Management and Educational Perspective

Abstract Abstract The aim of the present research is to investigate the antecedents and consequences of professional competence of school managers with an emphasis on environmental sustainability and sustainable development. The research method is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of implementation. The statistical population of this research in the qualitative section included experts and professors in the field of education in Tehran, who were sampled purposefully; and in the quantitative section, school managers in Tehran who were selected through random-stratified sampling for the validation of the research model. In the qualitative part of the research, data and information were collected through interviews with experts and professors in the field of education, and then the model of professional competence of school managers as a key driver of sustainable development was validated based on a questionnaire. MAXQDA 18 and PLS-Smart 3 software were used for data analysis. The research findings indicated that the model of professional competence of managers includes competence-building skills, managerial competencies, ethical competencies and professional behavior, manager development, social indicators of managers, establishment of work groups for performance improvement and green competence, attitude competencies, knowledge competencies, educational competencies, commercialization competencies of knowledge, skills and technology, work ethic, consumption pattern improvement, participation in development, and moving towards national empowerment, leading to the realization of work ethic results, consumption pattern improvement, participation in development, movement towards national empowerment, diversity management, and enhancing the relationship between humans and nature. Extended abstract Introduction Performance sustainability is a relatively new concept defined as a process that focuses on all five dimensions of sustainability performance (economic, governance, social, ethical, and environmental) (Atstsaury et al, 2024). Serious action has not been taken to address environmental pollution, especially in the field of human resource development and professional development (Hustler & McIntyre, 2024). With growing public concerns about the long-term consequences of environmental issues and climate change, and its negative impact on the growth and development of societies, particularly in less developed countries, proactive and innovative measures have been taken to embrace environmental responsibilities and professional competencies. Previous research findings in the area of the current research topic indicate that the perspectives of past researchers on the subject of professional development of managers as a key factor in sustainable development have been different. Some have approached the issue of professional development with an organizational perspective and organizational requirements, while others have looked at it from an individual and personal perspective, seeking the missing link in individual requirements such as a sense of responsibility and environmental attitudes. And as it was mentioned before, some researchers consider organizational requirements and organizational mandates sufficient to change employee behavior. However, another group of researchers has examined both individual and organizational factors but have not provided a model and have not focused on future trends and factors that create sustainable development. Unfortunately, in their research findings, they have also not considered the characteristics of the education sector. Therefore, the aim of this research is to explore the antecedents and consequences of professional competence of school managers with an emphasis on environmental sustainability and sustainable development. Theoretical Framework Professional competencies include skills, knowledge, and attitudes. This means that it is not easy to say that one factor is part of knowledge, skills, or attitudes. Some other experts have also identified other elements of professional competencies; factors such as motivation, self-awareness, personal factors, values, beliefs, and other factors that play a significant role in job success. In the past decade, various models and frameworks have been proposed for measuring competencies, and these models often differ in the information they gather. Some models emphasize generic abilities and qualitative characteristics of individuals, while another group of models focuses on specific technical skills for the job. Some models have attempted to present in a comprehensive approach, by considering job roles, job behaviors, and knowledge-skill-ability, present a combination of individual competencies and job competency areas. Today, there are various models and frameworks for competencies, but it can be said that most of them are somewhat based on these factors (Sancar et al, 2021): a) Cluster of knowledge, skills, abilities, motivation, beliefs, values, and desires, b) Related to the essential part of the job sector, c) Related to superior performance or effectiveness, d) Related to accepted observable and measurable standards, e) Related to strategic direction, f) Improvable through education and training. Research Methodology: The present research is considered applicable in terms of its objective type. It has a mixed nature (qualitative-quantitative) in terms of data collection method. Therefore, the approach of this research is a combination of qualitative and quantitative approaches (mixed). The statistical population in the qualitative section includes experts and educators in the field of education, considering the diversity of the statistical population and the fact that the size of such a population is not countable and estimable, purposive sampling method was used. Using theoretical sampling method, interviews were conducted with 20 experts and educators in the field of education in Tehran. In this study, a total of 20 experts and educators in the field of education were gradually selected. To validate the research model, the statistical population in the quantitative section includes high school managers in Tehran with a history of management in high schools and executive and research activities in the field of education. In the quantitative section, the Cochran formula with a five percent error level was used, and a sample size of 384 individuals was determined and selected using simple random sampling method. Data analysis in this research was conducted at two levels, qualitative and quantitative. To identify the antecedents and consequences of professional competency of managers in this research, content analysis using MAXQDA 18 software was employed. For testing the research model, the Structural Equation Modeling (SEM) technique using PLS-Smart 3 statistical software was used, and the results indicated a good fit of the model. Research Findings: Initial coding and data categorization were carried out to identify the criteria and sub-criteria for developing the model of professional competency of school managers as an effective and key driver of sustainable development. After combining the initial codes, 61 codes were identified, which were transformed into 13 sub-categories. Structural Equation Modeling was used to examine the identified sub-categories. The Kolmogorov-Smirnov test was used to check the normality of the data. Since the significance level for the research variables is less than 0.05, it is concluded that the collected data for the research variables is non-normal. Therefore, Partial Least Squares (PLS) method was used to examine the research model due to the non-normality of the data. In order to validate the professional competence of school principals as an effective and key driver of sustainable development, the proposed conceptual model was investigated through structural equation modelling, and the partial least squares method was used to estimate the model. The obtained results show that each of the research constructs have acceptable fit indices. All factor loadings are significant at (0.01) level. Conclusion: Based on the research findings and the proposed model, professional competency of school managers as an effective and key driver of sustainable development includes empowering skill competencies, managerial competencies, ethical competencies and professional behavior, manager development, social indicators of managers, establishment of workgroups for performance improvement and green competency, attitude competencies, knowledge competencies, educational competencies, commercialization competencies of knowledge-skills and technology, work ethic, consumption pattern improvement, participation in development, and moving towards national empowerment, which lead to achieving the results of work ethic, consumption pattern improvement, and participation in development. According to the statistical findings of t statistics, attitude competencies, knowledge competencies, skill competencies, managerial competencies, educational competencies, ethical competencies and professional behavior, commercialization competencies of knowledge-skills and technology, manager development, social indicators of managers, establishment of workgroups for performance improvement, green competency, intervention factors, and consequences are positive and significant at the 0.01 level.

Abstract Abstract
The present study has identified and prioritized indicators of unexpected actions of entrepreneurial students at Mazandaran University by means of a mixed research design (qualitative and quantitative). To collect data, interviews with experts were used in the qualitative step, and a questionnaire derived from the qualitative step of the research was used in the quantitative step. The statistical population of the research in the qualitative phase was university professors and managers of technological and entrepreneurial units at the University of Mazandaran, and in the quantitative phase, 20 entrepreneurial students at the same University. Snowball sampling was used to select research samples; and data were collected based on 15 in-depth interviews with experts related to the research topic. The Brown and Clark (2006) content and pattern analysis method was used to analyze data in the qualitative step; and in the quantitative step, the best-worst BWM method was used. The findings of the thematic analysis on the unexpected actions of entrepreneurial students at the University of Mazandaran are presented in 4 main themes: (1- Dynamics and Adaptability 2- Exploration and Empowerment 3- Learning and Innovation in Problem Solving 4- Development and Customer Relationship) and 53 sub-themes. In the quantitative step, dynamism and adaptability with a weight of 0.416 was the first priority, exploration and empowerment with a weight of 0.227 was the second priority, learning and innovation in problem solving with a weight of 0.17 was the third priority, and development and customer relationship with a weight of 0.136 was the fourth priority according to the experts. The results of the present study showed that entrepreneurs must have the ability to quickly recognize opportunities and threats, and these decisions must be based on a precise analysis of data and the current situation.
Introduction
Due to the rapid and unpredictable changes in the business world, entrepreneurial students at the University of Mazandaran face numerous challenges in the field of unexpected actions. These challenges include lack of access to adequate resources such as specialized advice and necessary training lack of experience in dealing with unexpected situations, and lack of financial and moral support from academic institutions. Also, many of these students are unable to make quick and effective decisions due to fear of risk and uncertainty. These issues can hinder their initiatives and creativity in starting and developing new businesses. Therefore, it is necessary to identify and analyze these problems in order to enhance students' capabilities to respond effectively to unexpected situations and also to provide the necessary platforms for growth and progress in entrepreneurship. Research on the unexpected entrepreneurial action of students at the University of Mazandaran is necessary for several reasons. First, given the rapid changes in the market and the emergence of new challenges and opportunities, understanding the needs and obstacles of entrepreneurial students will lead to improving support platforms. Second, identifying and analyzing unexpected behaviors can help educational institutions to design more effective training programs and practical workshops to enhance decision-making and creativity skills. Also, this research can provide students with deeper insights into dealing with uncertainties and improving their entrepreneurial abilities. The ability to respond quickly to situations can be the key to success in creating and developing new businesses in the world of entrepreneurship. Given the important role of entrepreneurship in economic and social development, this research can help policymakers design better policies and programs to support young entrepreneurs. Finally, the results of this research can contribute significantly to improving the quality and level of student participation in the regional entrepreneurial ecosystem. Therefore, the researcher in this study seeks to answer the question: what are the indicators of unexpected actions of entrepreneurial students at the University of Mazandaran, and how is it prioritized?
Theoretical Framework
Uncertainty in Entrepreneurship
It is usually easy to differentiate the entrepreneurial context from other contexts and leadership styles. At the heart of this difference is the concept of uncertainty. Many entrepreneurial contexts are full of uncertainty; the probabilities of which are not measurable (Conz et al., 2023). Uncertainty in the entrepreneurial context refers to a situation in which there is insufficient or unstable information, and it is difficult to predict the outcomes and consequences of entrepreneurial decisions. This uncertainty can be caused by various factors such as rapid changes in the market, technological innovations, and complex consumer behaviors (Arend et al., 2024). In such circumstances, entrepreneurs face numerous challenges that limit the ability to accurately assess risks and opportunities. Thus, decision-making in the entrepreneurial environment becomes a complex process that requires flexibility and creativity (Raimi et al., 2023).
 
Entrepreneurial improvisations
Immediate and unusual entrepreneurial actions taken in the face of immediate challenges and opportunities under conditions of uncertainty refer to behaviors in which entrepreneurs use their initiative and creativity to react quickly and make non-traditional decisions to increase their ability to adapt to environmental changes and exploit new opportunities (Yadollahi Farsi et al., 2025). These actions can include rapid product changes, innovative marketing, or attracting investors and stakeholders in unexpected ways; thereby enhancing entrepreneurs' ability to manage risk and exploit opportunities in unstable conditions (Behrouzazar et al., 2024).
Research Methodology
The present research is of mixed or combined type (qualitative and quantitative) in terms of methodology. The strategy of the present research is thematic analysis (Brown and Clark model) in the qualitative part; and survey-mathematical in the quantitative part (best-worst method). The statistical population of the present research, in the qualitative phase consists of university professors and managers of technological and entrepreneurial units of the University of Mazandaran, selected by snowball sampling method of 15 people. In the quantitative phase, it includes 20 entrepreneurial students of the University of Mazandaran, who, according to the report of the Entrepreneurship Center and the Growth Center of the University of Mazandaran, have undertaken entrepreneurial action in the past two years, and selected purposefully. In order to collect data and information, the interview method has been used for analysis in the quantitative part, and a multi-criteria decision-making questionnaire was used in the quantitative part. Data analysis in the qualitative part of this research was carried out using thematic analysis method with the approach of Brown and Clark (2006) and with MAXQDA 2021 software, and in the quantitative part; the best-worst method (BWM) was carried out using EXCEL 2016 and LINGO software.
Research findings
Based on the results of the quantitative part, dynamism and adaptability as the first priority indicate the importance of the ability of entrepreneurs to respond to environmental changes and fluctuations. In today's world, markets and economic conditions change rapidly, and entrepreneurs must be able to react quickly and effectively to these changes. This finding clearly emphasizes that entrepreneurs must have the ability to quickly recognize opportunities and threats, and these decisions must be based on careful analysis of data and the current situation. This priority can indicate an agile approach that facilitates the ability to manage changes and maintain organizational health. The second priority, exploration and empowerment, shows that entrepreneurs should not only adapt to existing conditions, but also pay attention to exploring new opportunities and empowering their work teams. Exploration means identifying and creating new entrepreneurial opportunities, and empowerment means increasing the confidence and skills of team members to take effective action. This substitution of dynamics shows that entrepreneurs should actively seek innovations and improve employee performance to exploit existing situations. Learning and innovation in problem solving, as the third priority, highlights the importance of continuous learning and creativity in the decision-making process. Entrepreneurs should be able to learn from their experiences and mistakes and use this information to innovate and improve their functions. This priority may indicate the need to create a learning culture in the organization that allows entrepreneurs to react quickly to new conditions and find creative solutions to challenges. Customer development and communication as the fourth priority also indicates that entrepreneurs pay attention to the importance of continuous and effective relationships with customers and the need to develop products and services tailored to their needs. This priority means that while interaction with customers is important, given the speed of changes in the external environment, entrepreneurs should focus more on internal dynamics and capabilities to best meet customer needs. This result can also point to the necessity of using customer feedback for continuous improvement and optimization of processes.
Conclusion
For entrepreneurial students at the University of Mazandaran who may encounter unexpected actions, the following suggestions can help them be more effective and successful: Hold workshops in the fields of crisis management, creative thinking, and entrepreneurial strategies. These workshops can help students act with confidence and sufficient knowledge in the face of unexpected challenges. Encourage students of different majors to collaborate and exchange ideas to generate innovative ideas in response to challenges. Organize entrepreneurial competitions and challenges focused on solving real problems that force students to come up with immediate and creative solutions. Create a network of mentors and successful entrepreneurs to guide and advise students on unexpected challenges.

Abstract Abstract
The aim of this research is to analyze the causes and consequences of the phenomenon of isomorphism in universities in the country using the fuzzy cognitive map method. The present research is applicable in terms of data collection, and is classified as exploratory research. This research is also a mixed research type; based on qualitative and quantitative research. The statistical population of the research is university professors selected using a purposive sampling method and based on the principle of theoretical adequacy. The data collection tool in the qualitative part is an interview, the validity and reliability of which was confirmed by content validity and theoretical validity and the method of intra-coder and inter-coder reliability measurement. Also, the data collection tool in the quantitative part is a questionnaire, the validity and reliability of which was confirmed by content validity and test-retest reliability. Qualitative data were analyzed using content analysis and coding with MAXQDA 2020 software, and quantitative data were analyzed using fuzzy cognitive mapping. The findings of this study indicate that the attempt to impose disciplinary functions on the academic sector, the transformation of managers from facilitators of creating an atmosphere of deep learning and deep thinking to administrative controllers, and the university's departure from educational and research axes to administrative and executive axes are the most important factors in the emergence of the isomorphism phenomenon in universities. In addition, the disappearance of the flow of innovation, dynamism, and creative spirit of universities, the transformation of academics into a tool for expanding bureaucracy, and the lack of effective involvement of the academic community in the country's problems were identified as the most important consequences of the isomorphism phenomenon in universities.
Introduction
The current era is an era of continuous and rapid change (Riahi & Porshams, 2023), and all organizations, considering the changing external environment, must change their performance to adapt or cope with changes for development and survival (Haghani & Hafezian, 2020). On the other hand, today's world is full of complexities that have faced organizations with many problems in terms of growth and progress (Mejia et al., 2020). Although today's organizations have certain characteristics such as rapid changes, scientific and technological advances, they are more dependent on focusing on the environment and environmental changes than on their own organizational values ​​and assets (Bakhsh chenari et al., 2016), and the movement towards coordination among organizations is particularly booming (Safarzadeh, 2021). In recent decades, the configuration of large university systems around the world has been continuously changing in response to numerous external pressures and changing government policies (Croucher & Woelert, 2016), and the sum of these pressures has meant a transformation of the governance and internal organization of the university, as well as the ways in which academic institutions interact with their external environment (Nawaz & Guribi, 2020). Therefore, researchers in recent years have sought to examine the nature of these changes to identify and analyze the patterns of this institutional response. Based on the institutional theory presented by DiMaggio and Powell, the situation where increasing external pressures and uncertain environmental variables in some cases lead organizations, including universities, to exhibit broad convergence characteristics in terms of organizational structures with their environment is called isomorphism (Boxenbaum & Jonsson, 2017). Isomorphism in organizations such as universities has caused these organizations to become trapped in bureaucratic structures and, like other organizations, to go through the bureaucratic process, rather than moving towards their predetermined goals, including education and research, and to pursue the path of growth and promotion of their scientific and research positions (Mejia et al., 2020). Of course, this has happened despite the fact that most governments around the world are seeking greater diversity in the characteristics of providers and missions in their higher education systems (Lewis et al., 2020), which ultimately leads to the loss of employee creativity and lack of flexibility, and prevents the achievement of goals and the progress and excellence of universities on their path of growth (Mejia et al., 2020).
The phenomenon of isomorphism sometimes leads to the blind imitation of each other's bureaucracy, in such a way that it looks attractive and modern but is empty in terms of desirable performance and efficiency (Mejia et al., 2020). As societies and their institutions progress, there is a tendency towards bureaucratization in the long term, and each organization, based on the type of activity and organizational structure, gradually follows it in a process of growth and adaptation, and universities are no exception to this rule (Ahanchian & Aref, 2013). Ultimately, bureaucracy, by emphasizing more on laws and regulations, causes the professional role of organizations to be diminished, and it also minimizes the size and complexity of organizations such as universities and the extensive responsibilities they have, although it requires a high degree of delegation (Delkhosh & Barghi, 2022). On one hand, universities are the main pillar of science and research (Sepahvand et al., 2022) and the foundation of the political, economic, and social growth of any society. Therefore, university managers and presidents must always pay special attention to issues related to their organization (Babaei & Rahimi, 2020). Considering the aforementioned and the necessity and importance of paying attention to this issue, and on the other hand, it was also revealed by reviewing the research that no independent study has been conducted on the phenomenon of organizational isomorphism, which indicates the novelty of the research topic. Therefore, the present study seeks to reduce this gap and seeks to answer the question of why universities are trapped in bureaucracy and resemble institutions with bureaucratic structures rather than having structural similarities to research institutes and scientific institutions, and to explain the consequences of this isomorphism phenomenon in universities. Based on what has been said, the main question of the present study: is what are the causes and consequences of the isomorphism phenomenon in universities?
Theoretical Framework
Isomorphism
This process of homogenization in organizations is known in the literature as isomorphism (Dimaggio & Powell, 1991) and explains the causes of rapid and sudden changes in developing countries to resemble developed countries (Pricope, 2016). Isomorphism, which is a limiting process, states that unit A with a given population is bound to be similar to other units with the same set of environmental conditions (Dimaggio & Powell, 1983). Isomorphism emphasizes social and political pressures as drivers of change (Scapens, 2006). As Weber previously stated, the iron cage of rationality and competitive forces in society pressure organizations to be similar in structure and practice (Boxenbaum & Jonsson, 2017) and its purpose is to explain why some organizations are similar to each other in a particular context (Scapens, 2006). Isomorphism characterizes organizational functions and policies in a given environment (Dimaggio & Powell, 2004), therefore it provides a very useful approach to identify how organizations tend to conform to what they have from the expectations of their surrounding environment (Dimaggio & Powell, 1983). So, if an organization wants to succeed or a government wants to increase its legitimacy and enhance its authority, it must respond quickly to such issues (Dimaggio & Powell, 1991).
Research Methodology
This research is a mixed data type and is based on qualitative and quantitative research, classified as inductive deductive research in terms of research philosophy. Therefore, the present research is applicable in terms of purpose, and exploratory in terms of data collection. The statistical population of the present research is university administrators in the country along with university professors, which was conducted using a purposive sampling method and a number of 48 people. The data collection tool is an interview in the qualitative part and a questionnaire in the quantitative part, whose validity and reliability were confirmed using content validity and theoretical validity and intra-coder and extra-coder reliability methods for the interviews, respectively. Content validity and test-retest reliability for the distributed questionnaires have been confirmed. It is necessary to explain that since the present study is a mixed research with an exploratory approach, a qualitative study must be conducted prior to a quantitative study. Therefore, qualitative data were examined using the opinions of 48 experts and until information saturation and theoretical adequacy were achieved. Qualitative data were analyzed with MAXQDA 2020 software and content analysis method, and quantitative data were analyzed with fuzzy cognitive map method.
Research findings
Research findings indicated that the imposition of academic regulatory functions was identified as the most important factor in the emergence of the isomorphism phenomenon. After that, the transformation of managers from the state of facilitators of creating a deep learning and deep thinking environment to administrative controllers was identified as the second factor in the emergence of the isomorphism phenomenon. The university's departure from educational and research axes to administrative and executive axes was also identified as the third factor. Also, the loss of innovation, dynamism, and the spirit of creativity in universities was identified as the most important consequence of the isomorphism phenomenon. The transformation of academics into a tool for the expansion of bureaucracy was identified as the second consequence of the isomorphism phenomenon. Also, the lack of effective involvement of the academic community in the country's problems was identified as the third consequence of the isomorphism phenomenon.
Conclusion
The present study was conducted with the aim of identifying the causes and consequences of the isomorphism phenomenon in universities. The results of this study are consistent with the results of Mejia et al. (2020), Dimaggio & Powell (1991), Boxenbaum & Jonsson (2017), Pricope (2016), and Croucher & Woelert (2016). Dimaggio & Powell (1991) showed that isomorphism determines organizational functions and policies in a given environment. Therefore, this approach is very useful for identifying how organizations tend to conform to what they expect from their surrounding environment. So, if an organization wants to be successful or a government wants to increase its legitimacy and enhance its authority, it must respond quickly to such issues.
According to the research results, the following suggestions were made:
The selection of university administrators should be done with the direct participation of professors, trainers, researchers and investigators and without non-scientific interference from local factors and governments so that scientific centers and universities are protected from environmental damage.
Senior and university administrators should improve the quality level (scientific and executive capacity) and quality of life of human capital of faculty members and staff and seek continuous development and improvement of staff skills and expand the multiple skills of human capital; finally, evaluations should be made on this basis.

