نشریه مدیریت و برنامه ریزی در نظام های آموزشی
پیاپی 32 (بهار و تابستان 1403)

The professional learning community represents a collective effort to improve students' learning, strengthen and stabilize the learning of all employees within the school, create knowledge through research and search, analysis, and use of data for continuous improvement. Therefore, its formation and development in the school are recognized as one of the duties of principals. These gatherings do not happen by themselves; rather, they should be managed and guided, and supported. School principals play a key role in the formation and realization of teachers' professional learning communities, and according to what they pay attention to, what they do and what they reward, and the tone they have, they set the direction and expectations for learning determined in school. Due to the effectiveness of these communities in strengthening students' learning, teachers' professional growth, improving classroom educational processes, and improving school productivity and efficiency, examining the role of principals in the formation and development of teachers' professional learning communities has theoretical importance. Therefore, the present study was conducted to identify the behaviors of school principals in the formation of teachers' professional learning communities.

This research was conducted using a qualitative method in the form of a systematic qualitative review. This method, it has been tried to create a comprehensive and up-to-date understanding of the role of school principals and their behaviors in the formation of teachers' professional learning community by analyzing the evidence provided by previous experimental studies. This research was conducted according to the steps provided by Wright et al. (2007). After developing the research protocol, studies related to the search of specified keywords were systematically identified and extracted from 9 leading international journals in educational management. After screening the identified articles according to the inclusion and exclusion criteria, a total of 35 articles related to the objectives and questions of the current research were selected. The research data were collected and classified by the checklist tool and manually analyzed by the researcher. Data synthesis has been done in three levels: open coding, central coding, and selective coding. To validate the research, self-review of the researcher, review of colleagues, and control of participants through electronic correspondence with the authors of some included articles have been used.

According to the findings of the research, 31 open codes (indicators) were identified in the selected code "behavior and strategies of school principals in the formation of teachers' professional learning community". These open codes were categorized into 6 core components. The results of this research show supportiveness (with 8 indicators), integration (with 4 indicators), seeking cooperation (with 5 indicators), creating empowering networks (with 5 indicators), learning orientedness (with 5 indicators), and continuous monitoring (with 4 indicators) for the formation and development of teachers' professional learning community as behavioral components of school principals. The results of this research show that principals play a role in the formation and realization of learning communities by supporting teachers and learning communities, creating coordination, alignment, and cohesion in the school, attracting the participation and cooperation of all stakeholders in the school, creating networks inside and outside the school for professional development, the empowerment of the school teachers in a networked way, placing the students' learning and the professional growth of the teachers in the school as the center of gravity of all the activities and programs of the school as well as the continuous supervision and monitoring of the processes and their results and evaluation along with providing necessary feedback.

The school leader is recognized as a variable that needs to be changed to improve the educational system; therefore, the general purpose of this research was to identify the symptoms of the pedagogically-centered leadership model as an emerging style of leadership in primary schools of Sanandaj city. Pedagogically-centered leadership can enable learners to design their representations of knowledge instead of absorbing preconceived representations of others.

The current research was applied and developmental in terms of purpose, and terms of qualitative approach, it was implemented with a descriptive phenomenology strategy. The participants of the research included 18 principals of primary schools in Sanandaj selected purposefully, and their views and experiences were collected using the three-stage phenomenological interview protocol separately as follows: 1. the first interview focused on the history of the participant's life and helped to establish the context of the participant's experience; 2. in the second interview, the focus was on the details of the participant's experiences, which asked the participant to reconstruct the details of the lived experiences related to the subject area within the context of what happened; 3. in the last interview, the researcher focused on thinking about the meaning of experiences. The data was analyzed using the Attride-Stirling theme network method. Finally, 42 basic themes, 18 organizing themes, and finally 8 inclusive themes were counted. Four themes "enrichment of the art of teaching, professional development/independence of teachers, constructivist approach to learning, and parents' intervention in children's education" were extracted as the symptoms of the education leader. Also, four characteristics of "seeking participation, activist of social justice and equal opportunities, valuing subcultures and leader of leaders" were identified as unique characteristics of an education-oriented leader.

