پژوهش کیفی

This research was conducted to analyze the factors affecting the mathematical literacy of the 9th grade students. The data were collected with a qualitative approach and the use of semi-structured interviews. The research participants were among the 9th grade students of Isfahan city, who were selected using a purposeful approach and criteria-based sampling. In this research, theoretical saturation was achieved with 15 students. The qualitative data obtained from the interviews were analyzed using the process of open, axial and selective coding. To ensure the quality of the research and validation of the findings, several strategies were used such as continuous interaction with the participants as well as assessment, review and verification of the data by experts. Based on the viewpoint of ninth grade students, the identified categories and subcategories were classified into two general categories of external and internal factors. The internal factors including the subcategories of learning mathematics, math study, motivation, metacognition, problem solving skills and beliefs were classified and the subcategories of society, educational environment and family were placed under the external factors affecting the mathematical literacy of the 9th grade students. Finally, as a general finding of the research, the conceptual model of factors affecting students' mathematical literacy was formulated and presented.

The process of content analysis is the process of converting quality into quantity and then converting this quantity into quality. This method is often used in integrated research and research process and is used in various fields of educational and social sciences, including curriculum and educational planning, sociology, psychology, and educational technology.

In this research, a descriptive and library method was used, and all related these articles were purposefully selected and analyzed. This article is a review type. And also the research method based on grounded theory is used.

What is stated in this article first defines content analysis, then examines open content analysis versus hidden content analysis, as well as uses, stages, approaches, and finally attempts to express the nature of content analysis from a quantitative and qualitative point of view, and then to The two logics of induction and analogy and comparison were discussed and they were carried out in the three steps of preparing for organizing and reporting.

Since the method of content analysis has different branches, the border of their differences and similarities is not completely clear. For this reason, as well as the existence of different approaches, this research has been carried out, because by introducing, analysis and summarization of content analysis methods help researchers to write and find their methodological point of view, therefore, it has more of an operational aspect than a theoretical aspect, because it can be a precursor to the use and implementation of other methods such as the foundational data theory method.

The present study was conducted with the aim of qualitatively identifying and explaining the factors affecting the resilience of divorced women who have also accepted custody of their children. The research community included all women under the support of welfare centers and aid committee of Firuzabad city in 1400. Using the purposeful sampling method, the sampling was continued until saturation (10 resilient divorced women). The research was conducted qualitatively using a phenomenological approach. Using a semi-structured interview, information related to the sample was collected, and after analyzing the content of the interviews and their final coding using thematic analysis method, three main indicators were extracted in resilient divorced women: 1- individual factors, 2- supportive factors, and 3- factors The presence of a child. The results showed that individual factors include cognitive self-regulation, behavioral self-regulation, spiritual-religious strategies and personality traits. Supporting factors include family support and social support, and the last core category, which is the presence of children, includes themes such as creating meaning in the presence of children and focusing on the role of parents, which are considered to be effective factors in the resilience of divorced women with the presence of children. The present research helps to understand the experience of resilience of divorced women and guardians of children and also to design specific interventions to facilitate their resilience

This research was conducted with the aim of analyzing the necessary competencies of integrating information and communication technology with instructional program in the context of virtual education.

This study was conducted with a qualitative approach and the participation of 15 experts in the field of educational technologies through semi-structured interviews and snowball sampling. Data analysis was done by manual coding using thematic analysis method with inductive approach and Atride-Sterling model. Authenticity verification was done by using strategies such as implementing a systematic process of data recording, increasing the number and variety of interviewees, frequent revision of data, control by members and external researchers; And reliability was measured through retest reliability and reliability between two coders manually, and after the completion of coding, the results of these two coders were compared with each other and the Holsti method was used.

The results of the theme analysis indicated that a total of 79 open codes or basic themes were extracted from 15 interviews, which were reduced to 37 themes after removing duplicates, and these 37 themes were in the form of 11 main organizing themes of individual competence. Teacher, teacher's social competence, teacher's professional ethics, content mastery, familiarity with technology and technical skills, knowledge and principles of technology use, information transfer in virtual education, use of technology in education, classroom management in digital space, attention to psychological characteristics Students are involved in the evaluation and integration of technology with the curriculum in the evaluation and 4 comprehensive themes of the teacher's personal and professional competencies, the teacher's scientific and technical competencies, the ability to teach and evaluate, and educational evaluation.

