جستجوی مقالات مرتبط با کلیدواژه « competencies » در نشریات گروه « علوم تربیتی »

In contemporary education systems, the cultivation of non-cognitive skills and competencies has been prioritized, and their development is perceived as one of the most significant outcomes of educational processes. These competencies equip students to excel in social, emotional, and behavioral domains. The formal education system of the Islamic Republic of Iran (henceforth referred to as IRI), an ideological system rooted in religion, underscores that the development of non-cognitive competencies is as crucial as achieving academic success. According to the Fundamental Reform Document of Education (FRDE) in the IRI, students are expected to cultivate seven dimensions (religious, spiritual, physical, economic, affective, and aesthetic), and they are guided to enhance their relationships with themselves, God, others, and all creations. In alignment with these seven dimensions, the Upstream Documents are replete with educational objectives that extend beyond the realms of academic or cognitive categories. The attributes delineated in the Upstream Documents bear resemblance to those highlighted in Social Emotional Learning (SEL) (i.e., social-emotional and 21st-century skills/competencies) and character strengths and virtues. It is noteworthy that different conceptual models each have their unique advantages and limitations in the context of education. Despite the Upstream Documents assigning the responsibility of developing assessment models (result-based, process-based, and integrative) to educational leaders, a model specifically for non-cognitive educational goals has yet to be proposed. Furthermore, while non-cognitive competencies are frequently mentioned in the Upstream Documents, they have not been systematically examined and classified. The development of such competencies not only enhances students' academic achievement but also aids them in stress reduction, management of challenging situations, avoidance of risky behaviors, and the establishment of positive peer relationships. Research Questions: This study aimed to design a framework for assessing non-cognitive/non-academic achievement. The research questions explored were: What is the conceptual framework for non-cognitive achievement assessment based on the Upstream Documents, literature review, and educational experts, and is this framework valid?

The study was structured in two phases; the qualitative research phase involved the examination of three primary sources: 1) Upstream Documents of the Educational System of the Islamic Republic of Iran, 2) research literature, and 3) expert interviews. A total of three Upstream Documents and 24 literature documents were reviewed. The primary Upstream Documents included the Fundamental Reform Document of Education (FRDE), its theoretical foundation, and the Iranian National Curriculum. These documents were selected due to their integral role in the formal educational system of Iran, where all educational activities, from curriculum development to workplace policies, are expected to align with them. In relation to the second data source, databases were explored using keywords that reflected social-emotional skills, character strengths, and constructs stated in the Upstream Documents. The PRISMA diagram was utilized to organize the texts. Semi-structured interviews were conducted to gather data from field experts, with judgmental-purposeful sampling employed to select the participants. The sampling process continued until information saturation was achieved (n=10). In the quantitative phase, the framework was validated using a researcher-made questionnaire. The face validity, content validity (CVI), and reliability (Alpha) of the questionnaire were calculated and confirmed by the participation of n=30 experts.

The Summative Content Analysis, conducted using the Strauss & Corbin standard procedure via MAXQDA-2020 and the Colaizzi method, yielded four dimensions and thirteen categories. The identified dimensions encompass designing a strategic plan, collecting evidence/data, drawing conclusions, and determining consequences. The internal validity of the framework was confirmed through data analysis using a One-Sample T-test, which yielded a significant result (p < .05, DF = 29, t = 2.49). This indicates that the framework is statistically significant and reliable for assessing non-cognitive/non-academic achievement.

