نشریه علوم تربیتی
سال بیست و هشتم شماره 1 (بهار و تابستان 1400)

The purpose of this study was to develop a model for selecting employees' educational approaches in small and medium industrial companies in Ahvaz. This study reached theoretical saturation using qualitative approach and foundation data theory method after interviewing 11 managers and employees of small and medium industrial companies of Ahvaz number one. After analyzing the results of eight oral questions during free coding, axial coding and selective coding, the overall pattern of the research was finally extracted. Paradigm Research Model in Causal Conditions (Including Individual Factors: Adaptation to Corporate Needs and Employee Behavioral Factors and Organizational Factors: Managers' Performance Related to Educational Facilities, Economic Problems and Laws), Contextual Conditions (Management and Policies) And staff responses), intervening conditions (social and economic factors), strategies (enhancing people's skills and experiences and empowerment, updating facilities, formulating appropriate laws and regulations, and training individuals (formal, informal and free courses)), The Central Phenomenon of the Paradigm Model that Includes Human Resource Development and Outcomes (Individual Level: Human Resources Training The expert, developing talents and motivate people and organizational level: to optimize production and enhance the reputation and credibility of the organization) was designed. Considering the main purpose of the study, which was to formulate the model of selection of staff training approaches (supportive, non-supportive, neutral and contingent) and to consider teaching-learning approaches that include formal, informal, and free training, it was finally found that most Managers choose a contingency approach and at the end the general model of the research is extracted.MethodThe method in this research is Grounded Theory. Grounded Theory is that discovers theories, concepts, hypotheses, and theorems directly from data, rather than inferring from previous assumptions, other existing research, or theoretical frameworks.ResultsFinally, according to the main purpose of the study, which is to develop a model for selecting staff training approaches (supportive, non-supportive, neutral and contingent) and considering teaching-learning approaches that include formal, informal and free training, it was found that most managers choose a contingency approach and finally the general research model is extracted.DiscussionIn the last decade, with the advent of new technologies in production, communication, change in the capabilities of industrial units, production methods, distribution and organizational structure of enterprises has emerged, which has mainly increased the importance of small and medium units. Humanity has a significant role. In this research, unlike previous research, it has been implemented in the conditions of inflation and economic recession.

Reading comprehension skills are the cornerstones of lifelong learning of sciences. The confluence of science, technology, engineering, art, and mathematics has currently ushered in the close collaboration of English teachers with subject area teachers in non-English speaking countries to highlight the possible benefits of new methods of teaching and learning sciences (e.g., Content-Based Instruction or CBI) through English. In tandem, the integration of Augmented Reality Games (ARGs) into flipped classrooms has made provision for students to preemptively tackle the challenges that they are likely to face in the professional contexts. As such, the experiential comprehension of reading sciences introduces the concept of lifelong learning.

This longitudinal study, using a sequential explanatory design and adopting co-teaching in the social constructivism throughout the academic years 2019-2021, explored the feasibility of CBI through English in the pre-reading flipped classrooms for the lifelong learning of secondary and postsecondary sciences. Using the design of experiments, 721 Persian and non-Persian male and female high-school students majoring in applied sciences were selected in the margin errors of 1%. The participants were then randomly divided into four groups to learn the sciences through CBI in the (non)-ARG-assisted flipped classrooms. To fulfill complementarity, the process of CBI in the (non)-ARG-assisted flipped class continued with teaching and formative assessment of the participants' reading comprehension skills in both instruction-learning and healthcare contexts, along with a survey and a focus-group interview. While the quantitative data were analyzed through the Wilcoxon signed-rank test, Spearman's correlation coefficient, the repeated measures ANOVA, and the linear mixed effects model, the qualitative data were analyzed through MAXQDA.

Descriptive and inferential analyses of the data revealed the feasibility of CBI in the ARG-assisted flipped classrooms for teaching reading comprehension skills of sciences in both secondary and medical postsecondary education which, in turn, paved the way for lifelong learning (ß = 6.9, p<.05). From the participants' viewpoints, adopting an active role in doing the ARGs in the process of CBI of reading sciences facilitated their reading comprehension in favor of lifelong learning.

The findings revealed that English communication between students and co-teachers for the completion of the reading activities contributed to students' lifelong learning of reading comprehension skills.