The data contained implicit implications: First, the implementation of this style of leadership in schools strongly requires major changes in the mental images of school community members. Including changing the paradigm of playing fixed roles to flexible, changing the paradigm of management to leadership, changing the paradigm of bureaucracy to specialization, changing the paradigm from teaching-oriented to learning-oriented, changing the paradigm of parental participation to parental intervention, and changing the paradigm of knowledge transfer to knowledge creation in students. Second, the results of the research emphasized the blended learning environment because today students need to be equipped with modern skills and technologies. In line with the implementation of this learning approach, in addition to equipping the environment with various facilities and resources, in-service trainings were also planned for teachers so that they could familiarize themselves with the abilities needed to use this approach. Finally, it is necessary to understand the teaching-learning process beyond its simple location in schools, and leaders should try not to use static and ineffective approaches and models, but to seek the link between the educational results of their schools with social realities and the needs of students, and try to fill educational gaps. Pedagogically-centered leadership can be created and developed in primary schools with three strategies; 1. selection of managers who have the unique characteristics of an education-oriented leader who is a leader of leaders, seeking participation, valuing subcultures, and an activist for social justice and equal opportunities; 2. selection of managers who can implement the mechanisms of pedagogically-centered leadership, i.e. enriching the art of teaching, developing and professional independence of teachers, adopting a constructivist approach to learning, and creating a platform for parents' involvement in children's education; 3. changing the mental images of school community members, which includes changing the image of managers from playing fixed roles to flexible roles, changing the image of managers from management to leadership, changing the image of managers from bureaucracy to specialization, changing the image of teachers from teaching-oriented to learning-oriented, changing the perception of parents from participating to interfering in their children's educational affairs at school and changing the perception of students from transferring knowledge to creating knowledge.

The internationalization of higher education, the increase in educational migration, and consequently the mutual influence of cultures on a global scale, as well as the expansion of intercultural interactions among native and international students, entail a bilateral transformation and reshaping of cultural norms at individual, group, and societal levels, commonly referred to as acculturation—a multidimensional process representing a shared chapter between two cultures. Therefore, understanding the acculturation process of international students, particularly their adaptation mechanisms and coping strategies regarding social, cultural, and academic challenges, as well as establishing a balance between intrinsic and extrinsic factors while living and studying in the host country, is perceived as a significant issue. In this regard, the present study, recognizing the neglect of comprehensive and precise exploration of the dimensions of this issue and aiming to achieve a deeper insight into the prevalent themes and concepts in the field of international students’ acculturation and its developmental trajectory, systematically reviews the literature in this domain over forty years (from the inception of studies in this field until July 2023), to contribute to the theoretical advancement of this field.

To examine studies related to the acculturation process of international students, an annual publication trend of these studies, visual analysis of journals, countries, and the intellectual structure of researchers in this field were investigated through a tripartite analysis comprising bibliometric analysis, scientometrics, and thematic analysis, along with the utilization of data visualization software (VOSviewer). This was carried out to examine the boundaries of knowledge, map the scientific landscape, visually identify thematic and conceptual clusters, extract the main themes of this scientific field, classify them into primary and secondary categories, and ultimately conduct a final analysis. In this comprehensive review, a combination approach was employed to identify studies within this domain and minimize errors and biases, adhering to the criteria and guidelines of the PRISMA protocol. Accordingly, the systematic selection process of studies in the investigated domain proceeded through four stages: Identification, Screening, Eligibility, and Inclusion. The qualitative assessment of the present research was conducted by employing the Scimago Journal Ranking (SJR) tool for scientific journals, focusing exclusively on articles in English and pertinent to the issue or issues concerning the acculturation process of international students in peer-reviewed international journals indexed in the Web of Science Core Collection. Additionally, concerning the qualitative assessment of the final selected articles, the viewpoints of two external expert reviewers in this field, who were not members of the research team, were also incorporated. 

The findings revealed an upward trend in the publication of studies in this field at the international level, indicating researchers' inclination worldwide toward this research domain. The examination of the findings at the journal level not only elucidated the interdisciplinary nature of this subject but also revealed that research attention in this domain is largely influenced by national policies of countries towards the internationalization of higher education. Furthermore, the examination of countries' results also indicates the dispersion of research in this scientific field across all countries worldwide, with the largest share attributed to developed countries. Visual analysis of the literature using co-occurrence of terms method, along with trend analysis of research on the acculturation of international students, reflects the key topics of interest to researchers in this field. The results of the investigation into issues regarding the acculturation of international students in global research were categorized into six main clusters, namely: global citizenship and intercultural competence in education, the adjustment of international students and their individual, health-related, and psychological challenges during the educational transition period, resilience in multicultural environments, academic performance, cultural competence and capacity of international students in intercultural education, global experiences and international student interactions, migration, and employment. Moreover, the findings regarding the coping strategies of these students with acculturation issues and challenges were classified based on the thematic analysis approach into five main themes, namely: self-direction, networking, professional development, cultural interaction, and social support. Ultimately, the recommendations of this research were presented to higher education experts, policymakers, and research planners of the country to adopt a novel approach in decision-making and policy-making models in the realm of internationalization of higher education, setting new research priorities, and allocating budgetary resources accordingly.

