کیفیت آموزش

The present research aimed to study higher education policies worldwide and their impact on improving the quality of education and learning.  

Using reputable databases, a comprehensive review was conducted to answer research questions, and a conceptual analysis was performed on the available data to draw a comprehensive picture for this investigation.

The findings showed that policies promoting access to higher education, improving curriculum quality, and fostering international collaboration significantly enhance educational outcomes. Evidence-based policies addressing local and global needs also boost student satisfaction and graduate skills. The study highlights aligning higher education policies with global challenges and labor market demand. Therefore, Higher education is crucial for societal development, offering high returns through economic and social progress.

Governments and private organizations must invest in this sector to enhance quality, develop skills, empower professors and students, promote research studies, and support economically disadvantaged students. Effective policies should address societal needs, set educational priorities, create transformative programs, ensure adequate funding, and use evaluation tools to measure quality.

The purpose of this research was the internal evaluation of the department of educational sciences of Farhangian University and ways to improve the quality of its education in the academic year of 1401-02.

This research is applied in terms of purpose and quantitative in terms of the type of data sought, which was conducted with a cross-sectional survey method. The statistical population of the research included all faculty members, student teachers, and graduates of the Department of Educational Sciences. The sampling method in the faculty members section was a complete census, but in the Students section, using stratified sampling and based on the sample size determination table of Karjesi and Morgan with alpha (.05), 145 students were selected as the research sample. A standard questionnaire and checklist were used to collect data. The collected data were carried out using descriptive statistics methods.

From the total of six investigated factors, the factor of teaching-learning strategies was evaluated at a favorable level, three factors of goals and organizations, student teachers and fields of study were relatively favorable, and two factors of faculty members and facilities and equipment were evaluated at an unfavorable level. In general, the educational science group was in a relatively favorable situation.

The highest internal evaluation score was given to the factor of teaching-learning strategies and the lowest score was given to the factor of educational facilities and equipment.

