Management and Educational Perspective

Abstract Abstract
The overall objective of this research was to discover and present a framework for organizational capability in the context of strategic changes with an emphasis on the territory of the technical and vocational organization of the country. This research was a development with a qualitative approach and a case study research method in terms of its purpose. The research participants were 15 experts in leadership and change in educational systems, especially the technical and vocational education system, selected using a purposive sampling method of the criterion type, taking into account the theoretical saturation issue. Data collection was carried out through semi-structured interviews. Data analysis was carried out using the content analysis method and using MAXQDA 2020 software. The results of the research showed that the organizational capability framework consisted of four dimensions (coherence, effectiveness, responsiveness, and desirable external image), each of which includes related components. In order to validate the data, the opinions of some participants as well as experts in the field of educational management and higher education were used, and for the transferability of the findings, the test-retest method was used. Accordingly, the reliability coefficient was obtained as 0.87, which indicates that the research had high reliability. The results of the research can be used as a guide for the actions of educational system managers in the theoretical and operational fields.
Introduction
Complicated and rapid environmental changes force organizations to continuously redefine their internal capacities for survival, growth, and competition, or, in other words, to empower their pillars and structure in the face of strategic changes. Therefore, organizational capability is considered one of the key factors for success in complex and changing conditions of the strategic environment. These capabilities include a set of competencies, abilities, and resources that enable organizations to exploit opportunities arising from environmental changes, manage threats, and achieve sustainable competitive advantage (Martínez-Peláez et al., 2023). Organizational capabilities, based on a set of skills, resources, and processes, are considered to be the basis for developing strategic tools to adapt to environmental changes and exploit emerging opportunities (Rengkung, 2022). These capabilities help the organization not only manage changes, but also use them as a driver for innovation and an opportunity for growth (Barney et al., 2024). In fact, organizational capability, as one of the most important factors for the success of organizations in facing environmental challenges, refers to the ability of the organization to identify, maintain and exploit its resources and capabilities to achieve strategic goals (Teece et al., 2016). Therefore, organizations with high capability can quickly adapt to changes, produce high-quality products and create competitive advantages (Pratono, 2024). Research shows that organizational capabilities are becoming more important in the face of strategic changes. Organizations that have the ability to create coordination between human resources, new technologies and organizational strategies can better adapt to changing conditions and show higher performance (Zhang & Chen, 2024). Strategic changes within and outside the organization, as a necessity in today's business environment, require a deep understanding of the dimensions and components of organizational capability. These changes can include changes in organizational structure, culture, technology, or macro strategies (Henry, 2021). In this regard, identifying and strengthening the dimensions of organizational capability can help organizations successfully implement these changes. Organizational capability is a multidimensional and fruitful area that can be examined from various aspects, especially in educational and skill-based organizations. Paying attention to the topic of organizational capability in educational organizations is significant because, according to Badami, Jahanian & Mohammadi Nezhad Gangi (2025), paying attention to the quality of performance, excellence, and organizational capability in educational organizations is of particular importance due to their mission in training specialized human resources for society. Accordingly, the present study aims to identify the dimensions and components of organizational capability in the context of strategic changes and seeks to answer the question: what dimensions and components explain the organizational capability of the country's technical and vocational organization in the face of strategic changes?
Theoretical Framework
Organizational Capability
Organizational capability, as one of the key concepts in strategic management, has attracted the attention of many researchers and managers in recent decades. This concept refers to a set of capabilities, knowledge, skills, processes, and resources that enable organizations to sustainably achieve competitive advantage and adapt in the face of environmental changes (Rengkung, 2022). These capabilities include technical, human, and structural aspects and directly affect the performance of the organization (Abdurrahman et al., 2024). According to Barney et al. (1991), organizational capabilities include areas such as innovation, organizational learning, human resources, and leadership that can help organizations respond appropriately to environmental changes and enhance their strategic successes (Ferreira et al., 2021).
