مطالب

Objective : This study examines how different research and development (R&D) funding sources—business enterprise R&D (BERD), higher education R&D (HERD), and government-financed R&D (GOVERD)—influence national innovation and competitiveness, measured by the Global Innovation Index (GII) and Global Competitiveness Index (GCI). This study addresses a critical gap by moving beyond aggregate R&D spending to examine how funding composition shapes innovation capacity.  Methodology: Ordinary least squares (OLS) regression analysis was conducted on a sample of 47 countries using data from OECD R&D Statistics, World Bank Development Indicators, and GII/GCI reports. Missing values (< 3%) were imputed using mean substitution. Diagnostic tests were applied to verify normality, minimal multicollinearity, and compliance with heteroscedasticity assumptions. Two models were subsequently estimated with GII and GCI as dependent variables. Results : For the GII model (R² = 0.601, F = 12.37, p < 0.001), overall GERD intensity was significantly positive (β = 10.54, p = 0.040), while disaggregated components (BERD, HERD, GOVERD) showed no individual significance due to multicollinearity. GDP per capita was robust (β = 8.78e-05, p = 0.019). For the GCI model (R² = 0.651, F = 15.31, p < 0.001), GERD was non-significant; GDP per capita remained the strongest predictor (β = 0.0003, p < 0.001). Regression assumptions were satisfied (Jarque-Bera p > 0.44; Durbin-Watson ≈ 2.1). Conclusion : Overall R&D intensity significantly influences innovation, but relationships with disaggregated sources are complex. The importance of GDP per capita shows that the quality of institutions and the ability to absorb new ideas are both important for turning R&D spending into innovation and competitiveness benefits. Policymakers should prioritize both R&D funding levels and the institutional environment enabling effective R&D utilization.

Objective: To critically examine the control-oriented trajectory within social psychology—characterized by covert influence, behavioral nudging, and digital dark patterns—and propose “Collective Psychology” as an ethical, liberatory corrective that re-centers democratic agency. Methods: A theoretical-critical inquiry was conducted through narrative review and conceptual analysis of peer-reviewed literature, books, and policy reports from 1960 to 2025. Thematic extraction and contrastive mapping were used to synthesize dominant influence paradigms with critical, liberation, and decolonial psychological traditions. Results: The synthesized framework comprises five interdependent principles: radical transparency, collective agency, structural healing, participatory praxis, and plural solidarity. Two irreducible paradigmatic contrasts emerged: shifting power from domination to collective capacity, and replacing covert manipulation with critical consciousness and influence literacy. These contrasts redefine psychological intervention from individual behavior modification to structural transformation and co-produced knowledge. Conclusion: Collective Psychology offers a coherent, principle-driven corrective that redirects psychological praxis away from technocratic control toward transparent, democratic solidarity. The framework provides actionable pathways for health policy, civic engagement, participatory research, and curriculum reform, demonstrating strong potential for culturally grounded adaptation.

Purpose : This study presents a user interface model for library websites tailored to visually impaired (VI) users, leveraging the potential of artificial intelligence (AI). Method : Through exploratory observation of 33 visually impaired users performing three real tasks on library websites, key factors affecting usability were identified. Data collection involved formal usability testing combined with the think-aloud protocol. The interfaces of four prominent Iranian library websites were analyzed. Content analysis supported by MAXQDA software was used to interpret the data, and Cohen’s kappa coefficient was employed to measure inter-coder reliability. Findings : The main findings of this study revealed that a logical webpage structure and clear descriptive headings have the most significant impact on usability. Additionally, inconsistent labeling, search and results presentation complexity, lack of interface customization options, and technical challenges were identified as major accessibility barriers for visually impaired users. AI-based solutions such as automatic error correction, intelligent voice assistants, AI-powered question answering, result clustering, smart filtering, text and image processing, summarization, and interface personalization were proposed to enhance the user experience. Overall, by integrating user feedback and cutting-edge AI technologies, libraries can create more inclusive digital environments that cater effectively to the needs of visually impaired patrons, setting a precedent for future developments in accessible information retrieval systems. Conclusion : Improving library website usability for visually impaired users requires a nuanced understanding of their specific needs. This research contributes by identifying underexplored AI-based strategies that can significantly enhance accessibility and user satisfaction. Future studies should assess the long-term effectiveness of these approaches and explore additional enhancements.

Research on L2 learners’ engagement has highlighted the impact of emotional engagement on task performance to uphold their language development, but there remains a need for further empirical evidence, especially from the text-driven perspective on task-based language teaching. The present mixed-methods study aims to explore Vietnamese EFL learners’ emotional engagement during two task-based lessons driven by two text genres. One speaking task and a writing task that engaged the learners in solving problems driven by the texts were implemented in two three staged lessons. Quantitative data was collected by using a post-task questionnaire analyzed with SPSS v.29 to gauge 33 English undergraduates’ emotional engagement, and an interview was conducted with eight students on a voluntary basis to delve into factors that influence their emotional engagement. Observations during the lessons were further used to triangulate evidence. Descriptive statistics revealed that the participants were highly emotionally engaged in both task-based lessons, expressing high enjoyment and low anxiety. Further thematic analysis of engagement during the lessons indicated that pre-task visual prompting, text processing, the proper cognitive challenges of tasks and texts, and peer monitoring were the main influential factors. These findings imply that task design and implementation based on engaging texts potentially heighten learners’ emotional engagement in task-based performance, thereby facilitating their language acquisition.

This study employed a concurrent triangulation mixed-methods design to examine the impact of backward design (BD), central design (CD), and forward design (FD) on the speaking proficiency and engagement of 75 intermediate-level Iranian EFL learners, aged 18–21, selected through convenience sampling at Arak University, Iran. Participants attended nine weekly 105-minute sessions over one semester, with intermediate proficiency verified by the Oxford Quick Placement Test. Pre-tests established baseline speaking abilities, and participants were divided into three groups of 25: BD group (BDG), CD group (CDG), and FD group (FDG). Data were gathered using IELTS speaking pre- and post-tests, a student engagement scale (SES), and semi-structured interviews. The BDG focused on defining learning outcomes and using assessments such as observations and recorded speeches to track progress and adjust instruction. The FDG prioritized structured activities targeting specific speaking skills, using formative and summative assessments to evaluate mastery. The CDG adopted a learner-centric approach, incorporating personas, scenarios, and open educational resources to create collaborative, engaging activities emphasizing social context and emotional growth. Post-intervention results revealed CD as the most effective in enhancing speaking proficiency and engagement, followed by BD, with FD being the least effective. These findings underscore CD’s strength in fostering interactive, meaningful learning experiences for Iranian EFL learners. The study suggests that curriculum developers and educators should prioritize learner-centered approaches, such as CD, to improve EFL speaking outcomes and engagement.