The goal of all companies, whether in products or services, is survival and prosperity. In order for a company to operate successfully, it is very important to select and develop a marketing strategy to meet the needs of customers (Kingsnorth, 2019). A marketing strategy is a set of integrated decisions and actions in which a business is expected to meet its marketing objectives and focus on the needs and values of its customers. Marketing strategy is related to decisions related to market segmentation, targeting, and developing a positioning strategy for product, price, distribution, and promotion decisions (Olson et al., 2010). In general, marketing strategies are the starting point for successful and large-scale production and customer engagement (Vanhuel et al., 2021). In recent years, marketing for the supply of other than goods has expanded greatly, including educational services marketing. Marketing managers, with the orientation of world activities towards services, should enhance their awareness of modern marketing methods of various services, including modern marketing methods of educational services (Tajabi and Sedeghiyan, 2015). Currently, many schools are facing a range of challenges, including declining enrollment (Aggarwal, Purushotham, & Sullivan, 2013). Schools are one of the providers of formal education that try to help the community meet its needs on their own. One of the important changes that the educational system of the country has experienced in the years after the Islamic Revolution is the operation of Private schools alongside public schools. These schools are administered under the Ministry of Education of the country and in accordance with its goals and policies, with the participation of the people (Abbaszadeh, 2018). Private schools have grown significantly in many developing countries alongside public schools in recent decades (Kitaev, 1999, Srivastava, 2007). Parents choose private schools for their specific features such as higher quality of education, religious courses or specific educational language (Marinede Talance, 2020). Today, the use of marketing strategies to create a public image of schools has occupied a more prominent place in the work of school managers (Avila de Lima, 2021). In general, non-governmental institutions, especially in education and training, want to think about their survival. They must pay attention to two basic principles, first, they must have a look at the market and its fluctuations, and then look at the issue of competition with their peers (Karimi nejad et al., 2021). Given the importance of finding private schools in the eyes of current families and public opinion, and with regard to the lack of studies related to marketing strategies in Private schools, this research gap is worth considering. Therefore, we intend to always answer the question of which are the effective strategies in marketing private schools?The present study is a practical research in terms of purpose. It is a qualitative research in terms of nature and deals with qualitative data. Qualitative research is a kind of research that produces findings that are not obtained by resorting to statistical operations or other counting methods. The major part of analysis in qualitative research is interpretive (Strauss & Corbin, 2011; translated by Afshar, 2013). The main data analysis method of the study is thematic analysis. Thematic analysis is a method that uses an appropriate and flexible approach for qualitative data analysis (Brown & Clarke, 2006). Thematic analysis is a method for identifying, analyzing, and reporting patterns within data. Each theme contains an important topic about the data that is related to the research question. To determine whether something is considered a theme in a research, the researcher's judgment is essential (Kermani & Tajik, 2014).The statistical population of this research includes experts in education, university faculty members, and informed managers of private schools. The selection of experts and opinion leaders for the interview was done by non-random snowball method. The snowball sampling method is a non-random method used to study small groups or groups that are not easily identifiable. In this method, the researcher first interviews a few people from the target population. Then he asks these people to introduce other people who may be interested in the research topic to him. The researcher continues to interview new people in the same way until no new concept is discovered and the research reaches theoretical saturation. Theoretical saturation occurs when the researcher no longer sees any new concepts in the data. In this case, the researcher ensures that his research is comprehensive and complete (Homan, 2016).Based on 12 interviews with experts in the field of research, 17 sub-themes and 5 main themes were identified. The main themes of the research include physical appearance, preferred promotional activities, human origins, effective communication, and core missions. physical appearance includes four sub-themes: transparency in costs, financial facilities, discount programs, and reasonable tuition. This section refers to the financial missions that are entrusted to the school principal or principals, who by considering these matters can attract the trust of families towards themselves and inform them of the costs and facilities of the school. They can also facilitate the payment of tuition for families by providing facilities and facilities to them. Physical grooming includes four sub-themes: sports facilities, cleanliness of the school environment, welfare facilities, and convenient location of the school. With these qualities, families and students will be satisfied with the appropriate facilities of the school and its appropriate environment. This can make the school a attractive place for students. Effective communication includes three sub-themes: providing transparent information about the performance of the school, appropriate communication with students, and appropriate communication with parents. Respecting students and their families, as well as providing transparent information about the performance of the school and their children, creates a space of trust between the school and families. Human source includes three sub-themes: modern teaching methods, grooming of the school staff, and professional staff. This section refers to issues such as improving the performance of teachers and teaching in new ways that lead to better learning for students, as well as the beauty of the school staff's attire and their professionalism in fulfilling their duties. Preferred promotional activities include three sub-themes: cultural-artistic activities, extracurricular classes, and extracurricular classes. These also help to improve the skills of students and also create an environment for the cultivation of students' academic and non-academic talents.

The technological revolution and the resultant surge in employment opportunities have heightened the appeal of university education as a means to broaden knowledge and enhance income. Consequently, higher education institutions are compelled to elevate the caliber of their offerings and pedagogy to secure a competitive advantage and draw a larger student body. Over the past decade, the pursuit of quality within higher education has emerged as a pivotal concern (Prisacariu, 2015), with a discernible pivot from quantity to quality gaining momentum (McCowan, 2018). It is thus imperative to scrutinize the quality systems within universities and higher education institutions by dissecting the dimensions and factors that shape these systems and their interrelations. Such an analysis is crucial for managing the dynamic shifts impacting these systems and for mitigating qualitative deficiencies and challenges through strategic foresight and policy development. This study endeavors to craft a model for this purpose at Shiraz University employing Total Interpretive Structural Modeling (TISM), aiming to bridge the structural research gaps in this domain and to support policymakers.

The study was structured into qualitative and quantitative phases. In the qualitative phase, a systematic review utilizing the Prisma tool was conducted to pinpoint factors influencing the education quality system. Subsequently, semistructured interviews with three experts in higher education quality were carried out, enriching the existing knowledge base. The emergence of recurring variables from the third expert indicated the attainment of theoretical saturation. In the quantitative phase, the content validity of the identified factors was evaluated using Lawshe’s content validity ratio (CVR). Upon analysis of 12 completed questionnaires, factors scoring below the minimum CVR index value of 0.56 were discarded (Lawshe, 1975). Finally, the structural interconnections among the dimensions influencing the education quality system were examined, leading to the development of a Total Interpretive Structural Modeling (TISM) framework.

