mohammad niroo

This study investigates and analyzes the experiences of vocational education and training (VET) teachers in using artificial intelligence (AI) to enhance their teaching skills. Employing a qualitative phenomenological approach, the study delves into the in-depth experiences and meanings of VET teachers' use of AI. Participants included 15 VET teachers from vocational high schools across the country, selected through purposive sampling. Selection criteria included teaching experience, experience in using emerging technologies particularly AI, and willingness to participate in the research. Data were collected through semi-structured interviews and analyzed using thematic content analysis. The analysis process involved familiarization with the data, initial coding, developing and refining themes, and reporting. Key findings emerged into four themes: communication and student support, enhancing social skills, technology's impact on teaching quality, and classroom management and optimization of the educational process. Results indicated that AI enables teachers to improve their interactions with students, parents, and colleagues. AI tools facilitate sharing ideas and experiences with other teachers, strengthening professional networks. To ensure data credibility, triangulation and peer review techniques were employed. Ethical considerations were adhered to throughout the study, and participants' confidentiality was maintained. By providing a comprehensive understanding of teachers' experiences with AI, the study offers insights for improving the quality of VET education.

The teacher ranking system in Iran is intended to enhance performance and motivation but encounters several challenges. This study aims to investigate Iranian teachers' experiences and perceptions of this ranking system using a qualitative, interpretative phenomenological approach. Data were gathered through semi-structured interviews with 15 teachers from various Iranian cities. Findings revealed that the ranking system impacted four main areas: psychological effects, professional development, transparency and fairness, and educational quality. It supports professional growth, transparency, and improved teaching methods, but can also cause stress, psychological pressure, and reduced focus on teaching, potentially lowering teaching quality. Strengths of the system include professional development, increased transparency, skill updates, and fostering healthy competition. Conversely, its weaknesses involve heightened stress, diminished teaching focus, and reduced quality. Recommendations for improvement include revising evaluation criteria, establishing supportive measures for teachers, involving them in the evaluation process, and increasing educational programs and workshops for professional development. These adjustments aim to mitigate the system's negative effects, boost teacher motivation and job satisfaction, and ultimately enhance the overall quality of education in schools.

This research examines the positive impacts and challenges of collaborative learning in artificial intelligence (AI) courses and provides solutions for improving the learning process. The study employed a semi-structured qualitative interview method to collect data. Initially, 98 preliminary codes were extracted from the interview analysis. After review by the research team members and professors, and subsequent code screening, the codes were reduced to 30 final codes categorized into three themes: positive impacts of collaborative learning, existing challenges, and proposed solutions. The results indicated that collaborative learning has significant positive effects on both students and instructors. These effects include the improvement of collaboration and teamwork skills, increased motivation and active participation, deepened understanding of complex concepts, and the development of communication skills. However, challenges such as coordination and task division issues, differences in knowledge levels and abilities, and time constraints were also identified. To address these challenges, solutions such as defining clear roles and responsibilities, utilizing group facilitators, and allocating more time for group activities were proposed. This study, focusing on collaborative learning in AI courses, explores the existing challenges and provides solutions to enhance this approach. The findings can help improve the quality of education in the field of AI and other related areas, offering practical strategies to enhance collaborative learning.

This research is done based on Socio-cultural theory of Development and Collaborative learning role on Cognitive development of students in Mathematics, particularly on problem solving ability. Collaborative learning focuses on an approach of teaching in which uses the potential abilities and knowledge of students and is able to grow via intermental and intramental interactions. In this study, research method is case study and its data are collected by cooperative observation, narrative interviews, field notes and documentary instances. This data is obtained while one of an expert and activated teachers in this approach taught supplementary math for grade 9. The research is done in a 20-student class in a private male high school in Tehran during 92-93 (the academic year). In This research, producing knowledge, learning Mathematics during teamwork, becoming internal, and developing the ability of different representation for students are observed. Also the development of the problem solving of the students in their Zone of Proximal Development, problem solving in a group, and in interaction with teacher have been shown. In the end, some tips related to this approach in categories of background, process, outcome, and components of each are explained.

The aim of the present phenomenological study was to examine high school students’ experiences on the pilgrimage to the Razavi Holy Shrine. The research method was qualitative. The population of the study included the entire high school boys in district 3 of Tehran. In this district, one high school was selected through purposive sampling method and 40 boys who had a five-day trip to Mashhad were studied. The obtained data were analyzed using Colaizzi's method. Results indicated that attendance to the Razavi Holy Shrine had positive behavioral (repentance, refraining from sins, doing good deeds for family, friendship and kindness to others), psychological (spiritual transformation, calmness, happiness, refinement of the soul, being hopeful about the future), and religious (strengthening the faith, tawakkul [reliance on God], self-development, compliance with religious rites and rituals, commitment to spiritual accomplishments, sincerity, piety, Dhikr [remembrance], modesty and patience) impacts on the students.

This study examines the impact of environmental education based on the theory of MI, to reform the traditional teaching model. Selected samples contain two groups, tested samples and control samples are available. Based on the theory of multiple intelligences in Gardner's teaching groups of test and for control groups, the traditional method is used. Research findings indicate that multiple intelligences theory teaching method based on Gardner's attitude and interest students in correcting of misconception of student in regard to environmental education. Compared to traditional teaching methods is supremacy. Traditional approach to education, with the aim of transferring knowledge to students by speech witch is often based on verbal communication and logical – mathematical intelligence is done which are based on individual differences, learning the basic tools to understand each student's outcome. The results of this study and final conclusion indicated the use of MI method teaching entrance of environmental education is rather very necessary.

The “Know about Business (KAB) model”، is one of the valid models for teaching entrepreneurship in fields of skill-based education which has been prepared and developed by the international Labor Organization (ILO). The present research aims to investigate the effectiveness of educating entrepreneurship model in three areas of the learners’ personal attitude، life styles and the behavioral patterns. The research conducted through the mixed methodologies using interview in the qualitative section and quasi experimental in the quantitative section with pretests and posttests. The participants of the study were 35 apprentices of the entrepreneurship courses in one of the Institute of Directorate of Technical Education and Vocational Alborz Province who were evaluated before and after the course. In data collection، Questionnaires’ both face and content validity and reliability were confirmed by specialists through Chronbach''s Alpha as (0. 74)، respectively. Data analysis was done by SPSS and to investigate the research hypotheses، tests of Wilcoxon، Levine، Kolmogorov-Smirnov، and t-test were applied. Results indicated that teaching “knowing about business” (KAB) entrepreneurship did have a significance effect on the learners’ behavioral patterns and living styles، but in case of the personal life was ineffective.

This research was conducted to survey the relationship between learning school and readiness for change in one of the non-profit educational complexes in Tehran. Learning school, that is derived from learning organization concept, consists of two aspects based on Bowen’s et al. definition, and readiness for change is defined in three aspects using the concept by Dunham et al.. Measuring tools in this research include two of Bowen’s et al. SSP-LO (School Success Profile-Learning Organization) questionnaires, and Dunham’s readiness for change questionnaire whose reliability based on Cronbach's Alpha index was calculated to be 0.94 and 0.87, respectively. To test the research hypotheses, parametric individual T-test and pearson’s correlation coefficient were used in addition to descriptive statistics. The research results showed that 1) there is a meaningful relationship between learning school and readiness for change; 2) a significant relationship was found between actions of learning school and readiness for change; and 3) no meaningful relationship was determined between feelings of learning school and readiness for change.