زهرا صباغیان

This study explores the impact of Massive Open Online Courses (MOOCs) on the professional development of pre-service teachers in the primary education program at the University of Teacher Education. MOOCs, as a modern learning tool, hold significant potential for enhancing the skills and knowledge of future educators.  An applied qualitative research approach based on Grounded Theory was employed. Data were collected through semi-structured interviews with 16 specialists and professors in higher education. Participants were selected purposefully using a snowball sampling technique. The data collection continued until theoretical saturation was reached. The findings identified key antecedents of MOOCs that influence their effectiveness, including environmental factors, learning systems, content management, standardization, and interaction. The study also identified four main outcomes: enhanced international communication, improved curriculum planning, stronger social and cultural foundations, and development of strategic planning. MOOCs play a vital role in the professional development of pre-service teachers, providing opportunities to improve teaching practices, knowledge exchange, and cultural awareness. By ensuring appropriate standards in content, interaction, and support, MOOCs can significantly contribute to improving the quality of education for future educators..

Considering the necessity of changes in the teacher training curricula and the competent and professional teacher training system, the purpose of this research was to clarify the general framework of teachers' competencies with a systematic study. In addition, it aimed to present a meta-combination of theoretical models and studies conducted in this field with a focus It is based on the professional qualifications of teachers and the presentation of its perceptual model for the purpose of reforming and re-designing the teacher training curriculum. The approach used in this qualitative research was a synthesis type of research, which was conducted with the help of the meta-combination strategy and was practical in terms of the goal. The statistical population of the research included all the books (20), articles (156), theses (16) and numerous studies in the period of time (1980-2023) in the field of professional qualifications of teachers inside and outside Iran available in reliable sources. The corpus sample of the research included above 68 titles, based on thematic relevance and theoretical saturation of the data, the research data was selected in a purposeful way with the method of content analysis (qualitative) of the studied documents, collecting and coding and classifying the information of 24 frequently identified components and 94 concepts. Finally, the main categories and topics were extracted. Based on the analysis of the inductive and composite content of the categories, the findings of the research showed that the pattern involves 5 main categories overseeing the dimensions of competence and 10 basic categories overseeing the elements of competence and 25 sub-categories overseeing the types of competence that draw the perceptual framework of curriculum competence. And the relevant implications for redesigning the teacher training curriculum could be separated from it.

Today, the position of the school as a formal educational institution has changed compared to the past. Today’s schools are open spaces and social entities mutually related to community and relevant institutions,This article is extracted from the quantitative part of the dissertation titled “Developing and Validating the Model of School as the Neighborhood Educational Center”. The article related to the qualitative part (developing the model of the school as the neighborhood educational center) has already been introduced and presented.research

This study is applied research concerning research objectives and an exploratory mixed project regarding its type. The qualitative step was according to the grounded theory method. Data were collected using semi-structured interviews with 24 experts and professionals in educational management, followed by data analysis in three stages of open, axial, and selective coding. As a result, the model of school as the neighborhood educational center was developed in six categories of causal conditions, axial phenomenon (school as the neighborhood educational center), mediating conditions, intervening conditions, strategies, and consequences. The quantitative step used the descriptive-survey method to validate the proposed model. The data collection tool at this step was a researcher-made questionnaire completed by 41 principals, teachers, and deputy principals (experts in executive and educational positions) in different regions of Tehran and also University professors, selected through purposive-judgmental sampling. The relationships between research variables were investigated by path analysis/structural equation modeling, using Smart PLS software.

According to the results, causal conditions affected the main factors positively and significantly. Also, the main and intervening factors influenced strategies significantly and positively. However, underlying factors did not affect strategies significantly. The results also confirmed positive and significant effects of strategies on consequences.

To change the schools into the neighborhood educational centers, it is necessary to consider the position of schools,, seek to change community attitudes towards the educational role of school through the media, appoint school principals based on meritocracy, review rules and regulations, emphasize school-centeredness, and increase school authority.

