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The objective of this study was to explore the experiences of students and educators during the transition from special education to higher education. This qualitative study employed a phenomenological approach to gain an in-depth understanding of the participants' experiences. Data were collected through semi-structured interviews with 23 participants, including 15 students who had transitioned from special education to higher education and 8 educators, comprising special education teachers, higher education faculty members, and disability support staff. Thematic analysis was used to analyze the interview transcripts, with themes and subthemes identified through coding and categorization. The analysis revealed three primary themes: Transition Challenges, Support Systems and Resources, and Personal Growth and Development. Transition Challenges included academic difficulties, social integration issues, navigating support services, emotional and mental health challenges, and financial barriers. Support Systems and Resources encompassed institutional support, peer support, parental involvement, community resources, and technological aids, with a notable emphasis on the importance of faculty and staff training. Personal Growth and Development highlighted the development of self-advocacy skills, independence and responsibility, academic and career aspirations, and building confidence and resilience. The findings of this study underscore the multifaceted nature of the transition from special education to higher education, highlighting both the challenges and opportunities for students with disabilities. Effective support systems and comprehensive planning are crucial for facilitating successful transitions. The study's insights can inform the development of targeted interventions and support strategies to create more inclusive and supportive educational environments, ultimately empowering students with disabilities to succeed in higher education.

This study aims to explore the impact of social support networks on the mental health of gifted students. The study utilized a qualitative research design with a phenomenological approach to capture the lived experiences of gifted students. Twenty-seven participants aged 12 to 18 were recruited from diverse educational settings through purposive sampling. Data were collected using semi-structured interviews, which provided in-depth insights into the participants' perceptions of social support and its impact on their mental health. The interviews were transcribed and analyzed thematically, with themes emerging through iterative coding and constant comparison until theoretical saturation was achieved. The findings revealed that emotional, academic, and peer support are critical for the mental health of gifted students. Family support, characterized by parental encouragement and emotional reassurance, and peer support, through empathetic friendships and social inclusion, were particularly significant. Teacher support also played a crucial role in addressing both academic and emotional needs. However, several barriers to support were identified, including stigma, lack of resources, overemphasis on achievement, peer competition, and reluctance to seek help. These barriers exacerbate feelings of isolation and stress, impacting the overall well-being of gifted students. Social support networks are essential in mitigating the challenges faced by gifted students and promoting their mental health. Creating inclusive and supportive environments in educational settings, addressing barriers, and providing targeted interventions can enhance the well-being of gifted individuals. Future research should focus on longitudinal studies and the intersectionality of giftedness with other demographic factors to develop comprehensive support strategies.

research was conducted with the aim of investigating the lived experience of professors of formative evaluation during virtual education. This research was done using qualitative approach and phenomenological design. In order to collect data, semi-structured qualitative interview was used. The number of people participating in the research was 10 professors of Bu Ali Sina University, which was achieved by using targeted sampling, after conducting 10 interviews, and audio and visual recording and their content were implemented in textual form. Interview data were analyzed in three stages of open, central and selective coding to classify concepts and categories. In-depth analysis of professors' views led to the identification of factors in three areas. The findings of the research showed that the quality of students' learning was based on the implementation of formative evaluation in the form of meaningful and qualitative learning. Also, two major challenges include weakness in evaluation culture and human resources and weakness in infrastructure and facilities, and strengthening the pedagogical knowledge of professors is the most important strategy to improve the quality of formative evaluation. As a result, paying attention to these factors can lead to the high-quality implementation of formative evaluation in the course of virtual education.

Improving the way of designing syllabus by making it more tailored to the needs and interest of the learners has been an important objective in language teaching, which leads to selecting and grading instructional materials with a consistent attention. This study focused on studying some dark areas of material selection in language teaching, aiming to make instructional materials more attractive to learners. There was also an attempt to see if learner's interest could affect reading and grammar differently. Lastly, the research also sought to find learners' perception on the use of interest in material selection and its possible effect in their performance. A mixed-method design was used to answer the research questions. The findings and results revealed that the use of interest in selecting class materials helped learners have better performance in reading, and the improvement showed a high correlation with learners' performance in grammar learning. Furthermore, the results of the questions asking for learners' perceptions disclosed the effectiveness of integrating interest to teaching materials in language learning. Researchers and teachers are suggested to seek ways to assist the syllabus planners to grow achievement by changing the materials to be more interesting, which can facilitate the language teaching and learning.

This study aimed to evaluate the effectiveness of social skills training on enhancing self-determination and working memory in individuals with visual impairments. A randomized controlled trial design was used, involving 40 participants with visual impairments, randomly assigned to an intervention group (n = 20) and a control group (n = 20). The intervention group underwent ten 60-minute sessions of social skills training over four months, while the control group received no specific intervention. Self-determination was assessed using the Self-Determination Inventory: Student Report (SDI), and working memory was measured using the Working Memory Questionnaire (WMQ). Data were collected at pre-intervention, post-intervention, and a four-month follow-up. Analysis of variance (ANOVA) with repeated measures and Bonferroni post-hoc tests were conducted using SPSS version 27. Participants in the intervention group showed significant improvements in self-determination from pre-intervention (M = 45.25, SD = 6.34) to post-intervention (M = 58.43, SD = 5.27) and at the four-month follow-up (M = 55.37, SD = 5.82). Similarly, working memory scores improved from pre-intervention (M = 39.18, SD = 7.24) to post-intervention (M = 51.22, SD = 6.05) and were maintained at follow-up (M = 48.76, SD = 6.50). The ANOVA results indicated significant main effects for self-determination (F(2, 76) = 41.52, p < .001, η² = 0.53) and working memory (F(2, 76) = 38.19, p < .001, η² = 0.50), as well as significant time x group interaction effects (self-determination: F(2, 76) = 32.35, p < .001, η² = 0.46; working memory: F(2, 76) = 31.88, p < .001, η² = 0.45). The findings demonstrate that social skills training is significantly effective in enhancing self-determination and working memory in individuals with visual impairments. These improvements were sustained over a four-month follow-up period, suggesting the potential of such interventions to positively impact cognitive and social functioning in this population.

