نوآوری آموزشی

Currently, the engineering education system in Iran primarily focuses on hard and traditional skills and lacks a well-defined program for teaching soft skills to engineers. Improving the quality of undergraduate programs requires the integration of education with the practical knowledge gained in the society, state agencies, and economic enterprises. This can significantly enhance the educational innovation and future career advancement of engineers. Utilizing the professional experiences of engineers in the structure of university courses or extracurricular activities is one of the effective measures to improve the quality of engineering education. These experiences can serve as a communication bridge between the university and industry and familiarize students with the real-world challenges and opportunities of the profession. In this research, this idea has been explored and analyzed in several different undergraduate programs at the University of Tehran. To evaluate the impact of successful engineers’ professional experiences on undergraduate education, a systematic survey was designed and evaluated based on psychological criteria. The detailed feedback from students was collected and the results were analyzed. Finally, based on the findings of this study, recommendations are provided to improve the quality of engineering education. The serious and continuous implementation of these measures can play a significant role in the development and advancement of the country’s engineering education system and adequately prepare students for their professional environment.

Teacherpreneurs play a vital role in creating and developing educational innovation. The current research also seeks to understand the process of these innovations through the lens of design thinking as a human-centered approach. The participants in this research are teachers who have provided innovative solutions to solve educational problems and developed them in the form of an educational startup. This research was conducted with a qualitative approach and with (semi-structured) interviews with 10 teacherpreneurs. The obtained data were analyzed by Strauss and Corbin coding method. The research findings are presented in 5 categories according to the stages of design thinking. 1. Empathy and accurate understanding of the learner's needs 2. Discovery and precise definition of the problem or the learner's need 3. Coherent and methodical ideation and innovation research, 4. Construction and implementation of a sample on a micro-scale (classroom), 5. Validation of the idea Through sharing and feedback from learners and colleagues. The result of the research shows that the most important difference between the innovative solutions of teacherpreneurs and the usual innovations is the scalability of these innovations. Part of this is due to knowing the audience and defining the exact need and then checking the quality of the innovative solution in the classroom and during collaboration with other teachers. The results of this research can be the basis for the development of the educational innovation of the teacher of entrepreneurs, and the development of the teacher of new entrepreneurs.

This article presents an innovative approach to conducting final exams to reduce students’ psychological burden and enhance learning outcomes in engineering education. The method involved a two-hour exam with three different question sets given to 38 undergraduate students. During the middle of the exam, students were surprised with a 5-minute break outside the classroom to relax and consult with each other. This break helped reduce anxiety levels. After the break, students returned to the exam with improved mental calmness. The average grades of students did not significantly changed compared to previous years. Interviews conducted one year later showed positive feedback from students. They felt the approach transformed exam tension into excitement and energy for learning. The method reduced stress, discouraged cheating, and created a positive exam experience. The article suggests that innovative approaches to reduce exam-related psychological burden should be explored further in educational research. By refining and generalizing this approach, it can be implemented globally to benefit students. This research contributes to the ongoing discussions about exams, cheating, and alternative assessment methods in engineering education.

This systematic review examines the application of poststructuralist theories in the development of diverse curricula, focusing on their impact, benefits, and challenges. Poststructuralism, with its emphasis on the fluidity of meaning, critique of power structures, and the dynamic interplay between knowledge and society, has become increasingly influential in educational theory and curriculum design. The review begins by exploring the foundational concepts of poststructuralist theories, highlighting the contributions of key theorists like Michel Foucault and Jacques Derrida. It then analyzes various case studies where poststructuralist principles have been successfully integrated into curricula, particularly in higher education and elementary schools. The findings indicate that curricula informed by poststructuralism foster critical thinking, creativity, and active student participation, making them more adaptable to contemporary societal needs. However, the implementation of such curricula also faces significant challenges, including resistance from traditional educational structures and the complexity of poststructuralist ideas. The review concludes with recommendations for future research and practical strategies for curriculum developers to effectively integrate poststructuralist theories into educational frameworks.

The aim of study was to investigate the relation between the effectiveness of classroom management and educational innovation of instructors with the academic performance of students at Bu-Ali Sina University.The method of research is descriptive and correlation type. The Statistical population consists of entire10491students. According to Kergcie and Morgan table, samples of 384 people were selected. Three questionnaires was used: The classroom management effectiveness questionnaires, educational innovation and academic performance questionnaires.Questionnaires justifiability was calculated based on their content justifiability and also their ending were calculated according to Cronbach's alpha respectively.For data analysis, descriptive and inferential statistical methods such as T test, Pearson correlation and multivariate regression analysis were used.The results showed: There is a positive and significant relationship between classroom management and each of its dimensions with students' academic performance at Bu-Ali Sina University. There is a positive and significant relationship between the educational innovation of the teachers and the academic performance of the students. Also, only the education management dimension was able to predict students' academic performance among the dimensions of the variable of classroom management.

