نشریه مطالعات برنامه ریزی آموزشی
پیاپی 25 (بهار و تابستان 1403)

One of the key challenges in the field of vocational education in Iran is the fragmented delivery of these programs by two separate institutions: the Technical and Vocational University and the University of Applied Science and Technology. This study aims to investigate the impact of consolidating these two universities on enhancing efficiency, effectiveness, and improving their responsiveness to the human resource needs of society This research employs an analytical approach, utilizing existing data from educational planners and labor market trends in Iran. It evaluates the impact of separate versus consolidated management of advanced skill training, using qualitative assessments and comparative analysis of educational outcomes. The findings indicate that consolidating technical and vocational universities with scientific and applied universities can enhance efficiency, effectiveness, and the overall quality of higher skill education. This consolidation also improves responsiveness to labor market demands. The study highlights that successful implementation of skill training programs requires not only structural integration but also coordination with economic, industrial, agricultural, and service sectors. Continuous engagement with the education system and active participation of private sectors and employers as stakeholders are crucial for effective planning. The consolidation of higher skill training institutions can lead to more efficient educational systems that better meet the human resource needs of society. Furthermore, the study emphasizes the importance of creating a professional qualification system, establishing cooperative frameworks with various sectors, and ensuring that education aligns closely with labor market needs.Innovation and originality: This study provides a novel analysis of the structural and operational benefits of consolidating two major skill training universities in Iran. It contributes original insights into how such integration can foster better coordination with labor markets and improve educational outcomes in the technical and vocational sectors

 School spaces and facilities are critical aspects of educational planning. The architecture and design of schools can significantly influence the long-term outcomes of the educational process. This study aims to establish and validate foundational principles for designing educational spaces in elementary schools.

This research employs an exploratory sequential mixed-methods approach. In the initial qualitative phase, theoretical foundations related to primary educational spaces were gathered from literature, relevant articles, and interviews with 10 experts in educational spaces. These insights were synthesized into a list of criteria for designing educational spaces. Interviewees were selected through snowball sampling, based on data saturation.In the quantitative phase, eight experts examined and validated the content and face validity of this list, resulting in 72 finalized items. The data were then analyzed using factor analysis to determine the factor loading of each item. The quantitative sample included 153 exemplary teachers and top educational administrators, selected through convenience sampling. Instrument reliability was high, with a Cronbach’s alpha of 0.95.

In the qualitative phase, 87 initial items were identified from literature and expert interviews, later refined to 72 items after content validation. The results of the fit indices in the revised model demonstrated robust fitness with the data, with all items exhibiting high factor loadings with their respective latent variables.

The construction and utilization of elementary school spaces demand careful consideration of various educational, communal, and communication factors. The psychological and physical impact of these factors on students is profound. Given that educational planning seeks to structure environments that enhance learning and optimize educational activities and facilities, it is recommended that planners rigorously apply criteria for the design and equipping of these buildings.Innovation and Originality: As no previous study has systematically compiled and validated criteria specifically for designing elementary school spaces, this research provides a foundational framework for the design principles of educational environments tailored to young learners.

This study aimed to identify the barriers to the transfer of organizational learning using a synthesis research strategy within a qualitative framework.

A synthesis research strategy guided this study, employing a qualitative approach. The statistical population consisted of documents sourced from the ISC Database, Magiran, Google Scholar, and ScienceDirect. Purposeful sampling was used, focusing on all accessible documents related to organizational training, organizational learning, transfer of organizational learning, barriers to learning transfer, skills training, and in-service training. Data collection continued until theoretical saturation was reached. Out of 247 initial studies, 70 were selected based on relevance to the study's objectives. A checklist developed from keyword-related articles served as the research tool. Data analysis followed an inductive process, with recurring themes and factors consolidated and categorized under general headings. These headings were then reviewed by expert faculty, who validated certain categories while suggesting modifications to others. Approved categories were organized coherently, with each category reference noted.

Findings identified the primary obstacles to effective organizational learning transfer, including (1) insufficient educational and managerial qualifications of instructors, (2) absence of a learning culture, (3) lack of transformative and supportive management, (4) overwhelming and challenging job responsibilities, (5) inadequate quality of instructional content, (6) ineffective evaluation processes, (7) inadequate supervision or inefficient course monitoring, (8) poorly scheduled courses, and (9) insufficient learner preparation.