Abstract Abstract The aim of the current research is to design an educational model based on identity development with an Iranian-Islamic approach for elementary school students in district five of Tehran. According to its purpose, the research method is applicable, and in terms of its implementation, it is mixed (qualitative-quantitative). The statistical population in the qualitative section includes 20 experts from the academic community and students' performance evaluation specialists, and in the quantitative section, it includes principals, assistants, teachers and staff of elementary schools in District five of Tehran. Collecting data in the qualitative part carried out by means of semi-structured interviews with members of the statistical population and using a purposeful sampling method through the snowball approach, and collecting data in the quantitative part through a researcher-made questionnaire with 217 members of the statistical population who were selected by random sampling. The open, axial and selective coding and MAXQDA software was used in the data analysis of the qualitative part, and SPSS 16 and Smart PLS software were used in the quantitative part, and the data was analyzed in the inferential analysis using the factor analysis method. The identified factors were extracted in the form of 9 dimensions and 61 components. The dimensions of the educational model based on the identity development of students with the Iranian-Islamic approach include educational goals and content, teaching and learning methods, instructors and teachers, cultural factors, social factors, psychological factors, media, educational factors, and family factors. Based on the results of quantitative analysis, all dimensions and components of the model were valid and the model has a good fit. Extended abstract Introduction The recognition and credibility of each person is due to his identity and includes spiritual and material ties, which play a fundamental role in various national, religious, economic, social and cultural aspects of the people of a country (Akbari, 2020). Acquiring an individual's identity begins at birth and throughout human life and includes an inner feeling that creates integrity and continues in a person in such a way that he can communicate with his past with the help of it. Identification of people starts from adolescence and youth and continues until adulthood (Haghighat, 2018). Islam has made the base of nature as the basis of its identity for humans; in the sense that man defines his identity in harmony with what is naturally entrusted to him; in Islam, according to the principle of nature, a human being is born in the beginning, while he actually has no understanding, no imagination, no recognition, and no human tendency; at the same time, he comes into the world with existential dimensions in addition to animal dimensions, which are the basis of second understanding. These are the dimensions that are gradually a series of abstract ideas and confirmations and in logical and philosophical terms are the main human thinking, and any logical thinking is impossible without them, and a series of Alevi tendencies arise in humans, and these are the dimensions that considers the main basis of identity and personality in human (Ghalamkarian et al, 2022). Based on this, the researcher answers the main question that what the educational model based on the development of identity with the Iranian-Islamic approach for elementary school students in District five of Tehran is. Theoretical Framework Identity means "who to be" and comes from the natural human need to be recognized and introduced to something or somewhere. This sense of belonging has an inherent foundation in human existence. The fulfillment of this need causes individual "self-awareness" in humans, and the satisfaction of the sense of belonging among a human group determines the collective and common self-awareness or the native or national identity of that human group. Therefore, identity can be defined in individual and national terms. The basis of human and national identity means having a common awareness and feeling of belonging to the land of literature, language, religion, past achievements and heritage (Mehrabi Koshki et al, 2016). In building national identity and changing its layers, endogenous political developments such as ideology, culture, thought, crisis and national security play a role in the identity of the Iranian people and the ruling system of the world. Due to its geographical location, the historical land of Iran has been the center of various cultures and civilizations, and this situation has become the basis for identity diversity in our country (Farzbod et al, 2018). Tokoz Goktepe & Kunt (2021) investigated the barriers to creating a teacher's normative identity: a case study in Turkey. This study provides insight into the formation of a new teacher's professional identity when working in a conflict zone. Written narratives, informal interviews, observation notes, university supervisor observations, and a teaching notebook were used to examine developing professional identity. The findings suggest that, under extreme conditions, individuals may adapt and find ways to mitigate the effects of a challenging society and other disadvantages. Imagined identity can play a powerful role in mediating external problems created in identity development. Rashedi et al, (2020) examined the views of experts regarding the factors affecting the formation of the Iranian-Islamic identity of young people based on their lived experience. In the process of text analysis and coding, 5 general concepts and 12 subcategories were counted. The findings of the research showed several concepts and categories, including individual factors (developmental tasks and self-confidence), family factors (family growth-oriented functioning, efficient family characteristics and dysfunctional relationships in the family), cultural factors (opportunities and threats of the educational system, and cultural facilitator factors), social factors (respect for subcultures and identity-building patterns), and political-economic factors (weakness of political trust and macrosystem support). Research Methodology This research is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of execution method. The statistical population in the qualitative section includes 20 experts from the university scientific community and students' performance evaluation experts. The statistical population in the quantitative section includes all principals, assistants, teachers and staff of elementary schools in district five of Tehran, who are employed in 2019 and their number is 500. In order to estimate the required sample size in the quantitative part of the research, Cochran's formula was used and 217 people were selected as a sample from all the employees and education managers of District five of Tehran and all elementary schools of the district. The sampling method in the qualitative part of the current research is purposeful through the snowball approach. The method of data collection in the qualitative part was carried out using semi-structured interviews with the members of the statistical community. Open, central and selective coding method was used to analyze the interviews and selected documents, and the method of data collection was done in the quantitative section through a researcher-made questionnaire based on the results of the qualitative section. Research Findings Data analysis was done in the qualitative part using MAXQDA software, and the factor analysis method and SPSS 16 and Smart PLS software were used in the quantitative part. The identified factors were extracted in the form of 9 dimensions and 61 components. The dimensions of the educational model based on the identity development of students with the Iranian-Islamic approach include educational goals and content, teaching and learning methods, trainers and teachers, cultural factors, social factors, psychological factors, media, educational factors, and family factors. Based on the results of quantitative analysis, all dimensions and components of the model were valid and the model has a good fit. Conclusion The current research was conducted with the aim of designing an educational model based on identity development with an Iranian-Islamic approach for elementary school students in District five of Tehran. The results of this research are consistent with the results of Jackson et al, (2021), Karimi (2018), Choi et al, (2021), Ismaeili Joshghani (2020), Abbas Hashemi et al, (2019), and Verhoeven et al, (2019). Jackson et al, (2021) stated that grandparents of ethnic minorities play a vital role in the lives of their grandchildren. The important role of ethnic minority grandparents which have been studied but at the same time not assumed is their performance in the racial-racial socialization and identity development of their grandchildren. The results showed that the grandparents of the ethnic minority from a young age and continued living during the multiracial participants have undertaken two focal processes in the process of racial and grandchild socialization of their grandchildren: as beacons of cultural socialization and single center goalkeepers. According to the obtained results, it is suggested that the people involved in the education system and the policy makers in the field of children provide solutions to strengthen the two aspects of Iranianness and Islam in the educational content provided in schools. It is suggested that the participation of families and teachers in the educational processes in schools should be taken care of by the education officials, and cultural incentive programs should be defined and designed in this regard. It is suggested that seminars and conferences be held to inform family members and teachers and school principals about the aspects of Iranian-Islamic identity.  

Abstract Abstract The current research was conducted with the aim of designing and validating a model for creating an entrepreneur school. In terms of the nature of the data, the method of this research is mixed with an exploratory design, and practical in terms of purpose. In the qualitative part, the qualitative content analysis method was used to design the model, and in the quantitative part, the survey method was used to validate the model. In the qualitative part, the data was collected through semi-structured interviews with 17 experts who were selected by the purposeful snowball sampling method, and the inductive coding method was used to analyze the data. In the quantitative part; confirmatory factor analysis, mean descriptive indices, and standard deviation were used. After obtaining the proposed model,, 43 experts were selected through a researcher-made questionnaire, and by purposeful sampling method to validate the model. The findings of the qualitative part of the research were 95 core codes related to the characteristics of the entrepreneur school, which in the quantitative stage, after the confirmatory factor analysis of the questionnaire by PLS software, two items were removed from the initial model due to having a factor load of less than 0.4, and the modified model with 93 features and with good fit, validated and presented. Extended Abstract Introduction Examining the economic and social trend of the developed countries in recent decades shows that in most of them them, entrepreneurship is one of the strategic topics that is considered in the policy field. They found that the economy is influenced by entrepreneurship (Mohd Noor et al, 2021), and entrepreneurs play a significant role in economic and social development (Artakhov Anton, 2022; Rajput, 2015). On the other hand, entrepreneurship is a process that requires planning in the educational system, and the implementation of its programs carries out at the level of the family, school, university, and organizations (Dutta & Crossan, 2005). Therefore, providing conditions for teaching entrepreneurship to people and the consequences of earning entrepreneurial capabilities for them, in addition to improving individual development, promoting creativity, self-confidence, innovation and social skills (Lackeus, 2013), is a response to a complex, uncertain and changing world (Gibb, 2002). Due to such an important role, fundamental steps have been taken in the developed countries of the world to support entrepreneurial activities for the education and training of entrepreneurial competencies (Bridge & O'Neill, 2012), and much attention has been paid to competency-based training in entrepreneurship education programs in the educational environment. (Izquierdo, 2008). Also in Iran, considering the importance of the issue and in order to lay the groundwork for the training of specialized and committed, knowledge oriented, creative and entrepreneurial human resources in accordance with the needs of the software movement, in the fifth development program, the creation and strengthening of the entrepreneurial spirit and entrepreneurial efficiency through the evolution of educational programs and methods has been emphasized (The fifth development program, 2010). In the document of the fundamental transformation of education, entrepreneurship is one of the basic approaches and creative and entrepreneurial human education is mentioned as a major goal (Document of the fundamental transformation of education, The 4th chapter, paragraph 1, 2015). Nevertheless, the results of the investigations show that the operational strategies adopted have not been very successful in practice. The serious ineffectiveness of the current methods of education, for training creative and problem-oriented students (Mehrabi, 2018), on the one hand, and the inevitable needs of the labor market and the need for future jobs for more skilled and efficient people, on the other hand, are among the evidence and reasons that show that these environments need fundamental changes and should have features that those have not used so far. But what characteristics and how they should be put together in order for a school to become an entrepreneur school, is a topic that this research has addressed. Therefore, the question which the research is serching an answer for is: what are the components and features of an entrepreneur school? Theoretical Framework Since the emergence of the concept of entrepreneurship, several definitions have been proposed for it. For example, Stevenson et al (1985) consider it the process of value creation through taking advantage of an opportunity. Others consider it the same skill as realizing an opportunity (Ahmadi et al, 2018). Entrepreneurship is creation from nothing and a combination of risk taking, creativity, personal success and innovation. In addition, entrepreneurship requires planning through which the raw ideas be managed in such a way that they lead to economic consequences. Accordingly Schumpeter considers the entrepreneur as an economic actor who breaks the stagnation to move the economy towards development (Vaz-Curado & Mueller, 2019). The studies of many thinkers (Frank et al, 2005; Hartshorn & Hannon, 2005) also indicate that entrepreneurship can be taught, and through education, the concepts and skills necessary for entrepreneurship can be transferred and brought it to a conclusion in society (Zali et al, 2007). Until the early 1970s, researches in the field of entrepreneurship were focused on the characteristics of individuals. But the researchers in this field later realized that the organizations themselves also engage in entrepreneurial activities (Miller & Friesen, 1982; Jennings, 1994; Burglemann, 1983). Therefore, schools can also become entrepreneurs. The movement of schools to become entrepreneurs has been an effort in this direction and it is an issue that the upper documents have assigned to the governments and have emphasized. Entrepreneur schools are the main centers for training students with new ideas (Ghorbani, 2017; Faghiri & Salehi, 2017), centers to help students create jobs and create businesses and prepare them to enter the business environment (Sattari et al, 2018), and science and technology production centers and the place of making applicable the knowledge, and can play a significant role in the progress and development of the country in the world arena (Abbasi, 2014). Despite the importance of the subject of the entrepreneur school, there are few studies about it that have examined the issue from different perspectives. Some researches, such as Nepal (2021), Hashemi et al (2021), Baharvand & Gouran (2019), and Ghorbani (2017), have identified the dimensions and characteristics of the entrepreneur school. Others, such as Nasre-Sfahani et al (2017), Juvova et al (2017), and Maktabi & Babakhanian (2015), have investigated the role of various factors in the entrepreneur school. Some have also investigated the factors affecting students' entrepreneurial interest or intention, including the researches of Shahin et al (2021), Senarath & Perera(2018), Indrawati & Caska (2018); Cited by Hashemi et al (2021), King (2018)), Rosique-Blasco et al (2016), and Bakherad (2016). Some have also investigated the development of entrepreneurship in schools in different countries of the world, including the experience of Spain (Barba-Sánchez & Atienza-Sahuquillo, 2016), Indonesia (Hadi et al, 2015), Malaysia (Rahman et al, 2015), Hong Kong (Cheung, 2012), Korea (Park, 2012), South Africa (Steenekamp et al, 2011), Portugal (Do Paco et al, 2011) and Austria (Frank et al, 2005; McFadzean et al, 2005). Nepal (2021) considers the educational methods as the foundation of the teacher's performance progress and the results of the students' learning; and in the shape of the school's features, mentions paying attention to the intraction between the teachers and the students, environment and the learning tasks, educational contents and understanding the various needs of the learners, the physical conditions of the classroom and its soroundings as the effective tools of education. Hashemi et al (2021) also consider the flexible structure, cohesive entrepreneur culture, constant interaction with the environment, paying attention to the human source, common viewpoint and promising strategy, comprehensiveness and harmony of the trainings, decentralization, autonomous and independence of the schools, self-believing reinforcement, self-identifying, skill learning, training, creativity and innovation in students as the characteristics of these schools Despite the above researches, there is no research that can provide a clear picture of an entrepreneur school in the form of a model to those involved. In this research, the model of Sporn (2001) has been used to guide the design of the entrepreneur school model. In 2001, he proposed a model for greater adaptability of universities to entrepreneur universities and six factors: "Goal and mission", "Structure", "Culture", "Management", "Governance", "Leadership" and an intermediary namely " environment" (sporn, 2001). Therefore, the same dimensions have been considered here to identify the characteristics of the entrepreneur school and design a model for it. Research Methodology The current research is of mixed type (qualitative and quantitative) and exploratory design and includes two main parts of model design and model validation. In the model design part, in order to achieve the desired facts and information, the qualitative method and qualitative content analysis have been used, and in the model validation part, the survey metod was used to meseure the level of importance and the fitness of identified components, and data analysis has been done based on confirmatory factor analysis and descriptive statistics indicators. Qualitative part: In this section, to examine the theoretical foundations and background of the research, the research field includes all thematic contents related to the concept of the entrepreneur school in books, articles and publications and authoritative scientific sites, as well as all upstream documents, including Iran's vision document 2025, the document of the fundamental transformation of education and training, the comprehensive scientific map of the country, which, for sample, uses search results to the point of saturation in various domestic (such as SID, Magiran, Civilica, Irandoc) and foreign (such as Science Direct, ProQuest, Springer, Eric, Sage) scientific sites. The statistical community for the interview section also includes all experts including professors, managers and teachers who have knowledge, research and experience in the two fields of education and entrepreneurship. Theoretical and purposeful snowball sampling method was used to select the interviewees and the number of interviewees reached 17 until the saturation level was reached. In this section, the method of documentary research and surveying was used to collect data, and in the interview section with experts, the survey method using semi-structured interview was used. To check the validity and reliability of the tool in the qualitative part, the three criteria of "Credibility", "Portability" and "Verification" were used (Lincoln & Guba, 1994; Quoted by Abbaszadeh, 2012: 23). To analyze the data collected in semi-structured interviews, the three-step coding method of Strauss and Corbin was used, under the title of open coding, axial coding and selective coding, and the unit of analysis is the "subject". Quantitative part: In the model validation part, the statistical community included professors, managers and experts with knowledge, research or experience in the two fields of education and entrepreneurship, and the statistical sample included 7 professors of entrepreneurship course, 6 teachers or trainers of entrepreneurship course, 22 directors of technical and vocational colleges and 8 entrepreneurial researchers.There were 43 people in total who were selected by targeted and available sampling method. Also, in this section, a researcher-made questionnaire was used to collect data for model validation. This questionnaire, which is derived from the results of qualitative analysis and developed based on the initial template, has 95 items and is designed on a five-point Likert scale and has been approved by supervisors, consultants and experts. In this research, a researcher-made questionnaire was used to validate the proposed model of the entrepreneur school, and it was used to determine the validity of the questionnaire from the experts' point of view. For this purpose, its formal and content validity has been confirmed by mentors and advisors and an entrepreneurial manager. Cronbach's alpha coefficient was also used to ensure the reliability of the designed questionnaire, and the value of α was equal to 0.986. To analyze the quantitative data from the questionnaire, descriptive-analytical method and descriptive statistics (mean and standard deviation) and SPSS 22 and PLS 3 software were used. Research Findings In this research, according to the model of Sporn (2001), first 7 components of "environment, goals, structure, culture, governance, management and leadership" were examined for the entrepreneur school, and then using semi-structured interviews with experts and coding, a total of 95 features were determined for them. In the quantitative part, after the confirmatory factor analysis of the Researcher-made questionnaire by PLS software, two variables were removed from the initial model due to having a factor load of less than 0.4, and the modified model of the entrepreneur school with 93 variables and with a good fit by R2 and Q2 indicators. and GOF, validated and presented. Conclusion and Discussion According to the results of this research, schools need changes in seven components including "environment, goal, structure, culture, governance, management and leadership", which we will discuss further. The environment of the entrepreneur school should have specialized, standard and equipped physical and virtual spaces, the curriculum content should be up-to-date and creativity-oriented and comprehensive for all kinds of entrepreneurial skills. It is necessary for the training to be individualized and activity-oriented with a flexible schedule as much as possible so that students learn to develop their own ideas. Of course, the necessity of providing such an environment is the presence of experienced and entrepreneurially qualified teachers who can make the classroom environment dynamic, questioning and collaborative and raise informed, motivated and active students. The entrepreneur school should be a base for the needs, threats and opportunities of its environment in order to use them to become a place of income generation. The policies, rules and regulations of the education system and the preparation and companionship of all people, protection of entrepreneurial models and funds, support of ideas and their owners, and active communication with other organizations. Empowering government policies and, of course, facilitating and supporting laws and regulations are the features that the entrepreneur school needs to succeed. Another part of the entrepreneur school is having a specific mission. According to the experts, the goal of the entrepreneur school should be education, research, promotion and development of entrepreneurship. The governing culture of the entrepreneur school should be a culture of creativity and entrepreneurship, which means that transformation, dynamism and innovativeness, free communication and effective interactions, spontaneity and automation, and perfectionism, while paying attention to teamwork and responsibility, are valuable features. According to experts, in order for the structure of the school to facilitate entrepreneurship, it is necessary for this structure to be dynamic and flexible, and for horizontal communication to be sufficiently established along with vertical communication. Behaviors are less formal and more informal, the scope of supervision is limited and possibly diverse with a tendency to be more complex. In addition to the characteristics required for all managers, the manager of the entrepreneur school, including talent and skills management, knowledge and information management, must have a positive attitude towards entrepreneurship. To have the necessary knowledge, expertise and skills for entrepreneurial management. Have entrepreneurial experience. Be innovative and support innovations. Be pragmatic and active and always seek the growth and development of yourself and the group under your management. The principal of this school should be like a leader accepted by his subordinates so that he can benefit from their support to make the necessary changes. Governance in the entrepreneur school has its own characteristics. According to experts, deciding on the type and method of carrying out school activities and programs is not only the right of the educational organization, but school officials, teachers, trainers, parents and even the students themselves also consider themselves to share in this right, and this multiplicity of the main actors of the situation It makes it complicated. In any case, in order to create an entrepreneurial ecosystem, facilitate the business environment, respect freedom of speech and democracy, and transparency and accountability during the rule of law, it is necessary for the school to move towards playing a greater role of the non-governmental sector by reducing the role of the government. It is in this case that the school, with its relative independence and maintaining the position of the manager, can bring about the necessary changes in accordance with its environment to realize the entrepreneur school.

Abstract This study uses the Kirk Patrick model to evaluate the educational effectiveness of specialized project management courses held to improve the performance of technical managers of an armed forces organization. The research is applicable in terms of purpose and surveyable in terms of fulfillment. The statistical population consists of all (60) technical managers participating in the course and 10 senior managers of the organization. The required data were collected by a researcher-made questionnaire. Semi-structured interviews with managers and closed-ended questionnaires were used to assess the levels of behavior and results. The organization and the university's experts opinions were used to evaluate the validity of the questionnaires, and Cronbach's alpha was used to evaluate the reliability, which shows the appropriate alpha value of the questionnaires' appropriate reliability. The collected data were analyzed by means of descriptive and inferential statistics and SPSS22 software. The content analysis method was used To analyze the qualitative data obtained from semi-structured interviews and closed-ended questions, using categorization analysis. The results of the research show that the students' reaction to the way of organizing and holding the project management course is positive and their satisfaction has been achieved. The evaluation results of each level of learning, behavior and outcomes also show that there is a close relationship between the expected results and the defined goals, which confirms the effectiveness of the course.
 