As one of the important infrastructures of the educational system of any country and the most important source of science and technology production, higher education plays a significant role in the development of lifelong learning. Universities should create a new movement in this direction by conatructing a platform for students to do longlife learning.The present study aims to explain the curricular elements and components of Farhangian University based on the lifelong learning approach and examine the validity of a developed scale in this field.

In the present study, exploratory mixed-methods research was used. Initially, qualitative data were collected and analyzed. Then, based on the obtained qualitative results, quantitative instruments were developed. After that, the quantitative data were collected and analyzed to validate the qualitative findings. The statistical population in the qualitative section consisted of experts in the field of lifelong learning, professors of Farhangian University, and curriculum specialists selected via a purposive sampling method. 33 participants were selected and interviewed via the semi-structured interviewing technique to obtain theoretical saturation in the data. In the quantitative section, a descriptive-survey method was employed. The statistical population in this section consisted of professors of the Department of Educational Sciences, Farhangian University of Isfahan Province as 242 individuals, among whom 145 participants were selected based on the Krejcie & Morgan table and via a cluster sampling method. Then, the researcher-made questionnaire was distributed among them. Among the returned questionnaires, 103 ones were quantitatively analyzed.

The findings of the qualitative section indicated that the curriculum based on the lifelong learning approach in Farhangian University consists of four main elements of goal (with 19 items), content (with 18 items), teaching-learning methods (with 15 items) and evaluation (with 17 items). In the quantitative section, it was also found that based on the results of the Second Order Confirmatory Factor Analysis (CFA), the elements and related items correctly measure the curriculum model for lifelong learning.

To sum up, it can be stated that the scale designed in 4 elements and 69 items is valid for evaluating the curricular elements based on the lifelong learning approach at Farhangian University. It can be the basis for making policies and reviewing curriculum at Farhangian University.

Due to the usability of the work and technology curriculum in life, as well as its important role in motivating and aspiring to jobs in society and helping to choose a field, the country's educational system has paid special attention to the work and technology curriculum. The purpose of this study was to qualitatively review the challenges and strengths of the work and technology curriculum and strategies to improve the implementation of the work and technology curriculum.

For this purpose, the phenomenographic method was used. Targeted sampling method with snowball technique was available for experts and targeted teachers, number of participants according to data saturation 6 experts; 25 teachers were selected. Semi-structured interviews were used to collect data. Data analysis was performed using a 7-step clays method. To validate the data strategies such as data collection triangulation; Interviewees' reviews of the impressions and codings and the review of the collaborating researchers and the agreement between the researcher and the participants in the research were used.

Research results in three sections: challenges and obstacles to implementation; The strengths of the work and technology curriculum and the proposed solutions to improve this were obtained from the perspective of experts and teachers.

Findings were obtained from the perspective of teachers and experts that the challenges and obstacles to the implementation of work and technology course include five themes "limitation, teacher, content relevance, comprehensive evaluation system, social factors" with eleven sub-themes "facilities, financial resources, physical space , Time, specialized teacher, skill category (knowledge enhancement), disproportion to the need, imbalance in content, weakness in the implementation of evaluation, lack of cultural background, low status and value of work and technology among officials "and the strengths of the two "Technical aspect, knowledge-building" and five sub-themes "entrepreneurship, appropriate academic guidance, creativity, craftsmanship, general skills" and in the solutions two themes "improving curriculum elements, motivating" and six sub-themes "content, evaluation" "Facilities, hidden curriculum, communication channels, salaries and benefits.”

Developing drivers to improve the performance of school principals is one of the vital strategies to increase the efficiency and effectiveness of the organization. In fact, these drivers drive the Optimal and constructive changes and ultimately Improvement and improve the performance of school principals and the education system. Improving the performance of school principals seeks the growth and development of human resources and organizing to design change and qualitative development of human resources, and its purpose is to empower, Empowerment, strengthen skills and build self-confidence and job competence in school principals. The way employees also achieve better performance. The aim of this study was to identify the drivers needed to improve the performance of primary school principals.

This research was conducted in 2020 based on a mixed approach and using both qualitative and quantitative methods. In the qualitative part, the data research method was used and in the quantitative part, the descriptive method was used. Participants in the qualitative section were selected using criterion-based purposive sampling method and according to the theoretical saturation rule, after in-depth and semi-structured interviews with 15 experts, data adequacy was obtained. In the quantitative section, the statistical population included 561 principals of primary schools in Kermanshah province, from which 228 people were selected using multi-stage cluster sampling method with proportional assignment and Morgan table. The construction based on qualitative data was implemented among primary school principals in Kermanshah province. For data analysis, in the qualitative section, systematic coding method and content analysis approach were used, and in the quantitative section, descriptive and inferential statistics were used using Smart pls software.

