نشریه پژوهش و نوآوری در تربیت و توسعه
سال چهارم شماره 4 (پیاپی 16، زمستان 1403)

This study aimed to examine and critique the current state of general education from the perspective of education experts and curriculum planners. Due to the nature and characteristics of the subject, the qualitative research method based on the grounded theory paradigm model was employed. The participants included articles related to the research topic published between 2011 and 2021, as well as curriculum and education specialists. The sample size, determined by theoretical saturation, consisted of 21 cases (4 articles and 17 participants). The sampling method was snowball sampling, and semi-structured interviews were used as the research tool. To ensure research validity, four criteria—credibility, transferability, confirmability, and dependability—were applied. Additionally, inter-coder agreement was used to assess reliability, yielding a value of 0.84. The findings indicated that the paradigmatic model for general education, as perceived by education experts and curriculum planners, is influenced by 19 main categories, 49 subcategories, and 262 open codes. Based on the results, it is recommended that managers move away from stereotypical and superficial thinking. Instead of using predefined frameworks, they should develop new frameworks for general education tailored to the needs of the modern world. Furthermore, a participatory approach (utilizing the views and opinions of actors involved in the education system) should be employed in policy formulation.

The present study aimed to identify the key drivers and develop scenarios for enhancing the sport tourism industry in aquatic and beach sports using the Cross-Impact Balance (CIB) analysis method. This applied study adopted an exploratory survey methodology, utilizing a future study and scenario planning approach. The research was conducted in three stages: identifying key indicators through the Delphi method, determining key drivers using MicMac software based on cross-impact analysis, and developing scenarios using Scenario Wizard software rooted in the CIB method. The statistical population included tourism experts, executive professionals, sports and sports management specialists, and urban and regional planning experts. The sample consisted of 30 specialists in urban and regional planning, tourism, and sports management in the first stage, a 14-member expert panel selected purposefully in the second stage, and a focused group of 7 participants in the third stage. The findings identified 14 critical drivers from 35 key factors, including: (1) Internet, (2) Infrastructure facilities, (3) Medical centers, (4) Ports, (5) Public transportation, (6) Sports exhibitions, (7) Private sector investment, (8) Rehabilitation and massage centers, (9) Universities, (10) Facilities, (11) Governmental financial support, (12) Tax exemptions, (13) Hotels and accommodations, and (14) Travel agencies. These factors were recognized as key drivers for developing the sport tourism industry in aquatic and beach sports. In the scenario planning phase, 67% of the scenarios indicated desirability, while 33% reflected stability and crisis within the spatial organization of the tourism industry. The most favorable scenario, Scenario 1, was recommended, emphasizing preservation, drafting, expansion, interaction, development, quantitative and qualitative growth, and improvement of conditions.

The present study aimed to validate a multidimensional education model designed to enhance academic performance, emphasizing social-political, psychological, and spiritual-moral development in secondary school students. This research employed a correlational design using structural equation modeling (SEM). The study population included all secondary school teachers in Mazandaran Province with academic backgrounds in various educational disciplines, educational psychology, counseling, sociology, political science, theology, and Islamic studies who were active in the academic year 2023–2024. To estimate the sample size, Cochran's formula was used, and considering a 20% attrition rate, the final sample consisted of 320 participants selected randomly. To assess the construct validity of the proposed model, first-order and second-order confirmatory factor analyses were conducted using AMOS24 software. Additionally, the paradigmatic model of the study was analyzed using structural equation modeling with a partial least squares approach (PLS-3 software). Regression coefficients for direct effects were reported for all model pathways. Based on the findings, the standardized factor loadings for each primary and secondary dimension of the multidimensional education model aimed at enhancing academic performance with emphasis on social-political, psychological, and spiritual-moral development exceeded 0.40, confirming their validity. The convergent and divergent validity of the proposed model's scales was also appropriate. Furthermore, the overall model fit was confirmed, demonstrating that both the structural and measurement models effectively explained the study variables. Thus, implementing the model developed in this research for multidimensional education to enhance academic performance, with an emphasis on social-political, psychological, and spiritual-moral development in secondary school students, is an effective and highly valid approach.