Based on the findings, it is recommended that course instructors be selected with a specialized focus, that educational and managerial policies be aligned with practical applications from the outset, and that points awarded solely for attendance and participation in training courses be reconsidered.Innovation and Originality: For the first time, this research comprehensively identifies barriers to organizational learning transfer across various organizations, both domestically and internationally, through a synthesis research strategy.at the points that are only related to the attendance and Participation in training courses should be removed.Innovation and originality:  For the first time, the current research has identified all the barriers to the transfer of organizational learning in different organizations inside and outside the country comprehensively using a synthesis research strategy.

Health-oriented academic lifestyle training programs are essential in enhancing students' success rates and academic performance. This study aimed to design health-oriented educational programs and environments to improve students' well-being in Mazandaran province.

This qualitative study was conducted using grounded theory. The research is categorized as exploratory-developmental and aims to uncover insights for program development. Data collection involved expert interviews, followed by conceptual analysis through grounded theory techniques. The research sample comprised specialists in education, training, and school health in Mazandaran. Using purposive and snowball sampling, 18 health experts in student academic well-being were selected and interviewed. Data was further collected using a custom-developed Health-Oriented Academic Lifestyle Questionnaire, achieving a Cronbach's alpha reliability of 0.86.

The study identified six core categories crucial to promoting health-oriented academic lifestyles: intervening conditions, effective school factors, contextual conditions, school outcomes, effective strategies, and school dimensions. Findings demonstrate that the proposed model can serve as a standardized framework for enhancing students' academic health.

Conclusions and suggestions:

 Based on the findings, it is recommended that school health system specialists develop comprehensive guidelines for fostering healthy learning environments. Health-oriented educational programs should be designed with short-, medium-, and long-term goals, focusing on programs that enhance physical activity and psychological well-being.

Innovation and originality:

 This study is the first to design a health-oriented educational model that emphasizes physical activity as a core component for supporting students' physical and mental health.

This article examines the unforeseen impacts of artificial intelligence within academic settings, analyzing the complex issues arising from its growing and thought-provoking presence at both micro (classroom) and macro (higher education planning and policy) levels.

The approach of this study is qualitative, utilizing an autobiographical method that moves beyond surface-level reporting toward interpretative phenomenology. Autobiography, with its focus on the researcher’s personal experience (unexpected encounter with AI in the classroom), enables a more precise analysis of this experience.

The findings indicate that students lack sufficient familiarity with the ethical dimensions of AI use. Lesson plans do not address AI, and there is no specific program for evaluating student assignments using this technology. Additionally, higher-level educational policies have not been updated to accommodate the infiltration and expansion of AI within curricula, and many of these policies remain limited in scope. Given the current situation, inequalities stemming from the use of this technology are on the rise.

Conclusions and suggestions: 

This study addresses the lack of awareness regarding the applications and ethical dimensions of artificial intelligence, as well as the absence of educational infrastructure and up-to-date curricula related to this field within universities. In this regard, it is recommended that universities revise their curricula and develop appropriate educational resources for both instructors and students. Additionally, essential improvements to infrastructure and policies should be prioritized to optimize the effective utilization of this technology.

Innovation and originality: 

This article, employing a novel approach, seeks to bridge the gap between classroom settings and the fields of educational policy and planning. The innovation of this study aims to raise awareness among policymakers about the rapid spread of artificial intelligence across the country and encourages them to adopt proactive and forward-thinking policies in this regard.

Ensuring the quality of services and designing coherent plans to achieve progress for the beneficiaries is one of the main missions of higher education systems. Therefore, the present research was conducted in order to investigate the expectations of students for more effective educational planning at Farhangian University.

The current research is applied in terms of purpose and content analysis strategy using a qualitative approach. Sampling was done reached with a purposeful criteria-based method until data saturation was reached. The data collection tool used students' written reports. 36 reports were analyzed and coded. The validity of the findings was confirmed by presenting the described categories to 10 authors of the reports, and the accuracy of the coding was confirmed. Reliability was achieved by re-coding the data and ensuring adequate convergence between previous and re-codings.

Students' expectations included 165 meaningful categories. The expressions obtained include the expectations of students in two main categories  administrative-organizational and educational. Themes included space and equipment, communication with students, academic support, educational status, curriculum, course headings, and educational evaluation.