The aim of this study is to "qualitatively analyze the content of the National Document of Iran's Curriculum Based on UNESCO's Ten Skills for 2020".The research method is qualitative and based on content analysis. The statistical population of the research consists of upstream education documents, ie the national curriculum document. In the present study, the sample size of the study is equal to the statistical population. And the entire text of the National Curriculum Document is selected as an example for qualitative content analysis.In this study, a researcher-made checklist was used to collect information to analyze the text of the National Curriculum document. To determine the validity of the content, the checklist was provided to several experts and its validity was confirmed.Comparative content analysis method was used to interpret and analyze the data. The categories in this study are the ten UNESCO skills desired and the items created for each skill are the criteria (component) of text analysis.The research findings indicate that the emphasis on all ten UNESCO skills items in the National Document of Iran's Curriculum is not the same. The results of content analysis showed that all aspects of meta-cultural competence skills, transcendental skills, computational thinking skills, social intelligence skills, design thinking skills have been considered in the document of Iran's national curriculum. But in other skills, there was a mismatch in emphasizing the novelties of innovative and adaptable thinking skills, virtual participation, meaning finding, new media literacy, and cognitive management in the National Document of Iran's Curriculum

This article meta-analyzes the relationship between ethnic identity and national affiliation in domestic and foreign research over a 10-year period (2010-2019 in foreign research and 1398-1389 in domestic research). The most important purpose of the meta-analysis for the present study was to gain a general understanding of the results of research on the relationship between ethnic identity and national attachment by reviewing the results of previous research. The results showed the average effect size in the relationship between ethnic identity and national affiliation in research conducted so that the average effect size in the relationship between ethnic identity and national attachment was d = 0.33 and r = 0.31, which indicates The average effect of ethnic identity on national attachment in research was about 30%.This article meta-analyzes the relationship between ethnic identity and national affiliation in domestic and foreign research over a 10-year period (2010-2019 in foreign research and 1398-1389 in domestic research). The most important purpose of the meta-analysis for the present study was to gain a general understanding of the results of research on the relationship between ethnic identity and national attachment by reviewing the results of previous research. The results showed the average effect size in the relationship between ethnic identity and national affiliation in research conducted so that the average effect size in the relationship between ethnic identity and national attachment was d = 0.33 and r = 0.31, which indicates The average effect of ethnic identity on national attachment in research was about 30%.

Previous studies have identified cultures and introduced the culture of students to themselves and other different cultures. However, there is little research on the multidisciplinary study of high school students on multicultural components in the research gap curriculum.

The purpose of this study was to identify the perception of second grade high school students of multicultural components in the curriculum.

This was a descriptive-survey research. The statistical population consisted of all high school students of Tehran Secondary School in the academic year of 2018-2019. 382 students were selected by stratified random sampling from north, south, east, west. The research tools are: researcher-made questionnaire (including 23 questions in 5 components, acceptance of diversity and plurality, peaceful coexistence with respect, avoidance of prejudice and prejudice, consideration of ethnic customs and customs, coverage of ethnic groups). Results were analyzed by partial least squares (PLS) method.

Students have a high understanding of the components of multicultural education such as acceptance of diversity and pluralism, peaceful coexistence with respect, avoidance of prejudice and prejudice, but of the components of attention to customs, customs and language, covering and perceiving ethnicity. Not high (P< 0/05).

The studentschr('39') perception model has a good fit with the components of acceptance of diversity and plurality, peaceful coexistence, attention to customs, avoidance of prejudice and discrimination and ethnic clothing coverage.

Ethnic identity, which is the most detailed and specific type of identity, refers to a person's sense of belonging and loyalty to customs, history, land and local language. The purpose of this study was to investigate the relationship between ethnic identity and national attachment of students.

From a quantitative point of view, the research is correlational and also from a qualitative point of view, it is mixed-exploratory. The statistical population included all second year high school students in Tehran in the academic year of 1397-98, 337 people were selected as a sample by stratified random sampling from the north, south, east and west. To assess national attachment in this study, Maria Zenintudo (2004) questionnaire and ethnic identity questionnaire were used which were assigned to 4 authors: cultural, social, political and ethnocentric.