The review of literature on education quality from 2000 to 2021, following the Prisma protocol, led to the selection of 38 pertinent articles for content analysis. Complementing this, expert interviews were conducted, resulting in the identification of 26 factors influencing higher education quality. These factors were validated through Lawshe’s content validity ratio (CVR), with those scoring below the threshold being excluded. The study’s findings distilled 10 critical dimensions impacting the education quality system: individual characteristics, professors’ ability and skills, professors’ attitude and behavior, students’ attitude and performance, university employees’ behavior, education quality standards, growth opportunities and community engagement, technologybased requirements, library services, educational physical space, and curriculum and educational-research structure. These dimensions collectively form a comprehensive framework for assessing and enhancing the quality of education in higher education institutions.

The pivotal role of technology-based requirements emerged as the foundational dimension within the education quality system, as delineated by the TISM model. This research distinguishes itself from prior studies by endeavoring to construct a multi-tiered model that elucidates the factors affecting educational quality and their interrelations. The primacy of technology-based requirements in shaping educational quality underscores the need to prioritize this dimension to cultivate an optimal education quality system. Given the centrality of technology-based requirements in this study, it is advocated that the integration of information and communication technology in higher education be considered a core strategy. This strategic focus should guide the development of specific educational policies aimed at bolstering the quality of education.

The research about the quality of education in schools is one of the most important issues that, on the one hand, provides appropriate feedback for the analysis of educational issues, basic decisions and strategic planning to the officials and those involved in education. And on the other hand, teachers being aware of the quality of their performance during teaching will be able to modify the educational methods and methods and, as a result, increase the quality of their teaching. Therefore, the purpose of this research was to develop a model for improving the quality of secondary schools in Ahvaz city using the foundation data method.The research method was qualitative and practical in terms of purpose. In the first stage, a qualitative study with a grounded theory approach was conducted with semi-structured interviews with 25 experts in the field under investigation, and in the next stage, in order to validate the obtained model, a questionnaire was given to 18 experts in this field. Also, the validation of the model was done using the content validity method of Lavish. The research tool was also a semi-structured interview, which was validated with face validity and reliability with the method of coefficient of agreement between the coders, and its value was 0.90.The results of the analysis and validation of the model in 5 main dimensions are: causal conditions with 1 main category and validity of 0.94, contextual conditions with 2 main categories and validity of 0.88, intervening conditions with 2 main categories and validity of 85 0.0, strategies with 2 main categories and validity of 0.80 and consequences with 2 main categories and validity of 0.70. The findings of the research have shown that the model of improving the quality of education in Ahvaz schools has a good validity.

Student evaluation of professors is one of the common tools of universities to improve the quality of teaching in classrooms. Since in Iran's higher education system, student evaluations are used for annual promotion, contract extension or change of status, and the promotion of professors' scientific rank, the correct analysis and interpretation of the results of these evaluations is of foremost importance. This longitudinal research, which is a panel study, has analyzed the relationship between students' grades and their teacher's evaluation in the following semesters. The statistical population of the research was made up of more than 200,000 pairs of "Student's Final Grade-Teacher's Evaluation Grade" which were obtained from students in the conditions of face-to-face education before the pandemic. After conditioning and sifting the data, the final analysis has been done on the grades-evaluations of 3098 students during four semesters as a research sample. The regression analysis of the random effects model showed that with a one-unit increase in the final grade of the student, his/her evaluation grade of the teacher's teaching in the next semesters increases by about five percent. Additional analyzes showed that the grade can create a special mental attitude in the student, which can affect the student's evaluation of the professor even three semesters later. It seems that university administrators, educational councils, and university admissions boards should revise the guidelines for calculating and interpreting data from student evaluations, taking into account the various consequences of grade inflation at the university level.

The present phenomenological study aimed to examine the factors affecting the quality of education at Farhangian University.

