marjan sojoodi; Marzieh Dehghani; mohamad javadipour; Reza Zaefarian
Abstract
Idea Generation and innovation creates a favorable environment for cultivating the seeds of ideas in children's minds and creates in them a new vision for looking differently, innovation and self-efficacy; This is especially important in the curriculum of the elementary school. Based on this, the present ...
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Idea Generation and innovation creates a favorable environment for cultivating the seeds of ideas in children's minds and creates in them a new vision for looking differently, innovation and self-efficacy; This is especially important in the curriculum of the elementary school. Based on this, the present research was conducted in order to identify the fundamental factors affecting the flourishing of ideas and innovation among elementary school students. The present study is practical in terms of purpose and the research approach is qualitative and phenomenological. The sample size was 12 people and sampling was done in a targeted way. The data collection tool was a semi-structured interview. Data analysis was done using Claysey's method. The identified factors in the flourishing of children's ideation and innovation included four main factors. The first factor, "idea search tools", includes the application of idea search techniques and creative strategies, games and gamification, and innovative activities and assignments. The second factor, "mental factors" includes; Students' questioning and the power of imagination and mental imagery, the third factor "inspiring teachers and parents" includes the guiding role of the teacher, encouraging and knowledgeable parents and proactive and active teachers and the fourth factor "atmosphere and physical space" which includes the atmosphere and physical space and The governance was an atmosphere of trust and acceptance. The results of the current research show the broad angles and dimensions of ideation and innovation, and the activation of these angles through the factors identified in this study plays a significant role in realizing the goals of the elementary school and provides the ground for cultivating thinkers, active and free-thinking learners. Makes. On the one hand, searching for ideas promotes individual and social identity and independence and increases the self-confidence of elementary school students, and on the other hand, from a practical point of view, it leads to the active participation of children in educational activities and special events of the elementary school.
Hedyeh Mohamadzadeh; Afsaneh Naraghiadeh; Parvin Samadi
Abstract
IntroductionThe present research was conducted with the aim of analyzing the responsibility of primary school students from the perspective of teachers, administrators and parentsMethodThis study was qualitative in terms of applied purpose, with thematic analysis approach. The participants in the research ...
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IntroductionThe present research was conducted with the aim of analyzing the responsibility of primary school students from the perspective of teachers, administrators and parentsMethodThis study was qualitative in terms of applied purpose, with thematic analysis approach. The participants in the research were teachers, administrators and parents. The research tool was a semi-structured interview that reached theoretical saturation with 8 teachers, 7 managers and 9 parentsResultsThe results of the analysis of the theme in the teachers' section for examples of responsibility in two sub-categories: individual (personal) and class (professional); For factors affecting responsibility, there are four sub-categories of family factor, social factor, personality factor and educational factor; For the teacher's actions to make students responsible, two sub-categories of formal assignments and informal assignments; For the evaluation method, two quantitative and qualitative sub-categories were extracted from responsibility, and three short-term, medium-term and long-term sub-categories were extracted for the consequences of responsibility.DiscussionAlso, the results of the content analysis of managers' interviews for examples of responsibility under individual and group categories, to affect responsibility under family, personal, environmental and educational categories; The manager's actions for students' responsibility of team, individual, social and organizational categories were extracted and for the consequences of responsibility, two sub-categories of individual and social were extracted. In general, when a person learns from childhood to create a balance and be responsible for his potential and actual abilities and the expectations that exist from him, he will undoubtedly be successful in his educational, career and life destiny. Less confusion and failure.Since developing societies need responsible and self-sufficient people, therefore today's people must accept responsibility for their lives and destiny more than ever, and this is not possible unless the basis of education is based on increasing children's understanding. and teenagers about their role in building their destiny and quality of life, and to achieve this goal, effort and careful planning is necessary. Teaching responsibility helps children and teenagers to accept responsibility for their feelings, knowledge and behavior and also to accept that they are responsible for their health, success, relationship with others and relationship with the environment.
Fatemeh Ahmadi; rezvan Hosseingholizadeh; Mojtaba Bazrafshan Moghadam
Abstract
IntroductionThe main aim of this study is to describe the lived experiences of academic freedom members of the Ferdowsi University of Mashhad.MethodThe qualitative research method used descriptive phenomenology to reach this aim. All Ferdowsi University of Mashhad faculty members formed the study sample, ...