Poverty has been a persistent issue across various countries for many years. Despite economic growth in underdeveloped or developing countries, poverty continues to prevail. One of the critical social factors directly and indirectly influenced by the trajectory of economic development includes the state of education, healthcare, employment, poverty, and income of individuals in a society. Considering the significance of development levels in different areas of Tehran in recent years and identifying which indicators of social inequality and poverty are more closely related to the issue of development in these areas, this research was conducted with the objective of determining the relationship between the degree of development in Tehran's regions and citizens' access to healthcare services. This study employed both quantitative and qualitative approaches. The qualitative part used inductive analysis and semi-structured interviews with experts through the Delphi method. The quantitative part involved a statistical population of various Tehran residents, selected through simple random sampling. Data were collected using documentary and field methods (questionnaires) and were subsequently analyzed. The results indicate that from a sociological perspective, there is a relationship between development, social inequality, and poverty in Tehran. Regions with higher levels of development provide better access to healthcare services.

The aim of the present study is to investigate the impact of organizational and human factors on human resource productivity with the mediating role of agility factors (case study: North Drilling Company). In this regard, the concepts of human resources, productivity, and agility were reviewed, and the structural equation modeling (SEM) method was employed to examine the impact of organizational and human factors on human resource productivity with the mediating role of agility factors. The study population includes all employees of the North Drilling Company. The sample size was determined to be 333 individuals using Cochran's formula based on the statistical population. A questionnaire was used for data collection, whose validity was confirmed through content validity by experts, and construct validity and structure were verified through confirmatory factor analysis (CFA) using SmartPLS software. The reliability was assessed and confirmed using Cronbach's alpha coefficient and composite reliability (CR) in SPSS software. For data analysis, the Kolmogorov-Smirnov test was used to check normality, and CFA and SEM were employed to test hypotheses and validate the model. The results indicated that human and organizational factors influence organizational agility, which in turn enhances the level of organizational agility strategies and, consequently, improves employee productivity. Furthermore, the findings revealed that agility drivers and challenges in human resource management influence productivity through agility strategies.

This study examines the differences in the effectiveness of a cognitive engagement training package versus a metacognitive strategy training package on academic procrastination among female students at Farhangian University. The research employed a quasi-experimental design with a pretest-posttest control group and a two-month follow-up period. The statistical population included all female students at Farhangian University in Kazeroon during the first semester of the 2019-2020 academic year, totaling 250 individuals. To compare the cognitive engagement and metacognitive strategy training packages, a purposive sampling method was used. Initially, the Academic Procrastination Questionnaire (Savari, 2011) was administered to 250 female students at Farhangian University in Kazeroon. From those scoring up to 48 on the academic procrastination scale, 45 individuals were purposively selected and randomly assigned to two experimental groups (15 in the cognitive engagement group and 15 in the metacognitive strategy group) and a control group (15 participants). In the posttest and follow-up stages, a significant difference was observed between the mean scores of academic procrastination in the control group compared to the metacognitive strategy training group (p < .001) and the cognitive engagement training group (p < .01). The impact of metacognitive training on reducing academic procrastination in the posttest and follow-up stages was 33.5% and 28.1%, respectively. The cognitive engagement training package reduced academic procrastination by 69.9% in the posttest and 66% in the follow-up stage. While both cognitive engagement and metacognitive training methods significantly reduced academic procrastination in the posttest phase, an increase in procrastination was observed during the follow-up phase in both groups. Comparing the two methods, cognitive engagement training was more effective than metacognitive strategy training in both the posttest and follow-up stages.

This study aimed to examine and analyze the task-based curriculum in primary education. The task-based approach, which emphasizes active learning, content flexibility, and real-world connections, is recognized as one of the modern curriculum planning approaches. The research method was qualitative, and data were collected through content analysis of 12 primary education textbooks and semi-structured interviews with 15 teachers and curriculum planning experts. Data analysis was conducted in three stages: open coding, axial coding, and selective coding, resulting in the extraction of 150 initial codes, 12 main categories, and ultimately the identification of three key themes: "active learning," "flexibility," and "real-world connections." The findings revealed that despite the high potential of the task-based curriculum in promoting students' critical thinking and creativity, challenges such as a lack of resources, inadequate infrastructure, and insufficient teacher training were significant implementation barriers. However, opportunities such as the potential for localization and the use of modern technologies were identified, which could be effective in overcoming these challenges. Expert evaluations indicated that the component "teaching-learning strategies" received the highest approval with an average score of 4.6, while the "assessment" component, with an average score of 4.4, required revision. This study concluded that the task-based curriculum, with enhanced execution infrastructure and appropriate policy-making, can be an effective tool for improving learning quality in primary education.

