نشریه نامه آموزش عالی
پیاپی 68 (زمستان 1403)

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

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

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

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

The purpose of this research is to identify and prioritize the fields and obstacles of educational entrepreneurship according to experts of educational entrepreneurship in Tabriz city.

This research has been conducted in a combined way. The qualitative stage of this research has been exploratory content analysis, and open, central and selective coding has been used for data analysis. At this stage, 14 interviewees from the professors of Tabriz University and Shahid Madani University of Azerbaijan pointed out the fields and obstacles of educational entrepreneurship. In the quantitative stage, the method of which was descriptive-survey, 217 people were selected from among 530 professors, students and graduates of educational sciences in Tabriz and Shahid Madani universities of Azerbaijan using Morgan's table and They were tested using the questionnaire of the result of the qualitative stage. Data analysis was done using descriptive-inferential statistical tests.

In this research, in the qualitative part, after open and central coding, 4 general categories were obtained in the field of educational entrepreneurship, and 7 general categories were obtained in the barriers section. The categories related to the fields include 1) teaching method 2) the establishment of educational centers 3) equipment and educational aid products 4) educational software and the categories related to obstacles include 1) the poor quality of the structure of the educational system 2) motivational obstacles 3) economic obstacles 4) skill obstacles 5) communication obstacles 6) cognitive obstacles 7) social obstacles. At the end of the research, a questionnaire was created based on the obtained data. In the quantitative part of the confirmatory factor analysis test results, 4 factors related to contexts and 7 factors related to obstacles were confirmed. Friedman's test was used to prioritize fields and obstacles.

A successful educational entrepreneur needs to identify educational fields and barriers, therefore, in this research, the most important field of educational entrepreneurship is related to teaching methods and the most basic barrier is related to cognitive barriers.

This research was done with the aim of achieving a comprehensive understanding of the process and thematic structure of articles in the field of philosophy in Humanities and social sciences.

The current research is descriptive with a Scientometric approach that analyzes the content of texts using the co-occurrence of words and social network analysis. The statistical population includes articles in the field of philosophy under the subject of Humanities and social sciences have been published in Scopus until 31/12/2022. R bibliometrix package was used for data analysis and scientific map drawing.

Studies in the field of philosophy are divided into four clusters "Science and religion", " Pragmatism and naturalism ", " Philosophy and theory of education " and " Phenomenology and Hermeneutics " in Humanities and social sciences.

The analysis of issues related to the degrees of philosophy of humanities and social sciences, scientific advances and scientific cooperation trends in this field are highlighted and this can will help the policy makers and researchers to take steps in addition to understanding the current state of philosophical research towards predicting and knowing the future.

The aim of this study was to identify the instructional challenges in the e-learning management system during the COVID-19 pandemic from the perspective of professors in University of Tabriz.

The method of this research is descriptive-survey. The statistical population of the research included of all professors of University of Tabriz in the second semester of the academic year 2020- 2021, of which 211 professors were selected as a sample size based on Krejcie and Morgan Table and using the cluster random sampling method from four groups of technical-engineering, humanities, basic sciences, and agriculture. Data collection tool is researcher-made questionnaire that assess the views of professors on the challenges of instruction in the e-learning management system. The face validity of questionnaire was confirmed by professors and experts in the field of educational sciences, and its construct validity was also determined through confirmatory factor analysis. Cronbach's alpha was used to determine the reliability of the research tool, and its coefficient was calculated as 0.907. The data were analyzed using one-sample T-test and Friedman's test.

The results showed that dimensions of infrastructure, support, attitude, and access are the most important instructional challenges in the e-learning management system of University of Tabriz from the perspective of professors.

It is recommended that University of Tabriz maximize the professors’ desirable use of the electronic learning management system by providing the necessary infrastructure. Furthermore, the University of Tabriz to overcome barriers and challenges in learning management systems, with actions such as establishing technical, instructional, and human support groups to provide necessary assistance to professors in urgent situations, preparing programs to change professors’ attitudes towards electronic learning, and facilitating professors’ access to the electronic learning management system.

Today, the most valuable capital of organizations is human capital, and the organizational Excellence depends on human capital and in this regard the occupational and organizational engagement of employees is becoming a hot topic among organizations and decision-making institutions. The purpose of this study is to evaluate the occupational and organizational engagement of employees and academic staff members in Shahid Chamran University of Ahvaz and to explain its consequences.

This research in terms of strategy; A survey-descriptive study and in terms of purpose; A developmental applied research, and in terms of the environment and data collection tools, it is considered a field research and a questionnaire. The statistical population of the research is the employees and academic staff members of Shahid Chamran University of Ahvaz (1905 people), of which 320 people were selected by stratified random sampling. Collecting data using standard and valid questionnaires with validity and reliability; and data analysis was done by path analysis method and Smart PLS software.