Conclusions and suggestions: 

In this regard, it can be concluded that for the integration of information and communication technology with the curriculum and education in the context of virtual education, there are competencies that teachers, having these competencies, can best integrate these technologies with Curriculum and educational programs are successful.

Innovation and originality: 

The examination of the essential competencies of integrating information and communication technology with the curriculum and education in the context of virtual education is comprehensively considered

This article examines the unforeseen impacts of artificial intelligence within academic settings, analyzing the complex issues arising from its growing and thought-provoking presence at both micro (classroom) and macro (higher education planning and policy) levels.

The approach of this study is qualitative, utilizing an autobiographical method that moves beyond surface-level reporting toward interpretative phenomenology. Autobiography, with its focus on the researcher’s personal experience (unexpected encounter with AI in the classroom), enables a more precise analysis of this experience.

The findings indicate that students lack sufficient familiarity with the ethical dimensions of AI use. Lesson plans do not address AI, and there is no specific program for evaluating student assignments using this technology. Additionally, higher-level educational policies have not been updated to accommodate the infiltration and expansion of AI within curricula, and many of these policies remain limited in scope. Given the current situation, inequalities stemming from the use of this technology are on the rise.

Conclusions and suggestions: 

This study addresses the lack of awareness regarding the applications and ethical dimensions of artificial intelligence, as well as the absence of educational infrastructure and up-to-date curricula related to this field within universities. In this regard, it is recommended that universities revise their curricula and develop appropriate educational resources for both instructors and students. Additionally, essential improvements to infrastructure and policies should be prioritized to optimize the effective utilization of this technology.

Innovation and originality: 

This article, employing a novel approach, seeks to bridge the gap between classroom settings and the fields of educational policy and planning. The innovation of this study aims to raise awareness among policymakers about the rapid spread of artificial intelligence across the country and encourages them to adopt proactive and forward-thinking policies in this regard.

This qualitative study aimed to identify teachers' career plateau indicators, components, and dimensions to provide a conceptual framework and develop theoretical foundations. It was a qualitative research with the phenomenological design. Data was collected by semi-structured interview with 25 teachers, principals and heads of education, who were selected through purposive sampling. Data collection was continued with the snowball method up to the theoretical saturation. They were analyzed by inductive content analysis at three open, axial, and selective levels. Validity of the findings was confirmed by the member check method and its reliability was calculated by the agreement between two coders (81.92%). Three dimensions were identified for indicators of career plateau among teachers, including the weakness in the psycho-physical, job skills, and organizational behavior. Weakness in the psycho-physical dimension included the components of low desire and motivation towards the work activities, negative attitude towards the job and job-organizational conditions, projection, and weakness in the mental and physical health. Weakness in the dimension of job skills including the components of less attention to the job growth and development, weakness in the teaching planning and design, negative impact on the students' academic performance, reduction in the work efficiency and quality, lack of creativity in the work, and inappropriate interaction with the parents, teachers and students. Finally, the weakness in the organizational dimension of behavior included the components of less flexibility in facing the organizational job changes, developing a negative atmosphere in the work environment and encouraging the anti-organizational behaviors, passive presence in the work environment, anti-organizational citizenship behaviors, isolationist behaviors, and reducing the occupational and organizational commitment.

This study aimed to qualitatively analyze the impact of descriptive feedback on the learning motivation of elementary school students. The objective was to explore how descriptive feedback influences students' confidence, interest in learning, academic performance, and social interactions, as well as to identify the challenges teachers face in implementing this feedback effectively. A qualitative research design was employed, utilizing semi-structured interviews to gather data from 19 participants, including teachers and students from elementary schools in Tehran. Participants were selected through purposive sampling, and the number of interviews was determined by theoretical saturation. The data collected were analyzed using qualitative content analysis to identify core themes and categories related to the influence of descriptive feedback. The analysis revealed that descriptive feedback significantly enhances students' learning motivation by boosting their confidence, increasing their interest in learning, improving academic performance, and fostering better social interactions. However, challenges such as limited time for providing detailed feedback and insufficient teacher training were identified as barriers to the effective implementation of descriptive feedback. Descriptive feedback is a powerful tool in enhancing the learning motivation of elementary students. It positively impacts students' confidence, academic performance, and social skills. However, for descriptive feedback to be most effective, teachers require adequate training and sufficient time to provide detailed and meaningful feedback. Addressing these challenges can further optimize the benefits of descriptive feedback in the educational process.

