فناوری

This study aims to identify the key factors influencing the technology-based educational and research efficiency of elementary school teachers, with an emphasis on professional skill development.

This applied research employs a mixed-methods approach (qualitative and quantitative). The statistical population includes experts, specialists, and faculty members of Farhangian University. In the qualitative phase, 30 experts were selected through snowball sampling and interviewed. In the quantitative phase, 300 elementary school teachers and 25 faculty members were selected using the census sampling method. Data collection tools included semi-structured interviews and researcher-developed questionnaires. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using confirmatory factor analysis (CFA).

The qualitative analysis identified six key factors affecting the technology-based educational and research efficiency of elementary school teachers. Socio-cultural factors, including cultural diversity and communication skills, play an important role. Technology-based skills, such as content creation and proficiency in educational software, significantly impact teachers’ effectiveness. Educational approaches and strategies, including modern teaching methods and learning management, contribute to improved instruction. Knowledge and awareness, particularly pedagogical knowledge and familiarity with educational technologies, enhance teaching efficiency. Psychological and personality traits, such as motivation, creativity, and attitude toward technology, also influence performance. Additionally, infrastructure and educational planning, including digital resources and internet access, are essential for integrating technology into education.

The findings indicate that technology-based skills have the highest impact on improving educational and research efficiency, while psychological and personality traits have the least influence. Strengthening professional skills through technology-focused training is essential for enhancing the effectiveness of elementary school teachers.

This study aims to explore the prospective research dimensions of technology governance within higher education through internal investigations. Utilizing a qualitative approach, the research adopted an inductive methodology and qualitative meta-synthesis method. The present investigation employed a comprehensive sample of 50 peer-reviewed scholarly articles that were published in esteemed domestic academic journals and conference proceedings between the years 2009 and 2023. Of this corpus, 20 articles were selected based on a set of predefined criteria, including their level of precision, originality, and innovative content. Data analysis was conducted using qualitative analysis facilitated by the maxqda20 software. The analysis yielded 89 codes, categorized into 4 primary themes, addressing topics such as the future of technology, technology's role in higher education in Iran, future trends in higher education research, and forthcoming research directions. The findings suggest that forthcoming internal research endeavors in technology within higher education are oriented towards aspects external to the university, particularly concerning the institution's engagement in the metaverse domain, which is anticipated to instigate comprehensive transformations.

The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies. consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology in education. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.

This research was conducted with the aim of investigating the effectiveness of technology-based teaching strategy on the academic engagement of the sixth grade elementary school students in the course of experimental sciences. The research method was based on quasi-experimental nature with a pre-test-post-test design and a control group. The statistical population of the research included all sixth grade female students of the elementary school in Dere Shahr city in the academic year of 2022-2023. To select the sample size from the convenience sampling method, 36 students of the sixth grade of the second period of Elementary School in Dere Shahr City were selected and then the selected sample was randomly assigned into experimental groups (18 people) and control groups (18 people). Fredericks (2004) educational enthusiasm questionnaire were used to collect data on academic engagement. The experimental group was trained using the active teaching strategy based on technology during eight sessions, and the control group was trained in the usual way. To analyze the data, statistical methods have been used at two descriptive levels (central and dispersion indices) and inferential (covariance analysis). The results showed that the technology-based teaching strategy had a significant effect on students' academic engagement. According to the results of this research regarding the effectiveness of the technology-based teaching strategy on the academic engagementof elementary school students, it is suggested that this strategy be included in the agenda of the Deputy of Elementary Education of the Ministry of Education.

In the educational system, the main role of educating students is performed by teachers, in order to improve the quality of education, the teacher needs to know the intelligence, personality and hypothetical attitudes of the students, and besides that, the teacher needs different educational plans, with progress Increasing Technology has solved many obstacles and challenges of teaching. Technology implemented in classrooms can create positive effects on self-confidence and selfbelief and creativity, motivation and help emotions and overcome fear and shame for students and even teachers, and in its inhibiting state, such as students' lack of understanding of Technology The limited budgets of educational systems, low supervisions cause the negative aspects of Technology to appear. Today, educational Technology materials are accepted as the main focus of students' learning, although the innovative ways of using it were done on a temporary basis, but after that, they realized the necessity of Technology applications. and a new revolution occurred in the science of educational Technologies. The purpose of this article is to express the feedbacks of the use of Technology and its mutual reaction. The recording and collection methods of this article are descriptive, and the method of collecting materials is sampling practical and interesting topics of analysts step by step from scientific research articles of researchers. Therefore, according to the studies, Technology and its materials are divided into three main areas in terms of learning, each of which has vital tasks in this vibrant sea of Technology: a) Teachers: teachers need rich and modern knowledge to achieve their goals in the field of education and training. b) Parents: parents are receptive elements for students, their duty to erase the negative effects of Technology in the minds of their children is based on three principles, supervision, supervision, more supervision. c) Students using Technology is the key to development in cultural and social matters .