Since one of the global goals of Education is to promote civility and respect, in addition to acquiring expertise and skills in science, students must also acquire the high virtues of morality and humanity. At the same time, there are significant types and cases of instances of improper behavior, the same issue that is known as incivility in the academic environment and has become a problem worthy of consideration in higher education. Therefore, the purpose of the current research was to identify the components, antecedents, consequences, and strategies to reduce organizational incivility in universities.

The method of this qualitative research was a phenomenological type. The potential participants of the research were lecturers and academic experts at Iranian universities who were knowledgeable about the research subject in the country. Sampling was done with a purposeful approach and by choosing critical cases. Theoretical saturation was used to determine the sample size and semi-structured interviews were conducted with 22 faculty members and academic experts. Data analysis was done through a thematic analysis approach utilizing MAXQDA 2020 software. To determine the validity of the interviews, a re-study was used by the peer and the researcher, and the reliability was confirmed with theoretical saturation in the data collection stage and the re-test reliability of 89.94%. 

The findings from the interviews showed that the components of organizational incivility included 4 global themes (organizational incivility of students, organizational incivility of faculty members, organizational incivility of managers and organizational incivility of employees), the antecedents of organizational incivility include 3 global themes (individual factors, internal organizational factors and external organizational factors), consequences of organizational incivility including 3 global themes (consequences related to individual and organizational health; attitudinal consequences (based on social exchange); and behavioral consequences and withdrawal), strategies to reduce organizational incivility including 3 global themes (educational arrangements, motivational arrangements and organizational arrangements). The organizational incivility components of the students included the organizing themes: non-observance of educational and research norms, violation of the norms of the academic environment, insolence towards the faculty members, and non-observance of student ethics. The organizational incivility components of faculty members included the organizing themes: lack of teaching skills and knowledge, academic indifference, non-observance to professional ethics towards students, non-observance with the norms of the academic environment, having unprofessional and destructive behaviors with colleagues, having offensive and rude behaviors with colleagues. The organizational incivility components of managers included the organizing themes: inefficient management, self-exaltation towards employees, and inattention to employees. The organizational incivility components of employees included the organizing themes: shortcomings and lack of responsibility, lack of effective employee presence at the workplace, and unethical behavior. The individual factors of antecedents included the organizing themes: demographic characteristics of people, personality characteristics of people, and family issues. The internal organizational factors of the antecedents included the organizing themes: structure, rules, and regulations of the university, management issues, job-related issues, inappropriate educational environment and facilities, issues related to the organizational climate and culture of the university, and deficiency in monitoring and evaluation system. The external organizational factors of the antecedents included the organizing themes: socio-cultural issues, economic issues, and political issues. The consequences related to individual and organizational health included the organizing themes: psychological and physical injuries, job and academic burnout, and job dissatisfaction. The attitudinal consequences included the organizing themes: damage to the dignity and status of the university in society. The behavioral and withdrawal consequences included the organizing themes: increased turnover or desire to leave the job; cultivating uncivilized human resources; loss of trust, empathy, and positive relationships between people; reduced task performance; and failure in the implementation of plans and group work. The educational arrangements of the strategies included the organizing themes: training and improvement, self-management and improvement, and development of communication skills. The motivational arrangements of the strategies included the organizing themes: modeling, and appropriate payment and punishment system. The organizational arrangements of the strategies included the organizing themes: reforming the style of management and leadership, management tact, strengthening the organizational culture encouraging politeness and civility, and reforming the selection rules. The results of this research can help faculty members by having sufficient knowledge of the components, antecedents, and consequences of organizational incivility to prevent its destructive effects on the teaching and learning process in universities.

