles with an average rank (2.44) and individual obstacles with an average rank (1.55).

Given that the international interactions of faculty members are one of the dimensions of the globalization of higher education and they lead to developing their scientific development and moving on the edge of knowledge, this survey can be concerned by the relevant policy makers regarding the development of international interactions of faculty members and the internationalization of higher education.

This research aimed to identify the barriers and requirements for entrepreneurship development at Farhangian University. The research type was applied, and its method was descriptive-analytical. The statistical population for the interview section included managers, faculty members, and graduates knowledgeable about entrepreneurship concepts, methods, and techniques. Fifteen individuals were interviewed using the purposive sampling method until theoretical saturation was achieved. The statistical population of the questionnaire section included managers, faculty members, students, and graduates of Farhangian University. The sample size adequacy was determined using Morgan's table. 378 individuals were randomly selected from five provinces using cluster sampling. After conducting semi-structured interviews and analyzing the responses qualitatively using MAXQDA10 software, five core codes were extracted for each of the two selected codes of barriers and requirements for entrepreneurship development, including cultural, educational, interactive and communicative, structural and legal, and supportive, financial, and incentive codes, with 62 and 70 open codes, respectively. Based on these codes, a researcher-made questionnaire was designed, and after examining its validity from the perspective of 10 experts and its reliability using Cronbach's alpha (α=0.98), the final questionnaire with 40 items was distributed. The relevant data were analyzed using various descriptive and inferential statistical methods and structural equation modeling. The results showed that the examined barriers significantly contributed (X̅>4 and p<0.001) to entrepreneurship development at the university, and there was a high necessity for attention to the examined requirements (X̅>4 and p<0.001) for entrepreneurship development. The drawn structural equation model had a good fit, indicating the impact of existing barriers on entrepreneurship development and the necessity of addressing the examined requirements.

The current research aims to identify the obstacles to the university's strategic plan and provide appropriate solutions.

This study is practical in terms of purpose and qualitative in terms of approach. The participants were the employees and managers of the strategic planning department of Tarbiat Modares University, from whom 10 people were selected in a targeted manner and using the theoretical saturation level. The data collection tool in this research was a semi-structured interview. The questions for this interview, which were prepared based on a review of the research literature, were reviewed by several professors and experts to confirm their validity and reliability. Fuzzy Delphi was used to validate the results, and a two-step coding method was used to analyze the data.

The results of the analysis of the findings showed that the categories of "unfavorable financial conditions", "weakness of human resources", "weakness of technology and information", and "weakness of management" were identified as obstacles that hinder the realization of the strategic plan of Tarbiat Modares University The categories of "organizational learning", "capable financial management", "process management", "program pragmatism", and "development of organizational culture" were also identified as solutions.

Conclusions and Suggestions:

 Considering the importance of strategic planning in higher education, the officials of Tarbiat Modares University need to rethink the structure and content of their strategic plan and understand its complexity to face the upcoming challenges and obstacles. Also, based on the obstacles and solutions obtained from the present research, this university needs a new definition and organization in its role and missions in the field of strategic planning.Innovation and Originality: Identifying the obstacles that lead to the non-fulfillment of the university’s strategic plan and providing effective solutions and facilitating factors for the realization of better strategic planning for the first time are among the innovations of the present study.

The purpose of this research is to investigate the causes of lack of motivation for research activities among cultural workers in Kohgiluyeh and Boyer Ahmad provinces. In terms of methodology, the current research is based on a qualitative approach, according to the purpose of applied research and phenomenological method. The target population of this research includes all the working educators (male and female) of Kohgiluyeh and Boyer Ahmad provinces who were teaching and working in the academic year of 1400-1401. For the sample size, 50 of them were selected as the research sample using available sampling method. To collect information and research data, checklist, note sheet and semi-structured interview were used as research tools. In this way, the description of the participants in the study is first read to gain an understanding of the whole, then the important statements/phrases are extracted, the meanings of the statements and important phrases were extracted. The compiled meanings are organized into themes. A detailed description was written for each of them. The findings of the research showed that after coding and categorizing, 6 obstacles and the main reason for not conducting the research and 43 sub-obstacles were .

