درخت حوزه‌های تخصصی

Purpose: One of the fields with the highest number of students at Farhangian University is Primary Education. Therefore, the purpose of this study was to evaluate the quality of the Primary Education program at Farhangian University based on the CIPP model. Methodology: This study was applied in terms of objective and descriptive-survey in terms of implementation method. The study population included faculty members, educational group managers, and graduates of Primary Education from Farhangian University campuses in Tehran province during 2019-2022, and primary school principals in Tehran city in 2022. The sample size was estimated to be 276 individuals (20 faculty members, 6 educational group managers, 200 graduates of Primary Education, and 50 primary school principals) selected through simple random sampling. Data were collected through semi-structured interviews with faculty members and educational group managers and a researcher-made questionnaire filled out by all sample members. The data were analyzed using open, axial, and selective coding methods and examining the desirability of axial and selective codes. Findings: The findings indicated that for the quality of the Primary Education program at Farhangian University based on the CIPP model, 88 open codes, 31 axial codes, and 7 selective codes were identified. Conclusion: The results of this study indicated that the status of the Primary Education program at Farhangian University based on the CIPP model was not at a desirable level and improvement of the identified open, axial, and selective codes in this research is necessary for enhancement.

Purpose: In the current era, cyberspace has become one of the most concerning issues that can influence the social and psychological world of humans, leading to adverse outcomes for them. A phenomenon that has recently attracted the attention of parents, researchers, and experts is the victimization of adolescent girls in cyberspace. Accordingly, the purpose of the present study was to identify the factors affecting victimization in cyberspace among adolescent girls, based on the lived experiences of their parents. Methodology: The research method was qualitative and conducted through thematic analysis. The statistical population included parents of female students victimized in cyberspace in secondary school during the 2023-2024 academic year in the city of Isfahan, and the sampling method was purposive. To collect the factors affecting victimization in cyberspace among adolescent girls, semi-structured interviews were conducted with parents, and theoretical saturation was achieved after interviewing 16 parents. In this study, the Guba and Lincoln (1985) method was employed for validating the findings. Data analysis (coding and theme identification) conducted with MAXQDA software for thematic analysis. Findings: In this study, 17 basic themes based on mothers' lived experiences and 19 basic themes based on fathers' lived experiences were extracted. From these basic themes, 8 organizing themes were identified: innate characteristics, lack of skills, dependence on the internet, absence of friendly and intimate family relationships, economic pressure, lack of interest in education, and cyber literacy, which were categorized under 3 overarching themes: individual, familial, and environmental. Conclusion: The study's findings highlight the complex interplay between individual, family, and environmental factors influencing teenage girls' vulnerability in cyberspace. Addressing these factors holistically, through supportive family relationships, educational initiatives, and enhanced digital literacy, is crucial for safeguarding adolescents against online risks.

Purpose: The present study aimed to investigate the impact of philosophizing training on the inquisitiveness and creative thinking of sixth-grade students in Bushehr County. Methodology: This research method was among quasi-experimental studies. The statistical population consisted of 4,263 sixth-grade students in Bushehr County. The sample size included 40 students, obtained through cluster random sampling. The tools for data collection in this study were the Heydari Inquisitiveness Questionnaire (2013) and the Wiles and Dowell Creative Thinking Questionnaire (2002). The obtained data were analyzed using univariate and multivariate covariance analysis. Findings: The findings showed that the adjusted mean score of the inquisitiveness variable in the experimental group's post-test stage was higher than that of the control group. Therefore, it can be said that philosophizing training led to an increase in the inquisitiveness of the experimental group compared to the control group, indicating the positive impact of philosophizing training on the inquisitiveness of the experimental group relative to the control group. Additionally, the adjusted mean score of the creative thinking variable in the experimental group's post-test stage was higher than that of the control group. Therefore, it can be said that philosophizing training led to an increase in the creative thinking of the experimental group compared to the control group, indicating the positive impact of philosophizing training on the creative thinking of the experimental group relative to the control group. Conclusion: Therefore, philosophizing training were effective for improving inquisitiveness and creative thinking in sixth-grade students.

