نشریه پژوهش های کیفی در علوم تربیتی
پیاپی 1 (زمستان 1403)

Syllabi in the higher education system are a key element for achieving educational goals and missions. Developing and adjusting a quality and relevant research methods course according to the current needs is one of the main concerns in the global education systems. Teaching research methods, however, is still one of the most complex and challenging issues. Therefore, this study aimed to investigate the elements of research methods syllabi in graduate programs in English language teaching in public universities of Iran and compare it with the objectives stated in the curriculum document of the Ministry of Science, Research and Technology. In this study, based on purposive sampling, 28 syllabi from 23 public universities in Iran were analyzed and evaluated using MAXQDA software. Using inductive and comparative coding, a framework was adopted that eventually provided a picture of the objectives, content, and assessment and evaluation methods of the research methods courses. Finally, the results were compared with the curriculum document of the Ministry of Science, Research and Technology (MSRT). The comparison results showed that there is a considerable alignment between the objectives and topics of the document of the MSRT and the syllabi examined. The results of this study showed that the document of the Ministry of Science and Research can have significant impacts on how to prepare and develop the syllabi of research methods courses. At the end of this study, some suggestions for revising the document of the MSRT are presented and some suggestions for further research are provided.

The aim of this research is to examine and analyze the experiences of teaching the course on research methods, thesis writing, and advanced article writing in the doctoral program of educational management at Islamic Azad University, Kermanshah branch. This study was conducted using a narrative self-reflective method and is categorized as a qualitative and phenomenological research, falling under ethnographic studies. The data sources for this research include lived experiences, memories, efforts, and the author's teaching background in research methods and article writing, organized in a narrative format. The qualitative participants consist of faculty members from Islamic Azad University, Kermanshah branch, who have years of experience teaching this course. The data analysis method in this study involves qualitative content analysis of the data collected through self-narration. The data analysis was carried out in stages, where the data were first coded and then classified to identify common patterns and key themes. This process allowed the researcher to extract profound and meaningful experiences, leading to a better understanding of the impact of teaching methods on student learning. The findings of the research indicated that teaching the courses on research methods, thesis writing, and advanced article writing in a practical and applied manner has significant advantages. These advantages include improved knowledge, insights, and skills of doctoral students, as well as the creation of positive and constructive interactions between students and professors. Furthermore, the findings suggest that this teaching approach can effectively address existing limitations in education and enhance teaching quality. The research points to challenges such as the need for more time for teaching and learning activities, which may increase the workload of professors and students. Strengthening a culture of teamwork and research in academic environments is essential to enhance motivation and enthusiasm for collaborative projects. It is also recommended that professors and faculty members in master's and doctoral programs utilize practical teaching methods and organize workshops to improve teaching and learning quality.

Happiness is often considered a relatively consistent and positive attribute characterized by mental well-being and overall life satisfaction. Accordingly, the present study aimed to identify the components that shape youth happiness. Employing a qualitative research design, the study utilized a thematic analysis approach. The participants included young people who had achieved average to high scores on the Oxford Happiness Questionnaire and the Goldberg General Health Questionnaire. They also expressed their happiness in interviews. Furthermore, these individuals fulfilled all criteria required for participation in the study. Participants were chosen through purposive sampling and accessible methods from a pool of eligible volunteers. Sampling continued until theoretical saturation was reached, involving 23 individuals who participated in semi-structured interviews. The analysis of the interviews revealed 134 open codes, 60 sub-themes, 4 main themes and 1 core theme were. Thematic analysis of the data revealed main reasons influencing youth happiness: individual, family, social facilitators, and impactful actions. Accordingly, the findings highlight that young people maintain a satisfactory level of happiness by benefiting from these four core aspects. Consequently, greater focus and deeper exploration of the factors shaping happiness are warranted.

The aim of the present study was to understand the lived experiences of Afghan students of the acquired curriculum in Iran. This qualitative research was conducted using the phenomenological method. In order to reach the research sample group, according to the objectives of this study, purposive sampling was used, which was considered an appropriate approach to reach the hidden population. The data collection method was the use of semi-structured interviews. For this purpose, data were collected by interviewing 15 Afghan students who were studying in the sixth grade of elementary school or had completed this grade in science, Persian, gifts of heaven, and social classes. Data were analyzed based on double hermeneutics. The analysis of the interviews revealed five main themes including: separation of education from multiculturalism, separation of education from public mental health, separation of education from social behaviors, separation of education from different religions, and legal disputes. 14 sub-themes of challenges were obtained: language, different customs and traditions, neglect, ridicule, isolation, sarcasm, health problems, embarrassment, disrespect towards others, separation of cultures towards others (parents of Iranian students, parents of Afghan students), job problems, gross separation and border between Shia and Sunni, border between being and not being in legal crimes, impossibility of ownership. Finally, the conclusion was reached that the problems of the language and perspective of Afghan students themselves open a new window for the authorities, and that is in order to create educational justice, more support and attention should be given to forgien students, especially Afghans, and monitoring the performance of school parents in this regard is essential.

The present study aims to explore students' lived experiences of the virtual curriculum offered at Farhangian University. This research was conducted within a qualitative paradigm. The research design is an emergent design, as the components emerge during the study. The statistical sample consisted of 18 students from Farhangian University of Hormozgan, selected through purposive sampling while considering the principle of theoretical saturation. The data analysis approach was descriptive-interpretive, which involves a certain level of interpretation and the prior selection of information. By analyzing participant interviews regarding the challenges of the virtual curriculum, 62 initial codes, 19 subcategories, and 5 main categories were identified: weaknesses in the virtual learning system infrastructure, deficiencies in the teaching-learning process within the virtual system, lack of knowledge about the virtual system, limitations in educational time, and the lack of attractiveness of the virtual learning platform. In the section on strategies to improve the virtual curriculum, an analysis of student interviews led to the identification of 46 initial codes, 23 subcategories, and 5 main categories: enhancing the teaching-learning process within the virtual system, strengthening the infrastructure of the virtual learning platform, supporting the education provided in the virtual system, training students on the proper use of the virtual system, and planning appropriate learning schedules for virtual education.

This study examines the experiences of school principals in implementing educational leadership styles to identify key factors influencing educational performance improvement. Using a qualitative approach (thematic analysis) and semi-structured interviews with 10 school principals from various regions of Urmia, selected through purposive sampling based on a minimum of five years of managerial experience and practical engagement in educational leadership, five main themes were extracted: effective and reciprocal communication, change management and innovation, transformational and motivational leadership, organizational democracy and participation, and challenges and resistance. Inclusion criteria encompassed managerial experience, practical involvement in educational leadership, and willingness to participate, while exclusion criteria included lack of sufficient experience, unwillingness to participate, or providing superficial responses. The findings indicate that transformational leadership, through setting clear goals, motivational strategies, and a shared mission, enhances educational coordination, teacher and parent participation, and teaching quality. However, barriers such as cultural resistance (traditional attitudes, low psychological readiness) and structural limitations (budget constraints, weak infrastructure) hinder the implementation of these leadership styles. This research, validated through participant review, peer debriefing, and data triangulation, emphasizes that integrating modern leadership strategies (participatory decision-making, innovation acceptance, continuous assessment) while overcoming systemic challenges enables sustainable improvement in the educational environment. The study highlights the role of adaptive leadership in aligning innovative methods with contextual constraints to drive educational transformation.