Sorayya Ruodi aliabadi; Mohammad akbary; Mohsen Ayati
Abstract
IntroductionThe world is constantly changing, and to keep up with these changes, one must be a lifelong learner and have a natural desire to learn in order to adapt to change and enrich skills. The aim of this study was to investigate the factors affecting lifelong learning. MethodsThe method of ...
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IntroductionThe world is constantly changing, and to keep up with these changes, one must be a lifelong learner and have a natural desire to learn in order to adapt to change and enrich skills. The aim of this study was to investigate the factors affecting lifelong learning. MethodsThe method of this study using the systematic review method. To achieve the purpose of the study, a regular and extensive review of the research background was conducted. For this purpose, databases of SID, Magiran, Noormags, Eric, Sage, Science Direct & scholar google were searched. After removing the articles disproportionate to the purpose of the research, a complete review was performed on the remaining 27 articles. ResultsFinally, it was revealed that of regular review of research background led to the extraction of 4 general factors. Findings showed that individual, educational, socio-cultural and family factors are involved in lifelong learning. Individual factor including personality factors and mental agency; The educational factor includes factors related to the teacher, factors related to teaching and curriculum, and factors related to educational tools and facilities; The socio-cultural factor also included community relations, integrated team-based learning, and culture structures, and family factors including the relationship between the family and the university and the parent-teacher association. According to the extracted articles, among the many factors involved in lifelong learning, the individual factor and the educational factor are the most abundant. The socio-cultural factor is also the third factor that has the most frequency. Family factors are next, which are effective in lifelong learning. The findings of this study can provide appropriate solutions for education authorities.Based on the results of this study, the effects of the individual, education, family, culture and society on lifelong learning awareness are reflected in the individual's motivation and learning goal, which directly affects the effectiveness of learning. As a result, there will be a guide to the general habit of lifelong learning. Therefore, lifelong learning policy, in addition to a high-level strategy, should create a positive conscious environment with sufficient learning materials and social conditions to stimulate self-learning initiative and strengthen self-directed learning motivations. The findings of this research can provide appropriate solutions to the guardians of education.
Jafar Abbasi; Abdolrahim Navehebrahim; Hasanreza zienabadi; Hossien Abbasian
Abstract
IntroductionFinancial literacy is an essential competence in societies depending on individual responsibility and self-sufficiency. The aim of this study was to extract the characteristics of economic training program for high school students.MethodThis research is a kind of developmental and applied ...
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IntroductionFinancial literacy is an essential competence in societies depending on individual responsibility and self-sufficiency. The aim of this study was to extract the characteristics of economic training program for high school students.MethodThis research is a kind of developmental and applied studies in terms of purpose. This research is methodically among the qualitative-documentary researches following the systematic review of Cochran. In this study, from the total number of searched articles according to the desired criteria, 1121 articles have been extracted in the first step and in the final step, 37 documents entered the systematic analysis process. Thematic analysis method has been used to analyze the information in this research. In this research, the reliability and verifiability of data has been confirmed and qualitative analysis has been performed by two coders; the rate of agreement of the evaluators for the performed analyzes was 79.6%. ResultsThe results of thematic analysis after classifying the initial codes identified 55 basic themes in 4 organizing themes (purpose, content, learning and teaching strategies and evaluation that have formed the comprehensive theme of economic education program for high school students. The research findings have identified the components of the economic education program in the form of objective elements (cognitive, emotional and skill), content, teaching and learning strategies and evaluation. DiscussionUpstream documents of the education system, such as the National Curriculum document, emphasize the acquisition of economic skills. Also, in the document of education fundamental transformation, economic education is mentioned as one of the main branches of training. To achieve the goals of economic education among high school students, we need to design and produce rich content tailored to the needs of students. In this study, the results of systematic review data analysis showed that content related to students' lives (general) and this content can be prepared in various formats, including printed and non-printed sources. Appropriate learning strategies in the economic education program can present the generated content to students in creative ways and develop students' economic knowledge and skills. Finally, the evaluation of the economic education program can identify the gaps in this program and evaluate the rate of student’s success in achieving goals.