education system

The main objective of this study is to identify and analyze the structural, content-related, and human resource challenges within the urban planning education system in Iran. It also aims to explore the consequences of these challenges on the quality of education and to propose practical strategies to bridge the gap between academic training and real urban needs.

This research adopts Grounded Theory as a qualitative approach to explore the complex and context-specific nature of educational challenges. Data were gathered through semi-structured interviews with university professors, students, urban planning experts, and municipal managers. Purposeful sampling was employed to select informed participants, and the data were analyzed using open, axial, and selective coding. The choice of Grounded Theory was based on the study’s exploratory nature, its focus on generating a native theory, and its emphasis on capturing participants' lived experiences.

The analysis revealed that challenges in the urban planning education system in Iran fall into three major categories:1- Structural Challenges – including incoherent policymaking, inadequate educational infrastructure, and weak institutional linkages between academia and practice. 2- Content-related Challenges – such as outdated curricula, overemphasis on theoretical knowledge, and lack of attention to contemporary issues like smart cities and spatial justice. 3- Human Resource Challenges – including shortage of qualified faculty, low student engagement, and insufficient incentives to attract and retain top talent. These interconnected issues have contributed to a significant disconnect between educational outputs and the professional and societal needs of urban planning in Iran.

To overcome the identified challenges, the study recommends revising the overall educational framework, modernizing course content, enhancing cooperation between universities and urban governance bodies, and promoting locally grounded and socially responsive education. These strategies are essential to develop a more responsive and effective urban planning education system that aligns with Iran’s evolving urban realities.

The aim of the current research is to analyze the pathophysiology of the moral education process and to provide solutions for its improvement in the second period of elementary education.

The current research is a type of theoretical study in descriptive and analytical method with data coding method. The statistical population was teachers with a master's degree and more than 15 years of teaching experience. The sample group was selected with a purposeful method based on the theoretical data saturation law. Data collection was done by library and field methods with semi-structured interviews. Data analysis was done based on open coding and axial coding.

The most important harms of the moral education process are in the dimension of goals related to weakness in teacher training, in the dimension of subject matter and content, the lack of practical and efficient resources, in the dimension of teaching methods, the use of memorization-based methods, and in the dimension of evaluation based on mental reservations and labeling students.

In practice, the moral education of students is based on the guidelines provided by the government, but the role of teachers in the learning environment and the institutionalization of moral values to students is undeniable, so we need a kind of management and fundamental revision in the school environment based on the topics related to the current research.

The aim of this research is to present a conceptual framework for curriculum dissemination in the public education. The study is qualitative in nature and it was conducted using an inductive qualitative content analysis method. Data were collected through the review of documents and scholarly sources related to the research topic over the past two decades (2000 to 2023). For this purpose, the relevant keywords were searched in the reputable academic databases, and ultimately, 49 sources (35 international and 14 domestic) were selected for the final analysis. The selected sources and studies were organized using the software ‘ATLAS.ti’. They were analyzed with the categorical content analysis method, with the unit of analysis being ‘themes’. The key sections of each text were selected and marked. After reviewing and analyzing the content of the sources, the conceptual framework for curriculum dissemination was extracted through coding, comprising 7 dimensions and 27 components. The dimensions of the conceptual framework for curriculum dissemination include: the nature of dissemination, dissemination elements, the process of raising awareness and encouraging stakeholders, dissemination approaches, curriculum stakeholders (change agents), dissemination activities, and the factors influencing them. Through the interaction of these multiple components, a multidimensional framework for curriculum dissemination was discovered and presented.

The aim of this study was to identify the components influencing the flourishing of the education system from the perspective of experts. The research was conducted using a qualitative approach and a case study method. The statistical population included experts in the field of educational flourishing and senior managers of the Education Department of Semnān Province in 2023. A total of 20 participants were selected through purposive sampling based on the principle of theoretical saturation. The research instruments consisted of semi-structured interviews and analysis of the documents related to this topic. The data were analyzed using thematic analysis. The data analysis resulted in the identification of 323 basic themes, 63 first-level organizing themes, and 15 second-level organizing themes related to the flourishing of the education system. These were categorized into four overarching themes:1. Flourishing at the ministry of education level: This included four organizing themes: policymaking and leadership, human resource management, economic conditions, and organizational structure, 2. Flourishing at the provincial education department level: This encompassed three organizing themes: leadership, professional development centers, and administrative staff and experts, 3. School-level flourishing: This included four organizing themes: individual flourishing, professional flourishing, organizational flourishing, and literacy of principals and teachers, and 4. Curriculum-level flourishing: This consisted of four organizing themes: skill-based curricula, future-oriented curricula, curricula based on the citizenship rights, and curricula focused on global citizenship education. The collected data were validated using the participant feedback method, and their reliability was assessed and confirmed based on the quality criterion (trustworthiness). Using the research findings, a model for the flourishing of the education system was proposed. It is hoped that by moving toward this model, the education system, as a cohesive whole, can bring about fundamental changes to establish and sustain flourishing at the levels of the Ministry, provincial education departments, schools, and curricula.