Education is a complex endeavor and one of the fundamental pillars of human culture, evident and undeniable within educational systems. The present study aims to investigate the educational views of Makhtumkuli Faraghi, Molla Ahmad Naraqi, and Khwaja Nasir al-Din Tusi with a focus on their objectives. The research method is descriptive-analytical and belongs to the category of comparative studies. Data collection was conducted using library research, and data recording forms were utilized as tools for gathering information. Information was collected through reference to credible sources. The population includes all books, theses, journals, and studies related to the research topic. Sampling was performed purposively. Qualitative analysis, classification, and comparison methods were employed for data analysis. Subsequently, the similarities and differences in the perspectives of these three prominent thinkers regarding educational objectives were analyzed and evaluated. After data collection, it was found that there are similarities and differences in the educational perspectives of Molla Ahmad Naraqi, Khwaja Nasir al-Din Tusi, and Makhtumkuli Faraghi regarding objectives. All three regard achieving individual and societal prosperity, perfection, and proximity to God as the primary and most significant goal of education. Khwaja emphasizes the balance between the three human faculties (desire, anger, and intellect) as the cornerstone of his educational views. All three emphasize attaining truth as a central aim in selecting educational objectives.

The aim of the present study was to provide a structural model of administrative standards for educational leaders in schools. The research method employed in this study was correlational and used structural equation modeling (SEM). In the first stage, the statistical population included all teachers in Dhi Qar province, specifically in Al-Rifai city. From this population, 384 individuals were selected using a multi-stage stratified random sampling method. The required data were collected using a researcher-developed questionnaire, designed based on qualitative data (a qualitative model derived from research) and analytical comparisons with theoretical foundations and the research literature. The validity of the questionnaire was confirmed through face and content validity, relying on expert opinions, as well as construct validity through exploratory factor analysis. Reliability was assessed using Cronbach's alpha via the parallel method. Data analysis was conducted using structural equation modeling with the PLS software. Based on the provided estimates, it can be concluded that the examined model demonstrated relatively good and acceptable fit within the target population. Therefore, the research model's results indicate that the model used in the current study had appropriate fit. This study emphasizes that educational leadership, as an independent domain, must align with the goals of education and play a key role in improving the quality and productivity of the educational system. Developing clear and effective administrative standards for educational leaders is essential to enable them to play a significant role in enhancing educational quality. It is recommended that policymakers and educational planners consider these results and take steps toward improving these standards.

Academic self-efficacy is a crucial variable for the academic success of students. This study aimed to determine the relationship between career aspirations and academic self-efficacy, considering the moderating roles of educational justice and career decision-making self-efficacy among students in Wasit City, Iraq. The research employed a correlational design, and the statistical population consisted of students enrolled in universities in Wasit City, Iraq, during the spring and summer of 1403 (summer of 2024). From this population, 250 students were selected through convenience sampling and subsequently responded to three questionnaires: the Career Aspirations Questionnaire (Danziger et al., 2008), the Academic Self-Efficacy Questionnaire (Midgley et al., 2000), the Educational Justice Questionnaire (Golparvar, 2010), and the Career Decision-Making Self-Efficacy Questionnaire (Betz et al., 1996). The research data were analyzed using Pearson's correlation coefficient and hierarchical regression analysis through SPSS version 26. The results indicated that among the eight components of career aspirations, educational justice only moderated the relationship between security and stability with academic self-efficacy, and career decision-making self-efficacy only moderated the relationship between technical and functional competence with academic self-efficacy (p < 0.05 and p < 0.01). Based on the findings of the present study, the roles of career aspirations, educational justice, and career decision-making self-efficacy should be considered in academic environments to enhance students' academic success.