This study aims to explore the qualitative impact of continuous assessments on the academic self-confidence of high school students in Tehran. A qualitative research design was employed, utilizing semi-structured interviews to gather in-depth insights from 23 high school students in Tehran. Participants were selected using purposive sampling to ensure they had substantial experience with continuous assessments. Data were collected until theoretical saturation was reached, ensuring comprehensive coverage of student experiences. The interviews were transcribed and analyzed using inductive content analysis, with initial codes grouped into axial codes and themes to identify the main findings. The analysis revealed five primary themes: positive impacts of continuous assessments, negative impacts, the role of teachers, the sense of academic success, and challenges associated with continuous assessments. Positive impacts included increased motivation and skill development, while negative impacts encompassed stress and decreased self-confidence. The role of teachers in providing meaningful feedback was crucial in boosting students' confidence. However, challenges such as time constraints and workload were identified as factors that could undermine students' self-efficacy. Continuous assessments can significantly influence students' academic self-confidence, with both positive and negative outcomes. While these assessments can enhance motivation and learning when implemented effectively, they may also lead to stress and reduced confidence if not carefully managed. Teachers play a critical role in mitigating the negative effects by offering constructive feedback and support. This study highlights the need for balanced assessment practices that consider individual student needs and psychological well-being.

This study aimed to explore the qualitative effects of storytelling-based education on enhancing the creativity of students. The objective was to understand how this pedagogical approach influences various aspects of creativity, including imaginative thinking, critical thinking, social participation, and self-confidence among students. A qualitative research design was employed, utilizing semi-structured interviews to collect data. The study was conducted in Tehran with 21 student participants selected through purposive sampling until theoretical saturation was achieved. Data analysis was performed using content analysis, which involved open, axial, and selective coding to identify key themes and patterns related to the impact of storytelling-based education on creativity. The analysis revealed that storytelling-based education positively influenced students' creativity by enhancing their imaginative thinking, critical thinking, social skills, and self-confidence. Key axial codes included improved problem-solving abilities, increased class participation, and development of artistic creativity. Thematic analysis further categorized these impacts under broader themes, such as cognitive skills development, social skills enhancement, and emotional growth. The results aligned with previous studies indicating the effectiveness of storytelling as an educational tool in fostering creativity and related skills. The study concluded that storytelling-based education is a powerful method for fostering creativity in students. It not only enhances their cognitive and artistic abilities but also improves their social and emotional skills. The findings suggest that incorporating storytelling into educational curricula could significantly benefit student development. Future research is recommended to explore the long-term effects of this approach and its application across diverse educational contexts.