Abstract Abstract The purpose of the current research was to investigate and explain the factors affecting the marketing agility of educational services in Iran. According to the purpose, the research method was applicable, and in terms of the implementation method, it was mixed (qualitative-quantitative of sequential type); in such a way that the first step was a systematic review of research literature (library studies) to identify factors affecting the marketing agility of educational services in Iran, and the second step was to use the Delphi method, relying on the opinion of experts, to examine and adjust the factors revealed in the first step. The research population in the first step consisted of domestic and foreign research published in reliable databases in the 30-year period ending in 2023, and the sampling method in this section was purposeful. The statistical population in the second step consisted of academic experts and experienced managers of the Ministry of Education. In order to select the sample in this stage, the purposeful sampling method was used. Also, the analysis method in the first step was to analyze the content of relevant research indexed in reliable scientific databases; and in the second step, Delphi analysis using the questionnaire tool; and the research findings showed that there are 7 factors and 24 components regarding the marketing agility of educational services in Iran are effective: dynamics and adaptability (4 components), technology (3 components), culture of change (3 components), organization management (5 components), information and communication management (2 components), dynamic environment (4 components) and resource competence and empowerment (3) component). At the end, a comprehensive dendrogram of the factors, components and measures of marketing agility of educational services in Iran was presented, and appropriate solutions were proposed. Introduction Among the organizations and companies that provide services, research shows that educational services activists, like a significant number of production and service industries, do not have the ability to respond to the diverse needs of society and dynamics in providing educational services to their clients. As a matter of fact, with the changing of the type of skills needed in the labor market, many learners do not see a match between what they learn in the formal body and the informal body of the educational system and what are the required and basic skills of the present age. Managers and researchers have realized that the traditional approaches and actions are no longer responsive, and the organization and the surrounding environment as well as the market and customers should be looked at in a new way. Therefore, the current environment has prompted marketers to use agile methods to shorten time, increase flexibility, and intensify competition in order to quickly coordinate and adapt to the market (Khan, 2020). Current conditions require a transition from traditional marketing to an agile one, and marketing agility is an example of a dynamic capability that has a significant impact on conventional capabilities that leads to superior financial performance (Vaillant & Lafuente, 2019). In fact, with the increase in competition between educational institutions to attract the audience, it has become necessary to apply marketing principles to gain success and achieve organizational goals (Chiramba & Maringe, 2020); Therefore, one of the approaches that can be used to face this unstable and unpredictable environment is the use of agility in the field of service marketing (Tabataba'i-Nasab et al, 2019). Agile marketing is a new approach in marketing that focuses on rapid development, and is considered as a key priority to achieve marketing excellence. Regarding the wide challenges facing the field of educational services such as increasing pressures on governments and reduction of government budgets in recent years, increase in the number of graduates, declining population pyramid, increasing unemployment and employment crisis for young people: especially educated ones, change in expectations, competition, changing needs of the market, responsibility and accountability to people in the society, evolution in traditional education and trend towards new education and applicable research, and considering the upcoming challenges in the field of education and learning and the changes and developments of the current society of Iran, which is typically in a transition stage, needs to be agile in providing educational services in accordance with the wishes and needs of customers in the way of surpassing competitors, dealing with threats and using the opportunities created more than ever; therefore, the current research is trying to answer the question: what are the factors affecting the marketing agility of educational services in Iran? Theoretical framework Educational marketing agility In today's competitive era, companies need to be proactive in order to measure and invest in opportunities and not lose values. In order to achieve this agility, companies must identify their capabilities and avoid myopia of capabilities (Battistella et al, 2017). Meanwhile, marketing agility has been identified as a factor that enables companies to identify the opportunities and respond quickly to market changes; and as a result, to effective dynamic competition (Vaillant and Lafuente, 2019). Marketing agility in the academic system (as a service provider) is the ability to recognize and respond to environmental opportunities and threats with ease, speed and skill. Intra-organizational partnership to produce science, inter-organizational cooperation to distribute and disseminate wealth creation for universities, organizational speed and precision to respond faster to the needs of academic stakeholders, flexibility, response to demand and culture of academic change and development are the capabilities of agile universities. Research methodology This research is applicable in terms of its purpose, descriptive-analytical in terms of its nature, and in terms of methodology, it is among mixed researches (qualitative-quantitative of sequential type); which have been done through 2 steps: the exploratory approach and systematic review of past literature (library studies relying on the review and revision of domestic and foreign researches) to identify the factors affecting the marketing agility of educational services in Iran, and also using the Delphi method relying on the opinion of experts familiar with the research topic to review and possibly adjust the factors affecting the marketing agility of educational services In Iran, related to the first step. The population of this research, in the first step, is valid domestic and foreign research related to the research topic in a 30-year period ending in 2023, and the sampling method in this part is non-probability of a purposeful type; and the statistical population in the second step is a group of academic experts and managers experienced in the field of the Ministry of Education (as a Delphi panel). After identifying the factors affecting the marketing agility of educational services in Iran in the first step, the analysis of distributed Delphi questionnaire was analyzed in the second step with the mean difference of opinions and Kendall's correlation coefficient. Research findings The identification of the most important factors of marketing agility led to 397 measures in the form of 86 components, which after a comprehensive review of the identified measures and components, finally 7 main factors were considered as the main categories, and 30 components resulting from the review and integration of the components of the previous stage as main codes, and the initial 397 measures (which were reduced to 148 after removing the similar, mergeable and unrelated items) as sub-codes. In the Delphi analysis, the results of W. Kendall's correlation test for five repetitions (all measures) with values ​​higher than 0.5 showed the homogeneity of opinions and confirmed the accuracy of the received information. Conclusion The findings of the research, after performing two steps of content analysis and Delphi analysis based on receiving the opinions of experts in different rounds, showed that the agility model of educational services marketing in Iran can be based on 7 factors and 24 components, including dynamism and adaptability (4 components), technology (3 components), change culture (3 components), organization management (5 components), information and communication management (2 components), dynamic environment (4 components) and resource competence and empowerment (3 components). The findings of the present research are aligned with the results of Hoseini et al, (2023), Foltean et al, (2022), Kalaignanam et al, (2021), Vagnoni and Khoddami (2019), Zhou et al, (2019), Battistella et al, (2017), Golmohammadi et al, (2021), Arjmandi et al, (2019), and Khavari et al, (2019). Based on the research results, the following suggestions are presented: - Managers of educational service centers should evaluate the current status of marketing their services and, while analyzing the gap, gain an understanding and awareness of the status of their marketing style. - Creating a suitable database of all the components identified in this research in order to use them optimally in the organization and help managers to make decisions in dynamic situation. - The performance evaluation of the activities and employees of the educational services department (marketing and non-marketing) should be included in the agenda of the managers so that, while knowing the existing strengths and weaknesses, the need assessment for the necessary training should be done in a practical way in order to improve skills (multi-skilling) of human resources, the possibility of better utilization of employees in suitable jobs will be provided. Interested researchers can pursue the following research in future research: 1- Conducting research similar to the current research in a wider society to improve the generalizability of the findings of this research; 2- A study based on the application of other research methods, including the methods under the qualitative research strategy to deepen the findings; 3- Comparative study of the findings of the current research model with other existing models at the level of leading countries in the field of marketing agility of educational services. 

Abstract Abstract
The aim of this study is to present a model for promoting human resource management with an emphasis on technology-based education in the age of digital transformation. The present study is exploratory-developmental in terms of purpose, and mixed in terms of implementation (qualitative-quantitative). The statistical population of the study in the qualitative part includes 13 experts in the field of human resource management, and sampling was carried out by purposeful means using the snowball method; and in the quantitative part, it includes 110 managers and employees of the Ministry of Science in Baghdad, selected by random sampling. The research collection tool is semi-structured interviews and questionnaires. MAXQDA software was used to analyze the data in the qualitative part, and SPSS and PLS softwares were used in the quantitative part. The results of the study showed that there is a 17-factor model with 88 indicators for promoting human resource management in the age of digital transformation. This model includes seven causal factors, six underlying factors, two intervening factors, and two strategies. The findings showed that there are significant relationships between all the factors of the model and its two strategies. Also, the presented model has a strong overall fit. This research can be useful for managers and policymakers to use technology-based training to improve human resource management in their organizations in the era of digital transformation.
Introduction
Today, organizations as well as society are affected by the digital transformation process, which has affected all types of activities, including business and... Adapting to digital environments is an increasingly complex challenge for all organizations and involves changing the way work is done, which has important implications for organizational behavior, corporate culture, talent acquisition, and leadership tactics (Morakanyane et al, 2020). Digital transformation is not limited to simply reducing costs due to better use of technology or process improvement, but also includes the process of creating new business models that adapt to the new digital environment. A company's digital approach can have a great impact on the nature of jobs, different types of jobs, or how people are managed. Therefore, there is a need to develop new HR strategies for managing human resources in the digital age. Digital transformation is a process of organizational change fundamentally focused on the people in this transformation (Alunni & Llambías, 2018).
Today, organizations will witness the entry of the digital generation into the labor market, and this upcoming event requires organizations to be prepared to accept the change and uncertainty that this generation of technology brings with it as it enters the organization. One of the conditions for the success of this path is the use of interactive strategies and technological tools. These widespread effects, on one hand, change the expectations and demands of employees in the workplace and organizational space, and on the other hand, create new expectations for managers regarding employee performance. Thus, in accordance with digital processes, organizations need to modify and review key HR functions such as the selection and recruitment process, performance management and compensation, career management, learning and development (Thite, 2022). For this reason, digital transformation can have a significant impact on HR management processes and roles. As new technologies continue to evolve, the way human resources interact with information and data has also changed. Some human resource management processes, such as employee recruitment, performance evaluation, human resource development using digital technology that improves service delivery to stakeholders, have been deeply revised (Schmid & Pscherer, 2022). The impact of digital transformation can lead to changes in consumer behavior, evaluation of services and products, and expectations. To face changing market behavior, many companies have realized the need to change business models to gain sustainable competitive advantage and keep pace with digital evolution (Mosca, 2020). Therefore, the main research question is: What does the model of upgrading human resource management with an emphasis on technology-driven training look like in the era of digital transformation?
Theoretical Framework
Human Resource Management
Human resource management includes various practices applied to manage people in organizations, and these practices are usually grouped into subsystems of selection, training, evaluation, and reward; which are usually important and defined tasks of the human resource department in organizations (Saadat, 2017).
Technology-Based Training
In the current digital era, technology-based training in the field of human resources, as a new approach, can help organizations improve their human resource performance and be more successful in business competitions by utilizing the potential of technology. Human resource management is no longer limited to managing the daily affairs of employees, but should act as a strategic element to enhance the technology-based capabilities of employees (Doe, 2021(.
Digital transformation
Digital transformation is a process that aims to improve an organization by making significant changes in its characteristics through a combination of information technology, computing, communication, and connectivity. Digital transformation is a method in which an organization uses digital technologies to develop a new digital business model that helps create and allocate more value to the organization (Mergel et al, 2019).
Abidi et al, (2024) studied the identification and assessment of human resource competency components in the era of digital transformation. The results in the qualitative section showed that the competence of digital managers includes 7 components: individual factors, organizational factors, culture of change, digital attitude, communication factors, leadership and management, and technical and specialized factors. The results in the quantitative section showed that there is a significant correlation between all components. Also, among the components, that of culture and change management was given first priority. The results also showed that the research model has the necessary validity.
Akramian et al, (2024) examined the presentation of a digital human resources management model with a data-based approach. The results showed that the digital human resources management model with a data-based approach includes causal factors (technological, environmental, human and organizational), contextual factors (digital platform, management platform, individual platform), intervening factors (cultural factors and the creation of new platforms), strategies (organizational and managerial), and consequences (individual, cultural and organizational). It is necessary to provide the basis for implementing the desired situation, while paying attention to the multiplicity, according to the mentioned model.
Research Methodology
The present study is exploratory-developmental in terms of purpose, and mixed in terms of implementation (qualitative-quantitative). The statistical population of the research in the qualitative part includes 13 experts in the field of human resource management, and sampling was carried out by purposeful method and snowball method; and in the quantitative part includes 110 managers and employees of the Ministry of Science in Baghdad, selected by random sampling. The research collection tool is semi-structured interview and questionnaire.
Research findings
MAXQDA software was used to analyze the data in the qualitative part, and SPSS and PLS software in the quantitative part. The research results showed that there is a 17-factor model with 88 indicators for improving human resource management in the era of digital transformation. This model includes seven causal factors, six background factors, two intervening factors and two strategies. The findings showed that there are significant relationships between all the factors of the model and its two strategies. Also, the presented model has a strong overall fit. This research can be useful for managers and policymakers to use technology-based training to improve human resource management in their organizations in the era of digital transformation.
Conclusion
The present research was conducted with the aim of presenting a model for improving human resource management with an emphasis on technology-based training in the era of digital transformation. The results of this research are consistent with the results of Abidi et al, (2024), Akramian et al, (2024), Rastegar et al, (2024), Bagheri et al, (2024), Sadoughi (2024), Rastegar et al, (2023), Blouri Seresht (2023), Busulwa et al, (2022), Gupta et al, (2021), and Kaufman et al, (2021). Akramian et al, (2024) showed that the digital human resource management model with a data-based approach includes causal factors (technological, environmental, human and organizational), contextual factors (digital platform, managerial platform, individual platform), intervening factors (cultural factors and the creation of new platforms), strategies (organizational and managerial), and consequences (individual, cultural and organizational). It is necessary to provide the basis for implementing the desired situation, while paying attention to the multiplicity, according to the mentioned model.
According to the results of the study, the following suggestion was made:
Human resource managers should put digital transformation in the field of human resources on their agenda with a comprehensive and deep understanding of new technologies, and be ready to accept and apply them to speed up the provision of services, improve quality and promote accountability. 

Abstract Abstract The present study was conducted with the aim of presenting a fuzzy cognitive map of teachers' quantum skills. The present study is applicable in terms of its purpose, and exploratory in terms of data collection. It also is a mixed (qualitative-quantitative) research based on the inductive deductive philosophy. The statistical population of the research is experts including secondary school teachers in Isfahan province, 26 of whom were selected using purposive sampling and based on the principle of theoretical adequacy. The data collection tool in the qualitative part is an interview, the validity and reliability of which was confirmed using content validity and theoretical validity and the intra-coder and inter-coder reliability methods. Also, the data collection tool in the quantitative part is a questionnaire, the validity and reliability of which was confirmed using content validity and test-retest reliability. Qualitative data were analyzed by content analysis method using MaxQDA software, and quantitative data were analyzed by fuzzy cognitive mapping method. The results of this study indicate that the skill and ability to act responsibly, the power to transform feelings, performance and cognition from internal to external states, maintaining a positive inner feeling regardless of external events, and exiting the limited and linear state towards students are the most important quantumnomic skills of teachers. Introduction Although the status and dignity of the teaching as a profession is obvious to everyone and the role of a teacher has always been known, the world is changing rapidly and teachers must also face this reality like other professional groups (Habibzadeh et al., 2024). Therefore, teachers, as one of the complex components of the education system ecosystem, must be able to meet the expectations and demands of different officials and stakeholders and have a deep understanding of social developments and future changes. Thus, teachers should continuously seek to update their knowledge and skills and improve their professional behaviors (Claro et al., 2024). Strengthening the teachers' quantum skills is among the factors helping them achieve this goal. Creating novel knowledge has long been one of the basic functions of educational centers, and the greatest effort of the scientific and educational community has been to develop science and strengthen intellectual capital by utilizing existing information, intellectual, and human resources (Zohar, 2021). Thus, educational centers, especially the education system, should identify, acquire, and utilize these resources by using the right management methods. In this regard, one of the new concepts of the third millennium is quantum skills (Yin, 2019). Quantum capabilities are capabilities that enable teachers to think dynamically and intuitively (Coccia et al., 2022). Quantum transforms and reverses teachers’ perspective on phenomena from top to bottom and from outside to inside, and this is possible by equipping teachers and school administrators with quantum skills (Rachmawati, 2012). It should also be acknowledged that finding order in chaos, movement in the midst of organizational noise and job stress, self-organization and focusing on tasks in a thoughtful manner, focusing on holistic approaches and avoiding detail are some of the indicators related to quantum skills that teachers can use to improve the level of strategic flexibility in schools (Greinert et al., 2024). The success or failure of educational programs and activities in any system and any nation depends on its teachers, and transformation cannot be achieved without a change in the strength of the educational system (Soltani Ahmadi et al., 2023). Having quantum capabilities allows teachers to quickly identify the educational process in schools and respond to new demands in the field of teaching (Zohar, 2021). Thus, it can be acknowledged that teachers with a high level of quantum skills have high flexibility in the face of changes necessary for schools, and this makes the education process easier. On the other hand, a review of the domestic and foreign foundations and background indicates that more extensive and comprehensive research has been conducted on quantum management; and less on quantum skills. It is obvious that research on this concept is still not comprehensive and sufficient, and the increasing surveys and research on this concept itself confirms this claim. According to the study, there is no research in the field of quantum skills of teachers that examines the types of quantum skills. Therefore, considering what has been said, the present study seeks to answer the question: What are the types of quantum skills of teachers?  Theoretical Framework Quantum Skills Quantum skills are skills that enable teachers to think dynamically and intuitively (Coccia et al., 2022). The characteristics, capabilities, and tasks of teachers must be different from the traditional type in order to be able to develop and expand the space of their organizations and guide and lead it towards success and excellence (Salimi & Javidi Porkhabaz, 2022). Types of Quantum Skills The first quantum skill is quantum seeing. The power and ability to see purposefully is based on the logic that reality is inherently mindset that emerges according to the expectations and beliefs of the observer. The second skill is quantum reasoning, which refers to the ability to think in a contradictory way, and stems from research in quantum physics, stating that the world often works in an irrational and paradoxical way (Surov & Melnikova, 2024). Another quantum skill is quantum sense, which is the ability to sense the living and vital, based on the logic that humans, like other beings in the universe, are faced with the same quanta and are therefore subject to the universal laws of energy excitation. The ability to sense quantum enables managers to have a good inner sense. Quantum understanding is another quantum skill that is derived from the ability to find creative and intuitive ways, from the field of quantum theory (Islami & Wiltsche, 2025). Quantum action, the ability to act in a responsible manner, based on the quantum content of the connection and the by-product of non-local (distributed) causes, is also a quantum skill (Hasanovic et al., 2022). Finally, the ability to establish a permanent relationship, which recognizes the relational nature of the world, is also a quantum skill that enables managers to own their own feelings and attribute them to others (Greinert et al., 2024). Consequences of developing quantum skills in teachers: The emergence of these skills in teachers can cause a change in the model of thought and, as a result, a change in the leadership model and structure of schools and the organization of the educational system, and help these organizations to develop and expand their international competition and education with appropriate efforts and improve their social cooperation (Noroozi Ziarat & Esmaeilishad, 2022). Similarly, the existence of quantum skills in teachers, by affecting the ethics and behavior of sharing knowledge, causes the creative creation of an atmosphere of knowledge and thought transfer among managers and teachers, and in turn, promotes trust and belief in the organization and management among teachers (Geok Soh Wan & Mohamad Bin, 2021). Also, the use of quantum management skills in the educational system leads to its transformation into an organization that is constantly changing and evolving, agile and free from borders, in which creativity and information flow freely. In these organizations, great emphasis is placed on connections so that through decentralization and the use of self-governing structures and the use of vertical, horizontal and diagonal organizational connections, the communication process in the organization will be facilitated and knowledge transfer and expertise promotion in the organization will be helped (Salimi et al., 2016). Research Methodology The present study is applicable in terms of its purpose, and exploratory research in terms of data collection. It is also a mixed (qualitative-quantitative) research based on the inductive deductive philosophy. The statistical population of the research consists of experts of secondary school teachers in Isfahan province, 26 of whom selected by purposive sampling and based on the principle of theoretical adequacy. The data collection tool in the qualitative part is an interview, the validity and reliability of which was confirmed by content validity and theoretical validity and the intra-coder and inter-coder reliability methods. The data collection tool in the quantitative part is a questionnaire, the validity and reliability of which was confirmed using content validity and test-retest reliability. Qualitative data were analyzed using content analysis method and MaxQDA software, and quantitative data were analyzed using fuzzy cognitive map method. Research findings In this study, the results can be presented in the quantitative and qualitative parts. The results of the qualitative part indicate the types of quantum skills of teachers. Accordingly, quantum skills of teachers include 7 types of skills: quantum thinking, quantum cognition, quantum action, quantum existence, quantum feeling, quantum seeing, and quantum trust. Also, the results of the quantitative part of the research include measuring the importance and prioritization of the types of quantum skills of teachers. Accordingly, the most important quantum skills of teachers were identified as the skill and ability to act responsibly, the power to transform feeling, performance, and cognition from an internal to an external state, maintaining a positive internal feeling regardless of external events, breaking out of a limited and linear state towards students, and using inner wisdom to discover innovative win-win solutions.  Conclusion The present study was conducted with the aim of identifying the types of quantum skills of teachers. Regarding the consistency of the present study with the research conducted in this field, it should be said that the results of the present study in intuitive insight dimension are consistent with the findings of the Laszlo (2020). In the communication dimension, the findings of the present study are consistent with the results of Razi & Nadi (2022). At the organizational level, the findings of the study are also consistent with the results of Hadizadeh et al. (2021). Based on the results of this study, the following suggestions are made: • Providing feedback to teachers • Assigning the responsibility of continuous analysis of work to all students in order to implement and develop teaching methods • Holding psychological training courses for teachers in the field of recognizing and applying emotion management and maintaining real and deep positive emotions • Formulating ethical principles and requirements in a precise and transparent manner by school administrators • Participating in scientific seminars