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IntroductionThe main aim of this study is to describe the lived experiences of academic freedom members of the Ferdowsi University of Mashhad.MethodThe qualitative research method used descriptive phenomenology to reach this aim. All Ferdowsi University of Mashhad faculty members formed the study sample, and 18 people were selected as key informants by purposive sampling. Semi-structured interviews were used to collect the required data, and Strauss and Corbin's analysis method was used to analyzing the data obtained from the interviews. Also, four criteria of Lincoln and Guba were used to validate the findings. ResultsBased on the findings, five main themes of academic freedom, including educational freedom, research freedom, individual freedom, cultural freedom, and organizational freedom, were extracted as the experiences of faculty members of Ferdowsi University of Mashhad. In the theme of educational and research freedom, the results obtained indicate the different experiences of faculty members regarding freedom and limitations in these two themes. The categories related to the individual and the perception of faculty members of academic freedom were placed under the theme of individual freedom. The theme of cultural freedom also expresses the link between social, political and societal culture and academic freedom. Finally, the theme of organizational freedom refers to the categories related to the organization and structure of the university.DiscussionIn the theme of educational and research freedom, the obtained results indicate the different experiences of faculty members regarding freedom and restrictions in these two themes. The categories related to the individual and faculty members’ perception of academic freedom were placed under the theme of individual freedom. Also, the theme of cultural freedom expresses the link between social, political and society culture with academic freedom, and at the end, the theme of organizational freedom refers to the organization and structure of the university.
mahtab Asgari; mohamadjavad liaghatdar; azam Esfijani; leila heshmatifar
Abstract
IntroductionThe challenges inherent in online learning environments, such as feelings of isolation and alienation, are often overlooked. This highlights the need for special attention to fostering a sense of presence in these settings. Specifically Teaching techniques used by educators play a key role ...
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IntroductionThe challenges inherent in online learning environments, such as feelings of isolation and alienation, are often overlooked. This highlights the need for special attention to fostering a sense of presence in these settings. Specifically Teaching techniques used by educators play a key role in enhancing the learning experience and strengthening students' sense of presence. Consequently, refining and optimizing these techniques can significantly contribute to improving presence and mitigating the challenges of its creation in online settings. MethodThis research used a mixed-methods approach to investigation and validate teaching techniques aimed at creating a sense of presence in online learning environments. Initially, Data for investigation the teaching techniques were collected through content analysis of documents and semi-structured interviews with experts in the field. Data collection continued until informational saturation was achieved, with 25 documents reviewed and 14 interviews conducted. The findings were formulated into a questionnaire, which, after establishing its validity and reliability, was distributed among 83 faculty members and students from various disciplines and levels at Isfahan University through purposeful and convenient sampling for validation purposes.ResultsThe questionnaire results, with a credibility score above 0.80, were confirmed by both faculty and student groups. The findings indicated that, from the perspective of both groups, confidentiality, privacy protection, educational support, and updating online instructors, as well as starting classes with appropriate topics and dedicating a session to getting to know the students, are among the most critical techniques for creating a sense of presence, recognized with a credibility level above 0.85. Furthermore, Key techniques for enhancing presence included:-Creating intimacy with learners;- Using a simple and friendly tone;- Addressing students by name;- Referring to students' messages;- Starting classes with non-academic topics;- Utilizing emojis;- Sending congratulatory or condolence messages.DiscussionThe findings of this research can help instructional designers and educators create more engaging and effective online learning environments by focusing on techniques that foster interaction and personal connection.
Mohammad Forouhar; Naghi Radi Afsouran; Seyed Hedayatallah Davarpanah
Abstract
The present research aims to study agile learning as a leadership competency in the workplace and to standardize its measurement scale. The literature review showed that according to the theory of Lombardo and Echenberg (2000), agile learning could be identified in the four elements of mental agility, ...