The study's findings indicate that, based on the three primary sources of information, several decisions need to be made to effectively assess non-cognitive competencies. The initial step in establishing an assessment system for non-cognitive competencies involves developing a strategic plan. Prior to initiating the assessment procedure, it is crucial to determine the approach to conceptualizing and instructing non-cognitive competencies, which will guide assessment activities. Decisions need to be made regarding which areas of interest are being integrated into the academic content or are planned to be taught through direct teaching methods. A range of non-cognitive competencies can be taught through the establishment of a positive learning environment and the implementation of general teaching activities. However, these critical issues have not been clearly addressed in the Upstream Documents. The second category, gathering data and evidence, encompasses practical assessment activities. Such practices can ensure reliable results. A key criterion to bear in mind is to avoid relying solely on a single tool or technique for data collection. While some of the methods mentioned above are found in the Upstream Documents, they are not specifically categorized in a way that teachers can confidently rely on to assess non-cognitive competencies. In the third category (conclusion), decisions should be made regarding data analysis and interpretation. Various forms of errors and biases should be considered before reaching a conclusion. The fourth category, consequences, pertains to the impact of assessment practices. Ideally, the results of the assessment should be used to enhance the quality of different levels of education systems. Policymakers and communities should consider the results of non-cognitive assessments. Important decisions could be made based on the results, such as where to target supportive resources to students or classrooms identified as expressing particular needs. The current status of Iran's education system in achieving its non-cognitive goals should be investigated, as it is unclear how successful the system has been in reaching these goals. The Organization for Educational Research and Planning (OERP), which is responsible for publishing and reviewing teachers' guidebooks, has the capacity to revise and enrich them. Non-cognitive competencies are multifaceted and should therefore be formulated and conceptualized precisely. Standards, criteria, and benchmarks should be established for assessing non-cognitive competencies. Initially, some critical decisions should be made regarding the instructional process. As non-cognitive competencies in teachers can directly impact their ability to teach these skills, universities responsible for teacher education, such as Farhangian and Shaheed Rajai Universities, should strive to enhance these competencies in teachers. Curriculum planning, implementing teaching, and assessment activities could be reformed based on the framework. Further discussions and suggestions were presented relevant to the educational system of Iran.

the researcher in the present study has examined the competencies required of school principals in the digital era. Due to the nature of the subject and the objectives of the research, a qualitative method has been used. Due to the fact that in this study, based on the perceptions and experiences of principals, assistant principals, and technology experts of schools, the required competencies of school principals are analyzed, therefore, the grounded theory qualitative strategy has been used. Participants in the study were 15 members of the school community who have had experience in participating in virtual courses. The research collection tool included an 8-item protocol containing the main objectives of the research. The justifiability of this protocol was confirmed by expert professors and its reliability was confirmed by reliability method. Individuals' perspectives on the coding process were analyzed using Nvivo software. The results showed that the most important competencies required for school principals in the digital era are summarized in 5 main components including: coordination and cooperation, the need for specialized digital knowledge, the ability to manage virtual systems, changing the structure and rules of the school and changing the Managers' role and style.

The aim of the present study was to identify the self-developed maps and approaches of faculty members' competencies to guide student theses and dissertations. This research has been applied in terms of purpose, which has been done by the method of review-type study using Sandolowski and Barros (2006) steps. Sample selection was done using the criteria for acceptance and non-acceptance of the Critical Assessment Skills Program (CASP). To achieve the purpose of the study, an extensive review of the research background was conducted. For this purpose, the databases of Google Scholar, Eric, Science Direct, Megairan, Civilica, Jihad Daneshgahi, Irandak, Alamnet and Noor databases were searched. In this regard, by examining the scientific studies that were conducted in this field between 1390 and 1400, 325 documents were identified, of which 37 documents were selected and analyzed in a targeted manner as research samples. For the selection of studies and articles, criteria were considered, including that only studies published in Iran's prestigious journals and having a scientific-research grade were reviewed. Atlas TI software version 9 under Windows was used for data analysis. Documents related to scientific studies were described in the research context by studying the scope of research in the form of concepts and themes deductively. Findings showed that desirable or universal approach, configured or structured approach, managerial approach, welfare approach, political approach, organizational improvement approach, need-based or systematic approach, reactive approach, preventive approach and active learning approach are important approaches. Which can contribute to the self-development of faculty members' competencies to guide student theses and dissertations.

