Presenting a Quantum Planning Model for Enhancing Self-Directed Learning in Students

This study aims to explore a quantum planning model to enhance self-directed learning in students. 

This study uutilized a library research method through document and literature review. 

The findings of this research reveal that the components of quantum planning for self-directed learning in students include: macro-level policies (national structure and policies), curriculum content (particularly emphasizing metacognitive and quantum thinking), teaching and learning processes, the use of information technology, the seven quantum skills (quantum vision, quantum thinking, quantum feeling, quantum cognition, quantum action, quantum trust, and quantum living), challenges of quantum planning (financial challenges, cultural challenges, linguistic challenges, legal and regulatory challenges, and challenges related to educational facilities and space), interactions and communications (collaborations between education, industry, universities, and other research centers domestically and internationally), innovation, evaluation, and organizational commitment. 

Therefore, it is recommended that although Iran has made significant advances in quantum technology, the allocated budget for its implementation remains substantially lower than in other countries. Thus, policymakers at the macro level are advised to prioritize this issue.