Analysis of data showed covariance the coefficient of significance between the two variables of representation of ethnic identity and national attachment of high school students in Tehran is 0.74 Since this number is greater than 0.7, there is a strong and positive relationship between the two variables of ethnic identity and national affiliation.

The results of the present study indicate that if ethnic identity is strengthened in adolescents it will create national attachment and there is a significant relationship between the two.

The aim of this qualitative study was identifying the effective factors and components in transferring learning to the work environment in in-service training of nurses in hospitals affiliated to the Social Security Organization.


The  method was exploratory research and Data analysis was fundamental.
 The sample includes 35 members of hospital supervisor, head nurses, master manager of education and academic professors who work and expert in training transfer. Data were collected by open interview until theoretical saturation was reached. Open and semi-structured interviews were used to collect information and simultaneous analyses of the interview were conducted using open, axial and selective coding. The obtained model was validated by all 35 people and the learning transfer model was developed. Finally, using the feedback method of the participants and the analyst triangulation technique, the validity of the analysis was ensured. In order to measure the reliability of the coding, re-test reliability methods and intra-subject agreement were used.
The factors affecting training transfer could be in 4 dimensions, including personal factors, educational factors, organizational factors and meta-organizational or environment factors.
The results showed this fact that in educational performance process in hospital and achieve the efficiency and effectiveness of education in nurses’ performance , we must consider factors affecting training transfer. Because the lack of attention to these factors influencing the transfer process has shown that learning is forgotten over time and eventually a small percentage is transferred to the workplace and a lot of costs are imposed on the hospital without any benefit.

One of the main reasons of development in industrial developed countries is to consider the process of using the learning and utilizing them by organizational staffs. Current article has been done to qualitatively combine the results of studies in the field of learning transfer and its comprehensive analysis. In this article by investigating the effective factors of learning transfer to workplace in internal and external scientific database and all of the learning transfer researches as research community, 56 articles were identified in this context. The criterion for selecting articles was the title transferring learning to workplace in organizational learning. Then by using the combining approach and context analysis the results and findings of previous researchers were analyzed. At the end, effective factors in learning transfer in 4dimenssions (individual, educational, organizational and meta-organizational) 34 components including 8 individual components, 10educational components, 13 organizational components and 3 meta-organizational components and 136 parameters were identified and classified. To achieve the effectiveness of learning in enhancing the overall performance of organizations, educational authorities should pay attention to individual, educational factors, organizational and extracurricular factors which affect transfer of learning and also in-service education based on identified factors have to be planed.

in order to survive in medical field, must learn new knowledge and skills. The aim of this study is Pattern design, codification and performance of training transfer in nurses in service training

More clearly, how to collect and analyze information and data in this study consists of two main parts: In the first section, the method of exploratory research and grounded analysis is theory. Regarding the data saturation level, a sample of 32 individuals from the experts in the field of education was studied through purposeful. An open and semi-structured interviews were used to collect information and simultaneous analyses of the interview were conducted using open, axial and selective coding. The obtained model was validated by all 32 people and the learning transfer model was developed. the sample investigated  was 274 from Morgan table. Cluster random sampling method. Data analysis was performed in quantitative part using factor analysis and exploratory analysis and structural equation modeling.

  In this model, the factors influencing the formation of learning transfer to the work environment were categorized into 4 categories, 34 component and 136 indicators. The main factor was organizational factors with 0/59 Path coefficient and sequencely educational factors with 0/53 Path coefficient , trans-organization factors with 0/46 Path coefficient , individual factors with 0/30 Path coefficient,were found. Therefore, organizational factors had the highest impact and individual factors had the least impact on the transfer of learning to the workplace.  This factors were meaningful effect on training transfer the transfer of training was favorable and in the medium level above 3. The findings also showed that the learning transfer status in hospitals affiliated to Tehran Social Security Organization is at a desirable level

The results show that in the process of training in hospitals and effectiveness of training in nurses' performance one should consider the factors that distinguish between the learning of designed training and their application in the occupation They are considered mediators of special interest and training was design with base on new model. Regarding the moderate transferring situation in these hospitals, focus on the factor that has the greatest impact on learning transfer (organizational factors).