This article amied to examine and determine the suitability of the educational techniques and methods employed in teaching democratic social education competencies through the explicit curriculum. A mixed-method approach was adopted for this purpose. This study focuses on 13 professors from Farhangian University in Hormozgan province, serving as participants in the research. A combination of stratified and purposeful sampling methods was used to select the participants. The research utilized both qualitative and quantitative methods. Semi-structured interviews and observation were used for the qualitative portion, while the quantitative part employed the demographic method and a checklist with 26 items and a 3-point Likert scale. The checklist was created by an observation researcher and had an estimated reliability of 84%. The one-sample t-test was used to analyze the data obtained from observing the teaching methods and techniques of the professors in the quantitative part. Thematic analysis and MAXQDA software were used to analyze the information for the qualitative portion. The results of the study indicated that the level of appropriateness for all competence components of democratic social education, except for spiritual, political, and technology-based competence was favorable. A noteworthy correlation was found between professors' scores in utilizing teaching methods to acquire competencies and demographic variables such as teaching experience, academic rank, and field of study. However, no significant variation was observed based on gender.

Industry 4.0 is one of the most challenging topics for engineering design as well as higher education. One of the fascinating topics of academic and industrial circles has been the creation of capabilities, requirements, and competencies in students to adapt to industry 4.0. This study aims to identify the capabilities, requirements, and competencies of higher education and graduate students based on a qualitative approach and the meta-synthesis study. Findings indicate that competencies and requirements in the dimensions of: 1. Competencies of engineering students (individual abilities, specialized knowledge, and skills, social abilities, technological skills), 2. University requirements (educational requirements 4.0, educational contexts, curriculum requirements, faculty improvement), 3. Non-university requirements (industry strategic skills 4.0, labor market requirements), 4. Human resource development were identified. The current study›s findings would be useful for planning the development of new approaches in engineering education curricula.

This study is to identify the competencies of the undergraduate course in Petroleum Engineering at the fourth generation university. A qualitative phenomenological method is used. The research population was the professors of Ahvaz Petroleum College in the academic year 1399-1400.The sample was determined in a purposeful way based on theoretical saturation. The researcher reached information saturation in the fifth person. The data collection tool was a semi-structured in-depth interview. They were coded and analyzed by content analysis method and the competencies of the curriculum of Petroleum Engineering in the form of 4 themes, As a feature of the fourth generation university, including: ability to transfer learning in the workplace, with 4 competencies (application of specialized knowledge in practical situations, skill in using specialized software, to reporting oil projects and in industrial units); Localization with 2 competencies (considering localization processes and the ability to design educational projects), innovation and creativity with 3 competencies (to update specialized knowledge, skills based on job fields and acquire new information in the oil industry) and the internationalization focusing on local and regional conditions with 3 competencies (participate in research-scientific processes, in industrial projects, as well as conversational and specialized English language skills) were identified.

The aim of this study was to identify online teaching competencies and their relationship with teachers' demographic factors. For this purpose the mixed research method, a sequential exploratory design of instrument making type was used.The research was conducted in two parts:qualitative and quantitative.In the qualitative part of the research method, content analysis was used.The statistical population in qualitative part were all primary and secondary high school teachers in Tehran and theoretical and research resources in the field of online education and teacher’s professional competencies.In selecting the teachers' sample, using the targeted sampling method of the type of theoretical, primary and secondary high school teachers with online teaching and learning experience and resources related to online teaching were selected as samples.The sample size was determined based on the principle of theoretical saturation.In order to collect data, semi-structured interviews with teachers were used and to extract the factors, interview coding and theoretical and research resources and data alignment were used. In the next step, the online teaching competency questionnaire was designed using the extracted factors and based on the activity theory. In the quantitative part, the survey method was used.The statistical population included all primary and secondary high school teachers in Tehran in the academic year(1399-1400)from which 261 teachers were selected based on virtual snowball sampling method based on Krejcie and Morgan table.All sample members had online teaching and learning experience. In order to analyze the data, exploratory factor analysis and multiple regression analysis were used. Findings showed that the online teaching competency questionnaire based on activity theory is well compatible with exercises and class assignments and is reliable and valid in terms of psychometric properties.In the study of demographic characteristics gender age and level of education of teachers did not have a significant effect on online teaching competencies but the effect of online teaching and learning experience was significant.Findings of the present study can be used in purposeful procurement of student teacher recruitment and preparation programs based on active topics of online teaching and design of educational programs to empower teachers through in-service programs in the field of online teaching competencies.