After conducting the interviews and in-depth data analysis, four dimensions of "leadership development", "structure improvement", "performance planning", and "self-development" were extracted and validated.

The results showed that the above four dimensions and their related components are specialized and professional drivers that can be used to improve the performance of primary school principals.

Rapid growth and ever-changing societies, has made the necessity of training skilled, specialized and ‎entrepreneurial human resources inevitable. In the education system, vocational schools have an ‎important role in training skilled manpower for jobs required by society and the labor market. The main ‎purpose of this research was to identify the dimensions of entrepreneurial competencies of vocational ‎schools in Hormozgan province. ‎

This research is applied in terms of purpose and was conducted base on framework of qualitative ‎approach. To this purpose, 11 academic experts and knowledgeable people were selected with a ‎purposeful sampling strategy based on data saturation and interviewed in a semi-structured way. To ‎analyze the stements of the interview sessions, three-step coding was used. To ensure the validity of ‎the research used of triangulation of the data sources and reviewed by members (interviewees) methods. ‎Also, to calculate reliability were used of the retest and the agreement between the two coder methods. ‎After implementing the content of the interviews and their preliminary analysis, Codes or basic ‎concepts were identified and In order to achieve the main categories, similar codes are placed on specific ‎categories. Finally, for each of the categories, the title that contains the entire codes was select.‎

The results of this study led to the extraction of 4 dimensions which are: Personality (individual) ‎competencies, managerial and leadership competencies, technical-professional competencies and ‎cultural competencies.‎

The main purpose of establishing vocational schools is to train entrepreneurial graduates. The four ‎main dimensions of this research can be an effective effective factor in improving the entrepreneurial ‎competencies of vocational schools and have beneficial results in improving the educational quality of ‎vocational schoolsDiscussionThe main purpose of establishing vocational schools is to train entrepreneurial graduates. The four ‎main dimensions of this research can be an effective effective factor in improving the entrepreneurial ‎competencies of vocational schools and have beneficial results in improving the educational quality of ‎vocational schools

Newfound technologies in the communication and information area lead the educational systems ‎‎toward electronic teaching-learning.‎ certainly, the application of e-learning strategy based on ‎components tailored to the needs, desires and skills of students, leads to the creation of numerous ‎and diverse learning opportunities for students. In contrast, the inappropriateness and adaptation ‎of academic activities to the characteristics of students is a cause of motivation and ‎academic failure. The present study tries to identify and explain the requirements of e-‎teaching/learning which are fit for the characteristics of today’s BA students. ‎

The research design is mixed and of successive exploratory type. The qualitative part was done using the case study method and the quantitative part was done using the descriptive-survey method. The tools of the qualitative section are semi-structured interviews and the tools of the quantitative section are researcher-made questionnaires. The statistical population of the qualitative section was experts in the two fields of educational sciences and social sciences, of which the sample of them continued purposefully until the saturation of information. The statistical population in the quantitative section consisted of faculty members and BA ‎students of educational and social sciences colleges of Tehran and Isfahan Universities of which the sample of them was chosen with the stratified ‎random method according to the volume. The analysis of the findings in the qualitative part is based on grounded theory and in the quantitative part is based on descriptive and inferential statistics.

Regarding the research findings, the most important Requirements of electronic teaching-learning ‎strategy which suits the characteristics of today’s BA students is: using virtual messengers, using ‎soft wares and educational videos, using scientific websites, using remote supplementary trainings, ‎being allowed to search the Internet in classroom, having virtual assignments, taking virtual ‎exams and using smart board.‎

Based on the findings, it can be concluded, the application of these elements, ‎‏leads to academic ‎motivation and scientific ‎growth of today's students‏ ‏and thus, it is recommended to Professors for ‎the purpose of ‎effective teaching and optimal use of educational opportunities, do not neglect to ‎use them.‎ Universities must also provide the necessary equipment for e-teaching, especially smart ‎boards and high-speed Internet. In addition, in order to acquaint professors and students with e-‎learning skills such as the use of scientific websites, distance education, the use of smart boards, ‎virtual exams, etc., organized training workshops and encourage professors who use these ‎methods.