Human beings can achieve their goals when they have the right function in their educational programs, and have a scientific and precise plan, providing the students with a better level of learning. The quality of teaching and learning in the university depends on the capabilities of the learning culture. Since human beings, because of the nature of the knowledge of the other disciplines, have certain cultural aspects, it is necessary to research the status of the learning culture of students in these disciplines. According to the literature, the factors and elements of the learning culture of students are distinct, but so far, research has not been done to study the learning culture of the students of humanities in Iran. Therefore, this research was conducted as a pathology of learning culture of these students.
Research Questions
The questions of study were those appearing in Survey weakness of Human sciences students learning culture.
This was an applied qualitative case study. In this study, semi-structured interviews were conducted with 14 members of the faculty and educational administrators and 18 students of Human sciences. Content analysis was used to analyze and categorize the results of interviews and because the interviews were based on the conceptual framework derived from literature review, the deductive method (top-down) was used in content analysis and categorization of qualitative data.
Categories obtained were classified and presented in accordance with the framework of a learning culture at the interactional, individual, and institutional levels. The individual level included factors pertaining to the motivation to learn, the role of the learner, student's expectations of learning, learner tasks. The institutional level considered the appreciation and encouragement of educational innovation, formal and informal rules, improving the quality of the learning context, faculty development, and enhancing the training capacity. The interactive level encompassed issues related to the learning space, content and knowledge structure, goals, media, evaluation of teacher relations with students, faculty, and time frame.
Discussion and Improving student learning culture represents a valid and valuable educational activity of the humanities educational groups and it can affect the quality of their performance. The results of research is insightful for expanding effective learning in the students of humanities.

The aim of study was Survey (strengths and weaknesses) of architecture students learning culture. The purpose of the study was applied and the qualitative approach to the case study method determination of data collection was conducted. In this study, semi-structured interviews was conducted with eight members of the faculty, educational administrators and PhD students Architecture. Content analysis using the method of categorization conducted to analyze the results of interviews and because the interview was based on the conceptual framework derived from check the background, with content analysis (Template Analysis) was used in analysis and categorization of qualitative data. Categories obtained were classified and presented in accordance with the framework of a learning cultureat at three levels individual with Categories: (motivation to learn, the role of the learner, student's expectations of learning, learner tasks), institutional with Categories: (cum encourage and education innovation, formal and informal rules, improve the quality of the learning context, faculty development, empowerment training capacity) and interactive with Categories (learning space, content and knowledge structure, goals, media, evaluation teacher relations with students, faculty, time frame.

The aim of this research is to know the weakness learning culture of technical students. This research is conducted applicable in terms of purpose and qualitative in terms of data collection. Semi-structured interviews was conducted with eight members of the faculty, educational administrators and technical-engineering students. Content analysis using the method of categorization conducted to analyze the results of interviews and since the interview was based on the conceptual framework derived from former studies, the deductive method (top-down) was used in content analysis and categorization of qualitative data. Achieved categories were classified and presented in accordance with the framework of a learning culture at three individual levels with dimensions: (motivation to learn, the role of the learner, student's expectations of learning, learner tasks), institutional level with dimensions: (cum encourage and education innovation, formal and informal rules, improvement in quality of learning context, faculty development, empowerment of training capacity) and interactive of with dimensions (learning environment, content structure, goals, media, appraisal, relationship between professors and students, professors, time frame.