The present study was conducted to assess the effectiveness of the change management model within the structure of Iran’s education system. This study is categorized as an applied-developmental study based on its objective. From a methodological perspective and in terms of the timeframe for data collection, this is a cross-sectional survey research.Data collection in this research was conducted using a researcher-developed questionnaire based on the specified change management model. The statistical population of the present study consists of all senior managers working in the field of education. The sampling method employed was multi-stage cluster sampling. The sample size, determined using Cochran’s formula, resulted in a sample size of 384 for analysis.According to the results, in this study, the validity of the change management model within the structure of Iran's education system was assessed by examining the obtained t-values. The T-statistics for all relationships were found to be greater than 1.96.Additionally, significance was less than 0.05. Therefore, all relationships are significant and confirmed.Given the significance of the examined components, the study demonstrates the validity of the components under consideration and the appropriate impact of the change management model within the structure of Iran’s education system.

The present study was conducted with the aim of identifying and prioritizing factors influencing school dropout in the Iranian education system. This research is applied in terms of its objective and mixed-methods in terms of data type, with the nature of the content analysis being based on interview texts. The statistical population included experts in the field of school dropout. In the content analysis section, the sample size consisted of 15 interviewees selected based on the principle of saturation and purposeful sampling. For the content analysis, the validity of the interview questions was reviewed by experts, and reliability was calculated using inter-coder agreement and intra-rater reliability. In the quantitative section, regarding the pairwise comparison questionnaire, content validity was used for validity, and consistency ratio was used for reliability, with the results indicating the tools were valid and reliable. Data analysis was performed using thematic analysis (basic, organizing, and overarching themes) in the qualitative section with MaxQDA-V2018 software, and in the quantitative section, prioritization was carried out using the Analytical Hierarchy Process (AHP) with Expertchoice-V11 software. The findings revealed that the factors influencing school dropout in the Iranian education system, in order of priority, include family economic factors (0.355), family social factors (0.273), students' psychological factors (0.209), and educational factors (0.163).

The aim of the research was to design a macro model of media literacy in the education system of the Islamic Republic of Iran in two conceptual and operational dimensions. The conceptual dimensions were based on the transformational teaching and learning method and the library and document study method, and the operational dimensions were based on the foundation's data method. 12 people were selected by purposeful and theoretical sampling in the research community of educational transformational documents and professors, experts in the fields of communication, education and Islamic education. The data collection tools were content analysis and in-depth interviews. In the analysis of the transformational documents of education, inductive content analysis and open coding were used, and theoretical coding was used in the analysis of the interviews. The assessment of validity and reliability was based on reliability and believability. The finding of the macro model of media literacy was identified with structural and content characteristics: the managerial and executive structure of media literacy has a legal guardian. The governing institution as a trustee deals with policy making and legislation, and the intermediary institution plays a role as a strategic coordinator of media literate actors at the (macro, medium and micro) level and leads the executive arms by using its management levers. This institution has a council structure consisting of government, government and people's representatives and systemic communication of departments and units. Finally, considering the importance of the role of the family in the field of media literacy in the post-corona era, it is suggested that special educational council committees be formed with the aim of improving the family among middle and small activists.