In this applied study, to evaluate the current situation, the level of occupational and organizational engagement of university employees and academic staff members was measured and the results indicated the mean score of occupational engagement of the employees and academic staff members of Shahid Chamran University of Ahvaz is more than normal (3.6), and their organizational engagement is a little lower than normal (2.9). Separation of the two groups showed that the occupational engagement of academic staff members was significantly higher than that of employees. Also, by analyzing the theoretical foundations and the literature of the subject, as well as with the participation of employees and faculty members of the university in response to standard questionnaires, the most important consequences of occupational and organizational engagement in four categories; Individual, occupational, managerial and organizational consequences were identified. The intensity of the impact of occupational and organizational engagement on the four categories of outcomes has been explained in detail, and at the end, practical suggestions have been presented to improve and promote the occupational and organizational engagement of university employees and faculty members.

This study can help managers and experts in developing human resources and improving their competencies and capabilities by focusing on occupational and organizational engagement and its consequences. Knowing the results and their effectiveness can provide managers with a correct understanding of improving productivity and increasing the performance of employees and faculty members.

The aim of this study is to investigate the factors that affect the acceptance of artificial intelligence among faculty members, as well as their level of artificial intelligence literacy.

The current applied research is grounded in the philosophy of pragmatism, utilizing a mixed-method (sequential explanatory approach). The statistical population for the quantitative aspect consisted of 1220 faculty members at Farhangian University campuses during the academic year 2023-2024. Through Cochran's formula, 315 individuals were selected via random cluster sampling. For the qualitative component, 15 experts were chosen using snowball sampling. Quantitative data were analyzed using SPSS, while thematic analysis was applied to the qualitative data.

Factors such as behavioral intention, perceived ease of use, perceived usefulness, job relevance, social norms, facilitating conditions, and attitude towards AI have been identified as influencing artificial intelligence acceptance. The results revealed that the artificial intelligence literacy levels of faculty members were suboptimal. The second-order factor analysis of the structure showed significant fit indices, validating the statistical analysis.

Enhancing AI literacy of professors in higher education is crucial in addressing resistance to AI adoption. Therefore, increased support from relevant authorities and educational leaders is essential to assist professors in developing their artificial intelligence skills and literacy.

In this study, the relationship between the quality of online teaching and e-satisfaction and learning acceptance of Bojnourd Azad University students during the period of Quid 19 was investigated

The research method in this research is applied in terms of purpose and descriptive-correlational in nature. The statistical population in this study was all students of Bojnourd Azad University in the academic year 2022-2023, whose number was equal to 44653 people. According to the size of the population and using Krejcie and Morgan table, 372 people were selected as the sample. Available random sampling method was used to select the sample. Data collection tools are three questionnaires: quality of online teaching Siraj (2002), Khorasani e-satisfaction and friendship (2010) and learning acceptance based on Davis technology acceptance model (1986). The data obtained from these questionnaires were analyzed using SPSS and Lisrel software, structural equation modeling and correlation coefficient and regression tests.  

The results of structural equation test also showed that the quality of online teaching is 0.66 with electronic satisfaction and 0.78 is related to learning acceptance. The relationship between the quality of online teaching with the variables of the type of technology used is 0.476, between the quality of online teaching with the instructor of electronic courses is 0.348 and between the quality of online teaching with quality and learning methods is 0.982. And significance was observed. But there was no significant relationship between the quality of online teaching and the content of electronic courses (P = 0.188). Also, the relationship between the quality of online teaching with individual factors is 0.678, with social factors is 0.235, with organizational factors is 0.559, understanding the usefulness of the application is 0.235, understanding the ease of use is 479 0. is directly related to the attitude towards technology of 0.615, the tendency to use 0.233 and the use of technology 0.729.

 This article aims to identify solutions for achieving effective governance in student assessment and admission systems, focusing on the national exam in Iran.

This research gathered primary data through a qualitative approach, employing thematic analysis methodology via interviews with 27 scientific and executive experts of the assessment and admission system. Following the coding of these interviews, 175 basic themes were categorized into 23 organizing themes. The focus group confirmed the validity of the methodology.

The research findings suggest that solutions for achieving effective and good governance in the assessment and admission system can be classified into seven levels: Integrity in governance, optimization of the assessment process, revision of the admission process, strengthening academic and career guidance, representation in institutional management, consideration of economic and social requirements, and reforms in approach.

 Research findings suggest that effective governance and improvements to the student assessment and admission system require comprehensive and integrated policymaking, updated regulations, a clear division of national responsibilities, and coordination among institutions. Additional measures include separating assessment from admission, increasing the role of universities in admission and field selection, fundamentally transforming academic guidance, reforming assessment criteria and revising the national exam, regulating the entrance exam market, and initiating discourse reforms.