Various dimensions of organizational capability have been considered, such as the ability to learn, the ability to create and apply new knowledge in order to develop innovation in processes and products, flexibility, strategic agility based on the speed of response to changes, knowledge management, and the power of external cooperation (Gomes et al., 2022). In a general view, organizational capability can be assessed in the quantity and quality of three major assets in the organization; human capital, including the knowledge, skills, and abilities of employees, which are vital for increasing performance and advancing innovation in the organization (Liu et al., 2020).
Research Methodology
This research was a development with a qualitative approach and a case study in terms of purpose. The research participants (key informants) were 15 experts in leadership and change in educational systems, especially the technical and vocational education system, selected using a purposive sampling method of the criterion type, taking into account the theoretical saturation issue. Data collection was carried out through semi-structured interviews. Data analysis was carried out using thematic analysis method and MAXQDA 2020 software.
Research findings
In order to discover the framework of organizational capability in the context of strategic changes with an emphasis on the country's technical and vocational organization, interviews were conducted with experts and experienced in management, leadership and change in educational systems, especially skill organizations and people who, in addition to scientific abilities, had direct and indirect management experiences at the middle and senior levels of the country's technical and vocational education organization in the organization of the research area. While analyzing the interview text in detail, 20 related basic themes were identified and by categorizing similar basic themes in one category, 4 organizing themes were drawn, and finally a network of themes was drawn. The results of the study showed that the organizational capability framework in the context of strategic changes consisted of four dimensions: effectiveness, responsiveness, coherence, and desirable external image, each of which included related components. The effectiveness dimension included the components of internal effectiveness, external effectiveness, institutional effectiveness, effective activities, and correct performance of tasks. The responsiveness dimension included the components of responsiveness to the environment, responsiveness to internal conditions and needs, social responsibility, and attention to environmental conditions and needs. The coherence dimension included the components of conceptual coherence, operational coherence, social coherence, structural coherence, spiritual coherence, and emotional coherence. The desirable external image dimension included the components of environmental desirability, positive environmental evaluation, external acceptability, internal acceptability, and positive performance evaluation.
Conclusion
The results of the present study show that organizational capability in the field of technical and vocational education organization as a skill-oriented institution that trains specialized human resources and technology for society includes multiple dimensions of coherence, effectiveness, responsiveness, and a desirable external image. The dimensions affecting organizational capability are, in a way, the fulcrum of the technical and vocational organization as an open system so that it can achieve competitive advantage in dynamic and challenging environments in addition to maintaining meaningful survival. These dimensions jointly increase the organization's capacity to deal with strategic changes and achieve long-term goals. Various aspects of effectiveness, both internal in the sense of the quality of task performance and external in the sense of effective responsiveness to the environment, and then institutional effectiveness in the sense of realizing the organization's mission and desirability in the environment, are vital components of organizational capability. The findings of this study are in line with the results of studies by Brinia (2022); Zacharias (2021) confirms that organizational effectiveness is one of the key indicators of success in strategic change. Environmental responsiveness, which includes social responsibility and providing services that meet the needs of the environment, is another key theme identified in this study. This theme is consistent with El Idrissi et al.'s (2023) theories about latent capabilities, which show that an organization's responsiveness to the environment often results from latent capabilities that are activated in times of crisis. The various components of organizational cohesion resulting from the findings of the present study in the field of technical and vocational education show that desirable and optimal cohesion is achieved when the various elements of the organization, including human resources, physical resources, structure and processes, are compatible and coordinated with each other, and cohesion is objectively manifested both in conceptual and cognitive aspects and in operational aspects and professional relationships throughout the organization's structure. The final component of organizational capability, which is both a result of capability and an important factor in creating organizational capability, is the desired external image of the organization. Existing systems in the environment refer only to an organization that trusts it and has a suitable image of it. Therefore, the image that organizations leave in the environment with their health and output is very important and leads to organizational capability. However, the important point is that the coordination and alignment of the four main dimensions of organizational capability, namely coherence, effectiveness, responsiveness, and external image, requires attention to a key and important element called organizational leadership. Leadership, by creating a link between the system and its current and future environment and considering systemic requirements, can provide the correct arrangement of components together in a way that leads to improved coherence, effectiveness, and responsiveness of the system to the environment, and as a result, improved the external image of the organization in the environment, and taking advantage of the feedback effects of this important factor in strengthening and improving the level of the aforementioned three variables. Accordingly, it can be stated that effective leadership, by helping to improve the accountability, effectiveness, and coherence of the organization, along with the desired image they portray of the organization, provides the organization's capabilities inside and outside the organization.
