مطالب

Education plays a pivotal role in shaping societal development, influencing economic growth, social stability, governance, and individual well-being. By enhancing skills, abilities, and individual competencies, education contributes to the accumulation of human capital at both the individual and societal levels. It expands personal freedoms by increasing capabilities, which in turn fosters democratic participation and social resilience. There are two primary theoretical approaches to understanding education’s impact on human capital: the productivity approach and the capability approach. While the productivity approach views education as a means to enhance workforce productivity, the capability approach emphasizes broader cultural and social advancements, seeing increased productivity as an intermediate rather than an ultimate goal. Adopting a systematic qualitative literature review (SQLR) methodology, this study synthesizes peer-reviewed journal articles, policy reports, and scholarly books from reputable sources such as Google Scholar, JSTOR, Scopus, and institutional reports from UNESCO and the World Bank. A thematic analysis was conducted following Braun and Clarke’s (2006) six-step framework, identifying key themes such as education’s role in economic mobility, governance, and global competitiveness. Findings highlight that nations with well-designed educational systems, such as Japan and China, have achieved sustainable economic growth by leveraging high-tech and knowledge-based production. The study concludes that an appropriate educational system is a primary prerequisite for any country’s development, as it determines its position in the global economy. This review underscores the importance of context-specific educational policies that align with broader societal needs. It offers insights for policymakers seeking to bridge the development gap through strategic investments in education.

In today's era, the issue of Palestine is considered as one of the most important political and social issues in the world. The positions and actions of different countries and their leaders regarding this crisis can have profound effects on public opinion and international interactions. Ayatollah Khamenei's letter to the students who support the Palestinian people in the universities of the United States of America, as a political and social text, contains significant points regarding speech acts and the way of expressing positions related to the Palestinian issue.This research aims to analyze the speech acts in the letter of the Leader of the Islamic Revolution to the American students with descriptive and analytical method and to answer the questions that the Leader of the Revolution used more direct and indirect speech acts and the reason for this. What are the abundances? The findings of the research show that most of the direct speech action is related to the declarative actions and most of the indirect speech action is related to the persuasive action. The results of the research show that the leader of the revolution is trying to explain and explain the existing conditions to the students according to historical statements and finally to encourage them to persevere with divine promises.

Adaptation studies gained a renewed focus on the understanding of the mutations contained in the area of film adaptation namely by drawing on theorists like Linda Hutcheon and Robert Stam. This being the case, studying the film adaptation is to work as a platform to detect the social, political and cultural changes of the history. Twain’s The Adventures of Huckleberry Finn as a nationally definitive work for the American literature has been persistently adapted to films since the advent of cinema. Mostly these adaptations occur at specific historical times in American history like Taurog’s adaptation of The Adventures of Huckleberry Finn (1931) that studies the existential reality of the novel during the 1860s. And as adaptation studies, in this perspective, expand the horizon for cultural materialists who investigate the historicity of the text, the type of thinking that is promoted in this study is how the film adaptation ideologically has challenged the core of this nationally definitive text of American literature to further probe into the social and historical issues of the time of adaptations.

As one of the most important literary works written by an American writer, A Farewell to Arms has been studied from the perspective of a variety of critical approaches.  The present study examines this novel from the point of view of trauma studies, especially as discussed by Judith Herman. Hermann divides trauma into several types and proposes three basic steps for the healing process: immunization, recalling and mourning, and reconnecting with life. Using her ideas, this paper concludes that the protagonist of the novel goes through traumatic experiences, whose effect deeply transform his very elemental characteristics. Furthermore, it illustrates how the main character makes an attempt to reconnect with the pre-traumatic society in a doomed way. The reason is attributed to the simple fact that he has not been able to confront and accept trauma and provide a reliable narrative. The main reason for his failure is that he does not go through all the stages Herman believes a trauma survivor should go through to relieve the pain and suffering.

This study aimed to examine the mediating role of executive functioning in the relationship between parental involvement and math achievement among children with learning disabilities. A descriptive correlational research design was employed, involving 379 Malaysian parents of children aged 9 to 12 years diagnosed with learning disabilities. Participants were selected using stratified random sampling based on the Morgan and Krejcie (1970) sample size determination table. Data were collected using three validated instruments: the Parent and School Survey (PASS) to assess parental involvement, the Behavior Rating Inventory of Executive Function (BRIEF) to measure children's executive functioning, and the Math Composite of the Wechsler Individual Achievement Test–Third Edition (WIAT-III) for math achievement. Pearson correlation analysis was conducted using SPSS version 27, and structural equation modeling (SEM) was performed using AMOS version 21 to test the hypothesized mediation model and assess the model fit. Pearson correlation results indicated significant positive relationships among all variables: parental involvement and executive functioning (r = .41, p < .001), parental involvement and math achievement (r = .36, p < .001), and executive functioning and math achievement (r = .48, p < .001). The SEM revealed an acceptable model fit (χ²/df = 1.84, CFI = 0.97, RMSEA = 0.045), and confirmed that executive functioning significantly mediated the effect of parental involvement on math achievement. Both the direct effect (β = 0.26, p < .01) and the indirect effect through executive functioning (β = 0.18, p < .001) were statistically significant. The findings underscore the importance of executive functioning as a cognitive mechanism through which parental involvement enhances mathematical performance in children with learning disabilities. Educational interventions should integrate strategies to strengthen both parental engagement and children’s executive functioning skills to optimize academic outcomes.