The aim of this study was to model structural equations of professional ethics based on social responsibility, organizational transparency, and organizational commitment, with the mediating role of social cynicism. This research was fundamental, non-experimental, descriptive-survey, and correlational in terms of examining relationships through structural equations. The statistical population included high school teachers in Urmia during the 2021–2022 academic year (N = 2,670). Using a multistage cluster random sampling method, the sample size was determined to be 400 participants based on Cochran's formula. The research data were collected through the following questionnaires: Professional Ethics (Qanbarpour et al., 2019), Social Responsibility (Carroll, 1991), Organizational Transparency (Rawlins, 2008), Organizational Commitment (Allen & Meyer, 1990), and Social Cynicism (Afshani & Kobraei, 2020). The data were analyzed using SPSS V. 28 and Lisrel V. 10 software. Results indicated that social responsibility, organizational transparency, and organizational commitment have a direct, negative, and significant effect on social cynicism. Additionally, social responsibility, organizational transparency, and organizational commitment have a direct, positive, and significant effect on professional ethics. Social cynicism has a direct, negative, and significant effect on professional ethics. Moreover, social responsibility, organizational transparency, and organizational commitment have an indirect, positive, and significant effect on professional ethics through the mediating role of social cynicism. Authorities should address the legitimate demands of teachers by fostering a transparent environment, which could enhance teachers' commitment and responsibility in teaching. This, in turn, could contribute to their professional success while also advancing societal scientific success.

This study aims to identify the educational and developmental realm and determine its educational components based on the model of tolerance and forbearance derived from the Quran and Nahj al-Balagha. The study was conducted using a qualitative approach, employing the grounded theory methodology for model design. The research domain included all verses of the Quran and sections of Nahj al-Balagha, including letters, sermons, proverbs, and more. The analysis of the research domain was carried out gradually based on keywords and recurring words related to the topic, with a focus on appropriate Persian and Arabic keywords such as tasāhul (tolerance), tasāmuh (forbearance), sahla (ease), samha (leniency), al-tasīr (facilitation), al-tasāhul (tolerance), al-suhūlah (simplicity), āsnī (ease), ‘afw (forgiveness), līn (gentleness), mudārā (tact), and soft-heartedness. This process continued until theoretical saturation was reached. For reviewing theoretical and research backgrounds, a library-based method and note-taking tool were employed, ensuring the fulfillment of alternative validity and reliability criteria based on trustworthiness, credibility, and dependability. Data analysis was conducted using the Glaserian method (open, selective, and theoretical coding). The findings presented the model of tolerance and forbearance in the educational and developmental realm, incorporating four educational domains: faith and worship, education and development, social relations, and individual ethics, all aimed at the nurturing and development of humanity. Based on the findings, the educational and developmental components of this model include: advice with a focus on tolerance, gentle counsel through storytelling, flexibility in educational methods, nurturing the educational environment, introducing a model of gentleness, and teaching with love. These components can serve as a new guide to transform schools into beloved places, fostering an atmosphere of affection.

The aim of this study was to create checklists for discovering, designing, and developing activities and games related to visual art and music talent in children aged 4-6 years, based on Piirto's Talent Development Pyramid. This research is qualitative in nature, and the method used for analysis was thematic analysis as described by Braun and Clarke (2006). After reviewing the literature and extracting codes and analyzing them for each area of visual art and music talent in children, two themes were selected: discovery and development of talent. The themes related to visual art talent development in children included 35 main themes and 96 sub-themes, while those related to music talent development included 20 main themes and 68 sub-themes. The development of visual art and music talent, based on Piirto's Talent Development Pyramid, in preschool children, provides practical components and necessary validity for the discovery of tools, games, and activities aimed at nurturing children's talents. Utilizing Piirto's Talent Development Pyramid to discover and foster children's visual art and music talents not only helps in identifying and developing specific abilities but also promotes the overall growth of their social skills, creativity, and self-confidence. This process aids children in entering the world of art and music naturally and with enjoyment, laying the foundation for their talent development in later stages of life. Therefore, it is recommended that this package be used by parents and educators in training centers to identify and nurture children's visual art talents.