Abstract Abstract The aim of the current research is to identify and rank the growth indicators of students' leadership. This research is applicable in terms of its purpose, exploratory-mixed in terms of approach, and in terms of strategy; content analysis in the qualitative part, and survey in the quantitative part. The participants in the research in the qualitative part were 19 educational management experts and principals of secondary schools in Kerman, who were selected by purposive sampling. The statistical population of the quantitative part was formed by the directors of the education department and the directors of secondary schools in Kerman, which was determined using the non-probability sampling method, with a sample size of 69 people. The tool for collecting information was a semi-structured interview in the qualitative part, and a researcher-made questionnaire in the quantitative part; the validity and reliability of which was confirmed using the CVR index, Cohen's kappa test, and retest. Qualitative part data analysis was done using open and axial coding method and using MAXQDA2020 software, and quantitative part data analysis was done using fuzzy Delphi technique. The analysis of the data from the exploratory interviews led to the identification of 24 indicators of student leadership growth. Then by extracting these indicators, they were ranked through quantitative research. The results of the research show: networking, recognition of the new generation, perceived organizational support, and talent management are the most important indicators of student leadership growth. Introduction In the current educational landscape, cultivating leadership skills among students is increasingly recognized as an essential element in preparing them for future roles in society. However, despite the increasing emphasis on leadership development in educational settings, there is a lack of agreement regarding the key indicators that contribute to student leadership development. Existing literature often provides fragmented insights, which create challenges for implementing effective leadership development programs in schools (Kuroda, 2022). Ambiguity surrounding these indicators prevents educational institutions from cultivating the essential leadership skills students need. The education system of countries has a central role in the development and enrichment of human capital, and the result of effective strategies for guiding and developing students can lead to extensive changes (Sodirjonov, 2020). The need to cultivate capable leaders who can properly manage the society under their management in various crises is a concern that leads us to think about finding a workable solution. Weak leadership in many social, economic, cultural and scientific educational centers has caused us great problems. From when and by which centers should education and training of leaders take place and how people are identified and prepared for this responsibility is one of the concerns of this field (Hermino & Arifin, 2020). This research seeks to address this gap by identifying and prioritizing key indicators of student leadership development, thereby providing a structured framework that educators can use to enhance leadership development efforts in educational settings. The general purpose of this research is to provide a comprehensive understanding of the factors that contribute to the development of student leadership, especially in the context of secondary education in Kerman. Using a mixed method, this study integrates quantitative and qualitative data to examine and rank the most important indicators of leadership development. The purpose of this research is to inform educators and policy makers about the most effective strategies for cultivating leadership qualities in students. The main question of the research: What are the important indicators of student leadership growth and which indicators have more priority? Theoretical framework Fundamentals of leadership development The theoretical framework of this study is rooted in the fundamental concepts of leadership development, which emphasizes the multidimensional nature of leadership skills. Leadership development is not just about acquiring technical skills, but involves a holistic approach that integrates cognitive, emotional and social dimensions. This study is based on the theory of transformational leadership, which focuses on the ability of leaders to inspire, motivate and enhance the potential of their followers. Transformational leaders are those who go beyond interactive interactions and create an environment where students can develop their visionary thinking and intrinsic motivation. This perspective emphasizes the importance of cultivating leadership qualities that enable individuals to lead with integrity, insight, and a deep sense of responsibility toward others (Lee et al., 2022). Social and organizational learning Another important aspect is the role of social learning and organizational behavior in leadership development. Social learning theory holds that leadership skills are often developed through observation, imitation, and interaction in a social context. In educational settings, students learn leadership behaviors by observing peers, teachers, and instructors. This study emphasizes that leadership development is a social process in which interactions within society play an important role. Additionally, schools as an organization should create environments that encourage leadership through supportive measures, positive reinforcement, and opportunities for students to take on leadership roles (Hermino & Arifin, 2020). Integrated approach to leadership skills This research supports an integrated approach to developing leadership skills, in which individual, social, and organizational elements are integrated seamlessly. This discussion argues that effective leadership development cannot happen in isolation, but requires a structured program that includes real-world experiences, reflective practices, and continuous feedback. This integrated approach is particularly relevant in educational settings, where leadership development must be tailored to meet the diverse needs of students. By integrating these elements, the theoretical framework provides a comprehensive model that educators can use to develop leaders ready to face future challenges (Allen et al., 2021). Noori (2021) investigated "Students' experiences of developing their leadership through the topic of leadership taught at the University of Technology of Malaysia" in a research. This study aims to investigate the experiences of Afghan graduate students in their leadership development through the leadership course taught at the Malaysian University of Technology. A quantitative research design was used in this research. An online survey questionnaire with 19 items was used to collect data. The findings showed that the students had a positive understanding of the leadership course. Rastegar et al., (2024) conducted their research using a qualitative method to collect data, and apply their findings in practice. Their method was a case study focusing on 18 faculty members, staff and experts of Fars Islamic Azad University. In this research, the data-based theory method has been used to identify and analyze the dimensions and components of sustainable human resource management, which begins with interviews and proceeds through data collection and coding. Research methodology The participants in this research were 19 educational management experts and principals of secondary schools in Kerman city, who were selected for the qualitative stage through purposive sampling. These experts were selected based on their extensive experience and knowledge in the field of educational leadership, ensuring that the opinions collected were both relevant and informed. The qualitative phase consisted of semi-structured interviews with these experts, which allowed for an in-depth exploration of their perspectives on student leadership development. The data obtained from these interviews have been analyzed using open and axial coding techniques and with the help of MAXQDA2020 software. In the quantitative phase, a survey was conducted among 69 directors of education departments and directors of secondary schools in Kerman. The fuzzy Delphi technique was chosen for its ability to obtain expert consensus on complex issues, making it particularly suitable for the purposes of this study. Research findings Qualitative data analysis led to the identification of 24 key indicators of student leadership development. Then these indicators were analyzed and ranked in a quantitative stage. The findings show that networking, recognizing the new generation, perceived organizational support, and talent management are among the most important indicators of student leadership growth. The results of this research are consistent with the researches of Palatic et al., (2021), Chethana et al., (2023), and Persada et al., (2019). Networking: This index appeared as the most important factor in the growth of student leadership, with a high consensus among experts. Networking is recognized for its essential role in leadership development, as it enables students to access diverse resources, perspectives, and support systems. Recognizing the new generation: this study also highlights the importance of knowing and understanding the views of the new generation. Leaders attuned to the values ​​and cultural shifts of younger cohorts are better equipped to make informed decisions that resonate with these cohorts. Perceived organizational support: Leaders who perceive adequate support from their organization feel empowered to innovate, take initiative, and effectively implement strategic initiatives. Talent management: Talent management and development in an organization is known to be critical for leadership development. Leaders who excel at talent management are those who can identify, nurture, and leverage the strengths of their team members. Conclusion This research concludes that student leadership development is a multifaceted process that requires attention to a wide range of indicators that each uniquely contribute to the overall development of leadership skills. The findings of this study emphasize the need for educational institutions to adopt a holistic approach to leadership development, one that goes beyond teaching leadership theories and focuses on cultivating practical skills and behaviors. The high importance of networking and organizational support shows that leadership growth should be embedded in the social context of the educational environment. Schools should actively create opportunities for students to collaborate with their peers and participate in leadership roles. Additionally, identifying generational changes and talent management in the educational environment is critical to ensure that leadership development is relevant and responsive to the needs of the future workforce. According to the results, the following suggestions can be considered: Evaluation of leadership programs using thematic coding, fuzzy Delphi and social network analysis to understand and strengthen students' networking skills through quantitative and qualitative assessments. Organizational support and perceived leadership outcomes be investigated using narratives, psychometric tools, coding, fuzzy Delphi, and latent class analysis to classify support levels and leadership behaviors. To study generational understanding in leadership using interviews, focused groups, assessments, coding, fuzzy Delphi and experience sampling method to collect real-time interaction data.

Abstract Extended Abstract Abstract The aim of this study is to identify and analyze the factors affecting the outcomes of student selection in Farhangian University, which has been done in a mixed method. Delphi technique has been used in the qualitative part in this research. The statistical population of the study includes 550 professors of Farhangian University in the campuses located in three provinces of West and East Azarbayjan, and Ardabil. 27 persons were available through purposeful sampling in the qualitative stage, and 227 persons were chosen through cluster sampling in the quantitative stage. The research tool was a semi-structured interview in the qualitative part, which was validated by means of the participant's feedback method. In the quantitative part, a researcher-made questionnaire was used. Average values of extracted variances (AVE) in all components are higher than 0.7. Therefore, the reliability of the research questionnaire is confirmed. Coding method was used for qualitative data analysis, and structural equation modeling was used for quantitative data analysis using PLS version 3 software. Based on the findings of the qualitative department, the most important factors affecting the consequences of student selection in Farhangian University are: process-based selection, selection criteria, and selection tools. The results of the quantitative section show that the studied structural model is of good quality and the observed values are well reconstructed and the studied model has a high predictive ability which can predict the endogenous latent variable. Introduction Education is the foundation of social, economic, political and cultural development of any society and has the greatest impact on the promotion of society in various dimensions. Any fundamental change in society requires the transformation of the educational system of that society and the main axis of development of any educational system is the quality of teacher performance (Nazarpour, 2017). Formal education has been an inclusive system since the beginning of this century, first in advanced societies and then in all developing societies, and today there is no society in which this system has no role in its evolution and development (Golshan, 2018). But what is most important among the various teacher education programs is the issue of attracting and selecting the right people. This issue has always been important in the educational systems of most developed countries and has been prioritized in their educational programs (Soleymani & Motakallem & Namvar, 2021). In Finland, for example, the selection of qualified people for the teaching profession is a complex process, and the selection of these people takes place with ultimate precise. (Garbe & Shiel & Sulkunen, 2017). However, despite the importance of this issue, there are always disagreements about the process of selecting the right people, and these different perspectives should be benefitted to form a suitable program to select the right people (Kitchen & Petrarca, 2016). Undoubtedly, universities and teacher training centers are places that must use appropriate and sufficient criteria to select the right people from among the various candidates. If they refuse to play their role, the quality of selected individuals and even future teachers can not be guaranteed (Raths & Lyman, 2009). In any country, providing the favorable condition to achieve the positive and applicable results in the process of students' learning involves special attention to the process of selecting and training candidates to enter the profession of teaching in teacher training centers. Groundwater-Smit Mockler, 2009). Given the above, the process of selecting the right people to enter teacher training centers is of particular importance in the education system, and it seems that this issue has been neglected in the studies of researchers in the country. Therefore, the present study focuses on this main issue and seeks to answer the following questions: What are the factors affecting the consequences of student selection in Farhangian University? What are the most important factors in choosing the right student in Farhangian University? To what extent do these factors affect the outcome of student selection at Farhangian University? Theoretical framework Selecting the right people for the teaching profession is a step to accept or reject the applications of applicants for the teaching profession so that the most suitable and appropriate ones are selected. (Mirsepasi, 2015) The conditions for selecting the right people are the criteria and indicators individuals volunteering for the teaching profession must meet. In Unesco's manifest (UNESCO, 2017) concerning the "teacher training", the teacher is introduced as the axis and center of learning, and having effective and skillful teachers is considered the right of every child in the world, which is conditioned on the careful selection of interested and capable people to enter the profession. In this manifest, the selection of the appropriate teachers for the learners is introduced as one of the main factors in growth and development of the educational systems (Soleymani & Motakallem & Namvar, 2021). Mahdavi Hazaveh et al. (2017) in a study entitled "Good life, a perspective for children" while highlighting the importance and position of teachers in society, showed Given the position of this job in society, a teacher requires special qualifications, and certainly those involved in this field must be careful in choosing the right people to enter this sacred profession. Ragnarsdóttir & Jóhannesson (Ragnarsdóttir & Jóhannesson, 2014) in their study entitled, have investigated the admission process in Iceland. According to this research, due to the limited admission capacity to select the right people, each institution and center has defined some approximate criteria for itself, but what is common among all teacher training centers in this country includes criteria such as work experience, participate in social organizations and activities in them, having and cooperating in related and additional training (Nazarpour, 2017). Methodology The present study uses a mixed and exploratory design in which qualitative and quantitative data are collected and analyzed. In this research, Delphi technique has been used in the qualitative part. The present study began with the collection and analysis of qualitative data in which the most important factors affecting the consequences of student selection in Farhangian University were identified through interviews and three stages including open, axial and selective coding from the perspective of participants. In the second step, quantitative data were collected and analyzed. The statistical population of the study is 550 professors and lecturers of Farhangian University in the campuses of three provinces of West, East and Ardabil in 1399, of which 27 persons were available through purposeful sampling in the qualitative stage, and 227 persons in the quantitative stage by Cluster sampling were selected. The data collection tool was semi-structured in the qualitative stage of the interview. In order to collect quantitative data, a researcher-made questionnaire from the qualitative section of 35 questions was used. Structural equation model with PLS software was used to analyze the quantitative data. Discussion and Results Based on the findings of the qualitative department, the most important factors affecting the consequences of student selection in Farhangian University are: process-based selection, selection criteria, and selection tools. The results of the quantitative section show that the studied structural model is of good quality and the observed values are well reconstructed and the studied model has a high predictive ability and can predict the endogenous latent variable. Process-based selection elements, selection criteria, and selection tools can explain 43.3% of the variance of outcomes, which is significant. Also, the value for the outcome variable is equal to 0.508, which is considered strong. Therefore, it can be said that the studied structural model is of good quality and the observed values are well reconstructed and the studied model has a high predictive ability and can predict the endogenous latent variable. Conclusion The aim of this study was to identify and analyze the factors affecting the outcomes of student selection in Farhangian University. The findings of the qualitative section showed that the most important factors affecting the consequences of student selection in Farhangian University from the perspective of research participants are: process-based selection, selection criteria, and selection tools; each composed of subcomponents. From the perspective of research participants, one of the most important factors affecting the consequences of optimal student selection is process-based selection. Intelligence measuring, mental abilities, communication skills, having the right articulation, skills related to creativity and writing, having the spirit of teamwork and participation, and having the right emotional and personality traits are the most important criteria for choosing a good student in Farhangian University according to the perspective of research participants. Canadian experts, including Caskey et al. (2001), believe that this tool can motivate volunteers, show their true quality, and demonstrate volunteer's communication skills. Therefore, favorable strategies for selecting students in Farhangian University have desirable consequences for the educational system, and, training and employment through the selection of qualified people leads to the development of the educational system.

Abstract Abstract
The aim of the current research was to design a model for the development of financial literacy of Farhangian University students. The research method was mixed (qualitative-quantitative), and the research community in the qualitative part included professors, specialists and experts in the financial field; and in the quantitative part, it included all students of Farhangian universities in Ardabil province. In the qualitative section, 21 experts were selected by purposeful selection; and in the quantitative section, 278 students were selected using statistical formulas as a non-random sampling method. Research tools included semi-structured interviews and researcher-made questionnaires. The analysis of the data collected in the qualitative part was done using the grounded theory method using Maxqda 11 software; in the quantitative part using two methods: descriptive and inferential, using Smart PLS and spss22 software. The results showed that based on the three categories of knowledge, behavior and attitude in the discussion of financial knowledge gender, place of residence; the indicators of parents' education and place of residence were effective in the discussion of financial attitude, and in the field of financial behavior; permanent place of residence and student's income were determined as more effective factors in the financial literacy of Farhangian University students. Based on the extracted model, the knowledge component ranks first in terms of the impact on students' financial literacy with a factor load of 0.751, followed by the behavior component with a factor load of 0.730 and attitude with a factor load of 0.667.
Extended abstract
Introduction
In this century, just reading and writing and even knowing a second language cannot indicate to be literate. According to the definition of Shirzadi (2018), a literate person is a person who has six types of literacy; educational, emotional, communication, media, computer, and financial; every person should have sufficient knowledge about financial affairs and take steps to strengthen their financial literacy (Rahmani & Mohammadi, 2019).
What is certain is that the role of educational and school systems in the creation, growth and development of financial and economic literacy in today's societies becomes more and more important (Taftian, Azdi, & Rejal, 2018). Researches show that those who have received financial training in high school or at work can save businesses (Bernheim & Garrett, 2003). To solve this deficiency, centers have been established to teach financial literacy and financial management styles, all of which are trying to improve the level of financial literacy in the country. The most common of these centers, as all students pass through it, are schools. On the other hand, the educational institution and especially the teachers as one of the pillars and components of the educational institution, along with the family, are among the most influential factors of citizenship education. Therefore, this basic question is raised: how much do future teachers know about financial literacy and do they use it in the process of life? Therefore, in this research, the financial literacy development model of Farhangian University students is examined.
methodology
The current research was a mixed method (qualitative-quantitative), and three stages were passed to achieve the research questions according to the nature of the goals and research questions. In the first stage; the qualitative part, two steps were taken to answer the first question of the research, that is, to determine the components of financial literacy; in the first step, the theoretical foundations and the background of the research were examined using the document analysis method, and then the components of financial literacy were extracted and formulated. In the second step, based on the components identified in the first step, a semi-structured interview was conducted with experts and experienced experts in the financial field, and the data obtained from the semi-structured interview using Maxqda11 software were determined in the form of ground theory method, units Semantic coding, analysis and components of financial literacy.
In the second stage of the qualitative part, the Delphi method was used to answer the second research question; therefore, the components determined in the first stage were provided to financial experts to determine the factors related to the financial literacy of Farhangian University students. After the agreement and approval of the experts, the indicators related to the financial literacy of Farhangian University students were selected to prepare the final questionnaire focusing on the components of financial knowledge, financial attitude and financial behavior. The qualitative research community was formed by professors, specialists and experts in the field of finance who had numerous articles and publications. The number of samples in the qualitative section, which were purposefully selected by the snowball method until reaching theoretical saturation, were 21 professors, specialists and experts in the field of finance.
In the third stage, i.e. the quantitative part, confirmatory factor analysis and structural equation modeling were used to answer the third question of the research, i.e. the financial literacy model of Farhangian University students. The population of the quantitative part consisted of all the students of Farhangian universities in Ardabil province, and to determine the sample size, the structural equation modeling sampling formula (q ≤ n ≤ 15q5) was used, where q is the number of questions in the questionnaire and n is the desired sample size (Homan, 2013).. Based on the 29 questions of the questionnaire, a minimum of 145 and a maximum of 435 students were determined based on the sample size, and finally 278 questionnaires were collected using Cochran's formula. The research tool was a researcher-made questionnaire that was prepared using the data extracted from the qualitative method. The analysis of the collected data was done in the quantitative part by two descriptive and inferential methods using Smart PLS and spss22 software. In order to collect data, a researcher-made questionnaire with 29 questions based on a five-point Likert spectrum was used. The content validity ratio for the whole has been obtained as 0.892; therefore, according to experts, the questionnaire components and the entire questionnaire have good content and form validity. Confirmatory factor analysis method has been used to check the validity of the measurement model.
Discussion and Results
The findings of the research regarding the first question of identifying the components of financial literacy revealed that various factors influence people's financial literacy, and other factors are involved and shifted according to the conditions of individuals from different angles. Coherent studies have not been conducted to identify the factors affecting people's financial literacy, and most of the researches have analyzed and investigated a specific axis of employment or positions. After expert review of articles and scientific sources and comparison of opinions and appeals' 13 factors (parents' education, family member's education in financial field, area of residence, family's financial knowledge, social class, individual's income, housing situation, individual's level of education, individual's family background, marital status, number of dependents, age) were identified as the most important factors affecting the financial literacy of Farhangian University students. By examining the theoretical foundations, empirical studies regarding the second question of the research based on the factors that are most related to the financial literacy of student teachers have been taken into consideration. Research shows that the most effective criteria are family financial awareness, individual financial awareness, parents' education, family member's financial education, individual's education level, individual's income, and social class in the field of financial literacy of Farhangian University students, among which, by Delphi method implementation, 7 agents were confirmed. The findings of the research regarding the third research question about the financial literacy model of Farhangian University students showed that in the conceptual model of the research, all three components of knowledge, attitude and behavior were effective on the financial literacy of Farhangian University students and based on the extracted model, the knowledge component in terms of amount influence on students' financial literacy is in the first rank, and the behavior and attitude component are in the next ranks. Confirmatory factor analysis shows that the model has good reliability. The study is based on the observed criterion of the goodness index of the appropriate power of the model in the prediction of the appropriate endogenous variable. According to the coefficient of determination, the structural model under investigation is of appropriate quality. The findings of this research are in agreement with the findings of Ojand & Mahmoudpour (2023), Jana, Sinha, & Gupta (2024), Kazempour Dizji et al., (2020), Moeinfar et al., (2023), Purwidianti et al., (2022), Novitasari et al., (2021), Baker et al., (2018), and Taftian & Tajamlian (2020).
Conclusion
According to the results obtained for improving the level of financial literacy in the society, which definitely has many effects on the level of welfare of the society and increasing production, regarding the knowledge level of the development of public education and providing reasons for increasing the level of financial literacy in the field of basic concepts such as the government's guarantee for deposits in banks, the current value of investments and specific financial knowledge questions such as credit card, interest compounding, time value of money, the effect of inflation on the price level and investment must be provided, which in addition to responding to cultural and social needs, can be the basis for the growth and progress of the society that seeks development. At this level, depending on the necessity of financial literacy education and its impact on the country's economy, it is necessary to develop a curriculum for different educational levels and also design financial literacy education courses for different sections of the society. In this context, the awareness of the society can be increased by holding educational workshops and seminars, holding medium-term and long-term training courses.
Using magazines, brochures and books, extensive culture building through the national media is worthy of attention to improve the attitude level of the society. This important issue in Iran and especially in the capital market has been pursued by various institutions, including the stock Exchange Organization, Tehran Stock Exchange, Exchange Information and Services Company and other public and private institutions; but measures should be taken in such a way that the individual's reaction to factors such as inflation, exchange rate, risk and financial planning is reasonable and correct. At the level of financial behavior, by providing the conditions for the use and implementation of the knowledge and mindsets of the people of the society through the transfer of shares and the permission to buy and sell, etc., which will reduce the risk-taking of people, so that before making a decision on investment, all financial products should carefully and thoughtfully evaluated, save instead of borrowing, do his own assessment of the affordability of products and services, and plan for retirement.
Curriculum planners, who are the main custodians of curriculum development, using the results of this research and using the issues and general principles of financial literacy education; by developing a curriculum specific to financial literacy, should present the goals, content, method and evaluation in the form of two units of study in Farhangian University.
In the current research, some limitations were effective; in the discussion of attitude measurement structure; that definite measurement is not possible. Another case is related to demographic asymmetry in Ardabil cultural universities, where the population of boys is more than girls; therefore, caution should be taken in generalizing the research and it is suggested to conduct a parallel research. The presented model is specific to Farhangian University with its own characteristics; Therefore, it is possible to generalize with other societies.
 