This study examines the structural and functional changes of higher education autonomy in five years higher education program’s documents science the Islamic revolution of Iran. Theoretical basis of this study is a combination of system theory and theories presented in the ground of higher education governance models and functions of higher education autonomy. The purpose of researcher in this study was to investigate and describe the process of structural (governance models in higher education) and functional changes of Iranian higher education autonomy during the five developmental programs. For this purpose, quantitative content analysis approach and interview is used. The content analysis Prevalence of issues related to higher education governance models and functions of academic freedom in the context of the five development programs. The purpose of the interview and its position in this research are to collect complementary information related to the research subject and explain and the findings of the research. The statistical population of content analysis is the documents related to the five developmental programs in the country. Research Examples include on the statistical population. The tool used for content analysis includes coding worksheets for three models of governance and functions of higher education autonomy. To analyze the data descriptive and inferential statistics such as the chi-square test was used. In the interview, the researcher collected data from semi-structured questions.The sample consisted of thirty experts who conducted the study were chosen. For the analysis of interview closed questions, chi-square test, kruskal-wallis and U mann–whitney test was used to. The research findings are presented in three sections that in the first part, the findings of the content analysis, in the second part, the findings from the interviews with experts and in the third section, comparing the findings of the content analysis with interviews are discussed. In general, a look at the progression of structural (models of governance in higher education) and functional changes of higher education autonomy within five developmental programs, it is considered a change in the orientation and attitudes of planners and policymakers from state-centered models of governance to the Humboldt and market-oriented models occurred that in consequence of this change of attitude, attention to some of the higher education autonomy functions in the third, fourth and fifth developmental programs, has been more than other developmental programs. Positive correlation indicates that the interaction between structural and functional aspects of higher education autonomy during developmental programs.

in this study, a content analysis of documents related to the five development plans with regard to issues of higher education governance pattern has been investigated. The purpose of this study was to determine the amount of attention to the categories and sub-categories associated with each of the three patterns of higher education governance.The research population includes the country’s five developmental programs and their supporting documents. The sample of the study includes a total population. Describing standard are the three patterns of higher education governance. The unit of analysis in this study is each of the country’s developmental programs and their supporting documentation and the unit of recording are statements, propositions, sentences and words that contain themes and concepts related to the categories and sub-categories of higher education governance patterns. The research method is quantitative content analysis. In this paper, by combining insights related to higher education governance patterns, three patterns were considered which are state-centered pattern, market-oriented pattern and academic self governance pattern (Humboldt pattern). In this study, each of the five development plans and their supporting documents have been separately investigated and content analyzed according to the higher education three patterns of governance. The results indicate that in the first program, state-centered pattern, in the second program, the state-centered pattern and market oriented pattern, in the third and fourth program the Humboldt pattern and in the fifth program, categories and subcategories of market-oriented pattern are more quantitatively dominant.

This study seeks to conceptualize knowledge sharing process among faculty members at academic contexts. With inductive approach, the method of study was the systematic grounded theory. Sixteen semistructuredinterviews were conducted in two Iranian universities to explore the way respondents’ share their knowledge of teaching and research with their colleagues. The qualitative findings with paradigmic model explored nine main components in knowledge sharing among faculty members which are: (a) causal conditions(internal motivators, external motivators) (b), main category (willingness to share knowledge indirectly with colleagues)(c), written, personal and networking as the strategy (d), context (interpersonal context, interorganizational context) (e), Interveningconditions (perspectives in knowledgeproduction) (f),outcomes (individual outcomes and making intergenerational and interdisciplinary dialogue).

Discovery and knowledge production، education، application، integration and engagement are the major domain of university functions. In the resent years the faculty evaluation systems lead the academic activities to research and publication. The positive result of this situation is being seen in the increase of international scientific ranking of Iran. But because of necessity to considering the totality and integration of university functions، this is the main question that “Does the entire scholarship domain especially scholarship of teaching and learning are developing equally?” For response to the question this research was designed. This is a qualitative methods by review the literature، documentation and semi-structure interview with 17 experts in four discipline area including humanities، basic science، engineering and medical science. In this research scholarship of teaching and learning are divided to three levels: good teaching [teaching based on personal expertise]، scholarly teaching [based on pedagogical content knowledge] and scholarship of teaching and learning [sharing the educational knowledge]. Encoding and Categorizing was done by content analysis of interviews. The results showed that in almost of the universities، teaching and learning process are done by personal expertise and in none medical universities there isn’t enough faculty development programs to empowerment of educational profession competency. The infrastructure for scholarship of teaching and learning in medical universities was better than the non-medical. It Seems that، cultural، scientific، political and formal infrastructure are necessary for knowledge storing and knowledge sharing. refining the faculty evaluation and promotion system، organizing the education development centers and holding the educational innovation Festival can be effective role in creating an scholarship atmosphere for developing the teaching and learning، specially، in none medical universities.