The first step in organizing research in society is to gain a proper understanding of the available facilities and to identify the strengths, weaknesses and obstacles facing research. The present study was conducted to identify barriers to research in the field of educational management. In this study, a qualitative research method based on data foundation theory based on the Strauss-Corbin model was used and semi-structured interviews with 18 professors and experts in the field of educational management were continued by purposeful sampling method until theoretical saturation was achieved. In order to ensure the validity of the tool, the opinions of educational management experts were used and to ensure the reliability of the data, the non-participating elite review method was used. After three stages of open, axial and selective coding, the results of data analysis around the paradigm model, eight general categories were extracted that look at the most important obstacles to research in the field of educational management. These barriers are economic barriers, barriers related to the specialized field of educational management with the category of discipline specialization, individual barriers related to weak research capability, barriers related to access to research information, structural and administrative barriers, motivational and attitude barriers of the researcher, physical barriers And hardware and cultural and social barriers. According to the results regarding research barriers, it can be said that the existence of these barriers has reduced the quality of research in the field of educational management. Facilitating access to facilities, providing financial resources and allocating appropriate budgets, reforming the rules and regulations of research processes, motivating and changing the attitude of society towards research can be an effective step towards the quantitative and qualitative development of research in the field of educational management.

The rapid progress and changes in technology, the increasing use of smart devices, multimedia and Internet, and on the other hand, the epidemic of Covid-19, have directed educational systems towards virtual education and hybrid models such as flipped learning. The current research was conducted with the aim of identifying and classifying the challenges of flipped learning implementation. This study is a qualitative research with inductive content analysis approach; and its statistical population includes two groups. The first group includes a collection of articles that were related to the purpose of the research. At this stage, articles were searched from scientific journals and reliable databases such as: Noormags, Magiran and SID in Persian language between 1393-1401; and search in foreign databases such as Scopus, ProQuest, Wiley, ERIC, and Google Scholar in English between 2013-2022. The keywords were: "flipped learning", "flipped instruction", "flipped classroom", "challenges", "barriers". After the initial search of the mentioned databases, a total of 1113 sources with the indicated keywords were obtained. After applying the inclusion and exclusion criteria, a total of 100 scientific research articles were purposefully selected for analysis. In addition to the systematic review of the articles, in order to identify more and more precisely the challenges and ensure the findings from the articles, the second group of the statistical community, that includes professors and educational experts, in the fields of educational technology , educational management, lesson planning, educational psychology and teachers who implemented the flipped learning model were referred; Among them, 15 people were selected purposefully; And they were interviewed online. The results show that the implementation challenges of flipped learning can be identified in 8 categories. Challenges related to: the learner, teacher and school, content, instruction, family, managerial and operational, ethical and security and technical and technological

The general purpose of this study is to identify the barriers and solutions for the development of graduates' employability from the perspective of faculty members, employers and experts in the field of employment for a bachelor's degree in behavioral sciences courses. The current research is a qualitative research of the phenomenological type. The participants of this research are faculty members, employers and employment experts. The sampling method in qualitative research is the purposeful sampling method of the theoretical sampling type. Among the interviewees were 15 faculty members and 12 employers. Data were collected through semi-structured interviews. The content validity of the interviews was reviewed by 5 higher education experts and was used after confirmation. The obtained data from this study were analyzed by the Thematic analysis method. The analysis of the first interview began with open coding and finally reached theoretical saturation in interview 27. A total of 109 themes related to the challenges and barriers to the development of graduates' employability were obtained from these interviews. Finally, a total of six major barriers were classified as "individual barriers", "academic barriers", "social barriers", "cultural barriers", "economic barriers" and "political barriers". Furthermore, in 21 sub-obstacles including: cognitive-behavioral problems, motivational weakness, avarice, lack of entrepreneurial skills, weakness of academic and Job Competencies, lack of quality training courses, academic weakness, curriculum defects, lack of appropriate social contexts, incompatibility of organizations, cultural weakness, lack of employment plans, employment injustice, inadequate needs assessment, economic problems, a mismatch between human capital and the labor market, poor connection between human resources and the labor market, financial resources shortage, lack of effective management, inefficient policies, and a reduction of international interactions. Also, the results showed that the most important solution for the development of employability from the perspective of faculty members and employers is the need to review and revise the curricula.