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The present research aims to study agile learning as a leadership competency in the workplace and to standardize its measurement scale. The literature review showed that according to the theory of Lombardo and Echenberg (2000), agile learning could be identified in the four elements of mental agility, change agility, people agility, and results agility. Other components related to agile learning can be placed within these four elements. 217 employees with managerial experience in a governmental company in Tehran were selected using stratified sampling method. Hence, first, Kraut and Caldwell's agile learning questionnaire (2016), which included 25 items, was translated by the researchers. Then, its face and content validity was confirmed by the experts. Finally, it was completed by the participants. The results of the survey analysis showed that the construct validity of the mentioned scale, using the first and second-order factor analysis, in all the items except for seven items (9, 20, 7, 3, 10, 2, and 23), have an acceptable factor load with its related element and are confirmed. Also, all elements of the translated scale have significant correlation coefficients and have an acceptable factor load with agile learning (t≥1.96). In addition, elements of people agility and agility of results have the highest correlation coefficient, and elements of agility of change and agility of results have the lowest correlation coefficient together. Also, the results of Cronbach's alpha coefficient showed that the agile learning scale and all its elements have good reliability.The results of the survey analysis showed that the construct validity of the mentioned scale, using the first and second-order factor analysis, in all the items except for seven items (9, 20, 7, 3, 10, 2, and 23), have an acceptable factor load with its related element and are confirmed. Also, all elements of the translated scale have significant correlation coefficients and have an acceptable factor load with agile learning (t≥1.96). In addition, elements of people agility and agility of results have the highest correlation coefficient, and elements of agility of change and agility of results have the lowest correlation coefficient together. Also, the results of Cronbach's alpha coefficient showed that the agile learning scale and all its elements have good reliability.
Narges Sadat سجادیه; Mahdi Talebi
Abstract
In recent years, "autonomy" has been considered as one of the important goals of educational systems. At the same time, ambiguity about the concept of "autonomy" and its distinction from other concepts such as irresponsibility can lead to some kind of confusion in the practical world and may lead to ...
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In recent years, "autonomy" has been considered as one of the important goals of educational systems. At the same time, ambiguity about the concept of "autonomy" and its distinction from other concepts such as irresponsibility can lead to some kind of confusion in the practical world and may lead to educational fallacy. In the meantime, various thinkers have tried to clarify the concept of autonomy and its educational requirements. Dearden is one of these thinkers who has tried to provide a proper analysis of the concept of autonomy. The present research was done with the purpose of explaining, criticizing and evaluating autonomy from the perspective of the Dearden. For this reason, it has been tried to evaluate its conceptual structure expressed. In the other word, we tried to deduce necessary conceptual conditions of it. After that, considering these conceptual conditions, we endeavored to formulate some educational principles for realizing autonomy in educational environments. MethodThe methodological approach used in this research has been the concept analysis approach in the form of conceptual explanation, conceptual structure evaluation and conceptualization. In explaining the concept of autonomy in education, we endeavored to evaluate its conceptual structure based on Deardean’s view of it. Upon this, we tried to deduce conceptual necessary conditions of autonomy. In the end, based on this conceptualization and with the approach of implicit inference, suggestions have been made for the realization of educational autonomy.ResultsAfter analyzing and criticizing Dearden's view on autonomy, eight conditions were obtained as necessary conditions for the realization of autonomy. These conditions are: “thinking”, “independence”, “freedom”, “originality”, “coherence of action and thought, and “ceaseless criticism”. More over, we tried to formulate some educational principles which facilitate its realization in the educational environments. These principles are: “strengthening critical thinking as a basis for constant critical thinking”, “strengthening self-knowledge as the basis of originality”, “giving freedom as the basis of choice and independence”, “emphasazing on holistic view as the basis of coherence of thought and action”, “reciprocal view of freedom/law”, “reciprocal view of institutional facts/individual discoveries or innovations”, “gradual approach to development and emergence of autonomy” and “creating intellectual security for students and teachers”.DiscussionReflecting on Dearden's view of autonomy, we come across questions that can be used to criticize Dearden's conception of autonomy. For example, in rationality, we can distinguish between it and the use of reflective-thinking capabilities.
fateme taherpour; hadi pourshafei
Abstract
The need to pay attention to the attraction of foreign students in border universities is of great importance considering the border conditions and in order to develop educational activities outside the borders and cultural affinity with neighboring countries. Therefore, it is necessary that the universities ...