Abstract Abstract The education system can fulfill its tasks when, in addition to quantity, it is also in good condition in terms of quality. On the other hand, due to national and global competition between universities and the fast growth of the number of them, these institutions are forced to increase their quality of services in order to become priority for the students and society. One of the important services of universities for students is their accommodation services in dormitories. Therefore, dormitory is an important part of universities as a second home and will replace the family for a group of students. A high quality and satisfaction of students from these services can help the academic progress, physical and mental health of students. In this paper, the quality of dormitory services of Ardakan University has been evaluated using the SERVQUAL model and analyzed by IPA. To achieve this goal, the data was collected using questionnaire from 145 students in Ardakan University by sequential sampling. Examining students' expectations and perceptions of the services and the gap between them has shown a negative gap in all aspects of service quality; the biggest gap for tangibles and the least one for assurance. Analysis of different aspects and questions in this research using IPA matrix showed the strengths, weaknesses and improvement priorities. The results of this study can be used in the evaluation and diagnosis of dormitory services of other universities, as well as Iran Tourism hotels. Extended abstract Introduction Higher education is responsible for the social, cultural, economic and educational growth and development of the society and it should be of good quality in addition to quantity (Yasbolagi et al, 2015). On the other hand, competitions in the field of higher education have increased the pressure on universities and educational institutions to improve their capabilities and service quality. The customer and his satisfaction are key elements in different definitions of quality that contribute to the success and excellence of organizations and increase their profitability (Madanian & Shekarchizade, 2019). In universities, students are one of the important groups of customers whose satisfaction can be a determining factor for evaluating the institution's performance (Yazdani & Hajian, 2018). Evaluating the quality of university services from the perspective of students, as one of the basic requirements of modern management, can help in planning for the long-term success and survival of universities. Some of the university services for students include information technology services, library, welfare services, administrative services, education and dormitory services (Haji Mohammad & Khoshghalb, 2020). The service quality model (SERQUAL) is one of the most widely used models for evaluating service quality, which was first introduced by Parasuraman et al. in 1985. This model defines service quality in five: tangibles, reliability, accountability, assurance and empathy. In the studies with the Seroqual tool, the evaluation of the gap between the expectations and perceptions of customers has been used for quality analysis. Another method that is suggested for the analysis of different dimensions of quality is the use of the importance-performance matrix (IPA), which makes suggestions and priorities based on the importance of each issue. For example, this method was used in Stig University of Portugal to evaluate the quality of educational services, and suggestions for improvement were defined (Silva & Fernandes, 2011). In a university in Indonesia, the student satisfaction index and the IPA matrix have been used to evaluate the quality of laboratory services in key performance indicators. The satisfaction index of students in this study is 72%. The IPA analysis has shown priorities for improving these services in matters such as equipment adequacy, their calibration, laboratory safety and staff behavior (Sidik et al, 2019). Considering the importance of university dormitory services and the gap observed in research on the subject, in this article a model for evaluating the quality of dormitory services with the help of serqual techniques and importance-performance analysis is presented. The purpose of this research was to evaluate the quality of dormitory services in the university, which Ardakan University was selected as a case study. In this regard, the main question of the research is the quality of university dormitory services, which will be investigated based on the SERVQUAL model. Theoretical Framework In higher education, various studies have investigated the quality of educational services in different universities, which have often shown a negative gap in most dimensions of these services. Among the most recent of these studies, we can cite the evaluation of the satisfaction of university pharmacy students in Saudi Arabia (Sibai et al, 2021), students of dental and nursing colleges in Saudi Arabia and Egypt (Rabaa & Hala, 2022) and postgraduate students of medical sciences in Kermanshah (Toghroli et al, 2021). ). But in the university, in addition to educational services, other services are also provided. In a research to investigate students' satisfaction with the academic role of Babolsar city, it was shown that accommodation services and welfare services had the greatest effect, and sports services and employment facilities had the least effect on student satisfaction (Shamai & Mahmoodi, 2011). In our country, in the girls' dormitories of the Urmia University of Medical Sciences, researchers showed that the dormitory services are acceptable and satisfactory from the students' point of view, using SERQUAL questionnaires. However, a significant difference has been observed between the average satisfactions of students in different dormitories (Nabilou & Khani, 2015). In another qualitative research that was conducted among girls living in the dormitories of ten Iranian Universities, students were dissatisfied with the facilities of the rooms, the condition of the buildings, cultural and welfare facilities (Serajzadeh & Habibpour, 2019). In the dormitories of Mohaghegh Ardabili University, architectural and construction factors have been investigated and problems have been identified (Daliri & Hatami, (2022). In another study, the relationship between drug use and the quality of sleep and life in the dormitories of Allameh Tabatabai University was investigated (Kushkestani, 2020). Another method used in studies to analyze different dimensions of quality is the use of the importance-performance matrix, which makes suggestions and priorities based on the importance of each issue. For example, this method was used in Stig University in Portugal to evaluate the quality of educational services (Silva & Fernandes, 2011); in a university in Indonesia to evaluate the quality of laboratory services (Sidik et al, 2019); in a university in China to evaluate the quality of English language teaching services (Wenyu, 2021); and in another university in Beijing to evaluate the quality of classroom teaching (Wang et al, 2022)). Research methodology The purpose of this applicable research, which was carried out with a survey-analytical method, is to evaluate the condition of the dormitories of Ardakan University. The statistical population of the present study is 1000 students living in the university dormitories, including 400 boys and 600 girls in four separate buildings. Cochran's formula was used to determine the sample size, and the number 88 was acquired at the 10% confidence level. To carry out this study, the standard questionnaire of Serqual model was adapted for dormitory services. This initial questionnaire was reviewed in several stages with the help of experts and university dormitory service officials, and the final questionnaire was prepared with 31 items in 5 dimensions. In order to ensure the validity of the questionnaires, the opinions of at least 5 experts and relevant officials were used and the corrections were made according to their opinion. In order to measure reliability, a preliminary study was conducted with a random sample of 13 students, and Cronbach's alpha was 0.774 for expectations and 0.848 for perceptions. Since the coefficients are higher than 0.7, the questionnaire has the necessary reliability. Research Findings First, hypotheses were proposed based on the research questions, and then SPSS 19 software was used for inferential statistical analysis. The results of the statistical tests showed that students' expectations of different aspects of dormitory services are higher than average and their perception of these dimensions is lower than average. Students were most satisfied with the quality of services in terms of guarantee, accountability, empathy, confidence and tangibles respectively. Also, in all dimensions of service quality, a significant gap was observed between expectations and perceptions. The students' satisfaction with the dormitory services was different among different dormitories, and based on the average, the best services were provided in the Derakhshan, Farhang, and Payam Noor dormitories, respectively. The variables of age, year of entering the university and duration of residence did not affect the satisfaction of students. In gap analysis models, researchers believe that the lower the service quality, the higher the receivers' expectations. In other words, the presence of defects and gaps in one dimension has an aggravating effect and causes quality loss in other dimensions (Yazdani & Hajian, 2018). Therefore, prioritizing improvement measures and allocating funds to dimensions with the largest negative gaps can be effective in reducing other negative gaps as well. The biggest negative gap of this research was in the tangible dimension; despite the university's investment in building and equipping new dormitories, this dimension still failed to attract students' satisfaction, and it is also recognized as a weakness in the IPA matrix. Also, this matrix has correctly classified the allocation of funds for "updating the dormitory infrastructure" in the resource waste group. The priority of other problems identified in this dimension is mentioned in the previous paragraph. The second negative gap in the confidence dimension indicates the failure to fulfill the promises made to the students. But since this dimension is located in the fourth area of ​​the IPA matrix, it has little priority for improvement. The review of the items also showed that only the item "quickly fixing the created problems" as a weakness has a higher priority for improvement. Based on these results, there is currently no priority for improvement in the other three dimensions. Conclusion The results of this research, like (Putri & Anffraini, 2018) and (Serajzadeh & Habibpour, 2019), show a significant gap between the expectations and perceptions of students about the quality of dormitory services. In other articles that have evaluated the quality of hostel services, the quality gap has not been measured. Compared to the work of Putri & Anffraini (2018), this research has also identified the priority of improvement in each of the dimensions with the help of IPA matrix. Naturally, the improvement priorities in the two universities are different from each other; but in both cases, improvement of tangibles and physical facilities has been among priorities. Similarly, in the study of the opinions of female students living in the dormitories of ten Iranian Universities, the physical epuipments and facilities of the rooms were also among the dissatisfaction cases (Serajzadeh & Habibpour, 2019). Also, the results of this research, like the work of Nabilou & Khani (2015) conducted in Urmia University, show a significant difference between the qualities of different dormitories of a university. Conducting a similar study periodically can show the effectiveness of the various measures taken. Future researchers can use other methods to prioritize improvement measures in dormitories. Another suggestion is to examine ways to save money and reduce the costs of dormitories in order to fund the cost measures for improvement in the dormitories. Considering the service gap related to the behavior and attitudes of employees, it is suggested that future researchers identify and prioritize the educational needs of dormitory employees.

Abstract Abstract
The purpose of this research is to provide a model to break the defensive silence of creative employees in government organizations. In terms of purpose, the present research is applicable, and a mixed exploratory research of qualitative-quantitative type. The statistical population in the qualitative part of the research includes 20 experts (university professors and researchers familiar with the research topic) and managers and deputies of government organizations, and the statistical population in the quantitative part includes 345 people of managers and deputies and experts of government organizations in Ilam province. The sampling method in the qualitative part is a purposeful judgment, and in the quantitative part it is a cluster sampling method. The collection tool in the qualitative part is open interviews with experts; and in the quantitative part, a researcher-made questionnaire. For data analysis, theme analysis and fuzzy Delphi technique were used in the qualitative part, and structural equations were used in the quantitative part. A total of 94 sub-themes and 20 main themes were identified. The 20 main themes that have been identified as influencing factors on breaking the defensive silence of creative employees in government organizations are: facilitating policies, motivational factors, job security, collaborative management, governance of meritocracy, leadership style, improvement of individual skills, organizational learning, strengthening professional ethics, quality of relationships, health of relationships, mutual trust, spirituality in the workplace, creative and critical atmosphere, cooperation culture, consulting and positive organizational psychology, reducing psychological pressures, creating attitudinal changes, changing organizational strategies, and strengthening strategic thinking.
Extended abstract
Introduction
In organizations, employees play a very important role. They are the vital element of the organization that contribute to the activity and work performance of the organization by performing their duties and responsibilities (Gencer et al, 2023). Organizations expect their employees to be more responsible and innovative than in the past and talk about organizational issues and problems due to the increasingly competitive environment, high expectations of customers and great attention to the quality of products and services that indicate the ever-increasing changes in organizational environments. In order for organizations to survive in such conditions, they need employees who can respond to such a challenging environment; that is, those who are not afraid to share their knowledge and information with others and provide their opinions in the form of suggestions and criticisms or innovative ideas to organizations (Alipuor Baei et al, 2022). Despite the fact that providing suitable conditions to encourage employees to participate more in organizational environments and also their ideas in the form of presenting opinions and suggestions is one of the necessities that has been emphasized in the field of organization and management knowledge in recent years, many of Organizations expect their employees to express only certain words and conversations, especially in the direction of confirming the current conditions and status of the organization, and for this purpose, they use various reward and punishment mechanisms. In such a situation, over time, despite the fact that employees have good ideas for organizations, they prefer not to present their ideas and remain silent and somehow remain indifferent to the future of their organization (Piran et al, 2017). Organizational silence refers to the lack of communication, neglected requirements, lack of information sharing and instability in the organizational work environment (Sulphey & Jasim, 2022). Organizational silence means not disseminating information and knowledge within the organization; which occurs when people within the organization prevent part of their knowledge, information or opinions from participating and transmitting it to others (Lotfi Dehkhargani & Maharati, 2022). Therefore, the researcher is trying to answer the question: what is the model for breaking the defensive silence of creative employees in government organizations?
Theoretical Framework
Organizational silence
Organizational silence is a phenomenon in which the employees of the organization refrain from commenting on the organization's issues for various reasons, and remain silent (Takhsha et al, 2020). Organizational silence is defined as refraining from expressing behavioral, cognitive and effectiveness evaluations about organizational situations. In other words, organizational silence is a social phenomenon where employees purposefully refuse information and opinions about the organization (Doaei & Sabokroo, 2022).
Defensive silence
The absence of voice is silence, although the motivation for silence is the most meaningful message to analyze when considering organizational silence. By using targeted silence, employees collectively withhold information that could affect the growth and success of the organization. Therefore, organizational silence can be seen as a situation where employees have seemingly valuable information, opinions, concerns or ideas, and decide to withhold this information (Masoumi & Faizi, 2021). Defensive silence is a type of organizational silence that occurs when the employee fears the consequences of speaking up, or perceives that speaking up will have a negative impact (Moalemian et al, 2021).
Powell (2023) in a study investigated the drivers of organizational silence and strategies to deal with them and finally reached the conclusion that; the most important influencing factors in reducing organizational silence are the perception of organizational support and the rule of meritocracy in organizations.
Fang-Shu & Ramayah (2022) in a study investigated the effect of participatory management on reducing employees' defensive silence by mediating the quality of communication and finally reached the conclusion that; participatory management and the quality of the organization's internal communication have a significant impact on the breaking of employees' defensive silence.
 
Research methodology
This research is applicable-developmental in terms of purpose, and exploratory in nature. The statistical community in the qualitative section includes 20 experts (academic faculty members and experts in the field of public administration and organizational behavior, professors familiar with the subject of research, managers and creative employees with experience in government organizations of Ilam province). The statistical population of the research in the quantitative part includes all managers, assistants and experts of the government organizations of Ilam province; according to the statistics published by the vice-president of human resources development of Ilam province, their number is equal to 2200 people. The number of samples for the quantitative part was based on Morgan's table and 327 people were selected. In this research, semi-structured interviews were used to identify the indicators and components of defensive silence breaking of creative employees in government organizations. The research tool in the quantitative part is a researcher-made questionnaire.
 
Research findings
For data analysis, theme analysis and fuzzy Delphi technique were used in the qualitative part, and structural equations were used in the quantitative part. A total of 94 sub-themes and 20 main themes were identified. The 20 main themes that have been identified as influencing factors on breaking the defensive silence of creative employees in government organizations are: facilitating policies, motivational factors, job security, collaborative management, governance of meritocracy, leadership style, improvement of individual skills, organizational learning., strengthening professional ethics, quality of relationships, health of relationships, mutual trust, spirituality in the workplace, creative and critical atmosphere, cooperation culture, consulting and positive organizational psychology, reducing psychological pressures, creating attitudinal changes, changing organizational strategies, and strengthening strategic thinking.
 
Conclusion
The present study was conducted with the aim of providing a model to break the defensive silence of creative employees in government organizations. This result is in agreement with the research results of Powell (2023), Fang-Shu & Ramayah (2022), Sulphey & Jasim (2022), kord firouzjaie & zeinabadi (2022), Olcer & Coskun (2022), Gencer et al, (2021), Masoumi & Faizi (2021), Larijani (2021), Afkhami Ardakani et al, (2021), Jan et al, (2019), Kalaa et al, (2019), Kord firouzjaie & zeinabadi (2022). Employees who have a proper understanding of the organization's support are committed to the organization, and the voices of committed employees are always heard in organizations. Supporting employees in organizations causes the voice of employees and employees' opinions to appear in a reasonable and appropriate manner, which ultimately will moderate the deadly organizational silence (Jan et al, 2019).
According to the results obtained from the research, it is suggested:
Holding training courses: holding training courses and workshops for employees about the break of organizational silence and their benefits. Providing training on the recognition and principles of supporting employees in the face of defensive silence can also be useful.
Implement supportive policies and procedures: Develop and implement policies and procedures that allow employees to break the defensive silence and report problems and deficiencies without fear of negative consequences.
Designing confidential mechanisms: creating safe and confidential mechanisms to welcome employee reports and complaints, so that their personality is protected and they do not experience any negative consequences.

Abstract Abstract The aim of this research is to present and test a targeted organizational forgetting model in order to improve knowledge management in technical and vocational colleges of Lorestan Province. In today's fast-paced and dynamic world, the accumulation of ineffective knowledge and information can be a serious obstacle to organizational learning and effective decision-making. This research examines presenting and testing a targeted organizational forgetting model in technical and vocational colleges of Lorestan Province. The research method was mixed (qualitative and quantitative), applicable, and descriptive. In the qualitative part, using the Delphi method and content analysis of data obtained from interviews with 36 educational management experts, key indicators and components related to organizational forgetting were identified and coded. Subsequently, an initial conceptual model was developed. In the quantitative part, data from a researcher-made questionnaire distributed among 200 art school administrators were analyzed using structural equation modeling and SPSS and Smart PLS software. The results of this part showed that the proposed model had a good fit and that the identified components were effective in strengthening knowledge management, eliminating obsolete information, and improving organizational performance. Overall, the final model can be used as an effective model to facilitate organizational learning, improve decision-making, and update knowledge in educational environments. Introduction In today's rapidly changing and competitive world, organizations face many challenges in knowledge management, including the accumulation of old information and outdated procedures that are no longer effective. In such circumstances, although access to a large volume of data can create opportunities for learning and innovation, the lack of proper filtering of this information can lead to disruption in decision-making and reduced organizational flexibility. To address these challenges, the concept of “purposeful organizational forgetting” has been proposed; an approach that allows organizations to focus on up-to-date and value-creating knowledge by consciously and structurally eliminating obsolete or ineffective knowledge (Bahadari Jahromi et al., 2018). In this framework, purposeful organizational forgetting is considered as a management strategy that improves organizational performance, facilitates innovation, and adapts to environmental changes. This process is especially important in educational institutions such as technical and vocational schools that are constantly faced with technological changes, labor market needs, and new approaches to education (Lyu et al., 2020). Technical and vocational schools, as key institutions in training skilled human resources, are exposed to these challenges. The accumulation of old knowledge and the lack of regular updating of educational information can reduce the effectiveness of teaching-learning processes and cause slow responses to new labor market needs. These problems can lead to inefficiency in managerial decision-making and loss of innovation opportunities (Ronaghi, 2021). The present study designed and presented a model for targeted organizational forgetting in technical and vocational schools in Lorestan province. This model is designed to identify and structurally eliminate obsolete knowledge, update educational information, and strengthen knowledge management in these institutions. The main purpose of this research is to examine the components and structures effective in implementing this model and evaluate its impact on improving organizational learning and facilitating the decision-making process. A literature review shows that in most past studies, this phenomenon has been studied mostly in industrial and service organizations; and empirical models in the field of education, especially in technical schools, have been very limited (Abadian & Owjinzhad, 2021). This research gap reinforces the need to design and validate a local and practical model for managing targeted organizational forgetting in educational institutions in the country. The innovation of this research lies in three main axes: designing a combined and localized model for targeted organizational forgetting in technical schools, using an integrated approach (qualitative and quantitative) for greater accuracy in analyses, and focusing on the practical application of research results at managerial and educational levels in order to improve decision-making and knowledge updating. The central issue of this research is how the targeted organizational forgetting model should be designed in technical and vocational schools in Lorestan province and what components will be effective in improving knowledge management in these institutions?  Theoretical Framework Purposeful organizational forgetting is a new concept in knowledge management that refers to the conscious and strategic process of removing or updating ineffective and outdated knowledge in organizations. Contrary to the traditional perception of forgetting as a defect, this process is recognized as a strategic tool for improving performance and facilitating innovation in organizations (Esmaeili et al., 2016). In this framework, purposeful organizational forgetting acts as a way to remove non-functional information and procedures that prevent the adoption of changes and innovations in organizations and allows them to provide the necessary mental and operational space to absorb and apply new knowledge. In addition to the transformation of the organization's knowledge systems, this process can lead to changes in employee attitudes and behaviors and directly affect the development of skills, increase organizational flexibility, and facilitate innovation. Also, this model can help organizations to adapt to dynamic environments and gain a sustainable competitive advantage. One of the key factors in facilitating purposeful organizational forgetting is organizational intelligence. It refers to the ability of organizations to analyze and respond to data and environmental changes, and allows organizations to identify the right time to remove ineffective knowledge and replace it with new knowledge (Mandalizadeh & Javaheri, 2021). In technical and vocational schools in Lorestan province, which face numerous challenges such as rapid developments in educational technology and changing labor market needs, purposeful organizational forgetting can help improve educational processes and enhance innovation capabilities. This model plays a vital role, especially in institutions that require continuous updating of knowledge, skills, and technologies, and can help redesign the knowledge system and improve the quality of education. In this regard, identifying and eliminating obsolete data and procedures and replacing them with new methods is essential for better adaptation to the needs of the labor market and modern technologies (Becker, 2010). Research Methodology This research was conducted using a mixed method. First, in the qualitative part, the Delphi method was used to collect information from 36 educational experts and conservatory managers. Then, in the quantitative part, data were collected through a standard questionnaire that was distributed among 200 conservatory managers in Lorestan province. The questionnaire included various components related to purposeful organizational forgetting, including identifying obsolete knowledge, knowledge elimination strategies, and continuous evaluation. PLS-SEM and SPSS software were used to analyze quantitative data. Research Findings The research findings showed that purposeful organizational forgetting can play an important role in improving the efficiency and adaptation of technical and vocational conservatory managers in Lorestan province to the new requirements of the labor market. The results of the data analysis showed that the main components of this model include the identification of obsolete knowledge, strategies for knowledge elimination, and the integration of new knowledge. Also, continuous assessment of organizational forgetting processes was emphasized to ensure alignment with technological developments and educational needs. This model can help educational institutions to systematically eliminate old knowledge and instead focus on new and up-to-date knowledg Conclusion The present study aimed to provide a targeted organizational forgetting model in vocational and technical schools in Lorestan province. The results of this study showed that targeted organizational forgetting can effectively help improve the performance and learning processes in vocational and technical schools in Lorestan province. Identifying and eliminating obsolete and ineffective knowledge, creating a suitable space for the integration of new knowledge, and continuous assessment of these processes were the key components of the proposed model, which has improved the agility and capability of organizations in responding to updated educational and industrial needs. Based on the research results, this model specifically emphasizes the following: 1- Identifying and eliminating obsolete knowledge: The process of consciously eliminating knowledge that is no longer applicable and useful can help improve the quality of decision-making and organizational efficiency. 2- Integrating new knowledge: The presented model emphasizes the continuous and systematic integration of up-to-date information relevant to market needs, which facilitates the learning and decision-making process. 3- Continuous assessment and adaptation to changes: Periodic assessment of organizational forgetting processes is of great importance to ensure adaptation to new educational and technological developments. Finally, the purposeful organizational forgetting model not only helps reduce the waste of educational resources and time, but also leads to the creation of a dynamic learning environment that is in line with the needs of the day. This approach can help other educational institutions in similar fields to address their processes more systematically and efficiently.