One of the university's missions is to meet the students' expectations by establishing suitable educational programs. The research results highlight the importance of paying attention to these expectations. It is recommended to consider students' expectations in university planning.Conclusions and suggestions: The significance of students' expectations and their efforts to meet them cannot be overstated. The findings of this research underscore the importance of prioritizing students' expectations in all dimensions. By doing so, students can effectively contribute to the development of society after graduation.

Innovation and originality:

 It is crucial to identify students' expectations from the university and give them due attention. This necessitates a revision of the educational and organizational system of the university, along with the development of up-to-date standards. It is equally important to monitor the successful implementation of these standards to ensure their effectiveness.

Multi-grade classes are among the inevitable strategies in educational systems that are used for various reasons. From the point of view of educational planning, this type of education is defined based on reorganization and classroom management. The main goal of this research was to analyze the challenges of multi-grade classes in schools from the point of view of educational planning.

The research method based on the purpose is applied and mixed based on the type of data. The statistical population included all the teachers of multi-grade classes in the country, 15 people were selected in the qualitative section using the purposeful sampling method and 430 people were selected in the quantitative section using the random cluster sampling method. Qualitative part data was collected through semi-structured interview. After identifying the main challenges, a questionnaire consisting of 87 items was designed and validated in the focus group. In the quantitative section, the obtained pattern was examined through the implementation of confirmatory factor analysis.

The results indicate that there are eight basic challenges: motivational (β=0.99), organizational (β=0.98), physical and facilities (β=0.97), support and information resources (β=0.93), operational (β=0.93). β=0.90), methodological and pedagogical (β=0.88), educational and improvement (β=0.82) and teacher training and development (β=0.81) were identified. Based on this, the prioritization of challenges was determined (motivational challenge with first priority). In the confirmatory factor analysis, two error indicators, namely, the RMSEA index with a value of 0.02 and RMR with a value of 0.04, indicate that the model error is low. The three goodness-of-fit indices are 0.96 for the GFI index, 0.91 for the adjusted GFI index, AGFI, and 0.99 for the NFI index, showing the good fit of the model.

Conclusions and suggestions:

 Multi-grade schools are an important part of the education system, and while identifying its challenges and issues, planning for improvement should be done. The results of this research, while identifying these cases, provided suggestions for pre-service and in-service training as well as content enhancement.

Innovation and originality: 

Based on the identified challenges, strategies and policies have been recommended, which include at least 700,000 students and more than 50 teachers

Actions in education will lead to achieving the desired goal when they are properly planned. The purpose of this study was to identify and analyze the challenges facing Article 28 teachers and find solutions to these challenges based on their lived experiences in order to transform educational planning for them.

The research approach was qualitative and the research strategy was phenomenological, of the 4-stage type of Van Manen. A researcher-made structured interview tool was used to collect data. The research field included the ninth series of skilled teachers in Kurdistan Province in the academic year 1402-1403, totaling 150 people based on the data saturation criterion, 27 people were selected.

The findings were obtained in two steps: The first step included the challenges facing Article 28 In this regard, 5 overarching themes, 15 organizing themes, and 117 basic themes were obtained. The organizing themes are related to evaluation challenges, management challenges, teacher expertise and classroom management, induction course challenges, administrative challenges, challenges related to holding in-service courses, communication with parents and students, and challenges related to school facilities and educational equipment In the second step, Article 28 teachers' solutions to overcome the challenges were outlined. The findings of this step included 5 overarching themes, 13 organizing themes, and 109 basic themes. The organizing themes include: solutions in the field of teaching methods and tools, empowering teachers, solutions in the field of evaluation, providing quality to university infrastructure, solutions related to administrative affairs, providing quality to in-service courses, effective communication with parents and students, and equipping schools with all educational facilities.

Conclusions and suggestions:

 The findings indicate that the teachers of Article 28 are not prepared for education and the low quality of the Podman course which has caused fear and anxiety in new teachers and lowering the quality of teaching and learning. In this regard, empowering teachers and the efforts of educational system employees play a significant role in the dynamics and development of the educational system. Therefore, considering the challenges facing Article 28 teachers, it is suggested that their current educational planning be transformed based on the findings.

Innovation and originality: 

Considering that the challenges facing teachers in Article 28 have not been examined so far, the current research examines the lived experiences of Article 28 teachers of the challenges they face and provides solutions for these challenges.

 This research was conducted with the overall goal of developing change strategies in the higher education system in accounting in Iran.

