درخت حوزه‌های تخصصی

In recent years, attention to environmental education especially in rural environments has attracted the attention of many educational experts. The aim of the present study was to investigate the experiences of teachers in relation to environmental education in rural schools. To serve that end, a qualitative approach and phenomenological method were used. Consequently, unstructured interviews were conducted with 13 teachers using the purposeful sampling method. To analyze the data, thematic analysis was used. The analysis of the interviews revealed three main themes (regressive approach, progressive approach, and indifference approach), 13 sub-themes, and 31 refined themes. The findings of the research indicated teachers' lack of real involvement in environmental education, lack of trust in the efficiency of environmental education, absence of employing of new methods, superficial knowledge about the environment, and absence of attempts to use new methods in education. It is concluded that teachers play a significant role in environmental education, so training and preparing them can improve environmental education.

The objective of this study was to explore the experiences and perceptions of community integration and social participation among adults with intellectual disabilities (ID). This qualitative research employed semi-structured interviews to gather in-depth data from 27 adults with intellectual disabilities. Participants were recruited through purposive sampling from various community centers, support groups, and social service organizations. Data were collected until theoretical saturation was achieved. Thematic analysis was used to analyze the transcribed interviews, identifying key themes and subthemes that captured the essence of the participants' experiences and perceptions. The study identified four main themes: experiences of community integration, types of social activities, perceived benefits and challenges, and influencing factors. Participants reported a strong sense of belonging and personal growth through community activities, despite facing barriers such as stigma, accessibility issues, and financial constraints. Support systems, including family, professionals, and peer networks, played a crucial role in facilitating participation. Recreational, cultural, and educational activities, as well as volunteering, provided significant physical, emotional, and social benefits. Technological advancements, inclusive policies, and personal resilience were identified as critical factors influencing community integration. The findings highlight the importance of enhancing accessibility, support systems, and inclusive policies to promote community integration and social participation for adults with intellectual disabilities. Addressing the identified barriers and leveraging facilitators can improve their quality of life and well-being. Future research should employ mixed-methods approaches, include longitudinal studies, and consider the perspectives of family members, caregivers, and professionals to provide a more comprehensive understanding of the factors influencing community participation.

The purpose of this study was to analyze the professional learning standards in Iranian secondary schools (case study: Kurdistan province). This research is applied in terms of purpose and descriptive-survey in terms of data collection method. The statistical population includes all schools in Kurdistan province, which consist of 101 schools. According to the Cochran formula, 12 schools were selected as the sample size through multi-stage cluster sampling. A researcher-made questionnaire was used to collect data. This 47-item questionnaire was designed by researchers to measure professional learning standards in schools in three main areas: conditions for the success of the professional learning program, processes of transforming the professional learning program, and comprehensive and accurate content. According to the research results, the subscale of equity and justice in the conditions for the success of the professional learning program is in a desirable state, while the collaborative culture is in the worst state. The drivers of educational equity are in the best desirable state, and the educational plans are in the worst state in the domain of the processes of transforming the professional learning program. Regarding the area of comprehensive and accurate content in schools, the curriculum, planning, and teaching are reported to be in the best desirable state, while the professional expertise of teachers is in the worst state. Finally, the results indicate that the average status of professional learning in schools is at a moderate level.

این پژوهش با هدف تعیین رابطه بین معنای زندگی و ذهن آگاهی با شکوفایی و نقش میانجی کیفیت زندگی انجام شد. جامعه آماری شامل کلیه دانشجویان مقطع کارشناسی شاغل به تحصیل در سال تحصیلی 1402-1401 در دانشگاه بوعلی سینا همدان بودند. گروه نمونه که شامل 379 نفر بود با روش نمونه گیری خوشه ای چندمرحله ای انتخاب شدند. و به پرسشنامه معنای زندگی (استیگر و همکاران، 2006)، پرسشنامه ذهن آگاهی فرایبورگ، (والاچ و همکاران،2006)، پرسشنامه کیفیت زندگی سازمان بهداشت جهانی، (1996) و پرسشنامه شکوفایی (داینر و همکاران،2010) پاسخ دادند. برای تحلیل داده ها از همبستگی پیرسون و تحلیل معادلات ساختاری استفاده شد.یافته های حاصل از این پژوهش نشان داد که اثرات مستقیم معنای زندگی و ذهن آگاهی بر کیفیت زندگی و شکوفایی مثبت و معنادار بودند (01/0p< ). همچنین اثر کیفیت زندگی بر شکوفایی نیز مثبت و معنادار بود (01/0p< ). طبق نتایج اثرات غیر مستقیم معنای زندگی و ذهن آگاهی بر شکوفایی نیز مثبت و معنادار بود (01/0p< ). بر اساس این یافته ها می توان اینگونه استنتاج کرد که معنی زندگی و ذهن آگاهی با واسطه گری کیفیت زندگی بر شکوفایی تأثیر می گذارند. افرادی که سطوح بالایی از ذهن آگاهی را دارا هستند و در زندگی برای خود معنایی یافته اند؛ کیفیت زندگی بهتری داشته و ارتقاء کیفیت زندگی نیز به سهم خود منجر به شکوفایی و بالندگی در فرد می شود.

Neurodiversity, a concept that embraces variations in human brain function and cognitive processes, is increasingly recognized as a valuable aspect of workforce diversity. Embracing neurodiversity in the workplace can lead to numerous benefits, including enhanced creativity, innovation, and problem-solving capabilities. However, integrating neurodivergent individuals into the workplace also presents several challenges that need to be addressed through thoughtful policies and practices. This letter explores the opportunities and challenges associated with promoting neurodiversity in the workplace and highlights strategies to foster an inclusive environment for all employees. Promoting neurodiversity in the workplace presents both significant opportunities and challenges. By embracing the unique strengths of neurodivergent individuals, organizations can foster innovation, gain a competitive advantage, and create a more inclusive and dynamic work environment. However, achieving these benefits requires addressing the challenges of workplace accommodations, social barriers, and the balance between disclosure and privacy. Through inclusive hiring practices, continuous training, effective leadership, technological support, and strong community networks, organizations can successfully integrate neurodiversity and unlock its full potential.