education

The educational role of favorable social relations on human health from the perspective of the Qur'an and the traditions of the Prophets is a topic that investigates effect of positive and constructive relations in improving the physical and mental health of people. The Holy Quran and the hadiths of the Prophet emphasize the importance of healthy communication and cooperation in social life and its role in strengthening morale, reducing stress and improving mental health. Therefore, this study has investigated the role of favorable social relations on human health from the perspective of the Qur'an and hadiths. A qualitative method was used. The findings show that the positive principles of the Qur'an in social relations are based on positive emotions and human values, compassion and kindness in social relations, peace of mind, agreement and social ethics. the effects of social relations on human health can be seen in cases such as reaching the desired point of hope, mental discharge or emotional release, and mental and emotional vitality. Verses and traditions also emphasize the positive role of these relationships in reducing conflicts and promoting empathy and cooperation among people, which ultimately leads to the improvement of the physical and mental health of society; Therefore, from the perspective of religious sources, one of the important educational effects of social relations is the effect on human health. Therefore, favorable social relations will not only lead to individual health, but will also lead to the creation of a stable and dynamic society.

This research has been carried out with the aim of designing a model for empowering and improving the managerial position of women in education in northeast Iran. This research is exploratory in terms of its purpose and has been mixed in terms of research method. The statistical sample in the qualitative part is 18 experts from the scientific community and education specialists, and in the quantitative part, 207 people are from the managers and assistants of education in the northeast of the country, who were selected by cluster random method. The data collection tool in the qualitative part included a semi-structured interview and in the quantitative part, a researcher-made questionnaire. Cronbach's alpha, content, and concurrent validity were also used to determine the reliability and validity of the measurement tool. In order to analyze the qualitative data from the foundation data method and quantitative data for the characteristics of the statistical sample, descriptive indicators have been used using SPSS software. To validate the model, the partial least squares technique was used, and fitting and confirmatory factor analysis of the model provided by PLS software was used. The general results of the research indicate that the dimensions of empowering and improving the managerial status of women include causal factors, contextual factors, strategic factors, central phenomena, intervening factors, consequences, and later results, and include nine components on the basis of which the final model has been presented.

This study aims to design a model for digital governance in education. The research employed a qualitative approach and, in terms of its objective, is foundational, utilizing the synthesis research method proposed by Sandelowski and Barroso (2007). The research corpus consisted of scientific documents (articles, theses, dissertations, books, and working reports) accessible in reliable domestic and international academic databases from 2015 to 2023. From these, 30 documents were selected through purposeful sampling for analysis. To analyze the data, codes were first extracted from the texts, and then categories were formed. Finally, a model for digital governance of education was developed. To ensure the validity of the findings, the descriptive and interpretive validity method (which involves a structured process of writing and recording findings and utilizing the vital tools outlined by Glynn, 2006) was employed. For assessing the reliability of the identified codes, the inter-coder agreement method was used, yielding a reliability coefficient of 81.48. The results led to the design of a model consisting of 13 categories for digital governance of education, including: the digital governance approach, digital hard technologies and infrastructures, digital platforms and soft technologies, digital curriculum and content, digital governance actors, digital governance competencies, governance processes and procedures, policymaking, norms, digital rules and regulations, digital regulation, nodes and connections between elements and agents, digital monitoring and supervision, and the contextual backdrop of digital governance of education. It can be concluded that governance, as a discipline integrated with digital technology, positions digital governance of education as a viable solution to the current challenges in the education system.