The purpose of the present study was to investigate the relationship between professional skills and curricula innovations among faculty members of Isfahan University and Isfahan University of Technology. The research method was descriptive-survey. The statistical population in this study included all the faculty members of Isfahan University and Isfahan University of Technology. Method of sampling was stratified random sampling and 90 persons (20 persons from technical-engineering department of University of Isfahan and 70 persons from technical-engineering department of Isfahan University of Technology) were selected as sample. Research data has been collected through standard questionnaire of professional skills and curricula innovations which is prepared by researcher. Results showed that there is significant relationship between the professional skills (educational designing, educational technology, teaching method and educational evaluation) with faculty members curricula innovations.

The purpose of this study was identifying the obstacles to innovation support and presenting a proper model in order to establish the innovation system in education. It was a mixed methods research and based on the research objective, it was applied. The research population included specialists, managers and vice-presidents of Iran’s ministry of education, educational innovators, education experts, library documents, hegemony documentary and researches. Sampling methods have been purposeful, random stratified, snowball and document mining. Data was analyzed using statistical and logical analysis according to a mixed model of Clark and Cresol. The main result of this research was identifying the structural, legal and attitude obstacles to innovation support and also strategies and approaches of supporting innovations by presenting the supportive model of educational innovations in the education system.

Abstract: The main purpose of this research is to analysis of ICT integration (cyber spacing) obstacles at implementation stage based on educational innovation theories in secondary schools of sahnieh city. The plan of cyber spacing is as a innovational education design that take place in the event of ICT integration with school curriculum. The approach of research is qualitative and its method is Phenomenology. Participants of this research was teachers, managers and Technology Assistant as a key informed people and according to purposeful sampling, 21 people were selected as research participants. Also Theoretical saturation was base for sampling. Data was gathered with semi structured interview and analyzed with Smith steps in qualitative analysis. To ensure from reliability of data, strategies like trustworthiness, rigor, conformability and transferability was applied. Findings showed that; implementing ICT integration (cyber spacing) in schools curriculum in sahneh city faces with some barriers including; weakness of teacher's knowledge, Lack of belief to constructive using from computers in teaching process, weakness of skills and lack of self-efficacy in applying ICT, teachers and managers resistance in face of ICT integration innovations, Failure in educational and technical supports, noncompliance of educational structures with ICT integration,lack of proper use from parent association capacities, weakness in internalizing of ICT using cultures and non-responsive management.

Nowadays the mission of universities to survive and develop better human resources, increase the quantity and quality of services as well as educational innovation. In the meantime professional development plays a constructive role in promoting the development of professional knowledge and skills of faculty members in order to achieve these objectives. The purpose of the present study was to investigate the relationship between professional development and educational innovation among faculty members of psychology and education in governmental universities of Tehran. To this end, a random categorical sampling with proportional allocation including 102 participants were selected from a population of 232 of the faculty members of psychology and education in governmental universities of Tehran. Using Cochran formula some 102 people were chosen. Data gathering instruments include professional development and educational innovation as well as a researcher-made questionnaire. The research was descriptive, correlational and data analysis was used for the correlation, stepwise regression and binomial test. Results showed that significant relationship (p≤0/05) between all of the six professional development components (personal development, educational development, research development, organization development, ethical development and cultural and social development) with educational innovation. Furthermore; the results of the stepwise regression showed that 66% of variation of educational innovation predicted by educational, research and cultural components. Paying attention to the professional development of faculty members provides training ground for innovation and universities have a vital role in this regard.

New approaches to learning and using them to improve and enhance the effectiveness of training and development of skills training is required. The present study aimed at solving techniques using education as an educational innovation to increase students' self-efficacy and empowerment. The research is descriptive method of data collection was internal and external databases Finally, findings and analysis of existing approaches and strategies in this regard was provided. The results showed that the method of solving the inventive method will facilitate the empowerment and self-learners Using this method can improve skills training and create change in this area have positive effects. Based on the results of this study, PBL can positively affect learners’ self-efficacy readiness. Preparation for self-efficacy learning is an important characteristic in students. These features should be considered for future planning and application of effective teaching methods with respect to the educational innovations  of each field and career.