Abstract Abstract Based on previous research, quality culture is considered as a dominant and specific organizational culture of the university defined by shared values and university representatives' commitment to quality. The purpose of the current study was to model and evaluate the factors that influence the establishment of a quality culture at Farhangian University. The research method was mixed-exploratory and two-stage (qualitative-quantitative). In the qualitative part, 23 academic and professional experts from education and research centers in 2017 were interviewed specifically using the semi-structured interview method. For the quantitative part, 462 faculty and non-academic members were selected by multistage cluster sampling and answered the questionnaires. The formal and content validity of the quality culture questionnaire was confirmed by experts. Also, in terms of reliability, the internal consistency method using Cronbach's alpha was used to calculate the internal consistency, which indicates the high reliability of the dimensions and components based on the number of factors. The values extracted from the factor analysis were confirmed. The results of the first and second confirmatory factor analysis showed that the quality culture consists of the following factors: "Structural / management elements", "Cultural / psychological elements", "Leadership", "communication", "Trust", "Commitment and accountability", "Partnership", "Empowerment", "infrastructure Correction", and "quality culture's consequences". The indigenous model for the establishment of Farhangiyan University has a well-founded structural validity. Therefore, it can be said that the structural model of the study is of good quality and the observed values are well recovered and the model has good predictive power. Extended Abstract Introduction Nearly two decades have passed since the first efforts were made to establish the quality assurance system and make it a dominant discourse in higher education in the country. Nevertheless, few studies have been conducted on the conceptualization of quality culture as a necessity for institutionalizing the quality assurance discourse in higher education in Iran (Salimi & Hosseini, 2016: 1143). Therefore, "quality culture" has always been among the important and significant issues in the higher education system in the country. Meanwhile, Farhangian (Teacher training) University, which is focused on the quality of teacher education, has faced many serious challenges related to quality assurance more than other universities, including quantity orientation in student admissions, academic resources, and facilities, etc. Given the development of the higher education system in terms of student numbers, which indicates quantitative growth and insufficient attention to quality in universities (Ghoorchian & Shahrakipour, 2010: 2), there seems to be no consensus on the original meaning of quality in higher education, and the main source of disagreement is the difference in philosophical and structural foundations and customer orientation (Ghaffari, Jafari, & Amir Mohammadi, 2011). However, quality assessment in higher education and its culturalization according to the intellectual foundations can be considered as the main prerequisite for establishing a quality assurance system in higher education (Farasatkhah, 2006). Meanwhile, the dissemination of quality culture through the application of internal quality assessment and cultural infrastructures in universities can lead to continuous improvement and consistent assurance of quality culture in the long term. This is because, according to Hayrinen Alestalo & Peltola (2006), the main difficulties in achieving high quality in higher education are due to cultural issues. Nevertheless, with the emergence of the Total Quality Management movement, the evaluation of the quality of higher education and its necessity; the main problem, according to most experts, is still the cultural background (Yazdkhasti & Rajaipour, 2009). Considering the above movement in the context of culture, it should be said that the concept of quality, like any other concept, can grow and develop rapidly in the shadow of the development of culture. Nevertheless, in recent years, the topic of quality culture has attracted the attention of specialists in academic quality assessment, which should be acknowledged because higher education institutions in Europe (d'Egmont, 2006) introduced quality culture years ago in order to apply a comprehensive and sustainable approach to quality in higher education institutions. Thus, the study of the literature confirms that the continuum of stages in the establishment of the quality assurance system includes six stages: Contemplating about Quality, Gaining Initial Experience, Modelling and Localizing the Assessment Process, Disseminating the Quality Culture and Creating a Bond, Structuring and Establishing the Quality Assurance System. Considering the efforts in higher education, it is clear that the fourth stage of the above stages is not yet formed in the program of some universities (Bazargan, 2003: 155), but in recent years, regardless of the dissemination of the quality culture, structuring has been carried out in some universities in the country, including Farhangian University of Iran, and it must be said that the dissemination of the quality culture is in the shadow of the establishment of the quality assurance system, which indicates that Farhangian University always suffers from a serious problem in this regard (establishment of the quality assurance system). According to the requirements that apply to the above research area, and in order to understand this missing link in Farhangian University, namely the design and evaluation of the factors that affect the establishment of quality culture in the university, a combined research was conducted for the first time to provide a model for the country's Farhangian University system. Theoretical foundations To draw the culture of quality in academic systems, researchers such as Barbulescu (2015) and Adina-Petruţa (2014) talk about the internal quality of education that has led to the association of the culture of quality outside the university, and the categories of the professorial role of faculty members and the role of students, as well as the environment that evokes the culture of quality in education in the form of university symbols, and researchers such as Vilcea (2014), Chong (2014), Veiga et al. (2014), Cardoso, Rosa & Santos (2013) also studied the categories that evoke a quality attitude towards the university in the shadow of the components; trust, collaborative environment, self-management of staff and professors, attention to continuous quality; not immediate and superficial, systematic planning of the quality process; new knowledge in academic quality assessment; graduality of quality as a criterion for action; responsiveness to students; transparency, comprehensive supportive care, self-leadership, cooperation and teamwork, open communication. It seems that each of them used the same framework for the theoretical development of quality culture. However, despite the mentioned researches abroad according to the international studies on this topic, the topic and challenge of quality culture in our country is still mentioned as a theoretical assumption in the lectures and annual conferences on university quality assessment by the well-known experts. The lack of access of researchers to relevant empirical research results is also an aspect of it; because this issue is doubly difficult in the field of research and previous researches (Doctoral dissertation Ameri Shahrabi & Kavoosi (2016) under the title designing a quality culture model in Islamic Azad University, study by Ebrahimi, Adli & Mehran (2015) under the title university culture review, Latifi & Zohurian Aboutorabi (2015) study of general culture indicators of universities, Khoshdaman and Ayati (2013) Comparison of teaching and learning culture in two generations of faculty members, Mohammadi et al, (2013) Prevalence of university culture with its evaluation of the elements and processes of knowledge management of faculty members, and finally Bazargan (2011) Culture quality and its role in achieving the desired performance of universities; Amiri, Zarei Matin & Zolfagharzadeh (2010) the complexities of culture and its typology in higher education) within the country have not still been able to provide a coherent response in this regard. And most importantly, the greatest intellectual concern of the administrators of the university system in this period also demanded indexing the culture of quality in the university system, and the researchers paid attention to the topic by a systematic mode designing and its evaluation in order to establish the quality culture in Farhangian University. Methodology The current research is applicable in terms of its purpose, and field type in terms of data collection method (sequential exploratory hybrid model (qualitative-quantitative)). This research collects and analyses data based on the research strategy of grounded theory or theory derived from data, which is based on the systematic design of Strauss and Corbin's data theory. With this in mind, exploratory and semi-structured interviews with key informants, note taking, and document review were used to gather information. In this method, experts were purposively selected based on the research objectives. Depending on the content of the exploratory interviews with the experts, additional informants had to be brought in using the snowballing method. Sampling and interviewing continued until the process of analysis and discovery reached theoretical saturation. The validation and acceptance criteria of the categories and their relationships were performed and approved by experts in the field of quality assessment and three participants. In the quantitative part of the research, the initial structure of the questionnaire was randomized with multistage sampling of the clusters among the statistical sample, which included 462 people (173 289 were faculty members and 289 were non-academic members) distributed throughout the country, after the evaluation of five experts in monitoring and quality assessment at Farhangian University by removing similarities and overlaps with 120 items in the final questionnaire. The PLS3 Smart software was used to test the research hypotheses and the model extracted from the qualitative part. Discussion and results In the study of the primary data, 784 concepts were identified. On this basis, the data set was reduced to a specific and limited number of general categories. At this stage, 120 concepts and 44 main categories were identified. After identifying the main categories of the investigation, axial coding was performed. Finally, in the last stage, to determine the theory by merging the categories, 10 core categories were obtained from the 44 main categories, which were formed around an axis to form a strong network of relationships. All main categories and cores were classified in the form of conditional, interactive/process, and consequent categories, which were drawn into the final model of establishing a quality culture at Farhangian University in the country in Figure 1. In the quantitative part of the study, the basic criterion for evaluating the endogenous variables in the paths of the model is the coefficient of determination. This index shows that the endogenous variable is among few (one or two) exogenous variables, the average values of the coefficient of determination are also acceptable and all paths (endogenous variables to exogenous variables) are evaluated as average except for the path of strategies from background factors and intervention factors, which is significant. To evaluate the extracted model (Figure 1), the Q2 Aston-Geisser rate for all endogenous variables was also evaluated. Therefore, it can be said that the studied structural model is of good quality and the observed values are well reconstructed, and that the studied model has good predictive ability and can predict the endogenous variable.   Conclusion and Discussion In order to achieve the objectives of this research, quality culture as a main phenomenon is understandable in terms of a logical (systematic) model and considering its understanding with conditions (causal, mediating and contextual), interactions/actions and consequences and was confirmed in this research. That is, what factors influenced quality culture? And with what factors did they interact? And what variables were the consequences of these interactions? In examining and explaining the details of the final (validated) model, it should be said that the final model of the research shows that among the causal factors (structural/management elements), university policies and procedures (0.885) play the greatest role, and organizational vitality (0.719) plays the least role as predictors of the establishment of quality culture at Farhangian University in the country. Among causal factors (cultural/psychological elements), shared values and expectations (0.906) played the most important role and quality discourse played the least role (0.835). As for the influence of causal factors, among the strategies (mechanisms of quality culture), attention to meritocracy (0.991) had the greatest effect and curriculum reform (0.850) the least. For the implementation of establishing the quality culture in the university, which required basic strategies, among the contextual conditions for crystallizing the quality culture, commitment and responsibility (0.939) attracted the highest attention of the respondents and participation (0.902) played the least role.  In addition to the framework conditions, the intervention conditions were also found to be effective in the implementation of the strategies. Among the intervention factors, academic leadership played the greatest role (0.951) and communication the least (0.911). Finally, since quality culture leads to certain outcomes, based on the findings and the final model, among the extracted outcomes and consequences, university image (0.992) was ranked first and quality graduates (0.720) was ranked last by the respondents. Therefore, in accordance with the research results, the following suggestions are recommended: Academic leaders in the central organization and campus and affiliated academic centres should base their work on quality policies and procedures in the university (quality charter) with the existing strategic plan to create a quality culture in the university. Furthermore, in line with the establishment, dissemination and consistency of the quality culture, university administrators can also establish the foundation and practical context of the quality culture by transforming the old structures of the university to pay attention to the inspiring elements in this research with collective agreement and belief in quality.

Abstract Abstract
The current research aims to provide a smart governance model with a focus on the development and training of human resources in the public sector. The research method is applicable according to the purpose, and mixed (qualitative-quantitative) according to the type of data. The statistical population in the qualitative part of the research consisted of 15 academic experts and experts in the field of information and communication technology in the Ministry of Interior and managers of the South Khorasan Governorate who were familiar with the subject, which was selected in a non-probabilistic and judgmental way, and the required information was collected from them with the method of content analyzing. The statistical community in the quantitative part of the research includes managers and experts working in the management and planning department of administrative automation planning in the number of 246 people, of which 150 people were selected as a sample using Cochran's formula. Further, in line with the validation of the research model, a research questionnaire was designed and distributed in a stratified random method among 150 managers and experts working in the management and planning department of administrative automation. Smart PLS 2 software was used in order to analyze the data. The results showed that all the components of smart governance in the public sector were identified and their significance was confirmed in the research; and by examining themes, concepts and quantitative and qualitative research; the smart governance model was explained with a focus on the development and training of human resources in the public sector.
Extended abstract
Introduction
The speed of developments and changes in communication and information technology has envisioned an unpredictable world even for the near future and has even changed the concept of governance in such a way that "smart governance" is the only way forward for governments and rules (Fuller & Crawford, 2022). The meaning of smart governance is to provide a platform for the integrated management of city affairs. This platform should provide services and interactions between the parts of the city in order to achieve an effective and efficient city (Moreno & Paez, 2022). The most important effective tool in this field is the use of FAVA (including communication infrastructure, hardware and software), the use of intelligent processes and information-based decision-making (Holzer et al, 2022). The interaction and participation of all private, government and city governance factors is one of the requirements to achieve smart governance. The development of the dimension of smart governance, due to its fundamental nature in the building of a smart city, becomes the basis for the development of other dimensions of smartness as well (Azkuna, 2022). Smart government is a platform for proper urban management. All the services provided in a smart city should be offered to the people through the channel of smart governance. In the intelligent governance of democracy, the foundation of a government is ideal and perfect. But the existence of corruption, unfair policies and mismanagement of the government causes people to lose their trust in governments (Alvahdei, 2016). The development and application of information technology in various fields is the result of the capabilities of information technology, which is facing great success today (Karegar.rt.al.2015). One of the most important opportunities that new technologies provide to government men and managers is increasing accessibility, strengthening efficiency and re-engineering the government's architecture and making it more responsive. The use of the re-engineering of government architecture and other mentioned facilities in the governance process has led to the emergence of a reality called the intelligent government, which is the prerequisite of government over information societies. Smart government is the use of information and communication technology to improve public sector management and has gained increasing popularity. Smart government is a powerful tool that provides better public services, reduces waiting time and improves cost-effectiveness, increases productivity and improves transparency and accountability, and improves the government's ability to perform key activities (Moghimi, 2017).Therefore, the main question of the research is, what is the smart governance model with the approach of focusing on the development and training of human resources in the public sector?
Theoretical Framework
Literature
Smart rule
The meaning of smart governance is to provide a platform for the integrated management of urban affairs. This platform should provide services and interactions between the parts of the city in order to achieve an effective and efficient city. The most important effective tool in this field is the use of FAVA (including communication infrastructure, hardware and software), the use of intelligent processes and information-based decision making. The interaction and participation of all private, government and city governance factors is one of the requirements for achieving smart governance. The development of smart governance, due to its fundamental nature in building a smart city, also lays the foundation for the development of other dimensions of smartness. Smart governance includes political and active participation, citizen services and smart use of e-government. In addition, smart governance refers to the use of new communication channels, such as electronic government or "electronic democracy" (Ghorbanzadeh, 2015).
The main elements of smart governance
Smart governance: means public investment in ICT to promote transparency and accountability among public institutions at the local and national levels and improve their performance. This element is usually related to public management reform programs and government modernization (Ghorbanzadeh, 2015).
Providing intelligent services: Public investment in ICT is to improve the efficiency and transparency of public institutions in providing public services in all sectors. This element is related to the reform programs of public management, local governance and access to justice (Ghorbanzadeh, 2015).
Smart participation: Public investment in ICT is aimed at promoting interaction between public institutions and citizens in order to improve policy making and provide public services and activities. This element includes three levels of providing information to citizens, consultation with citizens, and dialogue between the government and citizens. This element is usually related to public accountability programs, strengthening of civil society and strengthening of parliamentary system and parliament (Ghorbanzadeh, 2015).
There have been numerous articles on the explanation of smart governance models, but the explanation of a comprehensive and complete model with the approach of human resource development and training has been done less.
Hosseini et al. (2022) in an article investigated the antecedents and consequences of smart good governance with a fuzzy Delphi approach. The research method is among mixed researches in the deductive-inductive approach. The statistical population of the research consists of all governance activists, 26 of whom were selected based on the principle of theoretical adequacy and using the purposeful sampling method. In the qualitative part, the data obtained from the interview were analyzed using the Atlas.ti software and the identification method was analyzed. The results of the research indicate that among the antecedents, respectively, technology and smart data, electronic and intelligent interaction, governance Law, competent and committed brokers, cyber and smart security had the highest priority (Hoseini.et.al, 2022).Paighan et al. (2022) in an article identified and prioritized factors affecting good governance with a sustainable development approach in the government organizations of Sistan and Baluchistan province. The research method is applicable in terms of purpose, and mixed (qualitative-quantitative) with an exploratory approach according to the type of data; in this way, 54 articles in the field of good governance were analyzed and research indicators were identified using meta-composite method. The identified factors and components were weighed with the opinion of experts and after receiving their corrective opinions, they were analyzed based on relevant statistical methods, and finally the fit of the model, components, and the combination of factors was reached by their consensus. The statistical population in the qualitative part of the research included 11 academic and professional experts familiar with the subject, who were selected in a non-probabilistic and judgmental manner, and the required information was collected from them using the Delphi method. Further, in line with the validation of the research model, a research questionnaire was designed and distributed among 216 sample members, including managers and experts of the governorate, governorate and academic staff members of the university in Sistan and Baluchistan province, which was randomly distributed by stratified method. In order to analyze the data, Smart PLS software was used. Finally, the findings of the research showed that the indicators of commenting and accountability, quality of laws, corruption control, rule of law, transparency, vision and planning, effectiveness and efficiency, ethics, responsibility, trust, justice, poverty alleviation, Economic growth, participation, institutional development, meritocracy, trust-oriented, political stability, and anger are respectively the most important components of good governance with a sustainable development approach (Peghan.et.al.2022).
Methodology
The research method is applicable according to the purpose, and mixed (qualitative-quantitative) according to the type of data. The statistical population in the qualitative part of the research consisted of 15 academic experts and specialists in the field of information and communication technology in the Ministry of Interior and managers of the South Khorasan Governorate who were familiar with the subject, which was selected in a non-probabilistic and judgmental way, and the required information was collected from them with the method of content analyzing. The statistical population in the quantitative part of the research includes managers and experts working in the management and planning department of administrative automation planning in the number of 246 people, 150 of whom were selected as a sample using the Cochran formula. used.
Discussion and results:
SPSS 26 statistical software is used for descriptive data analysis, and the Kolmogorov-Smirnov test for the normality of the data, and the structural equation test using SMART PLS 2 software to answer the research questions. Factor loadings are calculated by calculating the correlation value of the indicators of a structure with that structure. If this value is equal to or greater than 0.4, it confirms that the variance between the structure and its indicators is greater than the variance of the size measurement error of that structure, and the reliability of that measurement model is acceptable. The results of the factor analysis show the desired components, since the factor loading of all items is greater than 0.4, and the value of the t statistic is greater than 1.96, so the model has good validity.
Conclusion:
This research was conducted with the aim of investigating the components of smart governance with a focus on the development and training of human resources in the public sector. For this purpose, data was collected through in-depth and semi-structured interviews with 15 experts, including university faculty members and experts in the field of information and communication technology in the Ministry of Interior and managers of South Khorasan Governorate who were selected by theoretical sampling. In the quantitative phase of the research, a researcher-made questionnaire based on the extracted components was prepared and provided to 150 managers and experts working in the management and planning department of administrative automation. Then, using the coding method of qualitative content analysis based on interviews with elites and using thematic analysis method, the components of smart governance with a focus on the development and training of human resources in the public sector were identified and extracted, and the effectiveness weights were obtained using the structural model. SPSS 26 and PLS 2 software were used for statistical analysis of the research. To check the fit of the measurement models, convergent validity was used, and the results showed that the AVE values for all variables are greater than 0.5, so the convergent validity of the constructs is acceptable. Also, the results of the factor analysis of the desired components were confirmed, considering that the factor loading of all items is greater than 0.4, and the value of the t statistic is greater than 1.96, so the final model of the research was determined to have good validity. The results of this research are in agreement with Hoseini.et.al, (2022), Peghan.et.al., (2022), Rostaei.et.al, 2(018), Faraji (2022), Meijer et al., (2018), and Washburn et al., (2018).