Entrepreneurship is a vital pillar in the economic and social progress of societies, playing a prominent role, especially in job creation and reducing unemployment.  Given the importance of this issue, entrepreneurship education in universities is recognized as a key tool for cultivating potential entrepreneurs and strengthening essential skills in this field.  This research aims to investigate the impact of entrepreneurship education on students' entrepreneurial behavior. This research is applied in terms of purpose and qualitative in terms of approach. The study population included experts in the field of entrepreneurship, entrepreneurship management, and university entrepreneurs. For the selection of participants, a purposive sampling method of the snowball type was used, and with the theoretical saturation criterion, 15 people were selected as the sample size. In this research, thematic analysis using MAXQDA2024 software was used to analyze qualitative data. The research results showed that entrepreneurship education improves entrepreneurial behavior in various dimensions, including entrepreneurial intentions and purposes, intellectual and attitudinal skills, networking and mentoring, the supportive role of the government, and the duties of universities. In particular, entrepreneurship education provides a basis for improving students' motivation and ability to start new businesses.  The findings also showed that entrepreneurship education provides a basis for improving and developing support networks and access to the resources needed to launch start-up businesses. The findings of this study provide significant achievements for policymakers, planners, and instructors of higher education in Iran and can help promote the culture of entrepreneurship and the country's economic growth.

The issue of physical health is one of the issues that the policy makers of every country should pay attention to and plan for. This issue becomes more important when, according to various statistics, after the corona virus epidemic and the closure of schools, students have faced problems such as overweight and inactivity. One of the tools that policy makers can use to change students' behavior is the use of behavioral policy tools.In this research, after studying the literature of the field of behavior and consulting with the elites of this field, we designed two behavioral reform measures and implemented them in a quasi-experimental way in selected schools. In this way, the students' behavior was checked and recorded in the pre-test and post-test. The movement camp and the school buffet were two actions that, after being designed, one of them was implemented in Salehin Boys' School and the other was implemented in Motahari Girls' School. . The results of these two actions showed that the use of behavioral policy tools will be effective in changing students' behavior.

Principals play an important role in running schools. Therefore, the implementation of the supervisory role of managers can help to improve the education system. The purpose of this research was to validate the model of implementing the supervisory role of secondary school principals in Wasit province of Iraq.

This research is quantitative-descriptive and practical in terms of research purpose. The statistical population included all secondary school principals in Wasit province of Iraq, and the sample size was 200 people based on the Morgan-Georgesi table and confirmed by sampling method. A researcher-made questionnaire was used to collect data. The current questionnaire contains 68 items, which include the dimensions and components of the implementation of the supervisory role of secondary school principals in Wasit province of Iraq. Cronbach's alpha test was used to calculate the reliability of the research tool, and its value was 0.84.  To analyze the data, the method of structural equations was used with the help of Amos software.

The findings showed that the coefficients of covariance between research constructs, standard deviation, critical ratio and its significance levels are significant. According to the significance levels obtained from the covariance between the data for all the research constructs which is less than 0.05 (P-value < 0.05).

It can be said that the research structures are able to provide a model for the implementation of the supervisory role of secondary school principals in Wasit province of Iraq.

This study aimed to design an optimal model for assessing the training needs of in-service education programs for teachers in East Azerbaijan Province. The research focuses on identifying and prioritizing the professional and educational needs of teachers, which are considered critical factors in improving the quality of education. A qualitative research method was employed using thematic analysis, with data gathered through semi-structured interviews conducted with educational experts. The analysis was carried out using MAXQDA software to extract meaningful themes and dimensions. The final model, developed using SmartPLS software, encompasses nine key dimensions: management and leadership, skills, social, administrative and financial, educational and cultural, competency, training and nurturing, knowledge and expertise, and psychological aspects. The prioritization of these dimensions indicated that the educational and cultural dimension (18.11%) and the administrative and financial dimension (15.75%) were the most critical, while the skill dimension (5.12%) had the lowest priority. The proposed framework offers practical insights for planners and policymakers to enhance the planning, implementation, and overall effectiveness of in-service teacher training programs.