The education system as one of the sub-systems affecting the development of the country has played an important role in the cultural transformation and development of the next generation of the country.In this regard, the redesign of planning and oversight mechanisms of this institution requires more attention from policy centers.The purpose of this study is to extract a framework for policy-making and evaluation of the education system based on macro policies.the method of documentary studies has been used.In the findings, the "management and governance" dimension; components such as program and budget, evaluation and quality assurance, reforming structures and procedures and expanding educational justice;In the "educational system" dimension; Content components and textbooks, teaching-learning patterns and evaluation of academic progress; In the "educational system" dimension; components of six educational areas;In the "human resources" dimension; components including selection and recruitment, empowerment and human development; In the "infrastructure" dimension; components of equipment and technologies of schools and educational spaces, architecture of schools and educational spaces, educational infrastructure;and in the "Communications and Interactions" section, the components of external interactions; Along with the main indicators of each, extracting and showing the conceptual structure in the form of a comprehensive system, a strategic evaluation model is presented. And finally, policy recommendations have been proposed to strengthen the strategic evaluation system of the education system of the Islamic Republic of Iran.

The creativity and skills of educational managers, as fundamental pillars of the education system, play a decisive role in advancing educational goals. Therefore, assessing managers' creativity and skills is essential to determine their alignment with educational objectives. This study aimed to examine the impact of managers' creativity and skills on advancing the educational goals of District 1 of Tehran's education system. This study is applied in terms of purpose and employs a descriptive-survey research method. The statistical population comprised 514 male middle school principals in District 1 of Tehran. Cochran's formula was used to determine the sample size, and 220 participants were randomly selected to complete the research questionnaire online. The research instruments included Torrance’s Creativity Questionnaire (1963), Katz’s Managerial Skills Questionnaire (2000), and a researcher-developed questionnaire on advancing educational goals. The validity of the instruments was first confirmed through content validity by educational management experts, and then through the Average Variance Extracted (AVE) method. Cronbach’s alpha coefficient was used to confirm reliability, with all items reporting values above 0.7, indicating acceptable reliability. Structural equation modeling (SEM) was employed to test the research hypotheses using LISREL 8.8 software. The data analysis results revealed that managers' creativity (t = 11.50, P-value = 0.001) and skills (t = 5.60, P-value = 0.001) significantly impact the advancement of educational goals in District 1 of Tehran’s education system. Managers' creativity accounted for 63% of the variance in advancing educational goals, while their skills accounted for 49% of the variance. The findings indicate that both creativity and managerial skills significantly contribute to advancing educational goals in District 1 of Tehran’s education system.

This research is a cross-sectional study in terms of its temporal scope, and in terms of cognitive purpose, it is a descriptive-applied research. The research strategies can be explained within the framework of correlational and survey studies. Since the current study is of a survey type, more attention is paid to the survey strategy. In the qualitative section, the statistical population consists of the National Education Organization; in this study, 20 individuals who have been involved in the field of the Fundamental Transformation Document will be selected. In the quantitative section, a questionnaire was randomly distributed among a preliminary sample of 25 managers, teachers, and staff from the Department of Education. The data for this study will be collected through semi-structured interviews to identify the challenges and barriers to the implementation of the Fundamental Transformation Document in the education system. The research findings identified five factors—policy-making, conceptual, managerial, legislative, and executive—as the challenges and barriers to implementing the Fundamental Transformation Document in the education system. Consequently, the content of education programs should be modified in accordance with the document. Internal communications should be leveraged to facilitate the implementation of the document and increase the emphasis on its execution. The appendices of the document should be formulated in a way that creates an opportunity for school-based management, and through the higher ranks of the Ministry of Education, the resolve of education departments to implement the Fundamental Transformation Document should be strengthened. Additionally, an organizational structure suitable for the document should be established within the education system.

The purpose of the current research is to explain the characteristics of the revolutionary school, based on the statements of Ayatollah Khamenei.

The research method is to analyze the qualitative content of all Ayatollah Khamenei's statements regarding the requirements of a revolutionary school since the beginning of her leadership until 1402.

The results of open, central and selective three-stage coding led to the extraction of 267 concepts, 29 components and 9 dimensions. The characteristics of the revolutionary school in terms of the mission of the school include two components: educational goals and educational goals; Educational programs with five components: religious and moral realm, scientific realm, political and national realm, social realm, and economic realm; A coach with four components of individual characteristics, paying attention to religious, political and national programs, paying attention to attractive programs and improving the quality of educational activities; manager with two cultural-educational and educational components; A teacher with three components of moral competence, scientific competence and professional competence; A student with four components of belief characteristics, socio-political characteristics, moral characteristics and intellectual characteristics; The content of the book with five components of religious and national teachings, cultural, accuracy and scientific accuracy, the principles of content selection and writing style; The atmosphere of the school was characterized by four components of scientific and cultural climate, psychological-security climate, political climate and physical climate and reform policies in two positive and negative dimensions.