The importance of regulating emotions by the teacher in the face of misbehavior observed in the classroom has been widely accepted. However, there was a lack of studies on why and how emotions are regulated by teachers in Iran. Therefore, this research was carried out in a qualitative way with the approach of lived experience with the aim of extracting the strategies of regulating the teacher's emotions against students' misbehavior in a sample of 16 teachers of Zanjan province. After making the necessary arrangements, the participants were interviewed in person and virtually. The participants were 16 secondary school teachers with an average of 10 years of teaching experience, with an age range of 24 to 40 (with an average age of 34 years) and with a bachelor's degree (9 cases), a master's degree (6 cases), and a doctorate (1 case). Purposive sampling method was used to select the participants. To collect the required data, a semi-structured individual interview was used until reaching theoretical saturation, and the obtained information was analyzed using content analysis. Colaizzi's seven-step method (1978) was used to analyze the content of the interviews. This model consists of seven steps, step 1) reading carefully all descriptions and important findings from the participants, step 2) extracting important and meaningful phrases related to the target topic, 3) understanding the extracted important phrases, step 4) sorting the descriptions of the participants, 5) turning all the inferred opinions into comprehensive and complete descriptions, step 6) turning the complete descriptions of the phenomenon into a real summary and useful description and 7) final validation. The interview questions were arranged around the teachers' emotion regulation strategies against students' misbehavior. Simultaneously with data collection, their analysis began; In this way, each interview was read several times, then the texts related to the lived experience of each person were placed in one text to form the analysis unit. Then the meaningful units of the overall text were determined and the summarized meaningful units were extracted from them. Finally, analytical codes were extracted from them. The obtained codes were carefully studied and based on the similarities and differences between them, subcategories and then general categories were formed. By theoretical analysis based on conceptual similarities, the general categories within the topics were extracted. In this way, the general text of the interview was arranged in a classified manner from the topics to the meaningful units. To ensure the internal and external validity of the research results, the four criteria recommended by Goba and Lincoln were evaluated. The reliability level was obtained by Krippendorf's alpha method of 0.77. After implementing a total of 8:25 hours of interviews, the results were categorized into two categories of students' classroom misbehavior and teachers' emotion regulation strategies against these behaviors. Five sub-themes for students' classroom misbehavior and two sub-categories of positive and negative strategies were extracted. Class misbehavior is the disturbing things in the educational atmosphere of the class, which causes the emotional and behavioral reaction of the teacher in front of them. The findings of this research showed that teachers used positive emotion regulation strategies to regulate their emotions, including: situation correction, re-evaluation, and response modulation or adjustment, and negative emotion regulation strategies, including: suppression, rumination, and catastrophic perception, against misbehavior. Among them: uncooperative behaviors, neglecting lessons, verbal and physical aggression towards classmates, verbal and physical aggression towards the teacher, excessive joking and mocking each other in the class and cheating in the exam. Adaptive strategies include strategies that have appropriate psychological and behavioral consequences. These strategies are also known as positive strategies in psychology. One of these strategies is the strategy of correcting the situation. According to teachers, this strategy was an attempt to correct the situation in order to change its emotional impact, which refers to changing the physical and external environment of the person. Another strategy was the re-evaluation strategy, which the teachers described as an example of cognitive change and interpreting the meaning of an event in order to change its emotional impact. For example, it may involve interpreting an event by broadening one's perspective to see the "bigger picture." According to the interviews, it was found that reappraisal effectively reduces the physiological, mental and neurological emotional response. Modulation or adjustment of the response based on which teachers have been able to control their anger when observing students' misbehavior, by taking a deep breath or walking in the classroom or drinking a glass of water, and at that moment their feelings in a positive way. show more In fact, as it was found, this strategy includes trying to directly affect the experimental, behavioral and physiological response systems. Incompatible or negative strategies include strategies that do not have appropriate psychological and behavioral consequences and are often challenging. According to the conducted interviews, repression was the most frequent strategy used in the classroom. According to the teachers, this strategy is an example of establishing attention, which includes trying to direct one's attention from specific thoughts and mental images to other content in order to improve one's emotional state. The rumination strategy is another negative strategy because this strategy aggravated the emotional distress of teachers. According to them, the occurrence of unfortunate situations and misbehavior of students causes intellectual preoccupation around various aspects of the event and the feelings and thoughts created due to unfortunate situations are constantly reviewed by the teacher. The negative strategy of catastrophic perception refers to the situation where the teachers perceived and expressed the created conditions as more severe and terrible than the reality of that event. These strategies are used against student misbehavior. Misbehavior including uncooperative behaviors include moving in class, not attending regularly, talkativeness, without permission to speak, using inappropriate words in class regardless of the presence of the teacher, grumbling about the lesson and insisting on finishing the class early. Such behaviors slow down the learning process. In the conducted interviews, uncooperative behaviors were the most frequent and were reported in various forms in different situations. According to the teachers, neglecting the lesson as the second most frequent misbehavior, mostly included not finishing and not doing the homework, not following the learning materials in the class. The learning process cannot be done without the necessary attention and concentration. In the interviews conducted, aggression was mentioned as the third type of misbehavior towards classmates and teachers; Of course, there was more aggression towards classmates. Other misbehavior included teasing and joking, according to the teachers, which disrupted the learning process and class order. The last case was the misbehavior of cheating, which was considered a social violation and a disciplinary problem according to the teachers, and includes cheating in the exam, cheating in exercises and homework, and group coordination for cheating. This research presented results about the most common emotion regulation strategies in teachers, which can be used to intervene in teachers' professional development programs and planning and decision-making in the field of ways to prevent and deal with all kinds of misbehavior.