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The need to pay attention to the attraction of foreign students in border universities is of great importance considering the border conditions and in order to develop educational activities outside the borders and cultural affinity with neighboring countries. Therefore, it is necessary that the universities in the east of the country, with active human resources and a suitable border location with other countries, move towards attracting more students; Because this will expand the boundaries of knowledge, develop specialized and creative human resources, increase international cooperation, grow and develop new skills and attitudes, and increase income for the university.MethodThe approach of the current research was qualitative with the foundation's data theory strategy. Among the universities in the east of the country, two Ferdowsi and Birjand universities were selected in a targeted and accessible way. The research participants were faculty members; They were selected in a targeted and snowball method and based on data saturation, 15 people were interviewed. Data analysis was done at three levels of open coding, central coding, and selective coding. MAXQDA software was used for data analysis.ResultsThe results indicated that in explaining the effective factors in attracting foreign students, the establishment of an international unit, the existence of coherent laws, the acceptance of different cultures, the existence of communication networks, focus on basic research, modern teaching system, excellent scientific references, comfort and service facilities, Financial incentives were effective. In explaining the effective actions and strategies of the virtual unit, separate training, standard recruitment criteria, double degree, enjoying material and intellectual rights, research assistant, collaborative projects, research-oriented recruitment were achieved.DiscussionThe pattern of attracting foreign students in dual spectrums is placed in four dominant patterns; which shows which model is dominant or dominant based on the multifaceted investment model. The first model is the result of the range of academic needs (resources) and obtaining financial benefits, it is the maximum absorption model. The second model: regional recruitment: this model focuses on accepting students with cultural affinity with the social environment. The third model is elite-oriented recruitment and finally the fourth model is project-oriented recruitment.
Majid Darbandi; Sayed Amin Mansouri; seyed morteza Afghah; Mostafa Mohammadi Dehchehshmeh; Sajad Bahmani
Abstract
IntroductionUniversity is a center of specialized education and a turning point in the entry of students into the labor markets and the development of various student skills. University in each country is one of the important factors in the formation of their economic, social and cultural development ...
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IntroductionUniversity is a center of specialized education and a turning point in the entry of students into the labor markets and the development of various student skills. University in each country is one of the important factors in the formation of their economic, social and cultural development policies, so the university system plays an important role in the development of countries with its outcomes and impacts. In fact educational activities in any country can be called an intergenerational investment the main goal of these investments is human development and the growth of people's awareness and abilities. The importance of this research in the ranking of universities helps politicians to address regional discrimination from this perspective with an open and more accurate view. Research results but unfortunately, it tells of an unbalanced regional distribution in academic development, which requires a review of regional policies in line with the goals of regional balanced development. MethodThe aim of this study is to examine the ranking of the provinces of Iran from the perspective of academic indicators including university teachers including faculty members with the degree of Professor, Associate Professor and Assistant Professor and non-faculty teachers, students and graduates of doctoral, master's and Bachelor’s degrees using academic indicators including academic indicators with the TOPSIS method for the academic year 2019 in 31 provinces of Iran.DiscussionThe overall result of the review of the status of university in the provinces of Iran also indicates that the number of 2 provinces of Tehran and Alborz in the advanced provinces and 29 other provinces have been considered as developing provinces, and there have been no underdeveloped provinces that are visible. The results also show that the development of 26 provinces in the field of universities was below the average, which should be given a lot of attention and on the other hand, it indicated the unbalanced development of the provinces of the country in the field of universities.
Mehrnoosh Hedayati; Nayere Dalir
Abstract
IntroductionFrom the point of view of education experts, fostering "national identity" is not achievable through memory-oriented teaching of historical or national components. Rather, this goal is accomplished through the active participation of learners and their attainment of high-level objectives ...
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IntroductionFrom the point of view of education experts, fostering "national identity" is not achievable through memory-oriented teaching of historical or national components. Rather, this goal is accomplished through the active participation of learners and their attainment of high-level objectives in both cognitive and emotional domains in Bloom’s Taxonomy. The “Community of Inquiry” is an educational procedure that provides the opportunity for active and collaborative learning by utilizing tools such as criticue, creation, and evaluation. From this perspective, the research problem focuses on investigating the possibility of teaching an objective and retrospective lesson such as “history” in Community of Inquiry; and additionally, it explores how to increase enthusiasm and connection with this identity-shaping subject through the cultivation of caring thinking in the Community of Inquiry.MethodThe research employs an Analytical-Inferential method. Analytical method provides a detailed interpretation of goals and pathology of “Hystory”, cognitive and emotional domains in Bloom’s Taxonomy, caring thinking, and community of inquiry. Based on inductive logic, the relationship between the data and beyond the data, such as predictions about future data, and general conclusions about the data were inferred.ResultsThe results of this study indicate that increasing emotional sensitivity through historical awareness, the desire to embrace national identity, selective attention to the identity-shaping concepts in the history course, enthusiastically act to understand the national history, and valuing national identity occurs through the cultivation of caring thinking in community of inquiry; and it have a positive effect on the formation of the national and historical identity among students.Discussion"Caring Thinking" is one of the higher order thinking skills that involve both cognitive and emotional goals. Lack of attention to these goals, especially in the history as an identity-shaping course, can provide the way for cultural invasion. The subject of history in schools is not merely a knowledge-based lesson, rather, it is an effort focoused on exploring sterategies for shaping a better future of human life, through objectives such as the development of student’s personality, identity, and thinking skills, and consequently in society as a whole. By employing active and reflective teaching approaches and cultivating various higher-order skills, especially caring thinking, it is possible to contribute to the formation and sustainbility of the national and historical identity of Iran's future builders.