The purpose of this research is to investigate and explain the competence of school principals in the upstream documents of the education system. The present research method is qualitative and analytical-descriptive. Content analysis method was used to analyze the data. The society and the research sample are equal. The research community includes 4 important documents of the country's education system, including the document of the fundamental transformation of education, the theoretical foundations of the fundamental transformation in the education system, the comprehensive scientific map of the country and the national curriculum. The contents of 4 documents were analyzed and the propositions related to the competence of school principals were collected and extracted. Then the propositions obtained from four documents have been compared and examined for a more detailed examination. The results of the present research have shown that three components of faith, professional and executive have been chosen as a model for the competence of school administrators. The application of this model, its dimensions, components and indicators in the appointment and selection of education managers and schools of the country enables them to measure their scientific fever in terms of the selection and appointment of competent managers and as a compass, their scientific movement from Change the daily plan to plan and clarify the direction of your movement to improve its quality

The purpose of this study is to identify the components and indicators of faculty members, and human capital development and to provide a multilevel conceptual framework for it, which was done by the meta-synthesis method. The research population includes authoritative scientific sources published in the field of human capital development studies of faculty members in the years 1950 to 2020 at the international level and 1380 to 1398 at the national level. Selected researches include 88 articles, scientific reports and selected student dissertations from valid national and international scientific databases that have been selected by purposive sampling method based on theoretical saturation rule. The required data were extracted from the texts of qualitative achievements of selected sources and analyzed and categorized using inductive content analysis and meta-combination method. The obtained results include 6 main components and 18 subcomponents of human capital development of faculty members. Key components include the development of cognitive and metacognitive competencies, the development of teaching competencies and competencies, the development of research competencies and competencies, the development of communication competencies, the development of leadership competencies and competencies, and the development of competencies. He had managerial and leadership skills. Also, based on the theoretical foundations of the research, the main components of human capital development of faculty members in terms of the level of analysis, were placed at both individual and organizational levels. This grouping can be a good tool for planning the human capital development of faculty members.

This study aimed to identify the professional development competencies of novice faculty members of public universities in Tehran. This study was a Qualitative approach and an exploratory method. The study population included all university professionals including department heads, heads of faculties, heads of planning offices, educational assistants, supervisory offices, expert professors, and novice faculty members in public universities in Tehran in 1398 and All texts related to the research topic included books, articles, and dissertations, both internal and external. Twelve academic experts were selected as the sample using the purposive sampling method and the snowball method. The study population in the resources section included 80 articles, books, and sites. 24 Persian and 34 English titles that were more thematically related to the research title were selected as the study sample. The tools of the present study included a semi-structured interview. Data analysis was performed by the content analysis method in five step.Finally, educational, research, organizational, personal, ethical, value,service, and international competencies were identified as professional development competencies of novice faculty members.The issue of maturity in universities is very important and necessary. Although there is a need to establish a regular and formal center called the Center for Growth in universities, the responsibility for growth and professional growth is primarily the individual and the belief in the need for growth is one of the most important issues in this regard.

Identifying the competencies of the professors and trainers is an important and vital concern in the education system. This qualitative and developmental research is carried out with the purpose of designing the model of competencies of professors and trainers based on the speeches of the Imams of the Islamic Revolution. To achieve this goal, theoretical issues and the related researches were studied. Afterwards, the concepts and categories were derived from the data through the grounded method and three stages of open, axial and selective coding. After several steps of conceptualization at different levels of abstraction and definition, the relationship between categories and the central phenomenon and their theoretical combination were clarified, and a theoretical model was presented. In order to prove higher accuracy and validation of the obtained results, the viewpoints of 12 managers at strategic level and the faculty members in the education system, directly responsible for the issues of professors and trainers, were obtained through a researcher-made questionnaire. The results were analyzed by the Kolmogorov-Smirnov tests, Friedman test, Parametric and t-test. Finally, the dimensions and components and rankings were presented in the form of proper tables. In this research, according to grounded theory logic, 351 documents were read completely. Based on these documents, 1131 theoretical propositions were obtained. Afterwards, as a result of the go and return studies, 87 codes were recognized which were classified in eight categories including, knowledge, capability, skill, attitude, insight, personality traits, moral characteristics, and validity. Finally, the central codes cycling the chosen codes, or the central phenomenon of the competencies of the professors and educators, formed the conceptual model of the research.