Shiite Imams, as the final source of knowledge after the Messenger of God (PBUH), were able to surpass their scientific authority over other currents of thought-belief in a period when one of the characteristics of which was the spread of Islamic sciences. Islamic sciences mean sciences whose subject and issues are the principles or sub-principles of Islam or things on the basis of which the principles and sub−principles of Islam are proved. According to the needs of the Islamic community and the need to confront heresies and deviations, Islamic sciences were defined in the educational priority of Shiite Imams; However, achieving scientific authority in these sciences was not an easy task, especially when the current and educational currents active in this field were equal to them. . Pathology of the conditions and obstacles that existed in front of Shiite Imams in teaching Islamic sciences is the desirable goal of this study To clarify the fact that in what difficult political, social and intellectual conditions she was able to establish the foundations of Islamic sciences And why the Islamic society, as a single body, did not accept his authority. Based on this, two questions are considered in this article.  −What effective obstacles hindered the teaching of Islamic sciences by Shiite Imams? −What harm did these obstacles do to the program of Shiite Imams in teaching Islamic sciences?

During last decades, children have played an increasing role in research and despite the emphasis on children’s active role as researchers (CAR). adults do a great part of research. This based documentary-method survey has dealt with identifying facilitators and inhibitors of developing research spirit in children to overcome this challenge and paving the way for children’s activities as researchers. By looking for in domestic databases including Noormags, IranDoc, Civilica, Elmnet, Scientific Information Database, Ensani Portal during 1380-1399, 64 documents retrieved then by using PRISMA evaluating checklist indicators, 21 of them were selected to be studied and analyzed. Furthermore, searching in international databases including, ERIC, Sage, Elsevier, Google Scholar and Taylor & Francis during 2000-2020, 45 documents retrieved and 19 of them were selected to be studied and analyzed by using PRISMA evaluating checklist indicators. Analysis was done by the Altheide Method. The findings of investigating documents resulted in four facilitators; educational, family, environmental and motivational factors and five inhibitors; individual, social, relational, educational and organizational. Finally, some suggestions are made to plan for educating researcher children paying attention to the definite limitations and obstacles.