Identifying and measuring learning outcomes is a developing approach to higher education that is applied to evaluate and improve its quality. The aim of this study was to identify and categorize the Expected Learning Outcomes of undergraduates in the field of educational sciences. For this purpose, a qualitative approach and a systematic plan of grounded theory at the level of conceptual ordering have been used. In this study, several data collection sources including the curriculum of the undergraduate course of educational sciences approved in 2016 and the views of key experts including faculty members of the University of Tehran, employers of related jobs, and undergraduates of the University of Tehran were used. The qualitative data collection was performed through semi-structured in-depth interviews and with a snowball sampling strategy The data saturation was obtained with 37 interviews. Analysis of qualitative data was performed using software MAXQDA2018 and Strauss open coding and led to the identification of learning outcomes in 4 categories including: cognitive, skill, mental-emotional and social. The findings of this study could form a basis for multiple applications such as curriculum development and revision, tool designing, and quality assessment of Expected Learning Outcomes to improve and ensure the quality of teaching-learning activities in higher education.

Concept maps are one of the teaching and learning strategies that bring meaningful learning to the learner by activating them. The research aim was to identify, explain and phenomenologically analyze teachers' lived experiences with using the conceptual map on instruction. The research approach was qualitative and phenomenological. The research population was the teachers in the second section of the elementary school in Birjand city, who participated in the research through a semi-structured interview through purposeful criterion-based sampling. The interviews were continued until the theoretical saturation was reached. Then, data was examined using the seven-step Claysey methodology. After removing similar items and formulating concepts, the results led to the extraction of 600 sub-concepts. The results were classified under four main categories and 12 subcategories. The main categories focus on four areas: 1) education, 2) learning, 3) design and program and 4) evaluation. Utilizing concept maps in teaching and emphasizing student-centeredness and using the capacity of groups and working groups can help learners in the growth and development of students' creativity and achieve sustainable and deep learning, and also increase the effectiveness of teachers' teaching

Global challenges regarding climate changes, food and energy resources security, poverty and human rights have received serious attention in the recent years. The solutions provided by policy-makers and researchers have clearly not been able to be effective on a global scale. For instance, nearly one-third of the world’s population do not have enough access to safe drinking water, the devastating effects of global warming pose threats to environment and people’s health and relative poverty and conflicts have spread in many parts of the world. These situations alert global and futuristic perspectives to the sustainable development. Since the concept of sustainability is inherently complex with interdisciplinary nature including economic, environmental and social aspects, it requires sustainable development education in all fields of university study, especially for engineering students. By describing the characteristics of sustainable engineering education and a domestic and foreign literature review in this field, this article tries to provide a scheme to include the interdisciplinary aspects of sustainable development in the curriculum of engineering students. In this regard, the subject of an integrated course was proposed and analyzed with emphasis on strengthening the social knowledge of engineers and increasing their ability to find and understand the mutual effects of different aspects of sustainability. It was argued that such a subject could prepare future engineers to confront and find sustainable solutions to the complex challenges of the modern world.

The aim of this study was to identify the family dynamics of children with learning disabilities.

The research method was qualitative descriptive phenomenology. The statistical population was the parents of children with learning disabilities. Purposeful sampling method used to select the sample. Data collected using in-depth semi-structured interviews. Considering the theoretical saturation criterion for determining the sample size, the interviews continued and, the number of participants reached 20. Data analyzed by Colaizzi descriptive phenomenology.

The results showed that the lived experience of parents of children with learning disabilities consisted of three main themes and 9 sub-themes including child issues (comorbid disorders, developmental history and behavioral challenges of the child), school issues and family issues (developmental -educational functions, economic and environmental challenges, impact on the family, social challenges, parental challenges and limited parental literacy).

The findings of this study expand the past literature on family dynamics and the factors extracted in the field of family dynamics can have many practical implications for therapists of learning disabilities.