This research investigated the political behaviors present within the Ministry of Education, aiming to identify the different types and their relative prevalence among employees.
The study employed a mixed-method approach to gain a comprehensive understanding of the phenomenon. In the first phase, semi-structured interviews were conducted with fifteen administrative staff members holding extensive experience (over 5 years) within the Ministry in Semnan city. Thematic analysis of these interviews provided a foundation for the development of a questionnaire. This questionnaire was then distributed randomly to a larger sample of 220 participants, encompassing both administrative staff and high school teachers within the Ministry of Education. Data analysis was conducted using SPSS2020 software to identify patterns and trends in the reported behaviors.
Seven categories of political behaviors emerged: image management (of others), organizational manipulation, preferential treatment, coalition building, undermining colleagues' competence, opportunistic behavior, and dominance displays. Image management was the most frequently observed behavior, while manipulation tactics were reported less frequently.
Interestingly, some participants in the study denied the existence of political behaviors within the Ministry. This suggests a potential blind spot or normalization of certain political tactics by some employees. The research also highlights the diverse range of political strategies employed within the organization. Further investigations are warranted to explore the motivations driving these behaviors and their potential impact on the Ministry's overall effectiveness and employee well-being.

The field of nano can play an important role in the progress and national economy of the country. Passing two decades since the launch of nano postgraduate courses in the country, the status of these courses has not been evaluated. Due to the dispersion of science and technology policy-making centers in Iran, each of them has tried to design and implement their evaluation systems. However, the university scale in evaluation has not been considered so far. The purpose of this research was to evaluate the courses in Iran. First step, the content of available sources was analyzed then 8 key informants were interviewed and an evaluation model was designed. Second, the status of the courses was evaluated by interviewing 11 experts in the nano field. The growth of nanoscience and research in the country and the triple institutionalization of INIC in the ecosystem of this technology education in the country are the most important strengths. The lack of access to up-to-date laboratory equipment, the interdisciplinary expertise of professors, the curriculum of courses regarding safety, ethics, and nano health considerations, defining international cooperation projects of university education, evaluation and feedback from the results of the activities carried out in courses and parallel work in the educational activities of different universities are the most important weaknesses of the courses.

  Strengthening our nation's combat power and effectively utilizing military units on the battlefield depends on enhancing the education, knowledge, and skills of our armed forces in the context of modern warfare. This research seeks to develop effective strategies for training I.R.I.A. pilots in relevant educational content and technologies essential for future conflicts.

This research is classified as developmental-applied and utilizes a descriptive, mixed-methods approach, incorporating both library and field tools to gather pertinent information.

Through a comprehensive analysis of the strengths, weaknesses, opportunities, and threats affecting the education of I.R.I.A. pilots, we developed an assessment matrix using Internal Factor Evaluation (IFE) and External Factor Evaluation (EFE). This matrix positions our training efforts competitively within the strategic framework (SPACE) and highlights critical areas for enhancement. 

Conclusion:

 this research identifies 11 targeted strategies aimed at advancing our training and education initiatives.

The purpose of this research is to identify the educational components of technology commercialization of universities with meta-composite method. This research is qualitative in terms of the method of data collection; and a meta-composite approach in terms of the research implementation method. The statistical population of this research includes 110 documented articles, which were adjusted to 86 and 30 during three stages of screening and refinement, and finally to 15 articles related to the educational components of commercialization of technology in universities, and were identified by the method of metacombining the components related to commercialization of technology of Universities. The findings of the research are based on 21 final reviewed articles out of 110 initial articles, which lead to the extraction of 20 concepts and open codes for the commercialization of universities' technology and 4 core codes including: 1- Hardware 2- Software 3- Brainware 4- Organization-software. At the end of the research, it is suggested that the authorities, with a more detailed understanding of the underlying conditions and factors of success in technology commercialization in universities, should formulate policies and design effective implementation plans.