As one of the two main levers of education, the higher education system is responsible for training a large part of skilled and efficient human resources required by the labor market at different levels and disciplines and one of the important components for judging the internal and external efficiency of higher education systems is the quality of human resources training in harmony with the needs and changes of the labor market. Failure to pay attention to this issue will lead to the training of graduates whose knowledge and skills are not proportional to the needs and requirements of jobs, and the ever-increasing number of educated unemployed indicates that the training provided in the university does not match the real needs of the labor market. On the other hand, higher education institutions train students by focusing on disciplinary, academic, and technical skills, while most of them lack soft skills in addition to these specialized competencies. These competencies and skills are related to all disciplines and required in all modern jobs and career paths, and the development of entrepreneurial skills and competencies is of particular importance; because higher levels of entrepreneurial skills reduce the likelihood of over-education for university graduates and help people get better jobs, even if they are looking for salaried jobs rather than self-employment; therefore, the purpose of this study was to investigate the effect of educational program quality on the mismatch of education required by jobs concerning the mediating role of entrepreneurial competencies in the graduates.

In terms of the purpose of this research, it was an applied research type and in terms of the method of data collection and analysis, it was a survey-descriptive research based on structural equation modeling. The statistical population of the research consisted of all undergraduate students of Urmia University from 2016 to 2021 in the number of 9335 people who were currently employed. Based on Cochran's formula, 411 people were selected as samples by random sampling method. To collect data, used standard questionnaires of horizontal and vertical mismatch by Chavadi et al. (2022), curriculum quality by Mohammad Shafi et al. (2020), and entrepreneurial competence by Janso Solu et al. (2022). The face and content validity of the questionnaires were checked and confirmed based on the opinion of experts, and to check the construct validity of the research tools, confirmatory factor analysis was used by Lisrel software, and the reliability of the tools was also calculated and confirmed. Lisrel software was used to analyze the data obtained from the questionnaires and to model the structural equations.

The results of the research indicated that the quality of the curriculum had a significant and negative effect on education-job mismatch (t=-4.28, P<0.01) and had a direct effect on the entrepreneurial competence (t=3.36, P<0.01) and there was a negative and significant relationship between entrepreneurial competence and education-job mismatch (t=-5.53, P<0.01); Entrepreneurial competence had a mediating role in the relationship between curriculum quality and education-job mismatch (ß = 0.06, P < 0.01). According to the obtained results, universities and institutions of higher education in addition to scientific, cultural, and social functions, should pay attention to the business expectations of society and train their students with curricula that match the needs of the labor market, because this suitability improves the employability of university graduates and partially compensates the country's employment and production problem by relying on expert, entrepreneurial, skilled and competent human resources. On the other hand, paying attention to developing a curriculum based on entrepreneurial competencies and preparing parallel entrepreneurial and competency-enhancing courses can facilitate their placement in jobs related to their academic field by expanding the soft skills of graduates, in addition to providing specialized skills.

Considering the increasing trend of the migration of academic elites and the failure of many of them to return to the country in recent years, the aim of the present study is to identify the factors affecting the migration of academic elites from the perspective of the functions of the higher education system in Iran.

The research, in terms of purpose, is applied, and in terms of data collection, is qualitative, using documentary study and systematic review methods. Accordingly, scientific-research articles published in Iran (2002-2022) in domestic scientific-research databases including Noormags, Magiran, and the Humanities Database were reviewed. Then, based on criteria such as the relevance of the articles to the main research topic, the focus of the research on academic elites, attention to the components related to the functions of higher education as a factor affecting the migration of academic elites, being scientific-research articles, and a specific time frame, 34 articles were selected from among 944 studies through examining the title, abstract, and content, and fanally were analyzed. The credibility of the qualitative findings was confirmed using the method of triangulation, as well az the principles of Lincoln and Guba and Creswell's strategies.The results of the systematic review led to the identification of two categorical clusters of "internal push factors" and "external pull factors" including 11 components and 34 concepts. 