In our contemporary world, knowing English, as a global language, is a necessity because it allows people across the world to share their experiences and keep themselves up to date with the latest developments in the world. The expansion of communication between different countries, on the one hand, and the development of mass media and the emergence of the concept of ‘global village’, on the other hand, highlight the need for learning English, as a lingua franca, to communicate with other people and communities in the world more than ever before. Therefore, since this global language facilitates interaction with the world, learning English has been identified as a major priority by many people across the world. This necessity is most noticeable in educational centers. However, various studies have shown that most students in Iran are not able to use English correctly or establish a simple communication in English though they spend many hours in school learning English. Similar to school students, university students are not able to communicate in English, and the status of English among university students is as unfavorable as is among school students. Despite the fact that English is the dominant language in various fields of science, most students in various fields of study do not pay enough attention to learning English. Although English language teaching in Iran officially begins at school, it seems that pupils have difficulty learning and using it effectively. Basically, there is a big gap between what is and what should be. Therefore, the present study aimed to introduce an executive model, informed by English language teaching experts, for improving English language teaching in the Iranian education system. Undoubtedly, examining the situation of English language teaching in a country as large as Iran with more than fourteen million school students and nearly four million university students is of great significance and can cast light on some important and practical issues surrounding language learning and teaching. English is mentioned in the national curriculum of Iran and is referred to as one of the eleven areas of education and learning. The present study, as an applied research, adopted a qualitative approach to study the English language teaching and learning in the Iranian education system using a datadriven method. This study, by adopting an exploratory (inductive) approach, sought to develop and introduce a data-driven model. Since the existing models and theories offer no convincing explanation for the current situation of English language teaching and learning in Iran, this study aimed to bridge this gap by exploring English language teaching and learning in the Iranian education system. The study population included English language instructors at three levels, including school, university, and private English language institutes. Accordingly, a reference and specific group of 27 teachers who, according to administrators, language learners, and language learners’ parents, had considerable skill and expertise was selected. Of these teachers, 11 were school teachers, 5 were university teachers, and 11 were language institute teachers. The data were analyzed and 158 open codes were identified. These codes were categorized in the form of causal factors (individual, pedagogical, ecosystemic), contextual factors (family conditions, macro strategies of the education system, peer group and colleagues, requirements for achieving scientific and professional goals), intervening factors (the status of the society, resources and facilities, the interest in and understanding of the need for teaching/learning English reflected by educational and cultural authorities, the general attitude toward foreign languages), central phenomenon (English language teaching-learning process), strategies (the national and transnational approach to education, infrastructure development, creation of new insights into foreign languages), and consequences (realization of the expected goals of the education system, motivated and efficient human resources, any new language, familiarity with a new world). The proposed model of the process of teaching and learning English in the Iranian education system is hoped to provide researchers, English language teachers, and, most importantly, decision- and policy-makers with various strategies to improve the learning and teaching of English in the Iranian education system. The results of interviews with experts showed that the realization of an appropriate approach to teaching and learning English in the Iranian education system required complex conditions and equipment as well as coordination and communication between various stakeholders. The diverse needs and goals of different language learners in different age groups with different educational contexts, as well as the inadequate provision of appropriate conditions and facilities for teaching foreign languages in Iran, in which English is not treated as a second language, implies that the road ahead is bumpy. Finally, the complex social and political realities of Iran require comprehensive and extensive language planning, in which the concerns of English language experts and teachers are addressed.

The curriculum enrichment is the main of guiding talent. Therefore, the aim of present study was to developing the curriculum enrichment model for gifted schools in Iran that was performed by qualitative method and grounded theory approach. Participations included experts, managers, teachers and gifted students in Isfahan who were selected by purposive sampling method. Data were saturated by semi-structured interview and analyzed based on Strauss and Corbin's systematic approach (2008). Findings showed 135 open, 18 axial and 9 selective coding. The results were obtained that curriculum enrichment (central phenomenon); the new perspectives in gifted education; practical resources and facilities (causal factors); the social, cultural, environmental, family support and Improving the training and evaluation process (contextual factors); lack of connection and home-school cooperation (barrier factor); teaching cognitive, metacognitive skills and multiple curriculum (strategies); and the individual, social, emotional, academic and career success of gifted students (consequence) are important in the enrichment model. It leads to improving quality and flourishing of talents.