Based on the findings of the research, the characteristics mentioned about the revolutionary school are relevant to all fields of education and training-educational programs, and for the progress and reform of the school, it is necessary to pay attention to all the characteristics on the part of the leaders and planners.

Justice is one of the most critical axes of governance in the second step of the Islamic Revolution. The implementation of justice is a procedural matter and includes various components, among them the education of justice-seeking individuals. Since the primary mission of education is inherently educational, an equitable approach to education in line with the governance principles of the Islamic Revolution is necessary. The aim of this study is to examine the position of justice in the supreme documents of education using a qualitative approach and content analysis method. The findings show that the concept of justice, including Mahdavi justice, global justice dissemination, ethical justice, educational justice, distributive justice, situational justice, and gender justice, has been employed in various sections of the documents. Educational justice has been examined with a legal approach, and the sub-systems of the Fundamental Transformation Document have not established a meaningful connection with the concept of justice in the document's objectives. Although the inclination towards justice is innate, understanding, insight, and just actions require education and training along with an executable roadmap. It is suggested that the Fundamental Transformation Document be revised with a focus on nurturing justice-oriented individuals and that a comprehensive educational program covering cognitive, emotional, and behavioral dimensions be developed and implemented. The principle of justice can significantly influence all aspects of the education system and play a vital role in its processes.

The aim of this study is to present the components of a transformational teacher based on the supreme documents of the education system and the educational thoughts of Ayatollah Khamenei. The research method is exploratory and inferential, and the statistical population includes the supreme documents of the education system and the statements of the Supreme Leader. The results indicate that in the educational thoughts of the Leader of the Revolution and the Fundamental Transformation Document, the educator and teacher are considered the main pillars of transformation in the educational system. Furthermore, transformational capability requires the acquisition of scientific, ethical, practical, and professional competencies. Transformational ability requires the teacher to possess inner vitality and liveliness, which has a direct impact on creating transformation. Consequently, it can be said that for the educational and training system in the Islamic society of Iran to witness practical educational transformations, two essential matters are needed: firstly, the prevailing approach in education should be the integration of science and religion in the context of the convergence of education and training. Secondly, the training of the learner should be comprehensive, encompassing all six educational domains, to achieve the individual's holistic development and perfection.

The aim of this study was to identify the dimensions and components of human capital in the Iranian education system in order to provide a model for it. The present study was applied research in terms of purpose and mixed (qualitative/quantitative) research in terms of implementation method. In the qualitative section, the participants included 15 university experts from Zanjan in the academic year 2019-20, selected by purposive sampling. In the next part of the study, the statistical population consisted of 1029 high school principals in Zanjan in the academic year 2019-20. The sample size was determined 292 principals based on Morgan table and was selected by simple random sampling. Data were collected through a questionnaire obtained based on qualitative findings, the validity of which was confirmed by professors and the reliability of which was calculated to be 0.81 through Cronbach's alpha test. To analyze the data in the qualitative part, the researchers used the thematic analysis method, the validity of which was confirmed by experts and the reliability of which was obtained as the coding agreement coefficient (0.86). To analyze the quantitative part, the researchers used content analysis method and confirmatory factor analysis and structural modeling with Amos24 for the quantitative part analysis. The results demonstrated that HC had 5 dimensions and 20 components, namely skill (5 components), knowledge (4 components), ethics (4 components), mental health (4 components) and sociocultural (3 components), as well as 70 indicators (P <0/05). The results of confirmatory factor analysis showed that the measurement models have a good fit.

Policy-making seeks a better life for mankind and deals with the creative drawing of the future, in fact, future-making is the ideal of policymakers. One of the effective fields in macro-politics is the policies created in the field of the education system. Education is the most important tool through which the country achieves national growth, and it is one of the most necessary conditions for the principle of economic and social growth. The basic area where the education system and its policies are visible to the public is the curriculum and its policies. Curriculum is the essence of any type of education, which, in combination with effective teaching methods, guarantees the efficiency and effectiveness of the education system. Therefore, determining the optimal structure of the curriculum system and choosing and organizing the content have been among the preoccupations of education system policy makers. In order to succeed in their goals, the officials and administrators of education need a common discourse in the field of curriculum policy so that they can find the ability to face different situations and conditions in the society. Those who wish to develop curriculum must understand the broader issue of changes and institutions of power in policy formation. Research Question: what are the characteristics of the curriculum policy model According to the experts, for Iran education system?