Regarding the main research question of identifying the factors affecting the migration of academic elites in Iran from the perspective of the functions of higher education and reviewing the research conducted in the past twenty years (2002-2022), a total of 11 components were identified, including 6 components in the category of push factors (insufficient quality of educational functions; insufficient quality of the research ecosystem; inadequate efficiency of the innovation system; inadequate efficiency of the research ecosystem; inadequate efficiency of the innovation system; inadequate efficiency of the education governance system; problems and obstacles in attracting and retaining academic elites; inappropriate academic culture and climate) and 5 components in the category of pull factors (desirable quality of the education system; desirable quality of research; the existence of a suitable academic culture and climate; an efficient system of retaining and career development of faculty members; and the dynamic relationship between the university and society). Based on this, although the reasons given for the movements and displacements of elites are highly diverse and numerous, alongside economic, political, and social factors, one of the most important push factors leading to the migration of academic elites in developing countries, including Iran, is access to high-quality higher education from various dimensions. Consequently, in order to address the phenomenon of academic elite migration in Iran as an inevitable phenomenon and a global trend, policymakers and authorities, particularly in the field of higher education, should focus on strategies to better utilize the capacity of elites outside the country in the form of elite circulation, in addition to efforts to address and reduce internal pressure factors and improve the quality level of higher education within the country to retain and preserve elites, as well as efforts to facilitate the return of migrants.

Today's students are the future leaders who will oversee various economic, industrial, social, cultural, and educational systems. Therefore, classrooms across different educational levels, particularly at the elementary level, present unique opportunities for students to hone their leadership skills. The investigation of active teaching-learning methods, such as cooperative learning, has been limited despite their potential to develop essential skills. This research gap prompted the current study, which aimed to identify the components and processes of cooperative learning for fostering leadership skills in elementary school children. Based on the theory of social interdependence, cooperative learning encompasses five fundamental elements positive interdependence, individual accountability, interpersonal skills, face-to-face interaction, and group processing. Cooperative learning, therefore, involves students working together in diverse small groups to achieve a shared objective. Through the exchange of ideas and thoughts, they strive to enhance their learning as well as that of their peers. This approach plays a significant role in maximizing the learning potential of all students.

The current study employed a multi-method approach, utilizing meta-synthesis and focus groups. A total of 39 studies on cooperative learning elements and 27 studies on cooperative learning processes from 2001 to 2022 were subjected to analysis using the Sandelowski and Barroso method. Following the formulation of research questions, a systematic review of sources was conducted, and articles meeting predetermined criteria were selected. Subsequently, data were extracted and analyzed, with coding performed using Atlas-ti software. To enhance, modify, and standardize the data, focus groups were employed, and the findings were presented in the form of research results. -interaction matrix questionnaire and analyzed through cross-impact matrix multiplication .

The study's findings revealed that four out of the five fundamental components of cooperative learning significantly enhance leadership abilities in elementary school students. Positive and mutual interdependence, as one of these components, fosters skills such as active listening, mutual respect, cooperation, effective communication, inclusivity, and empathy. The second key element, responsibility, contributes to the development of self-confidence, self-esteem, respect for others' rights, and a sense of accountability. Interpersonal skills play a crucial role in cooperative learning by fostering interactive and communication abilities, as well as strengthening problem-solving, conflict resolution, summarizing, time management, and clear expression of thoughts. Additionally, it helps in developing leadership and group awareness among students. Furthermore, research indicates that interaction, as a component of cooperative learning, enhances students' communication and problem-solving skills. It's worth noting that the term "group consciousness" is less commonly used in studies related to cooperative learning. The term "improvement" is closely linked to the fifth element of cooperative learning, known as group processing. When implementing the cooperative learning approach, both teachers and students play a crucial role. Through preparation, planning, implementation, and evaluation, they can lay the groundwork for developing students' leadership skills. The study's findings highlight the importance of skills such as responsibility, conflict resolution, learning in the moment, and self-confidence. Additionally, skills like self-development, problem-solving, and feedback have unveiled new dimensions of leadership skills, significantly contributing to knowledge development in this area. The outcomes of this study could persuade policymakers to incorporate the cooperative learning approach into the curriculum for teacher training at Farhangian University and other teacher training institutions. Furthermore, these findings could encourage educational leaders to support the effective implementation of cooperative learning through the professional development of teachers. Lastly, the study's results may enhance teachers' motivation to utilize cooperative learning and prompt parents to actively support teachers in implementing this approach.