Therefore, semi-structured interviews were conducted to collect the information from 21 participants, including students, professors, experts, and managers of Farhangian University, who were selected using the purposive sampling method and theoretical saturation. Colaizzi's multistage method was used to analyze the data. Then, the validity and reliability of the study were examined.

In the next stage, 150 sub-concepts, 19 main categories, and 7 major categories were obtained. The main categories comprised the appropriate selection of professors and students, the professional competence of professors, physical infrastructure, the appropriate educational content for teacher training, the professional competence of student teachers, the empowerment of professors, and motivating the professors and students.

The results showed that improving the quality of education at Farhangian University has a multifaceted nature, and paying attention to its different aspects can improve the quality of education. The quality of education depends on some dichotomies such as theory or practice, content or activity, expertise or commitment, and physical health or mental health. It can be improved if dichotomies work in a coordinated manner.

Value engineering is one of the most successful problem solving approaches, reducing costs and improving performance and quality. Continuous improvement of the quality of education is the ultimate goal of the country's educational evaluation. In this regard, internal evaluation makes it possible to judge the quality and achieve the goals of the education system. In the years after the Islamic Revolution, attention to the quality of education, especially in education, has become more important than ever.This research was applied in terms of purpose and quasi-experimental in terms of method. Fifty female high school students who studied in the first half of the 1400-99 academic year, in this type of sampling of 50 students by drawing lots of two classes of 25 people in a class as a control group and One class was selected as the experimental group. In this study, the two main indicators of the impact of value engineering and quality of secondary education in two groups with one pre-test and two post-tests were examined.The results show that there is a significant difference between the value engineering strategy in applying the maximum ideas and creativity of teachers and school staff as well as parents and students between the two control and experimental groups. Therefore, with the results of pre-test and post-test in two groups, it can be said that the value engineering strategy is effective in using the maximum ideas and creativity of teachers and school staff, as well as parents and students.

Considering the guiding role of the quality of higher education for the development of the country, the present research was conducted with the aim of identifying the effective factors in evaluating the quality of education in Islamic Azad University.

In terms of practical purpose, in terms of qualitative methodology, it was using the Delphi method. In this research, a structured questionnaire, review of documents and theoretical frameworks of experts and national and international experiences have been used. Descriptive statistics and Delphi technique were used in data analysis. In the Delphi section, the selected people were related to the subject and met the entry criteria.

In order to verify the validity and reliability of the components, 18 faculty members were selected until theoretical saturation. 10 experts were identified and then 8 others were introduced through 10 experts. 61.1% of the experts were male and 38.9% were female, 1.61% of the experts were faculty members and all of them had doctorate degrees. After two Delphi steps, consensus was established and with Kendall's test and theoretical saturation, the survey of experts was stopped and 71 indicators were confirmed in the form of 29 criteria and 7 factors.

7 organizational structure factors, faculty members, students, training courses and curricula, educational and research facilities and equipment, and graduates were identified with their criteria and indicators, and the final model was proposed at the end.

The main purpose of this article is to investigate the impact of education quality on e-learning in higher education institutions in Rasht. In this research, an attempt has been made to answer the question to what extent the quality of education affects the e-learning in higher education institutions in Rasht? The statistical population of this study is all faculty members of higher education institutions in Rasht, which is currently 570 people, the number of 230 faculty members has been selected as a statistical sample using Cochran's sample calculation formula (1977) and simple random method. In this study, a researcher-made quality questionnaire (1400) and a standard questionnaire of the Vatanparast et al.'s virtual education system (2016) were used to collect data, and descriptive and inferential statistical techniques were used. The statistical methods of gender, education and age were used to analyze the information of the mean, median, standard deviation, variation range, and inferential Kolmogorov-Smirnov test, Spearman correlation test. Statistical software package in Social Sciences 26 version is also used to perform econometric operations. The results show that the quality of education (teaching methods and quality of learning, enriched educational environment, e-learning and how teachers teach and strategy for education) has a positive and significant effect on e-learning in higher education institutions in Rasht.