The purpose of the present study is to investigate the lived experiences of student teachers about the use of technology in virtual education. The research method is qualitative and phenomenological. The participants in this study were female students of Farhangian University of Makazi Province, who were selected by the purposive sampling method and with the criteria of setting two semesters of virtual education (N=16). In order to collect data, a semi-structured interview method was used. Data analysis was carried out using the seven-step Claysey method. The obtained results indicated the existence of two general themes of challenges and opportunities of using technology in the virtual education of student teachers. These challenges include the lack of acquiring the necessary competencies in learning courses, organizational problems, curriculum problems, problems caused by the lack of face-to-face communication and the lack of infrastructure. At the same time, the use of technology in virtual education has some opportunities such as removing time and place restrictions, increasing access to content, and developing technology materials for students. According to the results, it is necessary to provide the necessary support to adjust the challenges of virtual education.

Rapid and continuous changes in the surrounding environment are one of the inevitable features of the current world, which overshadows various aspects of human life. It is obvious that the educational system, as one of the most important institutions in the modern world, is not immune from facing these changes; Therefore, it is necessary for educational leaders to identify the changes and transformations of their interactive environment that affect its performance and functions, and to adopt wise measures in relation to formulating appropriate and appropriate approaches to these developments. In this regard, one of the most important developments in recent years is the expansion and penetration of new information and communication technologies into the field of education, research and learning.Digital technologies appear in various forms and capabilities, and the newest form of it in the current period is Metaverse technology. It is predicted that the ability of metaverse will gradually enter into different aspects of human life and provide a new style of life; Therefore, educational managers cannot be indifferent to this new generation of technology and do not acquire the necessary knowledge and knowledge in this field and transfer it to the body of the educational system; Therefore, based on this necessity, the present research tried to find important concepts related to the foundations, necessity, requirements and consequences of education with an analytical-descriptive approach and by using the philosophical research method by using library study. to discuss and examine virtual services in the platform of Metaverse.

The decreasing demand for STEM majors poses a significant challenge in Iran and has implications for the country’s development. Graduates in STEM fields play a vital role in the progress and growth of a nation. This study aims to identify effective strategies to tackle the crisis of decreasing demand in STEM majors within Iran’s academic system. To accomplish this objective, a mixed-methods, sequential-exploratory approach was employed. The qualitative phase involved a case study methodology, conducting semi-structured interviews with 15 knowledgeable individuals. Practical solutions emerged from this phase. In the quantitative phase, the classical Delphi technique was used to validate these solutions. A questionnaire, based on qualitative findings, was distributed to 13 experts to achieve consensus. Statistical analyses, including Kendall’s correlation coefficient, median, average, and quartile deviation, were employed to analyze the quantitative data. Both qualitative and quantitative findings reveal consensus among experts on nine significant solutions to address the decrease in demand for STEM majors in Iran’s academic system. These solutions include merging small local universities with larger provincial universities, emphasizing the importance of the Document of Higher Education Survey, fostering interdisciplinary sciences, enhancing collaboration with local industries and communities, prioritizing problem-oriented and applied research, attracting foreign students from neighboring countries, improving quality standards, aligning curricula with labor market needs, and providing free and virtual training courses.

The Covid-19 pandemic has affected various aspects of human life and changed many systems and practices of the past. Since the beginning of the pandemic, technology is among the fields that have received serious public attention. It's expected that technology has a significant impact on overcoming the Covid-19 crisis and resolving the challenges posed by it. However, the effects of Covid-19 on technology and technological innovation systems have received less attention. Using the futures wheel method, this research identifies and visualizes the direct and indirect consequences of Covid-19 on technology. The input of the focus group discussions for the design of the futures wheel is derived from the qualitative content analysis of existing studies and reports on the effects of Covid-19 on technology. After the first version was designed by the focus group, the results were presented to fifteen experts with different specialties to modify the wheel in addition to confirm the validity of the research. Comments were reached consensus in two rounds of interviews and the final version of the wheel was drawn. The research findings represent the pattern of Covid-19 effects on technology under four main consequences: recession and economic problems; the need for fast, efficient, and effective solutions to deal with the crisis; lockdown policies; and the environmental impact of Covid-19. The most important policy proposals to deal with the identified consequences are: supporting the development of crisis-related technologies; supporting the continuation of companies' activities; supporting innovation competitions; removing obstacles to the export of technological products; Expediting patenting and licensing processes; Applying demand-side innovation policy tools; Investigating the risks of emerging technologies; regulation of emerging technologies; Designing a dynamic business atlas; and removing restrictions on access to materials and equipment needed for research and development