The present study aimed to design a competency model for professional managers based on the management philosophy of Martyr Haj Qasem Soleimani in the General Department of Education, Kerman Province. This research utilized a qualitative methodology (thematic analysis) and conducted interviews with 19 experts on the topic of professional managerial competencies. The quantitative statistical population included all managers and experts in the General Department of Education in Kerman Province, totaling 1,048 individuals, of whom 428 were selected using systematic random sampling. To identify the dimensions and components of professional managerial competencies inspired by the management philosophy of Martyr Haj Qasem Soleimani, in-depth and comprehensive interviews were conducted with experts in the General Department of Education in Kerman Province. In the quantitative phase of the study, an 89-item questionnaire based on a 5-point Likert scale was employed to validate the research model. The validity of the questionnaire (professional managerial competencies) was calculated at 0.969, and its reliability was determined to be 0.753. Data from the qualitative phase were analyzed using NVivo version 11, while the quantitative data were analyzed using descriptive statistics (various indices, tables, and statistical charts) and inferential statistics through SPSS version 23, SMART PLS version 3.3, and Expert Choice version 11. The significance level was set at 0.05. The findings indicated that the concepts extracted for the competency model of professional managers based on the management philosophy of Martyr Haj Qasem Soleimani in the General Department of Education, Kerman Province, include 78 initial codes, 26 basic themes, and 9 organizing themes.

Self-regulated learning is defined as an active, goal-directed self-control behavior with both motivational and cognitive components to accomplish and complete academic tasks by a student. The purpose of the present study was to test the proposed model of the causal relationship between self-regulation strategies, problem-solving skills, academic adjustment, and school belonging, with the mediation of students' goal orientation. This study was a correlational research of the path analysis type. The statistical population consisted of all middle school students in Tehran who were studying in the academic year 2023-2024. A total of 250 middle school students from Tehran were selected using cluster sampling. Data were collected using the Self-Regulated Learning Strategies Questionnaire, the Heppner and Peterson Problem-Solving Inventory, the Baker and Siryak (1984) Academic Adjustment Questionnaire, the School Belongingness Questionnaire, and the Revised Achievement Goal Orientation Questionnaire. Data analysis was conducted using SPSS version 24 and AMOS version 20. The results revealed significant direct and indirect effects of self-regulation strategies and problem-solving skills on academic adjustment and school belonging, with goal orientation serving as a significant mediator. These findings suggest that fostering self-regulation and problem-solving abilities, while emphasizing the importance of goal orientation, can enhance students' academic adaptation and sense of belonging to school. The study highlights the importance of these psychological and cognitive factors in promoting academic success and overall student well-being.

The present study aimed to validate an empowerment model for educational system managers to enhance social security in tourist areas. This study was correlational in nature, utilizing structural equation modeling. The study population consisted of all educational system managers, including school principals and education administrators in Mazandaran province, who were active during the 2024-2025 academic year. To estimate the sample size, Cochran's formula was used, and after accounting for a 20% dropout rate, the final sample size of 320 participants was randomly selected. For evaluating the construct validity of the proposed model, first- and second-order confirmatory factor analyses were conducted using AMOS 24 software. To examine the paradigm model of the study, structural equation modeling based on Partial Least Squares (PLS-3) was employed, and the direct effect regression coefficients for all model pathways were reported. According to the results, the standardized factor loadings for each primary and secondary category of the empowerment factors for educational managers aimed at enhancing social security in tourist areas were greater than 0.40 and were confirmed. The convergent and discriminant validity of the scales in the proposed model were also satisfactory. Additionally, the overall model fit was confirmed, and both the structural and measurement models demonstrated adequate quality in explaining the research variables. Therefore, the use of the model derived from this study for empowering educational managers to enhance social security in tourist areas is an effective method with high validity.