Abstract Abstract The aim of this study is to design a knowledge-based resistance economy educational model at Islamic Azad University. The research method is applicable in terms of purpose, mixed exploratory (qualitative-quantitative) in terms of data, and systematic (paradigmatic) data-based in the qualitative part; cross-sectional survey in the quantitative part in terms of nature. The statistical population of the research in the qualitative part included 12 experts in the field of educational management and human resources who had a PhD degree, selected by theoretical purposive sampling method; and the quantitative part included 190 professors of the faculty of management and economics at Islamic Azad University in Tehran by random sampling method. Data collection was carried out through semi-structured interviews in the qualitative part; and a questionnaire in the quantitative part. Coding was used in the analysis of the qualitative part data, and SPSS and Lisrel software were used in the quantitative part. The results of the study showed that 5 dimensions, 22 components, and 143 indicators were identified for the Islamic Azad University’s knowledge-based resistance economy educational model. After final approval and prioritization by experts, the dimensions, components, and indicators that make up the model were drawn, and the aforementioned model was validated again by experts. Based on the modeling results, it can be said that the model has a relatively good fit with the data. Introduction Resistance economy is a type of economy that can determine the growth and prosperity of the country under conditions of pressure, sanctions and severe hostilities (Rahbar & Nik Chehre, 2020). Resistance economy is a specific paradigm of knowledge and economic system that mostly follows strategies and policies for rational and efficient confrontation with economic imbalances and crises, natural disasters, sanctions, and negative economic shocks (Alipour et al, 2020). In our country, sanctions and the resulting reduction in oil revenues have led to a decrease in economic capacity and increased the costs of the Iranian economy (Safarzad et al, 2020). Developments have taken place in the country and in relation to the economic system that necessitated the creation of an economic model. In order to keep pace with these developments, general resistance economy policies were announced with the aim of ensuring dynamic growth and improving economic resistance indicators and achieving the goals of the Twenty-Year Vision Document, with a force majeure, flexible, opportunity-creating, productive, endogenous, progressive, and extroverted approach (Fard et al, 2021). In conditions of sanctions, it is very important to pay attention to the principle of resistance economy in order to overcome restrictions, grow business, neutralize sanctions related to businesses, overcome inflation, and also achieve self-sufficiency. One of the best manifestations and most effective components of the resistance economy are knowledge-based companies that can make the resistance economy more sustainable, and it is stated that if knowledge-based companies are taken seriously and their quantitative and qualitative development is supported, the country's economy will truly flourish by wealth creation through science (Maleki et al, 2020). Therefore, in conditions of sanctions, paying more attention to the knowledge-based economy and helping to improve their capabilities becomes more necessary than ever, with the aim of freeing the country from selling its natural resources and moving towards a knowledge-based economy (Ziaei et al, 2021). No research has been conducted on education based on the knowledge-based resistance economy, and there are no indicators that can design an educational model. On the other hand, one of the problems that the units of the Azad University have been facing in recent years is the issue of the loss of the units and the mere attention to tuition fees in advancing the goals of the university and its survival, which is in contradiction with the new document of transformation and excellence in the Azad University and has itself caused the closure of some university units. Therefore, this research seeks to answer the question: How is the design of the knowledge-based resistance economy educational model of the Islamic Azad University? Theoretical framework of Resistance economy Resistance economy is a concept proposed in the wake of crisis resilience and repair of the existing worn-out and inefficient structures and institutions of the economy, which certainly requires public belief and participation and the application of rational and prudent management. Resistance economy is the reduction of dependencies and emphasis on the advantages of domestic production and efforts for self-reliance. (Mohammadnejadaghad & Asgari, 2015). Ranjbar Fallah & Fathi (2024) studied investment in startups to achieve a resilient economy and economic defense. The model obtained from this research shows that the main category that is the intersection of startups and the resilient economy is the tendency towards a knowledge-based economy. Among the causal factors affecting this process are the components of the business owner's mentality, introspection, value-oriented model, risk-taking and teamwork. Environmental factors include government, media, university and social environment; intermediate or contextual factors include network, culture, government institutions, human capital, education system and social capital; strategies and actions include financing, management consulting, accelerators, entrepreneurial intention and productivity, which lead to the creation of economic and defensive value as well as increasing economic resilience. Radu (2023) conducted research in the field of knowledge-based economy. The results showed that the foundations of a knowledge-based economy (the basic processes of this type of economy) include: the creation and acquisition of knowledge, the dissemination of knowledge, and the application of knowledge, provided that the necessary financial resources and the necessary and up-to-date technology are provided, which leads to strength in scientific fields.  Research Methodology The research method is applicable in terms of purpose, mixed exploratory (qualitative-quantitative) in terms of data, and systematic (paradigmatic) data-based in the qualitative part; cross-sectional survey in the quantitative part in terms of nature. The statistical population of the research in the qualitative part included 12 experts in the field of educational management and human resources who had a PhD degree, selected by theoretical purposive sampling method; and the quantitative part included 190 professors of the faculty of management and economics at Islamic Azad University in Tehran by random sampling method. Data collection was carried out through semi-structured interviews in the qualitative part; and a questionnaire in the quantitative part. Research findings Coding was used in the analysis of the qualitative part data, and SPSS and Lisrel software were used in the quantitative part. The results of the study showed that 5 dimensions, 22 components, and 143 indicators were identified for the Islamic Azad University’s knowledge-based resistance economy educational model. After final approval and prioritization by experts, the dimensions, components, and indicators that make up the model were drawn, and the aforementioned model was validated again by experts. Based on the modeling results, it can be said that the model has a relatively good fit with the data.  Conclusion The present study was conducted with the aim of designing a knowledge-based resistance economy educational model for Islamic Azad University. The results of this study are consistent with the results of Ranjbar fallah & fathi (2024), Radu (2023), Nasrabadi & Mousavian (2023), Zhen et al, (2023), Kamyab et al, (2023), Hadavand et al, (2022), Alkali (2021), and Ghorbani et al, (2019). Zhen et al, (2023) showed that large companies are competing closely with each other, and the companies that invest the most in knowledge and technology activities and achieve the highest efficiency in this area will be the winners. Therefore, the necessary components to achieve the present goal are financial support, technology, management, existing laws and regulations; and finally, correct and up-to-date education that lead to economic and scientific self-sufficiency for the country. According to the results of this research, the following suggestions are presented: Increasing the strength of resistance and reducing the vulnerability of the country's economy through: - Developing strategic links and expanding cooperation and partnership with countries in the region and the world, especially neighbors. - Using diplomacy to support economic goals. - Using the capacities of international and regional organizations.

Abstract Abstract
The aim of the present study is to model the third generation human resources education in medical universities of the country. This study is applicable-developmental in terms of its purpose, and descriptive-survey in terms of its data collection method. The participant society of thequalitative part of the study includes the managers of the country's medical universities, who were selected using purposive sampling. In the quantitative part, the perspectives of 384 experts from the country's medical universities were used. The data collection tools are semi-structured interviews and a researcher-made questionnaire. The content analysis method was carried out by MaxQDA 20 software to analyze the expert interviews. The partial least squares method with Smart PLS software was used to validate the model. The results showed that governance, politics and legislation, religion and culture, security and defense factors have an impact on social and economic factors. Social and economic factors also affect structure, readiness and infrastructure, interactions and communications, and research and technology. These factors also affect executive management, and executive management affects physical characteristics, scientific, intellectual, psychological, behavioral, spiritual and moral qualifications. These factors also affect educational leadership and management, and ultimately lead to the training of third-generation human resources in medical universities.
Introduction
One of the most important elements for the optimal use of human resources in any society is the challenge of employing individuals in various activities. The issue of employment, and on the other hand, unemployment, are among the most important elements that must be given more attention by individuals to create a prosperous society; because the necessary condition for growth and development in any society is the creation of employment in it (Khorsand et al., 2021). In the meantime, the higher education system plays an important role in employment and the labor market. Developed countries have moved towards third-generation universities to empower graduates and train efficient human resources that are in line with the needs of the labor market (Pietrzyk et al., 2023). In fact, it can be claimed that the dominant model of a successful higher education system in the present era is third-generation universities, which are also known as entrepreneurial universities (Meissner et al., 2022). It must be said that transforming first- and second-generation universities into third-generation ones is not only a basic necessity for all countries, but ignoring it will have adverse consequences. This issue is doubly important given the issue of unemployment among the educated class (Meshki Hasanabad et al., 2022). Unemployment among university graduates is a fundamental problem for all countries, including Iran; according to the results of the labor force survey by the Statistical Center of Iran in the spring of 2023, the unemployment rate in the age group of 18 to 35 years (who are mainly university graduates) has increased to the point that 16.6% of the active population of this age group is unemployed. Also, seasonal changes in the unemployment rate of these individuals show that this rate has increased by 1% compared to 2022 (Saba et al., 2023).
Theoretical foundations of the research
An entrepreneurial university is a university in which knowledge and science entrepreneurship has been created as a force for economic growth and competition in global markets. Entrepreneurship is a focal element of the third-generation university and has occupied many fields of study (Alvin, 2022; Centobelli et al., 2018). Entrepreneurship is a process in which a new idea is transformed into a new product or service, and can lead to increased productivity, wealth creation, welfare, and job creation. On the other hand, entrepreneurship is an educational, nurturing, and long-term process that requires planning in the educational and research system. The implementation of entrepreneurship programs starts at the family and school levels and continues to the university and organizational levels (Kislyakov et al., 2021).
In fact, the fundamental role of universities in the world in training a skilled workforce has caused fundamental changes and developments in different countries, especially developed countries. Although it cannot be admitted that an entrepreneurial university is always profit-seeking or that a traditional university never seeks profit; it should be known that the important feature of an entrepreneurial university is its economic aspect, efficiency aspect, and competitiveness aspect compared to other universities (Klofsten et al., 2019). In fact, an entrepreneurial university is more responsive to economic and social needs than a traditional university. In knowledge-based societies, universities are expected to be more flexible in order to play their important role in social progress and to engage in more interactions with society, create innovation, transfer science and knowledge, and exploit scientific studies in order to increase welfare and economic competitiveness (O’Reilly et al., 2019; Lee et al., 2023). Job, employment, and unemployment of young people in society, due to the lack of mastery of the skills required by the labor market, are considered one of the main economic challenges of countries. To face these challenges, the world's economic systems have moved towards third-generation universities (Mohammad Shafi'i et al., 2020). The entrepreneurial university is a place where new jobs are created. This university provides educational, financial, and marketing support to entrepreneurs, and provides them with employment conditions (Ja'fari et al., 2020). However, it seems that the reductionist and applicable approach to entrepreneurship in the educational system has led to the emergence of a small level of self-employment in society. This issue is considered an important challenge in the field of academic entrepreneurship, which is due to the unbalanced development of science and knowledge and a misunderstanding in the correct understanding of the third-generation university in the country. Third-generation universities were formed with the emergence of applicable and need-based studies, and are entrepreneurial and based on entrepreneurship and solving societal problems with a systematic and scientific approach in interaction with the surrounding environment (Calvo et al., 2019). One of the key perspectives of the aforementioned university is the development of individual job skills, professional development and competencies, and empowerment of students and professors in line with the national development process and solving societal challenges in a scientific way (Dalmarco et al., 2018).
Research Method
Type of Research: This research is an applicable-developmental research in terms of its purpose, and seeks to model the education of third-generation human resources in the country's medical universities. Based on the data collection method, it is a non-experimental (descriptive) research conducted using a cross-sectional survey method. Research sample and sampling method: Participants in the qualitative part of the research include theoretical experts (university professors) and empirical experts (directors of medical universities in the country). Sampling was carried out using a purposive method and continued until theoretical saturation. Accordingly, 19 people participated in the qualitative part of the research. The statistical population of the quantitative part includes experienced experts in medical universities. The sample size was estimated at 384 people using the Cochran formula, and sampling was carried out by cluster-random method.
Research data collection tools: Semi-structured interviews and a researcher-made questionnaire were used to collect research data. And to analyze the expert interviews, thematic analysis method was used with MaxQDA 20 software. To validate the model, the partial least squares method was used with Smart PLS software.
Research Findings
The results of the interviews were analyzed using qualitative thematic analysis based on the six-step method of Attride-Stirling (2001). In the open coding stage, 356 codes were identified. Finally, through axial coding, 4 overarching themes, 17 organizing themes, and 71 basic themes were obtained. Also, GOF in this study was obtained 0.631, which is higher than 0.36. The RMS-theta index was obtained 0.100; less than 0.12. SRMR index was also obtained 0.050; less than 0.08; therefore, the model fit is favorable.
Conclusion
This study was conducted with the aim of modeling the training of third-generation human resources in the country's medical universities. Currently, the issue of examining and evaluating the educational needs of employees in the scientific and applicable system and their training, which is a large segment of the workforce employed in universities, has been recognized as an essential issue, and action must be taken to resolve it. Training is a set of planned efforts by a university to facilitate the learning of its employees about their job competencies. These competencies include skills, knowledge, and behaviors that are essential for successful job performance. The results of the present study are consistent with the results of the studies of Mirjavani Zanganeh et al., (2021), Saba et al., (2023), Meshki Hasanabad et al., (2022), Mijani et al., (2022), Mousavi et al., (2017), Khosravi et al., (2021), and Ramezani et al., (2018). The results of the study of Al Jubouri (2023) showed that there is a strong relationship and influence of transformational leadership in the training process and in all dimensions except employee empowerment and materials. In fact, by understanding the dimensions of the research, in addition to preparing a catalog including the materials in which training is provided, trust between employees, management, and trained employees can be increased. The value of the study focuses on adding some knowledge to leaders, practitioners and managers, transformational leadership and the education process.
According to the results of the study, the following suggestion is made:
Regarding security and defense factors, it is suggested that in addition to establishing offensive and defensive management of health hazards, attention should also be paid to the occupational safety of human resources. Creating economic security is an important element in reducing their stress, and by increasing environmental security, the goals of third-generation human resource education can be achieved more quickly.
Regarding religion and culture, it is suggested that, considering Islamic and cultural values ​​in the field of science and technology, the words of religious elders in this field should also be interpreted. Third-generation human resource education requires the position of religious cultural structures in the field of science and technology, and this can be achieved by honoring and venerating the elders of the scientific and technological elite.
Regarding policy and legislation, it is suggested that by increasing the quality and quantity of policy/law formulation in science and technology, the important and essential needs and elements in this area should be identified, and necessary measures regarding the quality and quantity of policy/law implementation in science and technology should be taken.
Regarding governance, it is suggested that while improving the structures of government, public and international institutions; stability and governance also be created. What is important in the education of third-generation human resources is the administrative-executive coordination between the three branches to develop educational, research and technological infrastructure; because achieving technological goals in medical universities depends on strengthening infrastructure and improving technology-based systems. 

Abstract Abstract



The aim of the present study is to validate the digital talent management model using artificial intelligence. The research method is applied in terms of its purpose and mixed (qualitative-quantitative) in terms of its implementation method. The statistical population of the qualitative part of the study includes 14 university professors in the field of public administration and managers and experts of mining companies who were selected by purposive sampling. The statistical population in the quantitative part includes active employees of mining companies, which was considered to be 215 people according to the Cochran formula and the sampling method is random. Data collection in the qualitative part was from semi-structured interviews based on theoretical foundations. The validity of the codes in the qualitative part was confirmed by two independent researchers and its reliability was confirmed by Cohen's Kappa index, and a questionnaire was used in the quantitative part. Content analysis was used to analyze the data in the qualitative part, and SPSS and Lisrel software were used in the quantitative part. As a result of this process, the identified dimensions of process functions included (automatic screening and decision support tools), job matching (accurate job and skills matching, improving qualitative assessments), personality trait assessment (psychological test analysis, personality type identification), educational recommendations (personalized education, smart and dynamic education, triple synergy and educational justice), and job turnover prediction (job turnover analysis system and preventive diagnosis). The results of confirmatory factor analysis also indicate the validity of the final conceptual model of the research.

Abstract Abstract The purpose of this research is to use the fuzzy hierarchy analysis method to identify the effective factors on the professional development of newly graduated teachers from Farhangian University. The research method is applicable in terms of purpose, and descriptive-survey based on the method of data collection. The statistical population of the research includes 15 experts, academic specialists, professors, elites and educational science experts who are proficient in the subject of the research, and sampling was done in a targeted manner. The information and data needed for the research were collected through a questionnaire. To analyze the data, two methods of factor analysis and analysis hierarchy technique (AHP) were used for ranking. The results showed: each of the identified effective factors had different weight and importance. The first factor is knowledge acquisition and creation (A), the second factor is knowledge organization (B), the third factor is knowledge exchange and sharing (C), the fourth factor is knowledge application (D), the fifth factor is staying up-to-date (E), and the sixth factor is experience orientation and reflective action (F), the seventh factor of change in the way of doing work (G), the eighth factor of learner and learning (H), the ninth factor of content knowledge (I), the tenth factor of educational practice (J), and the eleventh factor of professional responsibility (K). Extended abstract Introduction Educational systems are the most effective institutions on the state of national growth and development. They refer to it as the key to the growth and development of modern society, and the success and failure in international competitions and the difference in the level of national development of countries are related to the strength and weakness of the educational system; and one of the most important and influential organizations of the country is the Education Organization. In the new era, this organization is more than ever considered as the main pillar of the social, cultural and economic development of the society, and it is the most powerful tool for shaping the future and a way to understand and master the changes, stability, and continuity of history and culture; which has a central role in increasing the capacity and productive power of society (Navasir & Navasir, 2022). This issue is well accepted for dynamic societies that want fundamental changes. But in examining and looking at the educational system, while having a systematic attitude, the role of the teacher can be considered important (Diodel et al, 2021). The requirement for continuous professional development of teachers is to have professional qualifications. Teacher competencies are a set of knowledge, tendencies and skills that a teacher can acquire to help the physical, mental, emotional, social and spiritual growth of learners during education. Teacher competencies can be classified in three areas: cognitive, emotional, and skill (Kumar et al, 2020). Cognitive skills are a set of knowledge and mental skills that enable a teacher to recognize and analyze issues related to education. Emotional competencies are the set of tendencies and interests of the teacher towards issues and topics related to education and training, and skill competencies are related to the teacher's scientific skills and abilities in the learning process. From the set of three competencies, a competency is obtained that affects the student (Park et al, 2020). Based on this, the current research is looking for an answer to this question: How is the use of the fuzzy hierarchy analysis method to identify factors affecting the professional development of new teachers graduated from Farhangian University? Theoretical Framework Professional development Professional development is formal and informal support and activities designed to help teachers, and includes school-based training and education and activities such as coaching, consulting, self-study, and research (Coldwell, 2017). Professional development includes intellectual and personal efforts that lead to collaborative interaction and the creation of new ideas in education (Girvan et al, 2016). New Teachers A new teacher is a teacher who has less than five years of teaching experience. The beginning of the teaching period is usually challenging for teachers of different subjects. Teachers play an important role in the lives of their students; they become a role model and lead in improving the quality of education of their students because they directly interact with them in the classroom. In the literature related to the subject of new teachers, the first years of teaching are usually interpreted as drowning or swimming (Irannezhad et al, 2020). Salmerón Aroca (2023) also in his book titled "Professional development of teachers and smart ways to deal with it" found a systematic review in primary and secondary education and a qualitative approach in Switzerland: majority of research is focused on beginning teachers, and the qualitative methodology is dominant, although this is limited to some countries and specialized publications. However, generational differences were observed. While younger teachers are more trained in ICT, older teachers have a higher level of process and relational competence in the classroom. In conclusion, it should be noted that teacher training related to professional development has an impact on school improvement, especially if it is done from the perspective of intergenerational collaboration and acquisition of new skills. Sims (2023), under the title of effective teacher professional development, conducted according to the new theory and meta-analytical test. The result was: researchers are not in the way of advice for those tasked with designing or implementing better PD. The research aims to solve this problem by creating a new theory of effective PD based on a combination of active causal components that aims to develop teachers' insights, goals, techniques, and practice. Research Methodology The research method is applicable in terms of purpose, and descriptive-survey based on the method of data collection. The statistical population of the research includes 15 experts, academic specialists, professors, elites and educational science experts who are proficient in the subject of the research, and sampling was done in a targeted manner. The information and data needed for the research were collected through a questionnaire.   Research findings To analyze the data, two methods of factor analysis and analysis hierarchy technique (AHP) were used for ranking. The results showed: each of the identified effective factors had different weight and importance. The first factor is knowledge acquisition and creation (A), the second factor is knowledge organization (B), the third factor is knowledge exchange and sharing (C), the fourth factor is knowledge application (D), the fifth factor is staying up-to-date (E), and the sixth factor is experience orientation and reflective action (F), the seventh factor of change in the way of doing work (G), the eighth factor of learner and learning (H), the ninth factor of content knowledge (I), the tenth factor of educational practice (J), and the eleventh factor of professional responsibility ( K). Conclusion The present research was conducted with the purpose of applying the fuzzy hierarchy analysis method to identify the effective factors on the professional development of newly graduated teachers from Farhangian University. The results of this research are aligned with the results of Salmerón Aroca (2023), Sims (2023), Singha Kumar (2022), Taheri (2022), Jalali Bostanabad et al, (2021), Ghasemi (2022), Esmaili Mahani et al., (2022), Shirbagi & Nasiri Nia (2020), and Fazali (2019). Taheri (2022), stated: Lesson research is one of the most effective processes of empowering teachers to help themselves and their colleagues to "learn by doing", overcome the fear of change, promote creativity and critical thinking, and test mental assumptions. Hence, it can be said that lesson study has an irreplaceable role in creating a learning organization and building its culture; because teachers are constantly learning, making hypotheses, and testing hypotheses. What is very important here is the professional growth and development of the teacher as a result of the activity in the study groups and the effort to rebuild and improve. Professional development is a process for deepening the teacher's awareness, skills and attitude; done formally or informally, which is one of the effects of the economic and social cooperation development organization. According to the research results, the following suggestions were made: Pre-service training for new teachers; tension and anxiety at the beginning of service, lack of support and feeling of isolation, how to adapt to colleagues; professional challenges include classroom management, content mastery and effective teaching, student evaluation, meeting students' needs, gaining trust and compatibility with parents; and organizational challenges include getting to know the school, getting to know the school's procedures natural in the early career of new teachers; therefore, with pre-service training, these challenges and anxieties are reduced. Participation in study groups; participating in study groups creates a desire to negotiate and cooperate in the teacher. Following these, the teacher gets inner satisfaction and his interest and motivation increases. This is why it is recommended to all teachers to participate in these groups to achieve professional development.

