درخت حوزه‌های تخصصی

Purpose: This study examines the influence of emotional intelligence (EI) and social competence (SC) on career readiness among senior undergraduate students. With the evolving demands of the professional world, understanding these attributes provides essential insights into preparing students for successful career integration. Methodology: A cross-sectional design was utilized involving 330 senior undergraduate students selected based on the Morgan and Krejcie table for appropriate sample size. The Career Readiness Scale (CRS), Social Competence Inventory (SCI), and Emotional Competence Inventory (ECI) were employed to measure the respective constructs. Data analysis included descriptive statistics, Pearson correlation, and linear regression analyses performed using SPSS version 27. Findings: Descriptive statistics indicated average scores of 3.45 (SD = 0.88) for career readiness, 4.12 (SD = 0.75) for social competence, and 3.98 (SD = 0.81) for emotional intelligence. Pearson correlation results revealed significant positive relationships between career readiness and social competence (r = 0.61, p < 0.01), and between career readiness and emotional intelligence (r = 0.56, p < 0.01). Linear regression analysis demonstrated that these variables collectively accounted for 38% of the variance in career readiness (R² adjusted = 0.38, F = 14.36, p < 0.01). Conclusion: The findings highlight the significant predictive power of both emotional intelligence and social competence on career readiness in undergraduate students. These competencies are crucial for educational and professional development programs aiming to enhance students' transition into the workforce.

Purpose: The present study aimed to design a curriculum model for citizenship rights for students in the second period of elementary education. It sought to examine the components of the citizenship rights curriculum, introduce the main components and categories forming this field, and ultimately provide an ideal model in line with needs assessment and educational context. Methodology: The methodology of this study was qualitative, utilizing a grounded theory approach. The collection and formulation of model categories involved 21 structured interviews with experts and teachers in the field of citizenship and civil rights education, followed by the validation of the proposed model using a member checking method. Findings: The findings of this research presented a model comprising 11 main categories including causal conditions, performance-based planning, contextual conditions, contextually oriented performance-based planning (political, economic, cultural, legal, and citizenship orientations), interveners (characteristics of teachers and learners), strategies (initial, educational, and feedback), and outcomes (enhancing student performance levels and creating a sustainable curriculum). Conclusion: Specialized multi-faceted planning was identified as the core category of the model. Finally, recommendations were provided.

Purpose: Given the educational mission of universities in Iran, paying attention to the ethical component in the education and training of human resources is essential. Therefore, the preparation and validation of a native instrument for assessing the professional ethics of the educational staff appears to be necessary. The aim of this study was to construct and normalize a scale for assessing the professional ethics of faculty members at Farhangian University. Methodology: The present study was a sequential exploratory mixed method research. For this purpose, a sample of 267 faculty members and staff of Farhangian University in the northwest of the country was selected using a cluster sampling method. The research instrument was a researcher-made questionnaire. For data analysis, in addition to descriptive indices, Cronbach's alpha and retest methods were used to assess reliability, and factor analysis, content validity, and convergent validity methods were used through SPSS-V22 and Lisrel-V8.8 software. Findings: Based on the results of the exploratory factor analysis, using varimax rotation, honesty, justice, respect, responsibility, adherence to laws, loyalty, and preservation of human dignity were identified as components of professional ethics among faculty members of Farhangian University. Conclusion: Overall, the results showed that this scale has satisfactory reliability and validity in assessing the professional ethics of faculty members.

Purpose: The objective of this study is to examine and model the structural equations of educational sustainable development within the education system of East Hormozgan Province. The study aims to identify key factors and relationships that contribute to the effective integration of sustainable development principles in education, based on a theoretical framework derived from existing literature. Methodology: This applied research employs a survey method, targeting all secondary school managers and teachers in East Hormozgan Province, totaling 7,444 individuals. Using stratified random sampling, a sample size of 365 participants was determined through Cochran's formula. Data were collected using a questionnaire based on the theoretical framework and analyzed using SPSS 27 and LISREL 8.80 software. The study employed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to validate the proposed model and assess the fit of the data. Findings: The analysis revealed that all dimensions, including central phenomenon, causal factors, strategies, contextual factors, intervening factors, and outcomes, were effectively represented in the educational sustainable development model. High factor loadings and significant path coefficients indicated strong relationships between the variables. The findings also highlighted the critical role of economic, social, and environmental education in fostering sustainable development. The model demonstrated good fit indices, confirming its robustness and applicability for evaluating ESD initiatives. Conclusion: The study confirms the importance of integrating sustainable development principles into the educational framework of East Hormozgan Province. The validated model provides a comprehensive approach to assessing and implementing ESD, emphasizing the need for holistic educational strategies and continuous professional development for educators. These findings offer valuable insights for policymakers and practitioners aiming to promote sustainable development through education.