The findings of the present study confirm that the country's technical and vocational education organization can achieve capabilities when it is able to develop indicators based on coherence, effectiveness, accountability, and external image, and gain the power to interact effectively with the strategic and changing environment more than other competitors. The organization's capabilities lead to an intelligent understanding of the needs and requirements of the present and future environment, and this awareness leads to the design of efficient strategies to respond appropriately and timely to these requirements.

Abstract Abstract The aim of the current research is to present a model of self-directed professional development of student-teachers based on the micro-learning approach. According to its purpose, the research method is applicable; in terms of execution method, it is mixed (qualitative-quantitative); and in terms of the nature of information collection, it is descriptive-survey. The statistical population in the qualitative section includes 11 faculty members in the Farhangian Universities of Mazandaran, Tehran, Zanjan, Isfahan, and Shiraz, as well as Allameh Tabatabai University and Azad Islamic University of Mazandaran, selected by purposive sampling. The statistical population in the quantitative part includes the academic staff members of Farhangian University (the North Pole of the country), including the provinces of Mazandaran, Golestan, Gilan, and Semnan, as many as 456 people, of which 210 people were selected by stratified random sampling based on the Morgan table. Data collection was done by semi-structured interviews in the qualitative part, and by the questionnaire in the quantitative part. Delphi method and MAXQDA software were used in qualitative part data analysis, and SPSS and PLS software were used in quantitative part. The results of the data showed that this model has three main categories of antecedents (with 5 dimensions and 40 indicators), processes (with 3 dimensions and 36 indicators), and consequences (with 2 dimensions and 19 indicators). The ten dimensions of the model include: 1) immersion in professional learning situations; 2) creating platforms for empathetic and emotional participation in the category of learning; 3) cooperative orientation to learning; 4) University's emotional support for micro-learning activities; 5) Accompanying and coordinating the academic curriculum with a micro approach; 6) micro-content knowledge; 7) Ability to design micro-content; 8) the skill of using micro-content; 9) professional self-management of student-teachers (individual and organizational); 10) Effectiveness of micro-learning of learners. The overall model fit index (GOF) was obtained as 0.620; which shows the overall fit of the model. Introduction One of the basic issues in the higher education system of teacher training is the quality of educational programs. Educational programs should be designed comprehensively and according to the real needs of teachers and cover topics related to teaching, teaching methods, classroom management, teacher-student communication and other professional skills of teachers. Also, the quality of teacher education directly depends on the performance of professors and lecturers in universities and educational institutions. Professors must have the necessary expertise and experience in the field of teaching and teacher training and be able to convey professional concepts and skills to students in a complete and comprehensive manner (Namdari et al, 2022). Self-directed professional development is based on the responsibility and learning of the individual; therefore, it requires theories and methods that are suitable for this type of development. Among the different learning theories, the micro-learning theory is more likely to be suitable for the development of self-directed professions because it provides learning at the disposal of the individual and with his own control and supervision, and it is also highly effective. Therefore, education based on micro-learning has been considered as a new strategy and approach to provide correct information to learners, facilitate learning and development of educational services and easy and smooth access to these services in order to help learners in building the meaning of personal learning and growing experiences (Naterilo, 2020). Based on this, knowing the effective components on the self-directed professional development based on micro-learning in electronic education led to the formation of the main problem of this research, so that the question is raised that: "what model can be designed for the self-directed professional development of student-teachers based on the micro-learning approach in the Farhangian university of Mazandaran culturalists?  