The aim of the current research is to identify and rank the antecedents affecting moral-emotional acting in education. This research was applicable in terms of its purpose, and was carried out with a quantitative approach with an exploratory design. The research method was descriptive-survey. The statistical population in the quantitative section included education managers of Golestan province; by stratified random sampling method, as many as 270 people. The research data collection tool included a researcher-made questionnaire, and data analysis was done through exploratory and confirmatory factor analysis in SPSS21 and PLS software. The results showed that the antecedents affecting moral-emotional acting have 2 dimensions: "individual antecedents and organizational antecedents". Individual antecedents have 3 components: "knowledge and information, personality traits, and motivation", and organizational antecedents have 4 components: "organizational culture, ethical atmosphere of the organization, organizational structure, and leadership and management". Considering the factors affecting moral-emotional acting, we can observe the growth of positive organizational behaviors and the institutionalization of ethics in the organization. According to the obtained model, there is a relationship between the exogenous variables of antecedents affecting emotional acting and the endogenous variable of emotional acting, based on the factorial path coefficients of 0.680; also according to the t-value, the effect of antecedents affecting emotional acting has become significant; therefore, there is a positive and significant relationship between the antecedent variables affecting emotional acting and emotional acting. Thus, it can be concluded that; the effect of effective antecedents on emotional acting is positive and meaningful.

The present study aimed to identify the dimensions and developmental components of technical and vocational education tailored to the capacities of industries in Bandar Abbas.

This qualitative study utilized thematic analysis to propose a model. The population included 6 members of university faculty in educational management, and 14 experts and stakeholders in technical vocational management (including leaders, specialists, educators, and researchers) and industries. After conducting 20 interviews, theoretical saturation of codes was achieved. Data collection tools included semi-structured interviews with experts, utilizing an extraction pattern based on two indices: appropriateness and practicality, which are qualitative validity assessment methods, along with feedback on research empirical bases.

The results indicated that the proposed model comprised 9 comprehensive themes (market analysis; customer attraction; goal setting and planning; evaluation and control; attention to experience and expertise; training; capacity and infrastructure development; regulations and planning; specialized human resources) and 18 organizational themes (data collection; personnel planning; evaluation; information categorization; experience; development and infrastructure; desirability and educational capability; control; encouragement and agreement; recruitment and expansion planning; development planning; competence; capacity; regulations; capability; training needs; expertise; negotiation), based on a foundation of 56 core themes.

Technical and professional education is developed in an effective way when it utilizes the capacities of urban industries.

The purpose of this study is to propose a model of distributed leadership in Iranian education.

The current research is applied from the objective point of view and qualitative from the method point of view. In the first part of the research, 81 documents, including articles, theses, and dissertations, were analyzed using a qualitative approach using a meta-composite method, and finally, using the monitoring selection protocol, and finally, 10 documents were analyzed using summarization and hidden content analysis methods. Then, through a semi-structured interview with 8 experts who were selected in a purposeful way, indicators, components and dimensions of comprehensive leadership of education were calculated. For the validity and reliability of this section, acceptability, transferability, reliability and validity of the research were confirmed.

The findings indicate that the distributed leadership model in Iranian education, comprising 49 indicators, encompasses three dimensions: educational leadership focusing on societal needs and expectations, personal and social development of students and school staff, dynamic and flexible learning environment, and educational justice incorporating values of fairness and equity in the educational environment, fair distribution of resources and opportunities, acceptance and appreciation of differences, fostering a sense of worthiness and belonging, and educational outcomes and consequences including components of improving academic and psychological performance of students,and providing a safe and stable environment for learning and development.

Policymakers can significantly enhance the quality and outcomes of education in the country and contribute to greater justice and dynamism in the educational community by implementing this model.

The purpose of the present study was to identify the components of the model of professional education and development of teachers based on the entrepreneurial approach.

The research method was a mixed exploratory approach in two phases, qualitative and quantitative, in which thematic analysis method was used in the qualitative part and survey descriptive analysis was used in the quantitative part. The statistical population includes all professors of Farhangian, State, and Azad universities and teachers of Chaharmahal and Bakhtiari provinces. In the qualitative part, 15 people were interviewed at the saturation point and in the quantitative part, 230 people were selected by purposive sampling. The measurement tool in the qualitative part was a semi-structured interview and in the quantitative part a 127-question questionnaire was made by the researcher. To analyze the information in the quantitative part, spss-26 software and smart pls software were used, and in the qualitative part, based on the grand theory approach, theme analysis was used.