School-centered management has emerged in recent decades in various countries as a strategy to reform education, and there is a strong tendency to delegate authority to schools to improve the quality of education. There are many interests and experiences in different countries based on the decision-making approach to school levels, in order to increase the access of community members to guaranteed quality education and public participation in the management of schools within the framework of national policies. School-based management is the process of delegating authority and power to stakeholders in the school to perform legal responsibilities in managing, monitoring, evaluating and reviewing educational policy issues for sustainable and purposeful management. Also, school-based management includes effective educational activities in order to achieve specific standards and results of higher education in schools, in Iran, centralized management of education, lack of proper participation of principals, staff, parents and knowledge Students have been overshadowed by the education system for many years in decisions about how the school is run and how to solve its problems and limitations. The main claim of the school-centered is that the independence and authority of the schools should be increased so that they can determine their own policy and solve their own problems and problems. To be more precise, counting the people, activating teachers in the educational process, paying attention to cultural and social conditions, increasing public participation and taking into account the interests and tastes of students, and finally fulfilling the various needs in this vast country, according to the requirements. Different regions of the country are considered important issues that are emphasized by the supporters of school-based management. Obstacles and challenges facing school-based management in the country must be carefully identified and solutions must be provided to address them. This requires a lot of studies and research in different parts of the country. In this context, it is especially important to examine the views of school principals and teachers who are directly involved in these barriers and challenges. Accordingly, in the present study, the obstacles and strategies of school-based management from the perspective of principals and teachers have been studied. Hajitabar & jaii (2020) showed that all three components of teacher classroom management and organization and academic vitality were positively related to academic performance, so teachers who have better classroom management and organization have students with better academic performance and vitality. Davoudipoor, Ahanchian and saidi Rezvani (2008) have examined the implementation of the school-based management plan in middle schools (first secondary) in Mashhad. In this study, the situation of schools in this city has been evaluated as relatively favorable for the school-based management plan. Vally and Daud (2015) in their study examined the readiness of Kuala Lumpur high school principals to implement school-based management. Their findings show that Kuala Lumpur school principals have a strong desire to manage school-centered as well as human resource management. Ayeni & Ibukun (2013) by presenting a conceptual model for the implementation of school-based management and quality assurance in Nigerian high schools, the most important challenges are the lack of motivation of principals and teachers, their low level of knowledge and information, lack of They announced the government's financial support and the government's lack of cooperation with schools. Therefore, the present study examined the obstacles in the way of establishing school-centered management and provided solutions to overcome these barriers. The research strategy with a qualitative approach was descriptive phenomenology and semi-structured interview method was used to collect data. The research population includes all principals and teachers of high schools in Marivan city, which was determined by purposive sampling method of snowball and saturation rule, and 11 of them were selected as the research sample. Then, the method of receiving answers from the participants was used to determine the reliability. According to the research findings, the current conditions of schools for the establishment of school-based management are almost below average and are not suitable. Barriers presented by participants were categorized into 6 general categories, including: barriers to policy and decision-making, economic barriers, structural barriers, knowledge and information barriers, personal barriers, and cultural and social barriers. Finally, participants suggested ways to improve the deployment of school-based management; These include: paying attention to and justifying the officials related to this type of management, trying to move the educational system towards decentralization and providing the necessary grounds for it, conducting the necessary studies and researches for the implementation of school-based management, Holding appropriate meetings, workshops, seminars, conferences and training classes to increase and strengthen the knowledge and information of principals and teachers in relation to school-based management; Allocating the necessary and sufficient budget to schools, trying to strengthen the motivation and confidence of principals to take this responsibility, allocating appropriate and sufficient facilities to schools and trying to justify parents and other institutions of society and attract their participation in ways Different. The results showed that, unfortunately, despite many efforts in recent years, still little attention is paid to the school-centered management plan as an infrastructure change to improve the components of education and the education system, including principals. Teachers, students, people and society are not (Niknami, 2008) and schools continue the trend of the past. Given the global changes and advances in the educational systems of countries, this trend, which has been proven in many years by various researches of experts and researchers, will no longer work. It seems that the current changes at the national and international levels, including the rapid and widespread spread of knowledge and information, even at the local level, make the necessary grounds for the establishment of school-based management in the country. By carefully studying each obstacle and finding appropriate solutions for it, we can gradually remove these obstacles. The results of this study and similar researches in terms of identifying the major obstacles and challenges in schools on the way of school-based management as one of the most important steps in designing and implementing an innovation , It is important. In other words, the pathology or pathology resulting from the results of these studies can be a beacon for taking conscious steps of the educational system towards the realization of school-based management. Finally, according to the results of the research, based on the unsuitability of the conditions of schools in Marivan city for the establishment of school-based management and considering the importance of this type of management in today's world and the emphasis of experts on it, it is suggested Measures such as: delegating authority and decision-making power from top management to lower levels, providing the necessary facilities and budget for schools, providing and planning the necessary and sufficient training for principals and teachers in a manner Put on their agenda various activities such as holding workshops, conferences, etc., trying to attract the cooperation of parents and other institutions of the society and encouraging them to conduct relevant and appropriate studies and researches. It is also suggested that researchers conduct similar research in other parts of the country to identify more and better barriers and strategies for the establishment of school-based management in the country.