sara shafiei baghbadrani; Mitra Ezati
Abstract
Due to the fact that digital universities use new technologies to disseminate organizational knowledge at all organizational levels, they need to identify the factors affecting the implementation and establishment of knowledge management in their organization.In this research, the factors affecting the ...
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Due to the fact that digital universities use new technologies to disseminate organizational knowledge at all organizational levels, they need to identify the factors affecting the implementation and establishment of knowledge management in their organization.In this research, the factors affecting the implementation and establishment of knowledge management in digital universities were identified. The current research was qualitative and data-based with a systematic approach. The field of study was 18 experts and experts who were selected by purposeful sampling and snowball method.In order to obtain the desired data, a semi-structured interview was taken from these 18 people, which continued until the data saturation stage. The findings of the research were categorized into five causal, contextual, intervening, strategic and consequences factors based on Strauss and Corbin's model.Causal factors include: provision of organizational infrastructure, development of knowledge management process, forward-looking view of organization and ecosystem and organizational structure. Background factors include: the potential capabilities of the organization, keeping pace with the digital transformation and adapting to the current world conditions.Intervening factors include: the distinction of human resources, the organizational field, the lack of development of information technology, the prevailing policies on the organization and the management and leadership of the organization. Strategic factors include: applying the necessary training in the organization, using incentives, creating a culture, appropriate career paths, meeting the necessary financial resources, providing monitoring and evaluation systems. The consequences are: individual effects and organizational effects.Finally, the paradigm model was presented. The central category in this paradigm model is "knowledge-oriented transformation of universities in the digital age".According to the findings of this research, in digital universities, one should not be completely fascinated by technology and forget the role of humans. In order to implement knowledge management, it is necessary for all people to do their part; Both superiors and policy makers, high managers, professors and students. Obviously, organizational managers have a more important role in this matter.For this reason, it is recommended that policymakers, organizational managers, and university professors who work in a digital or pre-digital organizational environment use this paradigm model.
mozhgan ghaneaa malati; reza saberi; rasoul eskandari
Abstract
Fractions are a fundamental concept in mathematics, serving as a building block for various mathematical operations and applications across different contexts. They are essential not only in basic arithmetic but also in higher-level math concepts such as ratios, proportions, and algebra. However, understanding ...
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Fractions are a fundamental concept in mathematics, serving as a building block for various mathematical operations and applications across different contexts. They are essential not only in basic arithmetic but also in higher-level math concepts such as ratios, proportions, and algebra. However, understanding and solving word problems related to fractions presents a significant challenge for many elementary students. This challenge arises from the abstract nature of fractions, which can be difficult for young learners to grasp, as well as the complex language often used in word problems that can confuse students.To address this persistent issue, the implementation of integrated teaching strategies within the context of fraction word problems has shown promising potential. By integrating different subjects and utilizing various teaching methods, educators can create a more comprehensive learning experience. Therefore, this study aims to explore the essential components of integrated teaching specifically for fraction word problems designed for third-grade students, grounded in the principles of visual arts, which can enhance engagement and understanding.To achieve this goal, a qualitative meta-synthesis approach was employed, allowing for a comprehensive understanding of the existing literature on the topic. Data were collected using a qualitative design based on synthesis research, following the structured seven-step approach outlined by Sandelowski and Barroso (2007). The statistical population for this study included both domestic and international research conducted from 2013 to 2023. A systematic search was performed using relevant keywords, and studies were selected through purposeful sampling based on established acceptance and rejection criteria. Ultimately, 38 articles were chosen for analysis, employing a three-stage coding method consisting of open, axial, and selective coding. The findings revealed that several components are crucial in the interdisciplinary integrated teaching of fraction word problems, particularly when incorporating visual arts principles. Key components such as conceptual knowledge, drawing, modeling, and the part-whole structure emerged as common and foundational elements. By creating practical opportunities for integrated teaching, these components can foster deep and sustainable learning experiences that are relevant to students' real lives. Ultimately, such an approach has the potential to significantly enhance students' understanding and problem-solving skills in mathematics, making the learning process more engaging and effective for young learners.