The purpose of this study is a comparative study of work and technology education curriculum in the primary education system of Iran, Finland and Singapore. The method of this research is qualitative using a comparative method based on comparative analysis. The field of research includes scientific information, documents about work and technology education in the primary education system of the world. For sampling, the method of targeted sampling was used. According to the successes of Finland and Singapore in the field of labor and technology education, these two countries were selected as a sample and compared and compared with Iran. The method of collecting documentary information is by filing method. In order to analyze the data, George Brady's four-step method has been used. The results showed that the similarities are: in terms of status, in the compulsory program at lower levels of education (elementary course); In terms of logic and reasoning, in preparing students for their future careers and careers; In terms of purpose, in introducing them to jobs, preparing them to learn professions and jobs; In terms of content and educational materials are generally consistent; In terms of teaching methods, in using active, participatory and team teaching methods, practical project, problem solving; In terms of evaluation, in the evaluation by the working method of the research folder, evaluation of the practical self-assessment project, oral-written questions; In terms of the role of the instructor, in the role of the instructor as a guide and management of class activities; In terms of the role of the learner, they are similar to the role of the learner as a questioner and the connection and synergy between what is new and what has been learned in the past and how to apply what has been learned in the real world. However, the differences are: in terms of position, in the degree of diversity and scope of the curriculum, work and technology, and the degree of integration of this program with the programs of other courses; In terms of logic and reasoning, the extent to which everyone's work, education and life are related to technology; In terms of purpose, in the amount of attention paid to the development of problem-solving skills, environmental, critical thinking, learning technological literacy; In terms of content and teaching materials, in the field of diversity in educational content and the degree of emphasis on the concepts and principles of work and technology, in terms of teaching methods, in using teaching methods based on maximum student freedom of action, semantics in teaching, Communication teaching method; In terms of evaluation, in the certification of skills and evaluation by teachers and students; In terms of the role of the educator, in the role of the teacher as a member of the family, to make the educational content meaningful for the students by adapting the content to the real world; In terms of the role of the student, there is a difference in the degree of students' freedom of action in activities, restricting education and activities to the classroom.

Problem &

The development of faculty members' abilities is often done in the form of organized programs in faculty members' ability development centers. These centers, which are ubiquitous in foreign countries, provide empowerment services via the use of in-person and virtual platforms. The aim of the current research is to investigate the status of the programs of faculty development centers in selected universities of foreign countries and then to compare the use of technologies in these programs. The research results are used in order to benefit from the experiences of these universities in general and also specifically in the field of technology platforms.

The research method of the present study is a comparative study based on the Bereday method, in which the obtained data are analyzed in four stages: description, interpretation, Juxtaposition, and simultaneous comparison. To achieve this goal, the top ten foreign universities were purposefully selected based on the Times ranking of 2021, and the teaching development centers of these universities were studied based on the programs and services provided in person and virtually (based on technology). The data of the study was collected from the information contained in the website of teaching development centers, documents and reports of selected foreign universities.

The results of the research showed that each of the programs depends on the function for which it is intended and affected by elements such as time, space, content, and interaction in any of the in-person or virtual platforms or as a combination of two platforms. In general, ‘educational programs’ in both platforms, ‘individual support, financial support and evaluation of education’ in in-person platforms, ‘collective sharing, providing educational resources and technology resources’ in virtual platforms are more widely used.

Finally, it can be concluded that by relying only on one platform, whether it is only in-person or only virtual, it is not possible to organize the programs of faculty member empowerment centers in a desirable way. It is necessary to use the advantages of both platforms by combining two platforms in order to reduce the limitations of each platform.

The main goal of this research was to investigate the role of Information Management Systems in improving the organizational culture of employees of the Department of Education in Eqlid city in Iran.Research methodology The research method was a descriptive correlation type. In the present research, the sampling method was a census, 49 people from the community of Euclid city's education management headquarters area were selected to answer the questionnaire. In fact, in most cases, their answer was in the category of very agree. The average rating in general shows that the most important effect of MIS on organizational culture is in the component of measuring the impact of the results of decisions on employees and in order to make it easier for the participation of the directly responsible for Solving the problem of each and every employee is by using MIS facilities. Of course, the importance of this component is high from the audience's point of view, and in the third place of importance, the results of Friedman's test show that people consider it important to be able to contact the managers as soon as possible by using MIS capabilities. Also, based on the Friedman test and according to the creativity and innovation component, the ease of encouraging responsible employees by MIS has been ranked second in importance from the point of view of the respondents of the questionnaire. The management information system as a management system in the field of education can facilitate the improvement of the quality of education, productivity and development of human resources.