The present paper aims to formulate a pattern of university administration using the grounded theory approach. The participants included 22 faculty members having valuable experiences in the area of higher education management. The data were collected using in-depth interviews, and the texts of the interviews were analyzed using a content-analysis method. Administration, at both levels, was affected by some factors, including the attitude to the position and role of universities in different areas, main actors in the administration of universities and their interrelationships, public policies at national and regional levels, and the broad role of governments. The present study mainly focused on quality of the the beneficiaries’ participation in the administraion of universities. The structure of the beneficiares’ participation, the intellectual pattern common among the beneficiaries, and the operational-managerial patterns used by higher education managers were discussed and, accordingly, a final model was psoposed.

This paper introduces the philosophy and method of critical conscie ntization in adult education and critical social analysis. An overview of some Iranian research papers on Freire’s views on education suggests that although some of his educational and social themes are familiar in our society and they have been discussed in different papers, however, they have not been considered as a coherent epistemologic - intellectual system. In line with this objective, the intellectual origins of Freire’s views have been explained based on Hegel’s philosophy, Frankfurt School critical theory, Goldman’s structuralism, and Vygotsky’s theory. In addition, his epistemological and ontological foundations have been studied in the context of critical hermeneutic and critical realism.

The main purpose of this study was defining the contextual barriers of research activities in universities. A survey-descriptive method was applied in this research. The statistical population included faculties of Shiraz University of Medical Sciences. Sample size determination was done by stratified random. Research tool was designed by researcher which its reliability was confirmed by kronbach alpha (α =92.8%) respectively. The findings showed that based on correspondent's views all educational, cultural, political, and strategic barriers are interfering in research activities at the universities. Also, although a significant difference was observed among facultie's views and their gender, academic position, and administrative responsibility, but no significant difference was observed between the facultie's experiences and discipline. Overall it seems that educational reform, institutionalizing the scientific culture in society, avoiding dominant the political approaches over of scientific approaches and paying attention to the main goals and priorities in the policymaking are the major needs in higher education that should be tackled seriously.

The aim of this study is Identification of the effectiveness of employee training on the staff empowerment in Keshavarzi Bank. This study is done by survey –Descriptive method. The research population is, all employees who participatied in the Training courses in Keshavarzi Bank at west region of Tehran and Their managers by Using Cluster random sampling method 124 employees were selected. Statistical methods such as T Single sample, Multivariate analysis of variance and pearson correlation coefficient are used. The results show that from managers and staff point of view, training Has been effective on the Components of goals clearance “3/798”, Fair treatment “5/193”, promote teamwork“2/803”,Creating of Constructive communication “8/80” and promotion of spirit“4/225”.but has not any effect in connection with the Components of spirit of Participation “0/060” and Creating Healthy working environment “0/850”.The result also show that there is a significant relationship between the total number of training courses the and employee empowerment “0/585”.

This study aimed to investigate the relationship as well as the impact of Training Methods on knowledge management process in Atomic Energy Organization of Iran (AEOI) as a research based organization. The target population consisted of all experts in AEOI. Based on Krejcie and Morgan table, 328 statistical samples were randomly selected. Instrument for data collection was questionnaire made by researcher which the reliability level was acceptable. The result of the study shown significant relationship between training methods and knowledge management process. Based on this research, active practical method had high regression impact on knowledge creation.