نشریه پژوهش و نوآوری در تربیت و توسعه
سال سوم شماره 1 (پیاپی 9، بهار 1402)

This study examines the impact of Vygotsky's collaborative learning theory on the development of group skills among students. Vygotsky's theory emphasizes the role of social interactions and the teacher's role as a facilitator in the learning process, highlighting the importance of the Zone of Proximal Development (ZPD) in promoting effective learning. Through a descriptive analysis, the study explores how social interactions and collaborative activities within groups contribute to the enhancement of group skills such as communication, problem-solving, and conflict management. The role of the teacher in guiding and supporting students within their ZPD is also analyzed, revealing that targeted feedback and constructive support can significantly improve group dynamics and skills. The findings underscore the practical implications of using collaborative learning strategies in educational settings, suggesting that these approaches not only foster individual development but also enhance collective skills essential for success in both academic and professional environments. This study also identifies gaps in previous research and offers recommendations for future studies to explore the long-term effects of collaborative learning on group skills development.

This article evaluates the role of system thinking-based training in developing managerial competencies. System thinking, as a comprehensive and holistic approach, helps managers to understand organizations integrally and in interaction with their surrounding environment, enabling more strategic decision-making. Through a descriptive analysis method and a review of credible sources, this study demonstrates that system thinking-based training can significantly enhance managerial competencies, including strategic skills, decision-making, and change management. Additionally, these trainings improve communication and collaboration skills within management teams, leading to overall organizational performance improvement. The findings suggest that the effectiveness of such training is meaningfully influenced by factors such as organizational culture and internal structures. This paper aims to contribute to the enhancement of management training programs in organizations and provides suggestions for future research.

This article analyzes the impact of cooperative learning on the development of cultural interactions in multicultural environments. The primary objective of this research is to explore how cooperative learning can enhance cultural interactions and reduce intercultural tensions in such settings. A comprehensive review of the literature was conducted, revealing that cooperative learning significantly improves interpersonal relationships and develops intercultural skills. Case studies also indicated that students in multicultural environments utilizing cooperative learning outperform their peers in traditional educational settings and demonstrate greater competence in effective communication. Despite these positive impacts, the study identified certain limitations that should be addressed in future research. Overall, the findings of this study can assist educational policymakers and educators in designing and implementing effective educational programs in multicultural settings.

This article evaluates curriculum programs based on constructivist learning theory, with a focus on developing critical thinking in students. Constructivist theory, as a major learning theory, emphasizes the importance of active and collaborative learning. Accordingly, curricula designed based on this theory can effectively enhance critical thinking skills. This study employs a descriptive analysis method to examine existing literature and studies. The results indicate that constructivist curricula not only facilitate deeper learning but also improve students' abilities to analyze issues and make logical decisions. Additionally, challenges and barriers in implementing these programs, including resistance from teachers and students to shift from traditional to constructivist approaches, are discussed. Finally, recommendations for improving the quality of curricula and strengthening critical thinking skills in educational systems are provided.