Global experiences suggest that the success of innovative programs is not limited to its design and development, but the successful adoption and implementation requires the participation, collaboration, acceptance and dissemination by stakeholders in the implementation phase of programs that Farhangian University and its curriculum are not excluded.The purpose this research was explaining barriers of the acceptance and implementation of innovation in Farhangian University curriculum. The population of the study consisted of experts in the field of teacher education and curriculum with at least one article or textbook on teacher education and the sample consisted of 14 participants, selected by purposeful sampling method and based on theoretical saturation rule. Data were collected through semi-structured interviews and analyzed using a quantitative approach. Using thematic analysis, 1 overarching theme, 7 organizing theme, and 27 basic theme were identified as the main barriers of acceptance and implementation of innovation in Farhangian University curriculum. The barriers of cultural, power, social, individual, executive, organizational, and trans-organization are the most important obstacles to the acceptance of innovation in the curriculum of Farhangian University. Finally, suggestions were made to increase the level of acceptance and reduce the resistance to innovation in Farhangian university curriculum.

The purpose of this research was to study of barriers to the adoption and application of ICT in primary schools from the viewpoint of teachers in Babol. The statistical population of this study was primary school teachers in public schools in Babol city in the academic year 96-97. Using systematic random sampling 280 persons were selected as sample. A researcher made questionnaire (Barriers to adoption and use of ICT) was used to collect data. The Content validity using CVR is 0.90 and the reliability coefficient of the questionnaire was also obtained through Cronbach's alpha coefficient of 0.90. SPSS software and exploratory factor analysis were used to analyze the data. The findings indicate that the priority of motivational, skill, educational and cultural infrastructure barriers from the viewpoint of teachers in Babol is the barriers to the adoption of ICT. In addition, barriers to the application of ICT are considered as the priority of barriers of technical equipment, attitudes, educational barriers and human barriers from the viewpoint of teachers in Babol is the barriers to the application of ICT. Information technology in the education is a culture, a program and an educational process that requires cultural foundation and the transfer of information technology culture. Accordingly, the educational system should be addressed by addressing barriers to admission and application by teachers as an important element in the educational system.

The emergence of entrepreneurial university is the result of inner development of university, impact of external factors on university, and increasing importance of knowledge and innovation in society. This study aimed Identifying and ranking the Barriers to Entrepreneurial University Ecosystem Development in Iran. This was a based on the sequential exploratory mixed method and in two sections of qualitative and quantitative. In qualitative section used grounded theory method and in quantitative approach researchers used correlational method. The population consisted of and professors, managers of entrepreneurship centers, growth and science and technology parks, industry department authorities, and PhD candidates in Tehran, Beheshti and Allameh Tabatabei University. Using purposeful sampling method. Using purposeful sampling method, 20 people were selected as key informants. The data were collected through and semi-structured interview. two methods including reviewing accountable validity and external were used to obtain validity and reliability of data. The data were analyzed by open, axial, and selective coding. At initial stage, 96 conceptual propositions were obtained; in second stage, they were classified in 26 categories. At axial coding stage, 6 key items were counted. Financial, structural, research, administrative, communication, traditional education and organizational culture were approved using factor loading, extraction mean variance and high convergence validity (0.4), z high coefficients (1.96), coefficient of determination (R2) and goodness of fit (GoF= 0.56).