Future war and drawing a clear picture of it have always been the main concerns of strategists and analysts on military and strategic issues. Success in drawing a picture close to what will happen and being prepared for it will give each country a tremendous advantage, and throughout history, failure to properly map the Future war has caused heavy losses for countries. Therefore, the main goal of the researcher is to identify the competencies needed by future naval warfare commanders to determine training strategies. The type of research is applied in terms of purpose and in terms of method is part of exploratory research that has been done with a futures research approach and using environmental monitoring method and grounded theory. The statistical population of the study includes: Scientific texts related to the subject of research, interviews and reports published in journals and the sampling method has been contingent and available. The results indicate that causal factors include: upstream documents and characteristics of future naval battles, interventionist conditions including limiters and facilitators, underlying conditions including organizational and managerial elements, pivotal phenomena including: individual competencies (with two components of revolutionary school competencies). And personality competencies) and organizational competencies (with components of specialized technical competencies and managerial competencies) that should develop human resource development and training strategies based on organizational and environmental conditions and its consequences are divided into two categories: organizational and individual. 

Today, higher education institutions around the world are beginning to change their missions, goals, and prospects to address and integrate issues related to biodiversity conservation in their functions. The human component of the agricultural higher education system is one of the pillars of this system that plays a central role in advancing the objectives of the system in a dynamic and harmonious connection with other components. However, so far no effective efforts have been made in the country to identify effective factors in improving the professional competence of faculty members. Therefore, this study was conducted to identify the components of faculty members' professional competencies for biodiversity education. This study was conducted using qualitative approach and inductive content analysis method. Required information was collected through semi-structured interviews with 24 experts in the field of environmental education and biodiversity selected by snowball sampling. We began the inductive content analysis by identifying the meanings and then tagging them in the form of qualitative codes, and continued by codifying the codes and linking them to categories. This process was implemented with the help of MAXQDA software. To validate the qualitative findings, participant review and expert review strategies have been used. The findings showed that faculty members' professional competencies for biodiversity education included skills competencies, knowledge competencies, value competencies and ethical competencies, each of which has indicators

The main purpose of this research is to identifying methods of promotion and development of entrepreneurship competencies in university students. Entrepreneurship consist a set of complex and multidimensional competencies that there growth is not possible with direct teaching methods and it needs some ranges of methods, resources and possibilities. In this research through qualitative approach, 3 consultative interviews have been hold. Two interviews with 7 expertise familiar with entrepreneurship background and one interview with 16 members of a principle group from Bu-Ali University faculty board members. The data analyzes has been shown using content analysis method comprehensive, organized and basic concepts. In cultural and extra-curricular areas some proposals have been provided such as publishing the news in entrepreneurship field, setting up the exhibitions, job counseling, official courses, holding industrial camps, creating alumni association, conducting tournaments and invite the entrepreneurs. In educational areas we can suggest the reviewing on curriculum, improving courses qualities, introducing university courses to society, granting privileges to professors and students and developing workshops and training opportunities. In research areas with introducing university capacities to society, developing growth (Roshd) centers. In managerial area, prepare the midterm and yearly entrepreneurship plan, strengthening the managerial beliefs for providing the bases of entrepreneurship opportunities for students.

The main purpose of this research was developing a structural model for investigating the relationship among self-efficacy, competencies and position of faculty members in Islamic Azad University (zone one) with their classroom management. 436 out of 2181 faculty members were selected through stratified random sampling and based on Morgan table .A researcher-made questionnaire for assessing classroom management with 35 statements (chronbach alpha= 0.791), a questionnaire for assessing the position of professors in universities with 6 statements (chronbach alpha = 0.824), a researcher made questionnaire with 13 statements for assessing competencies (chronbach alpha = 0.866) and Schwartzer et al.’s questionnaire for assessing self- efficacy of faculty members were used to conduct this research. Multiple regression and Structural equation modeling were used to specify the portion of factors in classroom management. The results showed that self-efficacy (0.37), Competencies (0.24) and positions of professors (0.09) had a positive, direct and significant relationship with classroom management. Also self-efficacy and positions of professors had a significant relationship with 0.15, the relationship between self-efficacy and competencies was 0.28, and the relationship between positions of professors and competencies was 0.32.