The findings showed that there were six elements of the curriculum based on qualitative data: logic, purpose, content, educational strategy, educational materials, and evaluation.

The implementation of teachers' training and professional development based on the entrepreneurial approach will lead to the development of teachers' knowledge and the growth of their individual skills, and they will realize their capabilities and talents.

This study aimed to investigate the role of managerial factors in neuroscience-based leadership in education in Lorestan province.

The research method is quantitative. The statistical population in the quantitative stage includes the General Directorate and Education Departments of Lorestan Province, totaling 1222 people. 292 people were selected using the Cochran formula and stratified random sampling method. In the quantitative section, 292 people were selected using the Cochran formula and stratified random sampling method. The data collection tool for the quantitative phase was a questionnaire obtained from experts in the fuzzy Delphi stages. Structural equations with a partial least squares approach were used to analyze the data in the quantitative phase.

First, written and electronic sources were meta-synthesized using Xiao and Watson's 8-step process, and the initial model was extracted, and the dimensions, components, and important indicators were verified and agreed upon by experts using the fuzzy Delphi technique. Finally, the reliability and validity of the proposed model were proven using confirmatory factor analysis, and a neuroscience-based leadership model in education-oriented organizations was verified and developed with 5 dimensions, 63 components, and 205 indicators.

The proposed neuroscience-based leadership model is a complete and comprehensive model, as it includes almost all the dimensions necessary for leadership and management in learning-based organizations, especially education.

Today, entry into the country's higher education centers is done due to the increase of candidates in some fields and the quantitative growth of the country's universities with uneven quality. The purpose of the current research is to identify the indicators of the quality of candidates entering universities to provide a model for it.

This research was done using the qualitative method of content analysis. For this purpose, the number of 21 people was selected through purposeful sampling until reaching theoretical saturation from among the experts of universities and research centers related to the field of higher education quality.  Semi-structured interviews were used to collect information. The theoretical validity method was used to determine its validity. Its reliability was calculated by coding six interviews with an agreement coefficient of 0.87.

The findings showed that according to the opinion of academic staff, the conditions and quality of candidates entering universities are unequal, and accordingly, the quality of education in universities is not the same and unequal. Also, the results showed that in order to create equality in the quality of candidates entering universities, there should be two stages before entering and the stage of entering universities and its indicators such as academic progress of the previous level, national ranking, human resources, finances, facilities and equipment noticed.

The results of the present research showed that educational justice in the recruitment of candidates to universities is one of the ways to improve the quality of education.

This research was conducted with the aim of identifying and leveling the factors affecting the educational process based on the entrepreneurial approach in Iran's automotive industry. This was an applied study in terms of purpose and mixed-exploratory in terms of data collection. The study consisted of a qualitative phase to identify and level the influential factors of the educational process based on the entrepreneurial approach, and also a quantitative phase to determine the effects of the variables and their leveling. Sampling was purposive in both quantitative and qualitative phases using the snowball method. In the qualitative part, first, a semi-structured interview was conducted with 20 academic and organizational experts, including industrial experts such as education custodians (supervisors and heads of education), with the aim of identifying the influential factors. In the quantitative analysis section, the DEMATEL method was applied to determine the influence of the variables, and in the next step, structural-interpretive modeling was used to determine the levels of the factors. The DEMATEL questionnaire was distributed among ten experts, and the effect of the factors was extracted using DEMATEL modeling. The research results yielded 15 key factors in the educational process based on the entrepreneurial approach, which were classified into nine levels.