This research identified the strengths, weaknesses, opportunities, and threats of the subject using the SWOT matrix and prioritized them using the AHP technique. The statistical population of the research were knowledgeable and subject matter experts in relevant organizations. The SWOT-AHP technique was used to process the information using the Expert Choice software.

  The research findings showed that the weaknesses, threats, opportunities and strengths in the subject under study were assigned the first to fourth priorities, which indicates the dominance of the risky space over the useful space. In addition, in prioritizing strategic areas, the results showed that, respectively, the WT area means defensive strategy (minimum - minimum), the WO area means adaptive strategy (minimum - maximum strategy), the ST area means contingency strategy (maximum - minimum), and finally the last strategy is based on the SO axis, which means offensive strategy (maximum - maximum). In addition, based on the TOWS matrix, 12 necessary strategies were designed in the field of change in the higher education system in the field of accounting.

Conclusions and suggestions: 

Accounting higher education system in the last decade due to market changes and innovation system more than any other discipline needs to change and adapt more to the labor market, therefore, they need a model that guides the education system in reaching to these goals. The strategies designed in this research can be helpful.

Innovation and originality: 

So far, no research with this title has been done in the country, and due to the existing vacuum, this research was designed and compiled .

Citizen Science refers to scientific research in which non-professional citizens or amateur scientists participate in the collection and analysis of data. This approach promotes public engagement in scientific processes and enhances social awareness. With the advancement of technology and access to big data, Citizen Science has gained attention as a novel tool in education and learning. The aim of this study is to examine the opportunities and challenges of Citizen Science in the field of education and learning. This research seeks to identify the potential of this approach and the challenges encountered in its implementation through a systematic review of the existing literature. 

This research is fundamental in terms of its goals and descriptive-library-based in terms of data collection. A systematic review of the literature was used for data collection and analysis. Searching in reputable scientific databases, including scientific articles and related resources, was conducted to identify credible evidence. The SALSA model (Search, Appraise, Synthesize, and Analyze) was used to analyze the data. 

The findings indicate that Citizen Science can contribute to enhancing scientific literacy, strengthening critical thinking, and increasing social participation. However, challenges exist in the implementation of this approach, such as a lack of educational resources, unawareness among teachers and students, and cultural and social barriers. 

Citizen Science, as an innovative educational approach, has significant potential to improve the quality of education and learning. However, to realize this potential, appropriate planning and targeted training are necessary. This research can serve as a starting point for field studies and the development of Citizen Science in educational systems. It is recommended that researchers in the future design and implement more comprehensive projects that can help achieve educational and scientific goals. 

Originality and Innovation:

 The innovation of this research lies in providing precise solutions for integrating Citizen Science into educational programs, addressing existing gaps in previous research, and bringing about transformations in attitudes and educational methods..

This research was conducted with the aim of analyzing the necessary competencies of integrating information and communication technology with instructional program in the context of virtual education.

This study was conducted with a qualitative approach and the participation of 15 experts in the field of educational technologies through semi-structured interviews and snowball sampling. Data analysis was done by manual coding using thematic analysis method with inductive approach and Atride-Sterling model. Authenticity verification was done by using strategies such as implementing a systematic process of data recording, increasing the number and variety of interviewees, frequent revision of data, control by members and external researchers; And reliability was measured through retest reliability and reliability between two coders manually, and after the completion of coding, the results of these two coders were compared with each other and the Holsti method was used.

The results of the theme analysis indicated that a total of 79 open codes or basic themes were extracted from 15 interviews, which were reduced to 37 themes after removing duplicates, and these 37 themes were in the form of 11 main organizing themes of individual competence. Teacher, teacher's social competence, teacher's professional ethics, content mastery, familiarity with technology and technical skills, knowledge and principles of technology use, information transfer in virtual education, use of technology in education, classroom management in digital space, attention to psychological characteristics Students are involved in the evaluation and integration of technology with the curriculum in the evaluation and 4 comprehensive themes of the teacher's personal and professional competencies, the teacher's scientific and technical competencies, the ability to teach and evaluate, and educational evaluation.

Conclusions and suggestions: 

In this regard, it can be concluded that for the integration of information and communication technology with the curriculum and education in the context of virtual education, there are competencies that teachers, having these competencies, can best integrate these technologies with Curriculum and educational programs are successful.

Innovation and originality: 

The examination of the essential competencies of integrating information and communication technology with the curriculum and education in the context of virtual education is comprehensively considered