The intersection of education and mental health is a critical arena that demands robust collaboration between schools and mental health services. The importance of this collaboration cannot be overstated, as schools play a pivotal role in the early identification and intervention of mental health issues among students. This letter aims to highlight the significance of enhancing collaboration between educational institutions and mental health services, drawing on recent research and practical examples to underscore its necessity and potential benefits. Thus, enhancing collaboration between schools and mental health services is essential for addressing the complex mental health needs of students. By adopting collaborative models, empowering school personnel, addressing barriers, building social capital, and implementing reflective practices, schools can create a supportive environment that promotes student well-being. The integration of mental health services within the educational setting not only facilitates early identification and intervention but also ensures that students receive the comprehensive support they need to thrive academically and emotionally. As we continue to explore and implement strategies for effective collaboration, it is imperative that we prioritize the mental health of our students, recognizing that their well-being is fundamental to their overall development and success.

Objective: The purpose of this study is to examine how psychological problems—such as obsessive-compulsive disorder (OCD), attention deficit hyperactivity disorder (ADHD), anxiety disorders, insomnia, and sleep issues—affect distance learning. Based on the experiences of experts and educators, this study will identify problems and potential solutions.Methodology: The study takes a qualitative approach, gathering and analyzing data using a phenomenological method. Twenty Ardabil primary school teachers and fourteen specialists from around Iran were among the participants, who were chosen via purposive selection until theoretical saturation was reached. In-depth, semi-structured interviews were used to collect data, and they were done both remotely and in person. Themes from the instructors' replies were found and categorized, and their frequency and percentage were then presented. The coding approach developed by Strauss and Corbin (2008) was used to examine the replies from the professionals. Triangulation, member checking, parallel data verification, and researcher self-review were used to guarantee the correctness and reliability of the interviews.Findings: The findings revealed that teachers encountered significant psychological challenges in the context of distance learning. To address these challenges, several strategies were proposed. Subsequently, specialists were consulted regarding the identified challenges, and solutions such as establishing a structured study routine, managing rest and sleep schedules, enhancing social interactions, providing psychological support services, training in stress management techniques, introducing flexible scheduling, prioritizing physical health, delegating tasks effectively, using visual aids, incorporating regular short breaks, reducing screen time, practicing breathing and relaxation exercises, applying cognitive behavioral therapy (CBT), and preventing avoidance behaviors were suggested. A more detailed presentation of these solutions is provided in the findings section.Conclusion: Education stakeholders are advised to implement the suggested strategies from teachers and specialists to identify and address the psychological challenges associated with distance learning effectively.

The purpose of the article is to identify,analyze and rank the most popular sources (translated and authored) in the field of curriculum studies at the moment.The research method was qualitative content analysis (inductive), Shannon entropy and TOPSIS methods.The research field the qualitative method was all experts and university faculty members in the field of curriculum studies in Iran. Participants were selected using available and snowball sampling and data were collected using semi-structured interviews. Finally, 15 participants were invited to interviews which reached the theoretical saturation limit. Then, using the method of thematic analysis, the data were coded and analyzed.The validity and reliability of the research was checked and confirmed based on reliability, transferability, generality and verifiability of the indicators.The statistical population of the Shannon entropy method and TOPSIS was the doctoral students of the Curriculum Studies Department of Tehran Universities, 112 people were selected based on the formula of sample size and answered the questionnaire through available sampling and researcher-made(structured) questionnaire tool. Finally, according to the obtained components extracted from the interviews with expert faculty members as well as the answers of doctoral students, analysis was done and the results were extracted.According to the obtained results,12 works were ranked.

This study aimed to explore the emotional and cognitive effects of long-term antipsychotic medication use. By understanding these impacts, the study seeks to provide a comprehensive view of the lived experiences of individuals who have been on antipsychotic medications for extended periods, highlighting both the benefits and the potential challenges. A qualitative research design was employed using a phenomenological approach to capture in-depth personal experiences. A purposive sampling method recruited 26 participants who had been on antipsychotic medications for at least five years. Data were collected through semi-structured interviews, which were transcribed verbatim and analyzed using thematic analysis to identify common themes and patterns in the participants' experiences. The study achieved theoretical saturation, ensuring that no new themes emerged from the data. The analysis revealed four main themes: emotional impact, cognitive effects, daily functioning, and social interaction. Participants reported significant emotional blunting, including reduced pleasure and emotional responsiveness, alongside cognitive impairments such as memory deficits and diminished attention span. Challenges in daily functioning, such as difficulties in managing routine activities and occupational tasks, were prominent. Social interactions were also affected, with participants experiencing reduced social engagement, dependency on support networks, and stigma related to medication use. These findings are consistent with previous studies, underscoring the profound impact of long-term antipsychotic use on various aspects of life. Long-term use of antipsychotic medications, while essential for managing severe psychiatric conditions, is associated with significant emotional and cognitive side effects that impact patients' quality of life. Healthcare providers should be aware of these effects and engage in regular assessments and open communication with patients to address and mitigate these challenges. Personalized treatment approaches, psychoeducation, and support groups can enhance patients' well-being and treatment adherence.