  Proper and desirable implementation of entrepreneurship policies as a driver of innovation and economic growth plays a key role in economic development and the emergence of knowledge-based economies. The implementation phase is one of the most important and challenging stages of the policy process. This stage is the starting point for realizing the goals. Several factors can play a role in the implementation of a policy. The researchers, in their turn, described the factors influencing the successful implementation of a script, pgnoring attention to these factors con challenge the implementation of the policies. The objective of this research is to achieve the most important barriers in the implementation of development programs in the field of entrepreneurship. This study was conducted in terms of practical purpose, collecting qualitative data and using a deep interview technique with 14 experts and development program executives. The purposeful sampling method and the criterion for determining the sample size is the theoretical saturation obtained in the 12th theoretical saturation, Also for data analysis, open and axial coding was used. obstacles include: the nature (the lack of a single custodian, the lack of the standardization of laws, the multiplicity of rules and the non-alignment of the rules), participatory (lack of participation of actors and lack of Stakeholder participation), executives (lack of commitment and accountability in the executives, lack of appropriate training for administrators, weaknesses and inefficiencies of the executives, lack of proper coordination between executives and change of effective implementers), environmental barriers (conditions Inappropriate environment, inadequate administrative structure, inadequate political will, and lack of commitment Implementation (no need for implementation, inadequate execution time, lack of implementation tools and inadequate implementation capacity), and regulatory (lack of proper oversight of implementation, lack of enforcement, the existence of devices and independent monitoring system, inappropriate tools Evaluation and non-receipt and reflection feedback). According to the results of this research, the country's most reliable way to achieve the goals set out in the development plans is to create an appropriate structure for the formulation of desirable polices, the determination of the executor and the use of comments, stakeholders.

In a constantly changing world, today every society needs to implement reforms in its educational system, and naturally societies that are more in need of acceleration and intensification of more transformations in various social, cultural and scientific fields and our current country and society are no exception. In this regard, fundamental transformation document on the of Iran's education system was formulated in 2011 year and communicated to all education organizations in the country, but many experts believe that this document has not yet been operational. Therefore, the purpose of this study was identify and assess the barriers to the realization of the operational objectives of the transformational document. The research type is applied in terms of its purpose and is descriptive-survey. The statistical population consisted of managers and teachers of Fars province in 2018-2019 academic year, that due to the extent of Fars Province, this research was carried out in Shiraz and Fasa cities, as the selected cities. The sample size was obtained using Cochran's formula of 242 people. Data were collected using field method and a researcher-made questionnaire in 40 items with 7 components (technical, structural, cultural, managerial, financial and equipment barriers, manpower and social preparedness) in terms of a 7-degree Likert spectrum. Questionnaire content & construction validity confirmed. Questionnaire reliability barriers to the realization operational objectives by using Cronbach Alpha Coefficient estimated equal to 0.90. Data’s analysis done in descriptive & inferential levels by using Spss & Lisrel software’s. The findings showed that the role of all barriers to achieving the operational goals of the transformational document was higher than the average. Also, Pearson correlation coefficient showed that there is a positive and significant relationship between all dimensions and components, in other words, increasing each of these barriers cause to increases other obstacles. Also among operational goals of the transformational document, structural and managerial barriers with 0.83 had the most load factor and cultural barrier with 0.51 having the least factor load and weight.

The main aim of this study was to recognize the obstacles in front of the planning for making private schools of Hamadan smart by new technologies from the perspective of elementary schools teachers. The methodology of this research was descriptive (survey research) and the statistical population of it consisted of 460 Hamedan elementary school teachers in private schools. The sample size determined by using from Krejcie and Morgan's formula. So, 210 individuals were randomly selected by using the several-step clusters sampling method. The instrument was a valid and reliable questionnaire:  “obstacles in front of the making schools smart”. This questionnaire assesses three components: “human limitation”, “planning”, and “infrastructure” obstacles. The data was analyzed using one-sample t-test and Friedman test. The results showed that in views of private primary school teachers, the smart schools obstacles were "infrastructure" and "planning". Also, the results showed that the obstacles are ranked respectively as: planning, infrastructure and finally human limitation

Education at all levels, especially higher education, requires the use of information technology, and actually is considered an integral part of the curriculum. The purpose of this study was the assessment of advancement barriers of information technology in higher education from the perspective of undergraduate students at Agriculture Faculty of Zanjan University. The statistical sample of this research was 120 students of undergraduate students at Agriculture Faculty of Zanjan University in 2017. The research instrument was a questionnaire whose validity was confirmed by academic experts and Cronbach's alpha (0.89) was used to measure its reliability. The results showed that, advancement barriers of information technology in higher education among students were summarized in 5 factors, human-professional, equipment-technical, economic-financial, individual values and national-religious. Which collectively explain 50% of the total changes related to advancement barriers of information technology in higher education.