Purpose: Teachers are one of the most important pillars of the education system and play a crucial role within it. Therefore, the present study aimed to design a model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training. Methodology: This study was applied in terms of objective and mixed in terms of implementation method, i.e., qualitative and quantitative. In the qualitative section, the research population consisted of experts familiar with the research field, 10 of whom were selected using purposive sampling based on theoretical saturation and subjected to semi-structured interviews. Furthermore, in the quantitative section, the research population was teachers in the city of Neyshabur, 384 of whom were selected using random sampling according to the Krejcie and Morgan table and responded to a researcher-made questionnaire. In this study, qualitative data were analyzed using thematic analysis based on grounded theory in MAXQDA software, and quantitative data were analyzed using exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: Qualitative findings indicated that causal conditions included three themes: social needs, changes in educational needs, and the creation of individual needs in teachers; the central phenomenon included three themes: value creation, problem solving, and scientific and practical training; contextual conditions included five themes: proper course implementation, course content richness, a suitable environment, proper planning, and teachers' mindset; intervening conditions included six themes: uncommitted and inexpert managers, improper performance evaluation, improper needs assessment, lack of teaching quality in courses, unconventional teaching methods, and a weak motivational system; strategies included ten themes: successful modeling, course content improvement, region-focused planning, accurate and scientific needs assessment of courses, removing teachers' individual barriers, changes in educational systems, improvement of physical conditions, employing experienced and expert instructors, providing motivational frameworks, and a suitable evaluation system; and outcomes included four themes: social outcomes, improvement in teachers' educational performance, job well-being of teachers, and psychological outcomes of teachers. Quantitative findings showed that the factor loading of all themes (except for 6 themes) was above 0.60, and the Cronbach's alpha and composite reliability of all of them were above 0.70. Additionally, the model for policy-making on empowerment and professional advancement of teachers, with emphasis on in-service training, had a suitable fit, and the effect of causal conditions on the central phenomenon, the effect of the central phenomenon, contextual conditions, and intervening conditions on strategies, and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training, can assist planners in the education system to empower and advance teachers professionally through in-service training.

Purpose: One of the inherent duties of the Cultural and Social Affairs Department of Farhangian University is to extend the governance of cultural and social spheres across all dimensions of the university. In this regard, numerous and diverse plans and activities have been implemented in recent years. The aim of this article is to analyze the cultural and social activities conducted at the university level and to provide an optimal model in this context. Methodology: The Three-Branch Model was used as a theoretical framework. The method employed was mixed, comprising both qualitative and quantitative sections. The qualitative sample population included 30 cultural experts selected through purposive sampling. The quantitative sample population consisted of 194 active members of student organizations, chosen through stratified random sampling. Data collection techniques included in-depth interviews and questionnaires. Findings: The findings indicate that structural factors (0.195), behavioral factors (0.368), and contextual factors (0.312) play significant roles in the formation of issues and problems in cultural and social programs and activities. Additionally, the regression results show that 63% of the variance in the dependent variable is explained by these three variables: structural factors, contextual factors, and behavioral factors. Conclusion: The findings of this study indicate that the structural, behavioral, and contextual factors play significant roles in shaping the outcomes of cultural programs and activities at Farhangian University. This section discusses the implications of these results, drawing on relevant literature to highlight the broader context and potential strategies for enhancing the effectiveness of cultural programs in higher education.

Purpose: This study aims to explore the professional development needs of rural teachers to identify targeted strategies that can enhance their professional growth and effectiveness. Methodology: This qualitative study involved 31 rural teachers, utilizing semi-structured interviews to gather data. Interviews were audio-recorded, transcribed, and analyzed using NVivo software to ensure thematic accuracy and depth. Theoretical saturation was achieved to ensure comprehensive coverage of the topics discussed. The study's approach was grounded in qualitative methodologies, with an emphasis on capturing the lived experiences and insights of the participants. Findings: Four main themes were identified: Access to Resources, Professional Growth, Challenges and Barriers, and Suggested Improvements. Access to Resources highlighted issues like unreliable internet and inadequate professional materials. Professional Growth focused on the importance of collaborative learning and skill development. Challenges and Barriers included financial and geographic constraints, while Suggested Improvements called for policy reforms, infrastructure development, and community engagement to support rural teachers. Conclusion: The study highlights the complex challenges rural teachers face in accessing and benefiting from professional development opportunities. It suggests that tailored interventions are necessary to address these unique needs effectively. By focusing on specific improvements such as enhanced infrastructure, policy support, and community involvement, stakeholders can significantly impact the professional lives of rural teachers.