The present research was conducted with the aim of designing a problem-oriented curriculum model based on the aesthetic approach in elementary school. Problem-oriented curriculum is content that is presented in the form of problems in the context of various problems. As much as art has been influential in human life, it also plays an important role in the growth and development of children. On the other hand, art can provide a suitable platform for the implementation of a problem-oriented curriculum in elementary school due to its content nature and problem-oriented capacity and greater connection with the objective life of children. By using aesthetic methods in lesson planning, students become more sensitive to issues, because they gain a good insight into the world. Therefore, in the current research, considering the inseparability of cognition from emotion, the approach of art and aesthetics is proposed as a basic approach in the problem-oriented curriculum. Regarding the application of problem-oriented learning and aesthetic approaches in the curriculum, it can be claimed that the use of problem-oriented capacities and artistic approaches in creating the desire and motivation for deep and meaningful learning of students is very important and an enjoyable atmosphere for It provides a challenging, motivating, enjoyable and social learning experience for students. In fact, one of the most important aspects of research innovation is the integration of artistic and aesthetic structure in developing cognitive functions and problem solving skills.

In terms of the method of data collection, the qualitative research method was qualitative content analysis. The research community is printed and electronic resources related to the problem-oriented curriculum, topics related to the approach of art and aesthetics in the curriculum as well as elementary education, which are in the form of treatises, articles, research reports and books between the years (2000 until 2022) have been published. To select a sample from among the available articles, sources and documents, the sequential purposeful sampling method of the theoretical sampling type was used. In the data analysis stage, conventional content analysis method was used; in which the researcher starts writing the initial analysis through his perception and understanding of the text under study and this work continues until the background for the formation of codes is started and then they are classified and categorized based on similarities and differences. In order to analyze the findings, an open, central and selective coding method was used, and in order to determine the validity and reliability of the findings, the method of confirming the research partners and multi-dimensionality was used to confirm the validity. 

The findings of the research, which were compiled in the form of four elements of the curriculum, in the goal dimension include 4 main categories (cultivation of creative thinking - cultivation of artistic thinking - cultivation of intuitive thinking and cultivation of visual thinking), the content dimension includes 3 main categories (problem formulation - The role of the teacher and the role of the learners). Next, teaching methods include 3 main categories (combined methods - artistic methods and active methods) and finally, in the evaluation element, 2 main categories (qualitative evaluation and general evaluation) were obtained from multiple sources. The results of the research indicate that the artistic approach can provide knowledge in the form of an interactive approach and help students to better understand the concepts. The use of problem-oriented capacities and artistic approaches is very important in creating the desire and motivation for deep and meaningful learning of students and provides an enjoyable atmosphere for students to experience challenging, motivating, enjoyable and social learning. Considering the wide range of meanings and functions of art and aesthetics, the problem-oriented curriculum can cause integration and dynamism between the mind and spirit of students and lead to the discovery and production of new ideas and creative answers to solve various problems. It attracts planners, managers and teachers to the fact that they can benefit from artistic capacities to improve problem-solving skills and education and flourishing of diverse talents of primary school students. Also, in order to validate the proposed model, a relative consensus was reached among the experts.

The history courses at any country ,plays an important role in creating national identity and value for that country; But despite its high importance, it is observed that interest in studying history, in its specialized sense ,is low among students. As it seems, teachers are facing challenges in relation to the way this subject is taught in schools and the content used to teach it. Therefore, the aim of the current research was to analyze the lived experiences of history teachers of the challenges of the curriculum and teaching history courses in the second secondary level.

To achieve this goal, the critical paradigm, qualitative approach and descriptive phenomenological research strategy of multi-stage Van Manen type and document-library method were used. The field of research included history teachers of the second secondary course in Kurdistan province in the academic year 1401-1402 with a purposeful sampling method. The research tool was a semi-structured interview made by the researcher, which continued until the degree of relative saturation with the number of 9 people.

The findings were presented in two sections: curriculum and educational challenges and solutions. The challenges section itself was categorized into three areas: challenges related to history books (11 cases), challenges of teachers' teaching methods (7 cases), and challenges beyond the two mentioned areas (4 cases). Based on this, the solutions section in the two areas of teachers' teaching solutions in order to solve the challenges of classroom education (11 cases) and suggestions for the efficiency of the quality of teaching history courses at the curriculum level, which were presented in the three areas of books (12 cases), teachers (2 cases) and beyond these two (5 cases). -interaction matrix questionnaire and analyzed through cross-impact matrix multiplication