The present study aimed to provide a cultural development model aligned with the Fourth Industrial Revolution. The research was applied in terms of its purpose, cross-sectional regarding time, and of a mixed-methods nature (sequential exploratory) conducted in two qualitative and quantitative phases. The qualitative phase was a meta-synthesis, while the quantitative phase was descriptive-correlational. The statistical population in the qualitative phase included document analysis and experts from public organizations in Iran as well as academic scholars. The sample size was determined to be 20 individuals in the qualitative phase, based on the principle of saturation, and 335 individuals in the quantitative phase, using sample size calculations for structural equation modeling. Sampling was purposive in the qualitative phase and non-random quota sampling in the quantitative phase. In the qualitative phase, data collection utilized two

(a) meta-synthesis (research synthesis) based on a systematic review and (b) semi-structured interviews. Reliability in this phase was ensured through intracoder reliability, and content validity was assessed. In the quantitative phase, descriptive and inferential statistical analyses were applied. Tests such as one-sample t-tests and structural equation modeling using SPSS and SmartPLS software were employed. Additionally, fuzzy AHP was used to prioritize the components. The results indicated that cultural development aligned with the Fourth Industrial Revolution includes six components: organizational structure, strategic thinking, innovation, individuals, leadership, and technical systems. Among these components, technical systems were identified as the top priority.

Human capital excellence is a comprehensive framework of core values, criteria, and indicators for human resource management. This framework helps human resource managers within organizations to continuously evaluate activities, procedures, processes, and outcomes of their human resources, identifying strengths and areas for improvement (issues and problems), and planning for their enhancement. Therefore, the present study aims to determine the role of human capital excellence in improving employee performance in the Judiciary. The research method is descriptive-correlational. Cochran’s formula was used for sampling, and based on this, the sample size consisted of 175 individuals. Data were collected using the Human Capital Excellence Strategies questionnaire from the Iranian Human Resource Management Association (with a reliability of 0.869) and the Employee Performance questionnaire by Stephen Kendrey (with a reliability of 0.901). The data were analyzed using the Kolmogorov-Smirnov test and linear regression analysis. The results showed that human capital excellence has an impact on improving employee performance, and that human capital leadership and human capital strategies contribute to enhancing employee performance in the Judiciary.

The present study aimed to design and validate an educational equity model for the education system of Iraq. This research, based on its objective, is categorized as applied research and is descriptive-survey in terms of data collection methodology. The statistical population consisted of all schoolteachers in Iraq, totaling 1,122,345 individuals. From this population, based on Krejcie and Morgan's table (1970), a sample size of 384 participants was selected. The sampling method employed was cluster sampling. A researcher-designed questionnaire was utilized as the data collection tool. To examine the validity of the measurement tool, two methods were used: content validity (face validity) and construct validity (confirmatory factor analysis approach). Data analysis was performed using the confirmatory factor analysis approach with Amos software. The findings revealed that confirmatory factor analysis of the equity category in the domains of students, parents, teachers, and administrators indicated that the primary concept of "students" had a path coefficient of 0.98, "teachers" had a path coefficient of 0.52, "administrators" had a path coefficient of 0.35, and "parents" had a path coefficient of 0.92. These concepts exhibited strong correlations with the factor "equity in human resources," making them strong indicators for measuring this factor. Additionally, the p-values for all primary concepts within this factor were less than 0.05, signifying a significant relationship between each category and its higher-order factor. It can be concluded that addressing the indicators and variables discussed in this study is essential for achieving social equity, and planners must pay serious attention to them.

This study aims to examine the impact of technology-based interactive teaching methods on enhancing students' conceptual understanding and to analyze the challenges and opportunities associated with this educational approach. This research was conducted using a qualitative approach, with data collected through semi-structured interviews with 24 teachers and educational experts in Tehran. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. The collected data were analyzed using qualitative content analysis with NVivo software. Open, axial, and selective coding techniques were applied to identify key patterns related to the research topic. The findings revealed that interactive technologies in education facilitate easier access to learning resources, increase student motivation, enhance educational interactions, and improve conceptual understanding. Additionally, technology contributed to the development of cognitive and social skills among students. However, several challenges were identified, including infrastructural limitations, lack of teacher knowledge and skills, and disciplinary issues in virtual classrooms. Technology-based interactive teaching methods have significantly improved students' conceptual understanding and transformed learning into a dynamic and engaging process. However, for successful implementation, educational infrastructure needs to be strengthened, teachers require proper training, and strategies must be developed to manage the associated challenges.