The present study aimed to provide a model of knowledge management training in Isacco automotive after-sales service companies. In terms of applied objectives and in terms of data, the research method is an exploratory mix (qualitative-quantitative) and in terms of nature in the qualitative dimension, the foundation data is of its kind and in the quantitative dimension is a cross-sectional survey. The statistical population of the qualitative section consists of all experts (people with doctorates and research in the field of knowledge management) in this field and in the quantitative section of all employees of the company (bachelor's degree and above) are 140 people. The type of snowball consciously targeted the sampling method in the qualitative section and 18 experts were selected, which we reached theoretical saturation in expert number 15. In the quantitative part of the sample size, 106 people were selected based on Morgan's volume determination formula. In the present study, after open and axial coding of the measurement tool, it was prepared in the form of a form and sent to experts for selective coding and validation. Based on this, a researcher-made questionnaire was designed and distributed among randomly selected statistical samples. Then, the collected data were analyzed using descriptive and inferential statistics, and at the end, 7 dimensions, 26 components and 138 indicators were identified for this model. The dimensions identified in a homogeneous structure support the model constructs of a concept called the knowledge management-training model in automotive after-sales service companies.

In this research, while examining the role, importance and impact of using the metaverse world on education, the advantages and challenges of using it are also mentioned. This research is a review study, the information of which has been collected from the library method through the review of a large number of articles, internet and related books. The findings of the research indicate that the use of the metaverse world in the Ministry of Education, such as smart schools, should be prioritized and is of great importance, and expert staff should be trained in this field. Also, teachers should be trained in this field and regarding the institutionalization of the use of information and communication technology, there should be clear policy and planning and timely information. The research findings show that the challenges facing schools in the field of technology application Information and communication include: technical equipment weakness, cultural weakness, teachers' educational motivational weakness, managerial and planning infrastructure weakness, and financial and economic weakness. Therefore, primary schools must deal with these challenges with appropriate policies.

The purpose of this study was to identify and determine the relationships among the components and sub-components of innovative universities and finally to design an Innovative University Model. A survey approach was used as the research method and data were collected through a researcher-made . Our findings were analyzed in PLS software through structural equation modeling technique and then through first and second order confirmatory factor analysis. Based on the obtained results, individual, group and institutional components and sub-components affecting innovative universities were identified, and among individual, group and institutional factors affecting innovative universities, the individual factor had the highest impact on innovative universities. Furthermore, the main functions of an innovative university were identified as education, research, innovation and entrepreneurship. Among these, education had the greatest impact on innovative universities.IntroductionTo guarantee a sustainable growth in the currently turbulent environment and to adapt to the innovations and rapid growth of science and technology, universities must move towards innovation. This innovation should take place in structure, culture, vision, processes and outputs. The concept of an innovative university is still unclear to many elites, academics, and administrators. The significant research gap in the field of innovative universities in Iran requires addressing this important issue. Universities are now expected to step out of the old traditional systems, which are not very useful and justifiable, and to move in the direction of the principle of innovation (Horn, 2018). The current situation of higher education puts more pressure on the leaders of colleges and universities to think differently about how to manage their institutions (Swanger, 2016). Key factors in creating innovation at the university include structure, stakeholders, external communications, and rules and regulations. If universities want to change and have the necessary flexibility in the face of environmental changes, they should act faster, and respond appropriately to environmental changes. Universities that intend to change need a culture that is receptive to change (Kouchaki &Mohammadi, 2013). In this research, innovative universities are examined from the perspective of three main functions: education, research, and innovation and entrepreneurship, and at three levels: individual, group and institutional. Therefore, this research has three main

The aim of this study was to identify and prioritize the components of learning technology in education in Fars province. This research adopted an exploratory mixed-method design for instrument development. Purposive sampling, with the criterion of theoretical saturation, was used to select key experts. Data were collected through upstream documents and semi-structured interviews with 22 experts. Data analysis was performed using thematic analysis, and indicators and criteria were identified. In the second stage, the identified indicators were weighed using Expert Choice software. Based on the rank and weight of the main criteria and the degree of inconsistency of the pairwise comparison matrix, the indicators identified were as follows: individual empowerment, interaction with the environment, system capability, learning sharing, and knowledge sharing. Also, considering the overall degree of inconsistency, it can be said that the results are generally reliable. Readiness for change, individual empowerment towards a collective perspective, attitude towards technology, and principles of the use of technology had the most weight among the indicators. The results of this study provide education managers in the field of learning technology with valuable information to take basic steps to improve and enhance the quality and effectiveness of learning technology by adopting principled policies in this regard.