The Education and Training Organization, as one of the most important organizations in the country, is responsible for the education and training of future generations and the transfer of knowledge to them. This organization should be able to use the knowledge and abilities within the organization in the best way and also expand the range of knowledge-based and educational activities. In such a situation, considering the vital importance of the role of this organization in the all-round development of the country and the need for its managers for proper guidance, it seems necessary to design a suitable model of leadership and management based on productivity and the development of knowledge-based activities, based on knowledge-based principles. Considering the importance and role of managers' guidance in the knowledge-based education organization, the present research was conducted to design a manager's guidance model based on productivity and the development of knowledge-based activities in the education organization of Gilan province. In the managers' guidance model based on the development of knowledge-based activities, knowledge is considered a strategic resource, and processes are defined for the creation, sharing, and application of knowledge in the organization. Also, this model focuses on the key role of managers in facilitating the flow of knowledge, creating a culture of learning, and promoting innovation and its effective application in the organization. This can lead to increasing the quality of education, improving student performance, and improving the overall efficiency of the organization. In this regard, designing a suitable leadership model for education managers considering organizational and environmental characteristics is of great importance, and this model should also include knowledge management processes, facilitating organizational learning, and promoting knowledge-based activities.

The present study is an inductive qualitative content analysis in terms of method, and it was a qualitative research based on interviews, in which the opinions of 35 experts and educational specialists in the field of guidance and knowledge-based activities were used. It is that for sampling based on the purposeful (judgmental) method, the type of expert sampling was used up to the point of theoretical saturation. In the present study, the interviews were conducted in a semi-structured manner and then the content of the interviews was examined by the researchers to code and categorize the content. Based on the results of coding, 92 codes, and 32 subcategories were extracted from the total of 35 interviews that were conducted, and then by analyzing these codes and subcategories, finally 15 main categories were extracted. 

The findings of the research showed that the model resulting from this research has six categories of main factors, which are: 1. Necessary research factors, 2. the central and fundamental phenomenon of research, 3. Actions and strategies, 4. Obstacles to the development of growth, 5. Internal and external underlying and foundational factors 6. Expected consequences resulting from the implementation of actions. According to the obtained results, the guidance of managers based on productivity and the development of knowledge-based activities leads to the growth of creative students and teachers in the country and as a result commercialization of research and development achievements of research and student inventions and in the ultimate achievement of sustainable development and knowledge-based economy and the self-sufficiency of the education organization will also be achieved. Some of the important components of the current proposed model for the leadership of education managers based on productivity and the development of knowledge-based activities include the following: creating an organizational culture based on learning and knowledge sharing; development of information and communication technology infrastructure; encouraging and supporting innovative and creative activities; developing knowledge management and leadership skills in managers; creating flexible and collaborative organizational structures; continuous monitoring of processes and results. By implementing this model, educational organizations can benefit from the benefits of knowledge management and knowledge-based activities and increase their productivity and efficiency. This will lead to improving the quality of education, improving the performance of students, and training creative and skilled human resources. It should be noted that the successful implementation of this model requires strong commitment and support from senior managers and the creation of a suitable platform for change and acceptance of innovation in the organization. Also, training and empowering employees in the field of knowledge management and knowledge-based activities will be essential.

In the current age, which is known as the age of knowledge, the development and competitiveness of countries and nations depends on the production, delivery and effective and fruitful use of knowledge and technology. These activities are all formed and expanded in an ecosystem called "Knowledge Development Ecosystem". Universities are the center of this type of ecosystem. Interactions and performance of universities play a very decisive role in the performance of these ecosystems. The interactions and performance of a university can be analyzed and explained at both national and international levels. So far, researchers and policy makers have mainly paid attention to the access to resources and material and physical facilities in determining the international performance of universities, and they have not paid attention to the role of the university biome. Therefore, the aim of this article is to emphasize the livability of the university in the biome and the ecological analysis of the international interactions and performance of the universities.

To achieve this goal, descriptive approach, documentary research method, conceptual framework of knowledge ecology and quantitative statistical analyzes have been used. The data and information required in relation to the variables "international performance of universities" which are the dependent variables, from the "QS" World University Rankings report in 2024; and the data and information required in relation to the variables related to the biome, which are independent variables; It has been obtained from various reports of the ranking of countries in different areas of the biome (such as economic freedom index, human freedom index, global knowledge index and global competitiveness index). The relationship between these dependent and independent variables has been analyzed using the "generalized structural equation modeling" technique. 