The aim of this study was to provide a favorable model for improving the quality of continuing education content of general practitioners in the northwest of the country in 1399. The present study was a combination of qualitative and quantitative in terms of applied purpose and phenomenological type with purposeful sampling until saturation and the statistical population included 20 professors who were the director of continuing medical education at the university of each province or in the field. Continuing medical education had more than 5 years of teaching experience and sampling was done purposefully and critically based on semi-structured in-depth interviews. In order to develop a desirable model for improving the quality of the content of continuing medical education, the synthesis research method has been used and a questionnaire has been used to validate it. The results showed that continuing medical education based on the content element, in the form of content flexibility, logical communication, appropriate content design, use of self-study educational content, use of content related to blended learning (Blended learningd), was developed

The purpose of this study was to identify and leveling factors affecting on the quality of training courses in the industry based on interpretative structural modeling .The research method is case study and the statistical population of the present study consists of human resources managers of industry and education specialists working in the industrial sector, among which 21 were selected as research sample based on purposeful sampling. To assess the validity of the questionnaire, a content validity criterion was used .In this way, the questionnaire was first reviewed by experts in the field of industry and human resources and after the reforms, final factors were formulated .The results of this study showed that 11 factors are considered as the final factors affecting the quality of in-service training courses in industries. The data analysis also led to the leveling of the model to eight levels. The eighth level of the model, including the needs of the learners; Level seventh, the specialty of instructors and course editors, and management and executive support; Sixth level, Continuity of in-service courses; Level five; the suitability of the provided educational content; and the participation of instructors and learners in the design process; fourth level, the relationship of the training with the actual working environment and the quality of the educational equipment The third level is the application of appropriate teaching methods, the second level, the continuous and appropriate assessment of learners, and ultimately the first level, is to stimulate learners in learning.

It is important to pay attention to the experiences of successful schools in order to use them to improve the quality of other schools. In such a case, schools avoid trial and error and use the successful experiences that they have gained to overcome their educational weakness. The purpose of this study was to identify the strategies for using successful school experiences. The research strategy was descriptive qualitative. The research included all professors of educational management at the Islamic Azad University of Tehran in 2020-2021. The sampling method was purposeful based on criteria with experts to the extent of data saturation and finally 18 professors of educational management were selected. The research tool was an interview using informal conversations. To ensure validity, interpretive validity and to provide validity, accurate self-review technique and parallel information acquisition were used. Data analysis was performed using the method of basic themes, organizing themes and comprehensive themes. The results showed that strategies Benefit from the experiences of successful schools including 7 comprehensive themes (sharing experiences, launching a successful school festival, professional development, documenting the experiences of principals, management based on learning organization, integrated management, storytelling) and 24 organizing themes and 80 themes Has been the basis.

The purpose of this research is to develop a conceptual model for factors affecting the quality of virtual education in the coronavirus pandemic and evaluate the quality of virtual education based on it. . The study follows Mixed approach. The research method in the qualitative and quantitative parts is based on the content analysis and the descriptive-survey respectively. The instrument in the qualitative part is a structured interview and in the quantitative part is a researcher-made questionnaire with the aim of evaluating the effectiveness of virtual education by the CIPP model. The reliability of the questionnaire was confirmed by Cronbach's alpha coefficient (α = 0.76) and its content validity was confirmed by professors. The research population is undergraduate and PhD students of the Faculty of Psychology and Educational Sciences, University of Tehran, who have been engaged in the virtual education process of this faculty during the COVID-19 pandemic (first period). The findings of the qualitative part demonstrated that the factors affecting the quality of virtual education included the following factors: contextual factor (virtual education culture), inputs (infrastructure of virtual education, appropriate content, the ability of professors and students to use virtual education), a process (teaching, evaluation, supervision, support, and interaction between teacher and students), and output (planning for improvement) with some subcomponent. In addition, the results of the one-sample t-test in evaluating the quality of virtual courses indicated that the situation of virtual education in this college was at the theoretical average level.