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: The current research was conducted with the aim of designing a curriculum model for adult literacy. Methodology: In terms of purpose, this research is fundamental-applied, and regarding data type, it is qualitative. The population in the study included experts from the organization (literacy movement managers, deputy ministers of curriculum education) and academia (university faculty members), as well as 30 relevant scientific documents and records. In this research, purposive sampling was used to determine the samples, considering 20 individuals based on the saturation principle as the sample size. Semi-structured interviews were utilized in the qualitative part of the current study. To ensure the validity of the tool in the qualitative section of the research and to ensure the accuracy of the findings from the researcher's perspective, opinions from professors familiar with this field and academic experts who were knowledgeable and skilled in this area were sought. In the current study, test-retest reliability and intra-subject consensus method were used to calculate the reliability of the interviews conducted. The data analysis method in the qualitative section was theoretical coding. Therefore, the analysis of data obtained from interviews and documents was carried out in three stages: open coding, axial coding, and selective coding, and based on this, the concepts and categories of the research were classified. Findings: The results of the research showed that the objectives of the adult literacy curriculum include adaptability to the environment and strategic competencies. Also, the content of the adult literacy curriculum includes content selection and content organization. Teaching and learning methods in this research include the transmission method and the activity-based method. Finally, the results showed that the evaluation method of the adult literacy curriculum includes goal-based evaluation, method-based evaluation, and content-based evaluation. Conclusion: Each theme and its subthemes underscore the comprehensive approach required to design an effective adult literacy curriculum. The curriculum must be adaptive, strategically competent, well-organized in content, employ effective teaching and learning methods, and incorporate multifaceted evaluation strategies to meet adult learners' diverse needs and promote sustainable literacy education.

Purpose: The size of a school is a crucial factor influencing educational outcomes, yet its impact on student participation and the sense of community remains complex and multifaceted. This study aims to explore how different school sizes affect these dimensions, focusing on qualitative aspects of student experiences and institutional dynamics to provide a deeper understanding of the educational landscape. Methodology: A qualitative research design was adopted, utilizing semi-structured interviews to collect data from 29 participants, including students, teachers, and school administrators from various sized schools. Theoretical saturation was reached to ensure a comprehensive exploration of the themes. Data were analyzed using NVivo software to facilitate thematic analysis and ensure systematic handling of the interview transcripts. Findings: Five main themes were identified: Student Engagement, Sense of Community, Learning Environment, Administrative Influence, and Challenges and Barriers. Sub-themes such as Academic Participation, Support Networks, Classroom Dynamics, and Policy Making illustrated the specific ways in which school size impacts educational practices and student perceptions. Smaller schools were generally found to foster a stronger sense of community and engagement, whereas larger schools provided more diverse opportunities but faced challenges in maintaining a personalized learning environment. Conclusion: The study concludes that school size significantly influences the educational environment, affecting everything from student engagement to administrative strategies. While smaller schools excel in creating a cohesive community, they often struggle with resource limitations and opportunity diversity. Larger schools, on the other hand, offer extensive resources and opportunities but may lack the close-knit community feel that enhances student engagement and sense of belonging.

Purpose: The primary objective of this article is to identify the dimensions and components for the enhancement of virtual educational leadership in the Islamic Azad Universities of Tehran province using thematic analysis. Methodology: The research method employed is mixed (qualitative-quantitative). In addition to document analysis, the thematic analysis technique with MAXQDA12 software was used to identify factors and components. The study population included all faculty members with at least an assistant professorship in educational management, higher education management, and educational technology, as well as administrators of Islamic Azad Universities, with theoretical saturation achieved after 15 interviews. Ultimately, base, organizing, and comprehensive themes were extracted, and in the quantitative section, structural equation modeling was used to determine the impact and ranking of the dimensions and components. Findings: Based on semi-structured interviews, four dimensions (knowledge of educational leadership in virtual environments, performance management and coaching in virtual environments, team leadership ability in virtual environments, ethical behaviors in virtual environments) and 24 components (organizing themes) were identified for virtual educational leadership in the Islamic Azad Universities of Tehran province. Subsequently, based on a researcher-made questionnaire, it was determined that the dimension of ethical behaviors in virtual environments with a coefficient of 0.905, team leadership ability in virtual environments with a coefficient of 0.879, performance management and coaching in virtual environments with a coefficient of 0.877, and knowledge of educational leadership in virtual environments with a coefficient of 0.805 are prioritized from first to fourth, respectively. Conclusion: The findings underscore the significance of adaptability, digital proficiency, and effective communication as pivotal traits for successful virtual leaders. Notably, the study also sheds light on the potential for gender to influence leadership effectiveness in virtual environments, with female leaders possibly having an edge in fostering collaboration and inclusivity.