درخت حوزه‌های تخصصی

Purpose: This qualitative study explores the perspectives of teachers on integrating socio-political issues into classroom discussions, aiming to understand the challenges and strategies employed by educators in various educational contexts. The objective was to illuminate the factors influencing effective teaching practices concerning socio-political topics, thereby informing educational policies and teacher training programs. Methodology: This study utilized a qualitative research design, with data collected exclusively through semi-structured interviews involving 30 teachers from different educational levels and geographic locations. Participants were selected using purposive sampling to ensure a diversity of experiences and perspectives. Data analysis was performed using NVivo software to facilitate thematic analysis, ensuring theoretical saturation was achieved to validate the consistency and comprehensiveness of the findings. Findings: The analysis revealed three main themes: Teacher Preparedness, Student Engagement, and Institutional Support. Under Teacher Preparedness, subthemes included Training and Professional Development, Personal Comfort with Topics, and Curriculum Integration, indicating the need for improved resources and training. Student Engagement was characterized by varying levels of participation and the impact of classroom dynamics on learning, highlighting the influence of teaching methods and environment. Institutional Support emerged as critical, with subthemes like Administrative Guidance and Resources emphasizing the need for stronger institutional backing and adequate resources to support teachers. Conclusion: The study underscores the complexities of discussing socio-political issues in educational settings and the pivotal role of teachers in facilitating these discussions. Effective socio-political education requires comprehensive teacher training, supportive institutional frameworks, and resources that together foster an environment conducive to open and critical discussions. Addressing these factors is crucial for preparing students to participate thoughtfully in democratic processes.

Purpose: Futurology plays a significant role in advancing organizational goals and mitigating organizational problems and challenges. Therefore, the aim of this study was to identify the dimensions and components of Internet of Things development in schools based on future studies. Methodology: In a descriptive qualitative study, 19 academic and organizational experts from the educational sector of Tehran were interviewed in the academic year 2020-2021 using a semi-structured method. In this study, the sample size was determined according to the principle of theoretical saturation and was selected through purposive sampling. The research tool was a semi-structured interview, whose validity was confirmed through triangulation and whose reliability was calculated at 0.88 using the agreement coefficient between two coders. The data of this study were analyzed using thematic analysis in MAXQDA software, version 2020. Findings: The analysis indicated that the development of the Internet of Things in schools based on future studies encompasses 26 components across 7 dimensions. These dimensions include the elimination of time constraints (with 3 components), elimination of spatial constraints (with 4 components), reduction of infrastructure costs (with 4 components), knowledge management (with 3 components), professional competence (with 3 components), information technology (with 3 components), and effectiveness of the educational system (with 6 components). Ultimately, a thematic network for the development of the Internet of Things in schools based on future studies was established. Conclusion: The model of dimensions and components designed in this study can assist specialists and educational system officials in improving the development of the Internet of Things in schools.

Purpose: This study focused on the structural modeling of competencies of high school managers in Tehran as a driver for sustainable development. Methodology: From the perspective of its objective, this research is developmental-applied, and in terms of data collection, given the nature of the study, it is descriptive-survey. The statistical population in the quantitative section includes high school managers from districts 2, 5, 6, and 8 in Tehran, who have experience in managing high schools and are active in executive and research activities in the field of education. Therefore, the sample size for the forthcoming research is 384 individuals, for which 384 questionnaires were used for data analysis. To measure the research variables, questionnaires by Shamsudin & Chutipattana (2012) and Wayla & Tolud (2021) were utilized. The reliability of the questionnaire was calculated based on Cronbach's alpha, and the validity of the questionnaire was based on confirmatory factor analysis. In the present research, the structural equation modeling method was used for data analysis. The software used for data analysis were SPSS-22 and SMARTPLS-4. Findings: According to the research findings, the professional competency model of school managers includes competency enablers, management competencies, ethics and professional behavior competencies, manager development, social indicators of managers, the establishment of work groups to enhance performance and green competency, attitudinal competencies, knowledge competencies, educational competencies, commercialization of knowledge-skills and technology competencies, hardworking spirit, consumption pattern modification, and participation in development towards national authority, which lead to the realization of results such as a hardworking spirit, consumption pattern modification, and participation in development. Conclusion: The professional competency model of school managers in high schools, with the expansion of professional competency, can assist managers and planners of educational systems in improving educational and training conditions.

Purpose: The aim of the present study was to investigate the mediating role of self-esteem in the relationship between psychological capital, academic engagement, and academic procrastination with academic performance among high school students in Al-Diwaniyah, Iraq. Methodology: The research method was descriptive-correlational with a structural equation modeling design. Among the students of Al-Diwaniyah schools in the first semester of the 2023-2024 academic year, 250 were randomly selected using multi-stage cluster sampling, of which 194 completed the questionnaires. Data were collected using the Academic Performance Questionnaire (Pham & Taylor, 1990), the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984), the Academic Engagement Questionnaire (Fredricks et al., 2004), the Psychological Capital Questionnaire (Nguyen et al., 2012), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and analyzed using SPSS version 26 and AMOS version 24. Findings: The findings showed that there is a significant positive relationship between psychological capital and academic engagement with self-esteem and academic performance, and between self-esteem and academic performance (p < .01). Additionally, academic procrastination has a significant negative relationship with self-esteem and academic performance (p < .01). Furthermore, self-esteem partially mediates the relationship between psychological capital, academic engagement, and academic procrastination with academic performance. Conclusion: Based on the findings of this study, it can be concluded that fostering self-esteem through the development of psychological capital and effective academic strategies can lead to improved academic performance.