 The job well-being of teachers is a critical issue for schools and society (Duckworth et al., 2009, p. 540). Research indicates that high occupational well-being in teachers helps schools stabilize their performance (Creemers & Reezigt, 1996). On the other hand, low job well-being is considered an obstacle to school improvement and educational reforms and leads to increased teacher absenteeism (Parker et al., 2012, 503). Therefore, it seems that the increase in the number of vacations, absences, and late attendance at school indicates the low job well-being of teachers. On the other hand, low levels of organizational justice are closely related to negative job outcomes such as stress, low psychological well-being, and employee turnover (Silva & Caetano, 2014, p. 24). Versteegt et al. (2022) found in their research that job autonomy is an effective condition for the effect of organizational justice on job well-being. Also, studies show that independent employees who determine how to do their work have high psychological and social well-being (Gan & Cheng, 2021, p. 2).If we consider the pattern of organizational justice relationships, job autonomy, and job well-being as a phenomenon, the structure of organizational justice in elementary teachers can play a decisive role in this phenomenon. Elementary teachers who receive and perceive organizational justice in procedural, process, and distributive dimensions and also, have independence in work planning, decision-making, and independence in work methods (Morgeson & Humphrey, 2006) will achieve a positive perception of job well-being. Based on this, the research question is: To what extent does organizational justice, through the mediation of job autonomy, affect teachers' job well-being?

Design/Methodology/Approach: 

The research method was descriptive and correlational. The statistical population of the research was 1748 elementary teachers in Hamedan City in the academic year 2017-2018, and a sample of 316 people was selected by stratified random method. The questionnaires for collecting information were: the job well-being of Parker and Hyett (2011), organizational justice of Niehoff and Moorman (1993), and job autonomy of Morgeson and Humphrey (2006). The validity of the questionnaires was determined using construct validity and confirmatory factor analysis techniques. The research data was analyzed with Pearson correlation coefficient and confirmatory path analysis and with LISREL 3.50 software.

 The first hypothesis: The findings showed organizational justice variable with a path coefficient of 0.26 and t value of 4.33 has a direct, positive, and significant effect on the job well-being variable.The second hypothesis: The findings showed the variable of job autonomy with the coefficient of path 0.46 and t value 5.03 has a direct, positive, and significant effect on the variable of job well-being.The third hypothesis: The findings showed organizational justice with a direct path coefficient of 0.45 and a t value of 4.95 has a direct, positive, and significant effect on the variable of job autonomy.The fourth hypothesis: The findings showed organizational justice variable with an indirect path coefficient due to job autonomy of 0.207 and t value of 3.56 has an indirect, positive, and significant effect on the job well-being variable.The results of the Sobel test showed the mediating effect of job autonomy is significant in the relationship between organizational justice and job well-being.

 The findings showed that organizational justice has an indirect, positive, and significant effect on the job well-being variable due to job autonomy. This means that the increase in the positive perception of elementary teachers towards organizational justice leads to an increase in the positive perception towards job autonomy, and also the increase in the job autonomy of teachers causes the increase in the job well-being of teachers. The findings of the research are aligned with the findings of Versteegt et al. (2022), Majumdar & Kumar (2022), Sora et al (2021), Godwin et al. (2020), Le et al. (2016), Nery et al. (2016), Sahai & Singh (2016), Clausen et al. (2021) ،Gardner (2020), Yang & Zhao (2018), Khan et al. (2021), Zeng & Chen (2022), Butt et al (2017).

The present study aims to propose mechanisms for the establishment of a Competent School in Iran’s education system, aligning with national policies and the Fundamental Transformation Document. Employing a qualitative research approach, the study utilized thematic analysis based on semi-structured interviews with 17 educational experts, analyzed using Smart PLS 3 and SPSS 22 software. The findings highlight 13 key frameworks and 167 sub-components essential for the implementation of the Competent School model, including coordination and communication, physical infrastructure, facilities, behavioral environment, management, teacher training, financial resources, stakeholder participation, cultural and psychological foundations, needs-based curriculum, research-driven approaches, regional adaptability, and operationalization of the model. Key recommendations emphasize enhancing policy coordination, infrastructure development, competency-based teacher training, financial sustainability, community engagement, and continuous research-based policy refinement. Implementing these strategies will help establish an education system that fosters holistic student development while aligning with Islamic educational values and addressing contemporary challenges.