The findings of the article from the aforementioned analyzes show that for a university to achieve a competent performance in the global arena, simply having access to funds, resources and material facilities is not enough; Rather, a university's achievement of a competent performance in this field requires livability in a competent biome. A decent biome has at least 7 basic features: 1. The free and competitive economy that is current in advanced countries2. An open and free society, which is a necessary condition for free thinking, scientific freedom, freedom of expression and behavior based on rationality, science and ethics 3. A free, stable and Sustainable political system, which is a necessary condition for the formation of good governance 4. A competent institutional regime that forms the main components of good governance at the micro and macro level 5. The existence of advanced information and communication technology that facilitates national and international interactions of universities6. Advanced knowledge economy which, in addition to scientific funds, expands the opportunity and capacity of internal and international interactions of the university; And finally 7. Competent interactions and performance at the national level, which provides more resources and opportunities for international interactionsPolicy suggestions: According to these results, it is suggested to the leaders, politicians and policy makers of knowledge-based development in general, and science, technology and innovation policy makers in particular in developing countries (especially Iran), if they want to have thriving universities in To have a global arena, do the following actions: 1. Amending the laws and regulations of the country in line with free and competitive economy2. Amending the country's laws and regulations in order to increase interaction and coordination with the economy and the world community3. Reforming the country's foreign policies in line with the active and effective emergence of universities, non-governmental organizations and the government in relevant international assemblies and organizations4. Amending the laws and regulations of the country in order to open and liberalize the social and cultural affairs of the society5. Amending the laws and regulations of the country in order to establish the principles of good governance at micro and macro levels6. Development of global interactions between the government and universities based on the principles of good governance7. Increasing domestic and foreign investment to expand and improve information and communication technology8. Increasing domestic and foreign investment in the production, distribution, delivery and use of new knowledge; And finally9. Increasing domestic and foreign investment in scientific funds and technologies used in the country's universities

Public schools are viewed as a crucial and integral component of the educational system due to the diverse student population they serve. The objective of this study is to analyze significant incidents in English classrooms and explore the socio-cultural growth of English language educators in public schools. For this purpose, establishing a preparedness plan for examining the critical conditions of each class and school requires a specific guideline to be implemented. This plan should include items such as educating students, teachers, and school staff on how to behave in crisis situations, communicating with students' parents, providing security facilities in educational environments, as well as obtaining emergency and necessary equipment. Additionally, proper and timely communication in case of a critical incident is very vital. Crisis events can also be an opportunity to enhance collaboration and interaction among different members of the educational environment. In these circumstances, students, teachers, and school administrators are obliged to collaborate and coordinate more effectively for crisis management. This collaboration can help improve the strengths of the educational environment and enhance preparedness for facing critical incidents. Throughout this process, the role of managers and educational authorities is crucial. They are responsible for creating a safe and secure learning environment for students and staff. To achieve this, training for teachers and staff in safety skills is of great importance. Additionally, educational authorities must periodically review and update their emergency plans and specific programs.

The research method is qualitative and Public schools are considered as a rich source of critical incidents due to demographic varieties. After establishing several communities of practice Becker (2023), the researcher visited 10 public high schools in Tehran, Iran. English classes, their teachers and its students were the target of this study. Teachers’ and students’ narratives collected through reflective journals and semi-structured interviews were analyzed using theme methods analysis, accordingly researchers collected opinions and statements from teachers and students through questionnaires and storytelling, utilizing scientific journals and semi-structured interviews as their primary sources of data collection. This approach allowed them to gather a diverse range of perspectives and insights on the subject matter. By incorporating qualitative methods, researchers were able to gain a more comprehensive understanding of the topic, capturing in-depth narratives. Additionally, the use of semi-structured interviews enabled researchers to delve deeper into the thoughts and experiences of participants, allowing for a more nuanced analysis of the data. Overall, this methodological approach provided a rich and detailed exploration of the views and experiences of teachers and students, enhancing the depth and breadth of the research findings. 

The results of narratives analyses indicated teachers’ dissatisfaction with a large number of critical incidents in their classes. Moreover, majority of teachers considered critical incidents as native while some positive incidents were also reported. Teachers believed that Iranian public high schools are a rich source of critical incidents. A large number of critical incidents were reported in the present study. The innovative path in the present study was including students’ conceptions of critical incidents. Students’ reported several themes as the reasons for critical incident: teachers’ language proficiency, teachers’ classroom management abilities and students’ (mis)behaviors. The results of this study provided insightful ideas on the most routine practices in Iranian high schools.