This research is qualitative in terms of the type of data collection, and it has been carried out with conventional content analysis method. Data were collected through semi-structured interviews with 11 curriculum policy experts in the academic year of 2018-2019. The potential contributors consisted of academic professionals with curriculum policy experience. The participants were selected by snowball sampling. The research tool was a semi-structured interview based on the 5w1h technique. The content validity of the interview was confirmed by the opinion of five education experts. The data with coding, named, categorized and analyzed. The Maxqda-2018 software was used for the preliminary analysis of qualitative data. The findings were confirmed using the Lincoln and Guba evaluation method.

Through examining the findings, the model of curriculum policy for Iran education system was designed in three formal, technical and prudent dimensions and at three supra, macro and micro levels. The results showed that curriculum policy in Iran's education system has four policy-making components regarding curriculum goals, teaching and learning opportunities, policy content and policy evaluation. Based on experts' opinions, five levels with the presence of curriculum elements were proposed for the research model Taking into account the opinions of the interviewees, the following steps can be taken for curriculum policy-making in considered: (determining macro policies, strategies & visions), (issuing laws, strategies, policies & standards), (issuing instructions, regulations & circulars), (implementing policies at the school level), (comprehensive needs assessment, pathology), (curriculum executive policies and classification, prioritization, determining the impact of policies, creating a culture for implementing policies & repetition of the cycle).

The findings are consistent with the those of researches that emphasize the importance of determining specific standards and competencies in order to achieve curriculum goals. Also, studies that have given importance to the role of private companies in curriculum policy making and facilitating teacher-student discourse are consistent with the components of this model. According to the findings of the research, it is suggested to create a cyclical and active curriculum policy, a secretariat to monitor the implementation of policies in a network and a curriculum policy think tank with the aim of monitoring and improving policies. Creating an environmental framework and determining specific time periods for reviewing curriculum policies is also considered.

The purpose of this research is to study the facilitators of family participation in educational policies. The type of research is applied and the research method is qualitative. The research community of expert were experts in the field of family, policy-making familiar to the field of education and family. Based on criteria such as interest in participating in studies, having work experience in the field of educational policy-making were select purposeful sampling.  The instrument data collection was semi-structured interview.  The framework of which was compiled based on the content analysis of the research literature and edited based on the opinions of three relevant experts. After conducting the interview, the resulting data were analyzed using the Delphi method. The findings indicate that the experts divided 27 facilitators into 5 groups (governmental (with 5 facilitators), social (with 9 facilitators), legal (with 3 facilitators), structural with (7 facilitators) and educational with (4 facilitators) introduced. The result of this study shows the fact that the future family can have an active presence in educational policy-making if the ground for four main aspects is prepared for this presence. One aspect is the belief of educational policy makers that they believe in the presence of the family in determining educational policies, the other aspect is that the families have received the necessary education and training for this necessity, the third aspect is that there is transparency of information and circulation of information. Families can get accurate information about the state of education, the functioning of the education system and the policy-making system. The fourth point is that both institutions of family and education trust each other and consider being together as mutually beneficial. These four aspects together will facilitate the presence of the family in the educational policy making process.

The scope of education includes all aspects of human existence and morality is one of the areas of education that the entanglement of these two has sometimes led to the identification of these two areas. The purpose of this study is to investigate the curriculum of moral education in Japanese primary schools in order to improve moral education in Iranian schools. The research method is analytical using valid printed and online documents. The result of the research shows that moral knowledge is responsible for expressing values ​​and counter-values ​​and moral education includes cognitive, emotional and behavioral areas and the result is the sustainable formation of human personality. In Japan, the curriculum based on moral education and in Iran, moral knowledge has been considered. In Japan, individual virtue and morality are emphasized along with national and global citizenship education, as students are expected to be able to adapt to the social environment, the ability to think and act effectively by learning about moral education.According to the upstream documents in Iran, which are intended to pay attention to themselves, others, nature and God, the experience of the Japanese moral curriculum can be used to achieve upstream documents.