Cooperative learning, as an innovative educational approach emphasizing collaboration and interaction among students, plays a crucial role in enhancing learning quality and promoting social interactions among students. This article examines the impact of cooperative learning on interactions among students with diverse needs. Through a narrative review, using descriptive analysis, previous studies in this field have been reviewed and analyzed. The results indicate that cooperative learning significantly increases positive interactions among students, improves their academic performance, and strengthens their social skills. Additionally, this approach helps students with special needs to receive greater social support and establish better connections with their peers. Comparing these findings with previous studies shows consistency and confirms the importance of cooperative learning in improving interactions and learning quality for students with diverse needs. Finally, this article recommends teachers and educational policymakers to utilize cooperative learning methods as an effective tool for enhancing educational quality.

Paying attention to the evaluation as one of the components of teacher training sub-system requires that the educational satisfaction new teachers of the educational quality of Farhangian University, be examined at national level. The aim of this study was to compare the educational satisfaction of new graduated teachers and Madde 28 of Farhangian University, in the sense of their understanding of the impact of the quality of university education in the domains of planning and preparation, classroom environment, education and professional responsibilities in their knowledge and skills during employment and satisfaction of university facilities and equipment was during education and training; Which was done by causal-comparative method. The statistical population was 46851 of new graduate teachers and 14467 of new teachers of Madde 28 in country and The sample size according to Morgan Table included 379 new graduate teachers and 360 new Madde 28 teachers. The sampling method was multi-stage cluster random sampling. The data collection tool was a researcher-made educational satisfaction questionnaire that was used after validation and reliability. Data were analyzed by analysis of variance. The results showed that the new teachers graduated teachers have significantly more educational satisfaction than the new teachers of Madde 28 in the five domains. Despite the difference in the level of education and gender of new teachers and the gender segregation in undergraduate education, their educational satisfaction does not differ significantly in terms of education level and gender in the five domains.

The purpose of this study was to design and explain the effective model of education quality in units of Islamic Azad University. The research population in the first stage (qualitative approach) was 24 educational experts who were selected using purposive sampling method. In the second stage (quantitative approach), the teachers and experts of Islamic Azad University of Northwest Iran were selected by random sampling according to Grigs and Morgan table 196 people were selected by random sampling method. Validity of the questionnaire was confirmed by content validity Cronbach's alpha reliability was 0.89. The research data were analyzed using Structural Equation Modeling by third-order confirmatory factor analysis with SPSS and PLS statistical software. The qualitative findings of the study indicated that the conceptual model fitted well and in the quantitative stage also the factors related to the master have the most effective factor of 0.90. And after that, environmental factors with a factor of 0.84 and student factors with a factor of 0.79 were ranked next.

Quality is the adaptation of the status of higher education to the mission, goal and expectations of relevant and interested people in academic affairs. Quality in higher education is not a fixed point but a movement and a strategic goal. The purpose of this study is to identify the factors affecting the quality of education and teaching at Farhangian University from the perspective of students-teachers. The statistical population of this study is all students-teachers to study in the academic year of 1398-99 in the campuses of Khuzestan province, which are 2200 people. Among them, 30 people were selected by purposive sampling method. Data collection continued until theoretical saturation. The data collection tool is a semi-structured interview. For analysis the data were used for content analysis and the interviews were interpreted. The results showed that from the student-teacher perspective, seven factors had the highest role in the quality of teaching and learning, including: personal characteristics and professions of teachers, classroom management, lesson planning, Physical space, educational evaluation by professors, the role of education, the role of Farhangian University.

Education quality has been a big concern of higher education systems in many countries across the globe. Empirical studies show that education expenditures rely so much on oil revenues, which has been one of the channels of decreasing the quality of education. Today, with the advent of the knowledge-based economy, the importance of quality education and the learning of scientific skills have become more important. This study investigates the effect of oil dependence on quality of education in oil-rich countries. The coefficients are estimated by panel data method using data in time period of 2017-2020 in these countries. According to the results, oil dependency has a negative and significant impact on the quality of education. Quality of education is positively and significantly associated with per capita income and population growth. And there is a positive and significant relationship between government expenditure on education and oil dependency. The quality of education and government spending on education both have a negative and significant relationship with unemployment