Nowadays, Academic dishonesty is one of the issues that has plagued the educational system. The scope of this phenomenon ranged from purchasing an essay, plagiarizing content, fudging laboratory results, falsification, duplication, misusing credit, asking for a deadline extension by citing a bogus excuse, to cheating on the exam session and impersonating another to take a test. It is evident that continuing this process will challenge the reliability of the academic system's performance and has long-term effects not only on the individual, but also on the entire community. Method The purpose of this research was to study the causes and dimensions phenomenon of academic dishonesty in students. A qualitative approach and grounded theory method was adopted in the study, considering the nature of the subject. The target population of the research were all students of Yazd University in the academic year of 1397-98. The sampling method was purposive and theoretical with maximum variation and sustained up to data saturation. Data were collected from 16 students through in-depth semi-structured interview. The obtained results were analyzed using Strauss and Corbin’s open, axial and selective coding methods. Results The results of the investigations that fall into six dimensions of the model include: main phenomenon (performance goal orientation), causes (7 categories), environmental conditions (3 categories), contextual features (4 categories), strategy (3 categories) and outcome (1 categories). Functional goal orientation was recognized as the main phenomenon with three categories including “competition”, “score and degree dependency” and “science learning and service delivery”. The research tool was an in-depth semi-structured interview. Interviews continued until theoretical saturation. The research results showed that the applicability of lessons, individual characteristics, educational background, time limit and weight of lessons, student admission policies, professors' professionalism, and family pressure, has cause the formation of the central category of “performance goal orientation”. Also, contextual features (such as physical conditions, classroom and university atmosphere, technology, and monitoring and dealing) and environmental conditions (cultural-social environment, political environment, and the policy environment), have provide the context of rise students` unethical reactions such as cheating in exam, dishonesty to do homework, scientific theft and dishonesty in research, which have resulted disruption in individual development, social development, and academic development. In conclusion, it can be acknowledged that the phenomenon of academic dishonesty is rooted in the goal orientation of the individual. Several environmental and individual factors can change it, so a comprehensive effort seems necessary in order to amend it.

Universities have experienced different generations in during their lives. The first generation of universities had a purely educational function. The second generation of universities also had a research function. In the third generation, the application of research was considered. The third generation of universities is called the: Entrepreneur University. Third generation universities must be able to be independent and Prepare your graduates to enter in the job market. The purpose of this study is to design a conceptual model for third generation universities in the distance education system.

The method used in this research is Grounded theory. By using a purposeful sampling method, 46 faculty members of Payame Noor University were select. Data were collected using semi-structured interviews. Then the data were coded by the three-step method in Grounded theory.

Execution of the open coding step identified 114 concepts. In axial coding stage, concepts were summarized into 23 sub-categories and 8 main categories. Then a paradigm model was drawn with causal conditions (organizational space of university), contextual conditions (organizational infrastructure), intervening conditions (autonomy, globalization and effective interactions), central phenomenon (third generation university), strategies (administrative and executive review) and outcome (development-oriented society). Finally, conceptual model of the third generation university was created.

Based on the conceptual model obtained, the university should be reviewed. This review should be done in the field of university hardware and software. Therefore, changes in strategies, perspectives, facilities and equipment are necessary for the third generation. In this case, the university can be a factor in the comprehensive development of society. To achieve this, the university must support from the new ideas and creativity of its staff. Also, creative beliefs in the workplace should replace routine beliefs. In the field of hardware, the necessary equipment to develop the talents of employees should be provided to them. In addition, the university must have a good relationship with other universities and other sections of society. To become a third-generation university, administrative approaches must become more flexible and educational policies must change. The new needs for educational and research should be known and based on those needs, educational and research goals should be set. By making these changes, the university will be on the path of economic and social development which creates innovative products and creative services. Finally, the establishment of this type of university leads to sustainable development in society.

The university system is one of the subsystems and component of the higher education system and the social system; hence, it is influenced by other higher education institutions, the educational system of the country and peripheral devices such as political, economic, social and cultural systems. Many thinkers and educators, who advocate new perspectives on educational reform, believe that policy making and planning in order to redefine the past and present performance of educational systems in each country should be done in the light of the historical background of educational developments and the analysis of the current state of the educational system, because in this case, it is possible to discover the factors that led to the decline of cultural and scientific activities and the formation of the current educational methods with an open and comprehensive view. This research aims to study "the factors affecting the formation and transformation of the university in Iran since the establishment of the University of Tehran as the first Iranian official to date".