The main objective of this study was to identify educational innovations from the perspective of methods of production, adaptation and implementation in Iranian general education based on global experiences and the related literature. The research question concerns methods of production, adaptation and implementation in Iranian general education. It was a mixed method research which tried to study the domestic and foreign documents and to get the consultation of experts through a qualitative method, comparative data, categorization and analysis. The research sample included Malaysia, India, Singapore, Australia and USA. The research instruments included documents, rules and regulations and research carried out on the related topic in Iran and the above mentioned countries, interview with experts and a researcher-made questionnaire. This study examind the process of the production, adaptation and implementation of educational innovations in these countries and tried to develop a model through scientific validation, so that it could be applied to Iran’s domestic situation.The results showed that the present condition of our education system is not ready to accept the suggested model and the situation is not ready for its implementation. Majority of the experts believed that the situation should be prepared in advance and a school should be established based on the characteristics of the suggested model, before the realization of educational innovations in our education system.

The industrial organizations hinge on innovation of their engineering education to stay persistent and dynamic. Although, there may be no guarantee to attain this without proper education management which will depend upon understanding innovation in enabling an organization to achieve higher levels of performance and work out several solutions in confronting competition challenges. With absence of such ability there would be no knowledge- based organization. Formerly, the question was that how innovation might improve functions; presently, though, relying on education as a potential resource of competitive advantage. We think of how an organization may achieve long-term competitive advantage in this fluctuating world of businesses while resorting to innovation. Focusing on innovation, this article aims to investigate the process of its management in the system of technical and engineering educations.

Nowadays, information and communication technology (ICT) plays a fundamental role in many fields. Education is one of the fields that has been reformed by information technology. In this research, the application of information technology in teaching-learning process, has been investigated in educational system. Using the experiences of different countries in applying information technology in teaching-learning process, twenty three different methods of ICT applications were extracted. Then, using the viewpoints of information technology experts in the education system, these methods were evaluated based on ten different indexes, for three educational stages of general, theoretical and technical high school. Finally, using TOPSIS decision making techniques, the obtained data have been analyzed and the best innovative methods for different educational stages have been presented and explained.

The emerging Information and Communication Technology (ICT) and its development in recent years have provided educational researchers and authorities with a highly resourceful and competent means to revolutionize and improve teaching and learning methods and extend their reforming goals. Deployment of this technology requires comprehensive investigations to recognize weaknesses, strengths, opportunities and threats of our educational system, characterize the existing and desired situations and design master and detailed plans toward educational objectives. The first step in this regard is to distinguish the multi dimensional roles of ICT in socio-cultural and economic situations of our society. Upon justification of these roles, the subsequent studies and research activities can be directed and organized successfully. This paper is an attempt to draw a comprehensive model of ICT roles in our educational system.

The non-stop scientific, cultural, and economical changes in the current world and the status and problems of education in Iran are in such way that they necessitate certain needs for innovation in education in our country. The important issue that has not been paid attention to in our country is the question “which group of experts and scientists in education and psychology and with what psychological characteristics are able to create new thoughts for educational innovation in Iran?” Based on the philosophy of scientific transcendent wisdom and by relying on the fundamental assumption that transcendent wisdom, broad knowledge, and the researcher’s matured scientific character are the main ground-makers for scientific innovation, it has been tried in this article to state, review, and analyze the researchers’ psycho-cognitive characteristics and its indications in educational innovations. This is done with the help of a newly designed philosophy (called "scientific transcendent wisdom") as well as a designed research method of deep and all sided recognition of the central phenomena of the subject of study, which we call the “authentic creative research method". As an example in this approach, the basis for innovation in teaching healthy thinking has been offered to the students by relying on transcendent wisdom, objective knowledge (the brain physiology, psychology, and education of thinking), and matured scientific character of the researcher.The subtitles of the article include: 1) Stating the problem. 2) Innovation in education. 3) Philosophical, scientific, and personal character of the researcher as the basis for educational innovations. 4) The authentic creative research method for studying complicated psycho-educational phenomena. 5) Transcendent wisdom: the essence of national and religious Iranian identity for giving meaning to life. 6) The philosophy of science and objective knowledge in educational innovation. 7) Teaching healthy thinking: An example of applying objective knowledge in educational innovation. 8) The barriers on getting use of objective knowledge in educational innovation. 9) The meaning of matured scientific character. 10) List of references.