Abstract Abstract
The present study aims to design and present a sustainable human resources management model with a meritocracy promotion approach in the seven education districts of Mashhad. The research is of mixed type and the research strategy is content analysis in the qualitative part and survey in the quantitative part. The statistical sample in the qualitative stage was 16 university experts selected as the sample size using the saturation principle and the purposeful and judgmental sampling method. In the quantitative part, all the principals of girls' and boys' schools in the seven education districts of Mashhad were 1327 people. The data collection method is in-depth and semi-structured interviews in the qualitative part and questionnaires in the quantitative part. Data analysis in the qualitative part was done using Maxquda software, SPSS software in the quantitative part, and AMOS in structural equations. The findings in the model of sustainable human resource management with a meritocracy promotion approach include 5 dimensions and 24 components, which include competency-based recruitment, competency-based improvement of sustainable human resources, competency-based human resource retention, sustainable and competency-based human resource performance evaluation, and performance-based payment system. In the quantitative part, the results showed that the aforementioned model has the necessary validity. According to the results of the research, managers of the seven education regions of Mashhad can promote meritocracy in the organization through the development and strengthening of sustainable human resource management.
Introduction
Today, human resources are considered the most valuable and important assets of organizations. Given the changes and developments of the present era and with the entry of organizations into the knowledge-based economy, human resources are considered the most vital strategic element and the most fundamental way to increase the effectiveness and efficiency of the organization (Rastegar et al., 2024). Therefore, in the era of globalization and increasing technological progress, human capital is recognized as the most important and valuable asset of organizations and the only factor in achieving sustainable competitive advantage. In this regard, financial resources and technologies alone cannot guarantee the advantages of organizations; rather, the presence of talented and capable managers can effectively compensate for the lack or deficiency of other resources (Zibarras & Coan, 2024). The existence of extensive and continuous developments in the social, economic and cultural fields greatly increases the responsibility and duties of social institutions and organizations; and education, as the most important institution emerging from the context of society and at the same time constructive and evolving it, has a significant impact on the progress of society (Maleki Hassanvand et al., 2023). If education in a country is dynamic and lively, that country will naturally be prosperous and developed. For this reason, investment in education has been considered a strategic investment by governments, and neglecting it will face serious challenges for any country (Mohammadi &Tooraani, 2023). Paying attention to meritocracy in the selection, appointment, and selection of educational managers will not only improve management quality, but will also pave the way for the creation of a dynamic and efficient educational system (Rouzbahan et al., 2022). If the criteria for selecting and promoting managers are the necessary expertise and competencies, managers will also pay attention to the effects of applying the aforementioned competencies in advancing goals (Hosseini et al., 2024). This approach provides a suitable basis for all facilities and resources available in the organization to be used optimally and lead to the greatest possible sustainability and productivity of the education system and the realization of its lofty goals in the long term (Rezapour et al., 2024). Therefore, considering the stated problem, this research seeks to answer the question: How is the design and validation of a sustainable human resource management model with a meritocracy promotion approach in the seven education and training districts of Mashhad?
Theoretical framework
Sustainable human resource management
Sustainable human resource management refers to all activities related to the continuous development, implementation, and maintenance of a system that aims to create employees of a sustainable organization. In fact, this concept is that aspect of human resource management that is interested in transforming ordinary employees into sustainable employees so that they can achieve the organization's environmental goals and ultimately make a significant contribution to environmental sustainability (Rastegar et al., 2024).
Meritocracy
Meritocracy is a management philosophy and attitude in which human resources are placed and developed according to their inherent effort and ability. Meritocracy means granting status based on merit and not granting status based on being bright or being a social class. In the meritocracy style, the organization seeks to expand justice It means that it does the right things correctly, selects and promotes competent people in a reasonable and logical manner, and pays attention to both individual and organizational interests, and the individual's rightful values ​​are not subject to the unreasonable demands of the majority (Aeinehchi et al., 2024).
Dolatyari & Tavakoli (2025) investigated the identification of barriers to green human resource management in order to increase organizational sustainability. They concluded that the absence of necessary green structures, processes, and tools plays the greatest impact on the failure to increase organizational sustainability. Also, factors such as lack of leadership support, challenges in attracting green talented employees, and lack of green competencies are other influential factors. The interactions presented using the matrix of relationships between barriers in implementing green human resource management help human resource professionals visualize the power of the factors' influence on the entire system and focus on important barriers. It is expected that this study can enlighten human resource managers in the optimal use of company resources. Hosseini et al. (2024) investigated the factors affecting the implementation of sustainable human resource management in the oil industry. The results showed that 4 concepts were identified as causal conditions, 19 concepts as intervening conditions, and 33 concepts as background conditions for the implementation of sustainable human resource management.
Research methodology
The research is of mixed type and the research strategy is content analysis in the qualitative part and a survey in the quantitative part. The statistical sample in the qualitative stage was 16 university experts selected as the sample size using the saturation principle and the purposeful and judgmental sampling method. In the quantitative part, all the principals of girls' and boys' schools in the seven education and training districts of Mashhad were 1327 people. The data collection method was in-depth and semi-structured interviews in the qualitative part and questionnaires in the quantitative part.
Research findings
Data analysis in the qualitative part was done using Max Quda software and in the quantitative part, SPSS software and structural equations using AMOS were used. The findings in the sustainable human resource management model with the approach of promoting meritocracy include 5 dimensions and 24 components, which include competency-based recruitment, improvement based on the development of sustainable human resource competency, human resource retention with a competency approach, sustainable and competency-based human resource performance evaluation, and a performance-based payment system. In the quantitative part, the results showed that the aforementioned model has the necessary validity. According to the results of the research, managers of the seven education districts of Mashhad can promote meritocracy in the organization by developing and strengthening sustainable human resource management.
Conclusion
The present study was conducted with the aim of designing and presenting a sustainable human resource management model with the approach of promoting meritocracy in the seven education districts of Mashhad. The results of this part of the research are aligned with the findings of Movahedizadeh et al. (2022), Zairhojghan et al. (2021), Tafarjkhah et al. (2021), Rouzbahan et al. (2022), Kakeman et al. (2021), Tafarjkhah et al. (2021), Sharma et al. (2022), Gunawan et al. (2021), Ahmadbeighi et al. (2021), Jaskeviciute et al. (2021), Mohammadi et al. (2023), Jalal Kamali et al. (2023), Moradibarouji et al. (2023).
According to the results of the research, the following suggestion was made:
Education organizations should implement the necessary infrastructure, including the establishment of a real and effective suggestion system, to strengthen innovation and initiative of employees, including the creation of incentive mechanisms for innovative and creative employees and the implementation of its guidelines.

Abstract Abstract
The aim of the current research is to Designing an entrepreneurial ecosystem model in the university with a knowledge-oriented approach. According to its purpose, the research method is applicable; and mixed (qualitative-quantitative) in terms of its implementation. The statistical population in the qualitative section includes 20 academic experts who are knowledgeable about the entrepreneurship ecosystem, using a targeted sampling method; and in the quantitative section, it includes 384 people from all managers of Islamic Azad Universities across the country. Data collection in the qualitative part was done through semi-structured interviews with the members of the statistical community, and in the quantitative part was done through a questionnaire. Data analysis was done using ATLAS TI software in the qualitative part, and partial least squares method in the SPSS and PLS software in the quantitative part, and factor analysis method was also used in data analysis. The results in the qualitative part showed that 67 primary codes, 11 basic themes, and 5 constructive themes are identified in most infrastructure and support clusters (2 themes), integration of technology and knowledge (2 themes), education and culture (3 themes), policy and planning. (2 themes), and integrated management (2 themes); and relationships between them were drawn and presented in the form of a paradigmatic model. The results of the quantitative part showed that 5 indicators and 11 components with factor load, average extracted variance, and convergent validity are higher than (0.4), Cronbach's alpha coefficient and composite reliability are higher than (0.7), significant t coefficients is higher than (1.96); all were confirmed, and the model has a strong fit.
Extended abstract
Introduction
The role that universities play in ensuring the success of knowledge and entrepreneurship is beyond the transfer of knowledge and is ultimately the creation of a knowledge-based entrepreneurship ecosystem (Baharestan et al, 2023). Following the economic downturn caused by the 2008 financial crisis, governments in high-income countries are increasingly seeking a role for universities to stimulate regional economic development. Consequently, there is an increasing role for today's universities to be drivers of innovation and entrepreneurship to accelerate increased regional competitiveness and economic growth (Audretsch et al, 2022). The demand for the commercialization of academic knowledge has increased; universities are more involved in knowledge maintenance and transfer activities (Ali et al, 2019). Through their initiative to improve institutional budgets and with government actions to support wealth production and competition, universities create the context of a knowledge-based entrepreneurial ecosystem (Radko et al, 2022).
Governments around the world (especially in high-income countries) are looking for technological innovation and knowledge application as drivers of national economic growth, and universities act as generators of this national capacity (Weerasekara et al, 2022). From this point of view, universities, which operate at the critical intersection of education, research and knowledge transfer, are considered as key agents of change in the commercialization of knowledge and the creation of an entrepreneurial ecosystem (Theodoraki et al, 2022). The term "academic entrepreneurship ecosystem" is often used in this context to describe universities that are used entrepreneurially to contribute to economic development (Badzińska, 2021). Academic entrepreneurship ecosystems show an interconnected set of different components that support each other in the birth of new entrepreneurs (Dutta et al, 2021). New businesses also emerge because they are located in an environment or “ecosystem” that allows them easy and supportive entrepreneurship (Hsieh et al, 2020). An efficient academic entrepreneurship ecosystem is needed to breed entrepreneurs. The government encourages the creation of entrepreneurs among academics (Kamel, 2022).
Based on the said material, the researcher is trying to answer the question: what is the model of the entrepreneurship ecosystem in the university with a knowledge-oriented approach?
Theoretical Framework
Entrepreneurship in university
Today, university entrepreneurship is an advanced and attractive ideal for higher education (Coral et al, 2022). In the future competitive world, universities have no way to survive but to move towards university entrepreneurship (Novela et al, 2021). To achieve this goal, changes should be made in educational and research processes, structure, culture, and the way and content of interactions between universities and companies and the government. The emergence of universities with the aim of acquiring knowledge and attaining the facts of existence has been the source of many changes in human societies (Boh et al, 2016). With the expansion of universities, not only the human resources needed by the society have been trained (Lenzer et al, 2021), but also the intellectual and cultural infrastructure of the society has been provided to enjoy new methods and technologies (Giuri et al, 2019; Prokop, 2022). One of these developments is the development of entrepreneurship. The university plays a decisive role in the development of entrepreneurship. Creating and developing entrepreneurs in the educational system and turning it into an institutionalized culture requires the identification and determination of policies and principles that show the relevant solutions (Lahikainen, 2020).
Sarayani et al, (2024) investigated the presentation of the model of recruitment and selection of public sector human resources with the entrepreneurial government approach. According to data analysis, 545 final codes were extracted through open coding and then, using axial coding, categorized in the form of 121 concepts and 16 categories of contextual factors (environmental), structural factors (organizational), behavioral factors (content), recruitment of human resources, selection human resources, recognizing entrepreneurial opportunities in the public sector, exploiting entrepreneurial opportunities in the public sector, executive and managerial obstacles, political and legal obstacles, economic obstacles, cultural and social obstacles, mixed selection with internal resource acquisition in experience-oriented jobs, combined selection with external resource acquisition in knowledge-based jobs, individual consequences, organizational consequences, social consequences; and finally, in the selective coding stage, a processed and multidimensional model has been presented for the first time at the level of government organizations of Sistan and Baluchistan province.
Awad & Salaimeh (2023) presented a research entitled Towards an Entrepreneurial University Model: Evidence from Palestine Polytechnic University. The main findings showed that other financial support sources can accelerate academic entrepreneurship.
Research methodology
According to its purpose, the research method is applicable, and in terms of its implementation, it is mixed (qualitative-quantitative). The statistical population in the qualitative section includes 20 academic experts who are knowledgeable about the entrepreneurship ecosystem using a targeted sampling method; and in the quantitative section, it includes 384 people from all managers of Islamic Azad Universities across the country. Data collection in the qualitative part was done through semi-structured interviews with the members of the statistical community, and in the quantitative part was done through a questionnaire.
Research findings
Data analysis was done using ATLAS TI software in the qualitative part, and partial least squares method in the SPSS and PLS software in the quantitative part, and factor analysis method was also used in data analysis. The results in the qualitative part showed that 67 primary codes, 11 basic themes, and 5 constructive themes are identified in most infrastructure and support clusters (2 themes), integration of technology and knowledge (2 themes), education and culture (3 themes), policy and planning. (2 themes), and integrated management (2 themes); and relationships between them were drawn and presented in the form of a paradigmatic model. The results of the quantitative part showed that 5 indicators and 11 components with factor load, average extracted variance, and convergent validity are higher than (0.4), Cronbach's alpha coefficient and composite reliability are higher than (0.7), significant t coefficients is higher than (1.96); all were confirmed, and the model has a strong fit.
Conclusion
The purpose of this research was to design an entrepreneurship ecosystem model in a university. The results of this research are in agreement with the researches of Ezzati et al, (2022), Panahi et al, (2022), Enetzari (2018), Mohammadpour et al, (2019), Mousavi et al, (2018), Nanni (2019), Mohgar et al, (2019), Elia et al, (2020), Guerrero et al, (2020), Prokop (2022), Meyer et al, (2020), Davari et al, (2016), Kulczakowicz (2021), Sun et al, (2020), Noormohammadi Najafabadi et al, (2022), Jame Bozorgi et al, (2023), Radko et al, (2022), Awad & Salaimeh (2023), Alkaabi et al, (2023), Keykha & Purkarimi (2021), Aliabadi et al, (2020), and Aghajani & Tai (2019).
Noormohammadi Najafabadi et al, (2022) showed that the main factors and components identified are cultural factors including the promotion of entrepreneurial culture, entrepreneurship education, skill training; and contextual factors including human capital, knowledge production, knowledge transfer, knowledge commercialization; and structural factors include networking of growth centers and technology transfer offices as well as breeding companies, which are considered effective variables in creating a regional entrepreneurship ecosystem. People's views on the influence of factors in creating a regional entrepreneurship ecosystem were measured by using a sample t-tech test. In total, effective academic factors had a significant impact in creating the regional entrepreneurship ecosystem.
Based on the obtained results, the following suggestions are presented:
- Attention and promotion of technological goods.
-Pushing the university towards technological universities and commercialization of knowledge
- Expanding technology-based knowledge in university courses.
- Transferring technological entrepreneurship and its commercialization in universities
- Have the necessary planning to teach new skills and knowledge in universities.
- To provide the necessary fields to establish a connection between educational programs and the needs of the labor market and society.

Abstract Abstract
The aim of the current research is to identify the factors affecting the weakening of entrepreneurship in university graduates of Payam Noor universities in Tehran province. According to its purpose, the research method is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of implementation; of thematic analysis type, and exploratory in terms of the nature. The statistical population of the research in the qualitative part includes 11 experts in the field of entrepreneurship and management professors, selected by purposeful sampling. In the quantitative part, the statistical population of the research includes 3750 final year students. The sample size is 384 people based on Cochran's formula. Multi-stage cluster sampling (PPS) was used in this part. The data collection tool is a semi-structured interview (qualitative dimension) in the qualitative part; and in the quantitative part, the questionnaire is taken from the qualitative part. The analysis in the qualitative part is thematic analysis, and in the quantitative part it is confirmatory factor analysis using SPSS and PLS software. The output of the research is to emphasize the strengthening of four variables, including the individual and personal capabilities and qualifications of the graduates, strengthening the educational elements related to the development of entrepreneurship in the university, strengthening the government's support conditions (facilitation, support and encouragement), and finally intervention in the six environments effective on academic entrepreneurship. 
Extended abstract
Introduction
An integrated view of human resources in several discussions of higher education, employment, national development, transition from the concept of first and second generation universities and the tendency towards third generation universities and similar cases has caused the training of entrepreneurial personnel to be one of the basic tasks in leader educational institutions such as first-tier universities (Yazdan Panah & Zabeidi, 2017). Entrepreneurship education and academic entrepreneurship empowers human resources in a standard process and leads to an innovative business in the university or near the university, alone or with others. From the point of view of students, entrepreneurship is attractive due to the simultaneous response to three needs of affiliation, belonging, and success. Most students' life experiences have shown that the tendency towards academic entrepreneurship makes it easier to find a job and increase the efficiency and effectiveness of students, creating space for independent work experience and facilitating the process of realizing individual and organizational entrepreneurship (Grecu & Denes, 2017).
Therefore, the researcher asked the main question: what are the factors affecting the weakening of entrepreneurship in university graduates of Payam Noor universities in Tehran province?
Theoretical Framework
The entrepreneurial university and academic entrepreneurship in the new world has been removed from the emphasis of mere theory and are considered as one of the main drivers of social systems and the link between the university (technology and innovation systems), industry (production systems), and the government (the factor of creating development conditions) (Boruck Klein & Cesar Mafra, 2020). Based on this, the three concepts of entrepreneurship education, academic entrepreneurship and entrepreneurial university are considered as related concepts and generally having a longitudinal relationship with each other (Klucznik, 2021).
Academic entrepreneurship depends on the entrepreneurial behavior of the members and active human resources in the university. Management studies show that identity development precedes behavioral actions and in order to realize academic entrepreneurship focused on students, it is necessary to strengthen their entrepreneurial identity in different ways as much as possible, and it is based on the level of behavioral expectations (Hayter et al, 2022).
Mahmudi Khamiri Pur et al, (2022) investigated the identification of factors affecting the improvement of faculty members with an entrepreneurial approach (case study: Payam Noor University, Hormozgan Province). Based on the interviews conducted with experts in the field of human resources improvement, 71 basic themes along with 25 organizing themes were identified, and categorized based on the conclusion of the researcher in 5 comprehensive dimensions including the dimensions of individual improvement, organizational improvement, educational improvement, research improvement, and professional improvement.
Karimpour Malekshah et al, (2022) investigated the identification of components and measuring the relationships of entrepreneurial knowledge dimensions in large-scale cooperatives. Based on the findings obtained from the research, the pattern of entrepreneurial knowledge formation in large-scale cooperatives has four dimensions: individual characteristics, infrastructure and organization, environment, and support. Also, in order to measure the effectiveness and affectability of the dimensions together, with the help of the Dimtel method, it was determined that the causes include individual characteristics, infrastructures, and the organization; and the effects include the environment and support.
Research methodology
According to its purpose, the research method is applicable, and in terms of implementation, it is mixed (qualitative-quantitative), of thematic analysis type, and in terms of the nature, is exploratory type research. The statistical population of the research in the qualitative part is experts in the field of entrepreneurship and management professors, entrepreneurs who have more than 5 years of work experience and have relevant research activities in this field (project manager or main collaborator), and familiar with the structure and activity procedure of Payam Noor University (a previous student of the university, a lecturer at Payam Noor University, or have other meaningful and effective connections with this university). Sampling method in the qualitative dimension is targeted sampling; the research was conducted on the selected and introduced people as the statistical population, and eleven experts were selected as the research sample. In the quantitative part, the statistical population of this research includes final year students studying in 18 units and centers of Payam Noor in Tehran province in multiple disciplinary groups of humanities, basic sciences, technical and engineering; boys and girls separated, as well as graduates of the year of 1401 Payam Noor universities in the province. The number of qualified students is around 1750 and the number of graduating students is around 2000 (previous years). According to this rule, the total number of people in the statistical community under investigation is 3750 people. According to Cochran's formula, the sample size is equivalent to 384 questionnaires. Combined methods, semi-structured interview (qualitative dimension) and questionnaire survey of the target population and library studies (quantitative dimension) have been used collect information in this research.
Research findings
The analysis is thematic in the qualitative part, and confirmatory factor analysis in the quantitative part using SPSS and PLS software. The output of the research is to emphasize the strengthening of four variables, including the individual and personal capabilities and qualifications of the graduates, strengthening the educational elements related to the development of entrepreneurship in the university, strengthening the government's support conditions (facilitation, support and encouragement), and finally intervention in the six effective environments on academic entrepreneurship.
Conclusion
The current research has been conducted with the aim of identifying factors affecting entrepreneurship among college graduates of Payam Noor universities in Tehran province. The result of this research is in agreement with the results of Mahmudi Khamiri Pur et al, (2022), Karimpour Malekshah et al, (2022), Daneshniya et al, (2021), Akbari et al, (2020), Dorri et al, (2020) ), Keshavarz (2014). Akbari et al, (2020) showed that the identification analysis of 20 components is stated in five main categories: 1- strategy and management, 2- structure and processes, 3- culture, 4- educational system, and 5- network of interactions as main components and categories of the formation of an entrepreneurial university. Finally, in order to show the importance and priority of these components as an input to the decisions of policy makers in the field of higher education to move the country's universities towards entrepreneurial universities, the hierarchical group analysis method has been used. In this regard, while using the opinions of 7 specialists and technical experts in the field of higher education, the weight and priority of the categories and components have been calculated and presented. Based on this, the five components of leadership, entrepreneurial organization, resource management, entrepreneurial attitude and laws have the highest weight and importance.
According to the research results, the following suggestions were made:
In order to improve the skills and competences and individual qualifications of the graduates, proposing the development of the concept of education in addition to the topics of education, holding skill courses, providing suitable platforms and conditions for taking role models and finding role models from entrepreneurial people are part of the recommendations that can be presented. In the aspect of improving skills, investments should be made on the technical skills, management skills and communication skills of the graduates, respectively.
In order to strengthen and improve the attitudes, behaviors and values ​​of graduates and students regarding entrepreneurship, it is necessary to work on the psychological field of people and change values ​​and improve behaviors with concrete value creation.

Abstract The aim of this research is to present a talent management model in the Iranian banking system with an emphasis on Iranian state-owned banks. This research is applied in terms of its purpose, mixed data type (qualitative-quantitative) with an exploratory approach, pragmatic paradigm in terms of its nature, and descriptive-analytical survey-correlational in terms of its qualitative part. The statistical population of the qualitative part includes 20 theoretical experts (university professors) and empirical experts (relevant banking industry officials) and was selected using purposive sampling. The statistical population of the quantitative part includes all banking industry managers who were selected using the minimum sample size calculation method in confirmatory factor analysis and stratified random sampling method. The data collection method in the qualitative part is content analysis of interviews and in the quantitative part is researcher-made questionnaires. The data analysis method in the qualitative part includes thematic analysis with Maxqda-V18 software and in the quantitative part includes descriptive and statistical analysis (confirmatory factor analysis and one-sample t-test) of the data with spss-V27 and SmartPls-V3 software. The results showed that talent management in private and public banks includes recruitment and hiring, training and development, performance and evaluation, retention and motivation, and organizational culture. Also, in the comparative comparison, the results showed that all components of the model in public and private banks are different. Also, the validation results showed that the presented model has sufficient validity and the banking industry can use this model for career promotion and talent development.