The Role of Interactive Learning in Promoting the Social Prestige of the Inhabitants of Inefficient Urban Areas: A Case study of Abkouh Region of Mashhad

What creates human capitals in any country is the macro policies toward learning them. Interactive learning can be defined on the basis of the socio-cultural theory of Russian psychologist, Vygotsky, (1896-1934), as he believes that one's values evolve in interaction with others. In fact, the cognitive development of a person is not understandable regardless of his socio-cultural environment. Based on this theory, learning happens by the social interaction of individuals with each other. Studies have shown in inefficient textures the inhabitants are socially weak. These people have a weak and limited social network. Perhaps one of the influential factors in promoting the social network of these areas is the use of effective potentials in such districts, which helps to improve the self-esteem and social prestige of the inhabitants by learning and enhancing the skills of human forces. Regarding the method, the present study is applicable and regarding the implementation, it is survey-based. Employing Confirmatory Factor Analysis, the Construct Validity for the interactive learning and social prestige indexes was confirmed. The data gathering tool in this study was a self-made questionnaire using questions from common indicators of previous research and standard questionnaires, which was developed based on the interactive learning and social prestige indexes. For this purpose, a single-sample Kolmogorov-Smirnov test was used. Based on the results, there was a meaningful relationship between the interpersonal learning indices and the social prestige variables. The concept of the role of interactive learning in promoting the social prestige of Abkouh neighborhood was expressed quantitatively through interactive learning six indexes. The job index with a six times meaningful relationship has been affected mostly by the interactive learning indices.