Zahra Mohammadnia; مریم محسن پور; Azam Moghadam
Abstract
Considering the high potential of reading literacy in influencing other fields of learning, reading instruction and its promotion play an important role in academic success. Therefore, the purpose of this research was to predict the reading literacy of Iranian students participating in the PIRLS 2021 ...
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Considering the high potential of reading literacy in influencing other fields of learning, reading instruction and its promotion play an important role in academic success. Therefore, the purpose of this research was to predict the reading literacy of Iranian students participating in the PIRLS 2021 based on student variables (reading self-concept, attitude towards reading) and teacher variables (school climate, school emphasis on academic success, teacher’s instructional limitations). Therefore, the present research with a secondary approach to the analysis of PIRLS data among Iranian students performed. The statistical population of Iranian students in the PIRLS 2021 consisted of 1,348,842 fourth grade students from 43,697 schools in the academic year of 2019-2020, which were selected using a two-stage stratified cluster sampling method with a total of 5,962 students from 218 school.ResultsData analyzed through hierarchical linear modeling by spss and R softwre. The findings of the study indicated that at the student’s level, self-concept had a significant relationship with reading literacy, while the variable of attitude towards reading did not have a significant relationship with reading literacy. Additionally, at the teacher’s level, none of the three variables (school climate, school emphasis on academic success, teacher limitations) had a significant relationship with reading literacy. By adding predictor variables of the student level to the model, the inter-class correlation was 0.36, which means that 36% of the variance of the reading literacy progress score derives from inter-school factors. By adding the predictor variables of the teacher level to the model, the inter-class correlation again was 0.36. It means that 36% of the variance of the reading achievement score was caused by inter-school factors, but this variance was not caused by the three variables at the second level.The results of this study highlight the importance of a self-concept in reading literacy and suggest that fostering confidence and positive attitude towards students can help them to improve their reading performance. Therefore, designing educational interventions based on improving students ‘self concept should be considered by those involved in planning educational system.
Amin Izadpanah
Abstract
IntroductionIn educational systems, curricula are often perceived as rigid directives that educators must strictly follow, which limits their agency and creativity. This article explores how teachers can critically engage with centralized curricula, emphasizing the ethical responsibility to adapt learning ...
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IntroductionIn educational systems, curricula are often perceived as rigid directives that educators must strictly follow, which limits their agency and creativity. This article explores how teachers can critically engage with centralized curricula, emphasizing the ethical responsibility to adapt learning experiences to meet diverse student needs. Using a philosophical critique approach, it draws on Paulo Freire's ideas of dialogue, praxis, and conscientization, promoting an auto-ethnographic method for teachers to reflect on their practice and challenge centralized norms.Method This article deals with its subject using a philosophical inquiry approach, moving between theory and practice to critique centralized curricula. It utilizes Paulo Freire's perspective and proposes educational Auto-ethnography for teachers to engage critically. Alain Badiou's philosophical concepts are employed to theorize how Auto-ethnography can address the issues of a centralized curriculum.DiscussionFreire advocates for a form of education grounded in social, cultural, and political realities, where praxis involves reflective action against injustice. This process fosters critical inquiry and deep understanding, allowing students and teachers to engage meaningfully with curricula. Auto-ethnography, a qualitative research method, focuses on personal experience and cultural context, encouraging teachers to engage in introspection and critical self-reflection. This approach enhances transparency, enabling educators to evaluate their roles and the impact of curricula on students, fostering proactive engagement rather than passive compliance. By intertwining personal narratives with cultural analysis, auto-ethnography promotes collective knowledge and transformation, aligning with Freirean principles of dialogue and critical awareness.The work of Alain Badiou offers a theoretical lens for understanding the gaps in centralized curricula. Badiou’s concept of the "Event" presents a framework for recognizing the presence and absence of knowledge in educational contexts. He asserts that true change requires recognizing these gaps and working towards redefining structures based on new truths that emerge from classroom dynamics. Auto-ethnography facilitates this recognition, encouraging teachers to engage with the complexities of their roles and cultural networks.ConclusionUltimately, the article argues for a shift in the perception of teachers from mere executors of curricula to transformative agents. Educational auto-ethnography empowers educators to embrace cultural sensitivity and authenticity, fostering a shift towards more decentralized curricula. While systemic change is challenging, engaging teachers as active participants in their educational contexts can promote a more dynamic and meaningful learning environment. Through critical reflection and self-examination, teachers can catalyze significant transformations in both their practice and their students’ educational experiences.
hossein hafezi; Fatemeh Moradian; Mohammadreza Sarmadi
Abstract
Introduction: This research was conducted with the aim of analyzing the lived experience of reflecting the personal values of teachers in the classroom management of elementary schools.Method: The present study, considering its nature and propositions, was applied in terms of purpose and qualitative ...