The main aim of Job Analysis in field of human resource management and development is to increase productivity level. Likewise, Curriculum Field encompasses a range of different jobs that the most important one is curriculum profession. The purpose of this paper is to analyze and characterize occupational identity of curriculum specialists. The two main questions in the study are: what is the job profile of curriculum specialist? And what are the job requirements for a curriculum specialist? The approach to this study is qualitative and research method is deliberative. The purposive sampling is adopted, thus the data has been collected from twenty experts in the field of curriculum studies (n = 20). Thematic content analysis was used for analyzing and categorizing data. The results show: the profession of curriculum specialist has job-specific characteristics, the clear scope, specified functions and roles and labor requirements. Curriculum specialist has variety of skills, specific responsibilities, basic tasks, self-directed and feedback functions. Therefore, Curriculum Specialist job needs job requirements; special qualifications, skills, experience; professional training; scientific knowledge; and specific responsibilities.

This study aimed to identify and assess the skills needed for better employment and participation of women in the industry. The study assessed competency models of training programs of Esfahan Mobarakeh Steel Company to revise the competencies required for employment of woman managers according to training program and competency models of these companies. This study also tried to list the most important and most basic skills and capabilities that women graduates of industrial sector need. This study is a survey and used questionnaires, documents and interview techniques. To collect data, all the directors of the study are selected. Participants in this study who filled in the questionnaires and took the interviews showed that they had the skills to work with computer, to wait on the clients, had the team work skills, as well as ICT skills, innovation and creative thinking ability in the environment, problem solving, reasonable job expectations, an understanding the objectives and policies, capability of training while working with managers of Esfahan Mobarakeh Steel Company. Among the skills mentioned, work with computer skills, client orientation and understanding the goals and policies of the organization are found to be more important. In addition, this study showed that it is required that women see training for working in adverse conditions.

The purpose of this research was to study the relationships among self-efficacy, competencies and organizational commitment with teaching quality of faculty members in Islamic Azad University. The population of this research was 2181 faculty members from Azad University branches in region one. Random stratified cluster sampling was used to select 436 faculty members. A researcher-made questionnaire for assessing teaching quality with 27 statements (Chronbach alpha = 0.861), Allen and Meyer questionnaire for assessing organizational commitment, a researcher-made questionnaire with 13 statements for assessing competencies (Chronbach alpha = 0.866) and Schwartzer et al questionnaire for assessing self-efficacy of faculty members were used to conduct this research. Multiple regression and Structural Equation Modeling were used to specify the portion of self-efficacy, competencies, and organizational commitment factors in teaching quality. Results showed that self-efficacy with coefficient of 0.28, competencies with coefficient of 0.32 and organizational commitment with coefficient of 0.23 had positive, direct and significant relationship with teaching quality. In addition, self-efficacy and organizational commitment with coefficient of 0.17, self-efficacy and competencies with coefficient of 0.36 and organizational commitment and competencies with coefficient of 0.15 had significant and positive reciprocal relationships.

This is a descriptive and casual correlation study.The main purpose of this research was to study the relationship between faculty members’ self-efficacy and competencies with their teaching quality in branches of zone 1 of Islamic Azad University. The population of this research was 2181 faculty members. 436 faculty members were selected through random stratified cluster sampling. Data collection tools were a researcher-made 27-items questionnaire for assessing teaching quality (chronbach alpha= 0.861), A researcher made 13-items questionnaire for assessing their competencies (chronbach alpha=0.866), and Schwartzer et al. questionnaire for assessing faculty members’ self-efficacy. Multiple regression and Structural equation modeling were used to specify the portion of mentioned factors in teaching quality. Results showed that faculty members’ self-efficacy (0.31) and their competencies (0.33) had a significant positive relationship with teaching quality. In addition, there was a significant positive relationship (0.36) between self-efficacy and competencies. The gender of faculty members had a significant effect on their competencies