This research was done by using thematic analysis method consisting of three stages of descriptive coding, interpretive coding and content development. In order to achieve the purpose of the research, semi-structured interviews were conducted with experts and those who had experience in higher education.

The findings of the analysis of the content indicate that several factors have contributed to the formation of the university in Iran. History of the University in Iran from interviewee's views, six distinct courses can be divided into different policies and approaches to higher education.

In all these periods, many political, economic, social, cultural, ideological and scientific factors have affected the changes and changes in the university. Findings show that there are no significant differences between Iranian universities. The reason for this is the lack of creativity in the management of higher education system on the one hand and centralization on the other. Making any structural, quantitative and qualitative changes in the higher education system of the country should be based on deep sociological, economic, political and cultural studies and its growth and expansion in line with the needs and developments created in these areas. By adopting legal mechanisms and proper culture, the effects of severe political and economic factors and its destructive effects on the higher education system were prevented. The question is, "

Playing the role of an active citizen in civil society is possible by augmenting the sense of social responsibility in the community. Therefore, to achieve this goal, teaching the principles, methods and approaches of social responsibility should be reflected in the curriculum. The goal of this report is to identify the components of social responsibility in the curriculum of Skills University as one of the top universities for creating sustainable employment.

A qualitative method was used in this study according to the purpose and nature of research. Statistical sample includes 18 experts in the field of skills training; Sampling was performed purposefully. Data collection tools are semi-constructive interviews and data analysis methods based on thematic analysis technique. Findings from the study showed that educational content, learning and teaching activities, and continuous evaluations are principles that, in terms of social responsibility, lead higher education curricula toward skill-oriented curricula. The connection between the components and elements of the curriculum as an educational sub-system and macro-educational programs can make the social institution of higher education more capable.

The results showed that the three main categories of educational content, learning and teaching activities, and continuous assessment are social responsibility categories in the curriculum of Skills University. Based on these categories, a model of social responsibility was developed in the curriculum of Skills University.

Achieving social responsibility requires that Skill University change the curriculum paradigm and the elements contained in it to institutionalize the components of social responsibility in the core of curriculum activities. The establishment of a social responsibility research center in Skills University and affiliated colleges to monitor the curriculum contexts, behaviors and structures according to the components identified in this study can be considered a turning point for this goal.

As technology has grown, so problems related to its use raised. Because the growth of technology has increased the availability and expansion of the use of technology in primary schools as well as the use of these technologies by students at home, so the need to support students to stay safe, accountable, participate and collaboration in cyberspace and the like is more than ever. Issues related to the expansion of the use of technology and cyberspace; necessitate the education of digital citizens by the educational system.

The purpose of this study was to investigate the position of digital citizenship education in the official curricula of elementary school in Iran. This research was descriptive and included documentary analysis and content analysis by Shannon entropy method. Content Analysis Unit; It was texts, pictures and textbook activities. The statistical population of the study was 41 volumes of elementary school textbooks in the academic year 2019-2020, of which 24 volumes were selected by purposive sampling. To determine the validity of the instrument, content validity was used in the form of a survey of experts on the degree of coordination of the content of the measuring instrument and the purpose of the research. The reliability coefficient was obtained by Scott method 0.83.

Findings showed that out of 2631 counting units counted; 98 cases were related to the eight components of digital citizenship education. In other words, about 4% of the content of the three sections of the content of the studied textbooks has paid attention to the desirable components of digital citizenship education.
Findings from Shannon entropy analysis showed that the highest Ej and Wj among the components of digital citizenship education belong to the component of "digital literacy" with a total value of (0.3866) and the lowest Ej and Wj belong to the components of "digital Security", "digital Etiquette", "digital Rights and Responsibilities", "digital laws" and "digital commerce " all to the value of (0).

According to the findings, it can be concluded that the position of digital citizenship education in Iranian elementary school curricula has been largely neglected. Therefore, it is suggested that considering the necessity of educating digital citizens in the present age, elementary school curricula should be revised in terms of providing appropriate coverage on the components required for educating digital citizens.