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Introduction: This research was conducted with the aim of analyzing the lived experience of reflecting the personal values of teachers in the classroom management of elementary schools.Method: The present study, considering its nature and propositions, was applied in terms of purpose and qualitative in terms of the type of data collected and based on a phenomenological (descriptive) approach. The research participants included 5972 elementary school teachers in Arak in the academic year 1402-03. Among these individuals, 24 teachers who had sufficient knowledge and familiarity with the research topic were selected based on predetermined criteria and criteria such as authorship of books and related scientific and research activities using a purposive sampling method with an emphasis on theoretical saturation of the data. The research data collection tool was semi-structured interviews. Thematic analysis method was used to analyze the data in this research.Results: In the process of coding and analyzing data on important teacher values in the classroom, twelve primary open codes were identified, including self-confidence, cheerfulness and positive energy, creating a conducive psychological environment for learning, respecting students' rights, respectful and humane interaction, valuing individual differences and needs, commitment to effective teaching, observing ethical principles in teaching, adherence to professional principles, and using digital tools to enhance learning. These codes were then transformed into secondary open codes such as teachers' psychological values, teachers' social and human values, teachers' educational and professional values, and values related to the use of technology in teaching. Regarding the conditions and conditions for considering teachers' personal values in the classroom, twenty initial open codes were identified, including flexibility, respect and empathy, ability to communicate effectively, sensitivity to students' individual needs, respect for students' rights, honesty, transparency in behavior, observance of justice and fairness, observance of laws and regulations, transparency in managerial behavior, commitment to educational principles, time and space management, cooperation with colleagues, cooperation with parents, development of team spirit in the classroom, shared responsibility in the learning process, cooperation and accountability. These codes were then transformed into secondary open codes such as teachers' personal and social characteristics, ethical considerations in classroom interactions, managerial and organizational considerations in the classroom, teamwork and collaboration in the educational environment, and attention to educational technologies.Discussion: These findings show the importance of paying attention to teachers' personal values in improving classroom management and the teaching process.
Mostafa Hosseini; Mehdi Mohammadi; Qasem Salimi; Maryam Shafiei Sarvestani; Massoumeh Mohtaram
Abstract
IntroductionOrganizational tasks are becoming more dynamic and decentralized, and this characteristic requires organizations to rely on their talented employees to identify and solve problems. This has led to the fact that the level of proactivity and initiative of this group of employees becomes a determining ...
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IntroductionOrganizational tasks are becoming more dynamic and decentralized, and this characteristic requires organizations to rely on their talented employees to identify and solve problems. This has led to the fact that the level of proactivity and initiative of this group of employees becomes a determining factor of the success of the organization, because it can lead to the effectiveness of the organization and increase the quality of its performance. proactive behavior is self-directed and future-oriented action in an organization in which the individual intends to make changes in various dimensions, including changes in the situation (for example, introducing new ways of working, influencing organizational strategy) and or change within oneself (eg, learning new skills to cope with future demands). This feature highlights both a future focus (anticipation) and a change focus (taking control). Employees with proactive behavior play an active role, try to change/shape their work environment and react to the events that happen to them by adopting different behaviors.MethodDue to the fact that in this study, the explanation of Shiraz University's talent magnet model and the proactive behavior of its faculty members has been discussed, the research method is a correlational descriptive method. The statistical population of the research included faculty members of Shiraz University. 168 people were selected by random stratified sampling method from all academic staff members. To measure the level of talent magnet in Shiraz University, the university talent magnet scale (Mohammadi, Hosseini, Salimi, Shafi'i Sarvestani & Mohtaram, 2024) was used. To measure the proactive behavior of faculty members from the 11-item proactive behavior scale of Marler (2008) and Yi (2009); Bolino (2010) and Belschak, Den Hartog, & Fay (2010) were used. To analyze the construct validity of this scale, exploratory factor analysis was performed using principal component analysis with varimax rotation. One-sample t-test, Pearson correlation coefficient, and structural equation model were used for data analysis.ResultsThe results of this section showed that Shiraz University has a relatively good ability to magnet talent and the faculty members of Shiraz University have performed optimally in the dimensions of group and individual proactive behavior. In general, university talent magnet is a positive and significant predictor of proactive behavior of faculty members. Based on the structural equation model, with the increase in the university's ability to magnet talent, the individual, group and organizational proactive behavior of faculty members increases.
Hamid Ahmadi Hedayat; Behnam Rasouli
Abstract
Post-phenomenology of Human-Artificial intelligence Collaboration in Instructional designIntroductionThis study investigates the post-phenomenology of human-Artificial intelligence collaboration in Instructional design. Given the recent advancements in artificial intelligence technologies, the research ...
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Post-phenomenology of Human-Artificial intelligence Collaboration in Instructional designIntroductionThis study investigates the post-phenomenology of human-Artificial intelligence collaboration in Instructional design. Given the recent advancements in artificial intelligence technologies, the research aims to analyze the role of these technologies in enhancing educational processes and Instructional design. The study seeks to identify the impacts of Artificial intelligence on the components of Instructional design from a post-phenomenological perspective.MethodThe research comprises three main stages:Literature Synthesis: In this phase, six reputable databases were reviewed, and 20 relevant studies were selected based on specific criteria.Survey: A checklist containing 14 questions was used to gather opinions from 20 experts in educational technology and philosophy of education. The designed checklist included components such as needs analysis, content, feedback, and interaction.AI-Assisted Search: In this section, various Artificial intelligence software tools were utilized to collect information and analyze data. The data were coded using thematic analysis methods.ResultsThe findings indicate that AI can play a significant role in each component of Instructional design, particularly in areas such as needs analysis, content, feedback, interaction, and evaluation. Various mediating relationships between humans and AI, including embodiment, hermeneutics, and alterity, were identified.DiscussionThis study demonstrates that integrating AI into Instructional design can enhance interactions between learners and educational environments. Based on the findings, it is suggested that Instructional designers actively utilize AI as a strategic tool. This approach can lead to the creation of personalized and optimized learning experiences. Additionally, the findings emphasize the need to address the ethical and social dimensions of using AI in education. Ultimately, this research opens avenues for future investigations into human-AI collaboration in Instructional design and contributes to a deeper understanding of the impacts of this technology on the learning process.Keyword: Instructional design, phenomenology, human-technology relationship, artificial intelligence
Nazila Niazi; Saeid Zarghami-Hamrah; Ramazan Barkhordari; Yahya Ghaedi
Abstract
This research investigates high school students' learning experiences in physics using digital technologies to foster deeper understanding and more effective use of these tools in education. A qualitative approach based on postphenomenology and Ihde’s hermeneutic relations was employed to explore ...
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This research investigates high school students' learning experiences in physics using digital technologies to foster deeper understanding and more effective use of these tools in education. A qualitative approach based on postphenomenology and Ihde’s hermeneutic relations was employed to explore students' lived experiences. Data were collected through semi-structured interviews with 25 students in grades 10 and 11, all of whom had at least one year of virtual education experience. Thematic analysis using open, axial, and selective coding categorized findings into two main themes: nature of use and content characteristics of digital tools.The nature of use highlights features such as diverse laboratory facilities, error reduction, increased accessibility, repeatability, and enhanced user agency. Content characteristics include the attractiveness of digital tools, their ability to focus on subject matter, visualize abstract concepts, show details and processes, and provide zooming capabilities. The study also considered real experimental experiences, emphasizing their alignment with real-world contexts, concreteness, and believability.To ensure validity, findings were shared with participants, who confirmed alignment with their lived experiences. Results were also verified through collaboration with teachers experienced in both face-to-face and virtual physics instruction.The research underscores the importance of grounding, embodiment, and situatedness in cognition. It argues that simulations act as objects of perception while referring beyond themselves, requiring interpretation. Digital learning is most effective when built upon learners’ prior embodied experiences with natural phenomena and reflective knowledge of the world.The findings suggest that digital tools should not be used in isolation but integrated with face-to-face teaching or embodied activities. While these tools enhance visualization and accessibility, they may reduce tactile engagement and embodied understanding. A balanced approach is essential to ensure digital technologies complement, rather than replace, experiential learning.In conclusion, effective physics education should integrate digital tools with hands-on experiences to provide students with both theoretical and embodied insights. Teachers must also recognize the hermeneutic nature of digital tools to design learning environments that enhance engagement and conceptual understanding.
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