Theoretical Framework Professional development Professional development means that teachers update their knowledge, attitude, skills and abilities in relation to their duties and roles such as teaching, research and evaluation in accordance with environmental and technological changes so that they can be effective and efficient in carrying out the process of students' education (Howard, 2020). Self-directed learning Self-directed learning is an approach to the learning process; which encourages learners to identify their learning goals or needs through shared knowledge and collaborative decision-making. This approach allows learners to use learning strategies to meet these needs; strategies such as search, independent learning and experimental techniques, and formation and development of individual and group progress evaluation towards achieving defined goals. Self-directed learning methods include independent study of the learner, alone or in collaboration with peers (Van Woezik et al, 2021). Micro-learning Micro-learning is a creative teaching method that can use one or more technologies to improve education. Some of these technologies include online games, video clips and podcasts, multimedia presentations, simulations, blogs, and quizzes. Cognitive load theory shows that effective educational materials direct cognitive resources to activities that are related to learning instead of learning prerequisites, and thereby facilitate learning (Jabbari & Rastgarpur, 2020). Zhang (2023) carried out a research entitled "Teachers' self-directed professional development in poor resource contexts: How important are open educational resources?" The results show that the teacher's self-directed professional development based on open educational resources involves the process of struggling with various factors inside and outside the classroom, including his previous expectations of open educational resources and the alternative educational experiences he has gained in the implementation of his professional development. The teacher gradually developed a flexible and critical understanding of open educational resources as crucial resources in sustaining self-directed professional development. This study concludes that open educational resources were useful in the teacher's self-directed professional development process despite the complexity of their use. Kusar et al, (2023), conducted a research with the aim of "investigating the effect of teachers' self-directed professional development on their educational performance". The objectives of the present study were: to explore the components of self-directed teacher professional development, identify teaching practices of high school teachers, and explore the impact of self-directed professional development on teaching practices. Self-directed professional development was found to have a strong impact on teaching practices. It is recommended that teachers may adopt modern self-directed professional development practices to improve educational standards. Research methodology The research method is applicable in terms of purpose; mixed (qualitative-quantitative) in terms of execution method; and descriptive-survey in terms of the nature of information collection. The statistical population in the qualitative section includes 11 faculty members in the Farhangian Universities of Mazandaran, Tehran, Zanjan, Isfahan, and Shiraz, as well as Allameh Tabatabai University and Azad Islamic University of Mazandaran, selected by purposive sampling. The statistical population in the quantitative part includes the academic staff members of Farhangian University (the North Pole of the country), including the provinces of Mazandaran, Golestan, Gilan, and Semnan, as many as 456 people, of which 210 people were selected by stratified random sampling based on the Morgan table. Data collection was done by semi-structured interviews in the qualitative part, and by the questionnaire in the quantitative part. Research findings Delphi method and MAXQDA software were used in qualitative part data analysis, and SPSS and PLS software were used in quantitative part. The results of the data showed that this model has three main categories of antecedents (with 5 dimensions and 40 indicators), processes (with 3 dimensions and 36 indicators), and consequences (with 2 dimensions and 19 indicators). The ten dimensions of the model include: 1) immersion in professional learning situations; 2) creating platforms for empathetic and emotional participation in the category of learning; 3) cooperative orientation to learning; 4) University's emotional support for micro-learning activities; 5) Accompanying and coordinating the academic curriculum with a micro approach; 6) micro-content knowledge; 7) Ability to design micro-content; 8) the skill of using micro-content; 9) professional self-management of student-teachers (individual and organizational); 10) Effectiveness of micro-learning of learners. The overall model fit index (GOF) was obtained as 0.620; which shows the overall fit of the model. Conclusion The current research was conducted with the aim of presenting a model of self-directed professional development of student-teachers based on the micro-learning approach. The results of this research is aligned with the results of Zhang (2023), Kusar et al, (2023), Redondo et al, (2021), Hrastinski (2021), Howard (2021), Mohammadi & Arshadrad (2023), Rahimi et al., (2022), Taherpor Kalantari & Gholampur (2022), Nuri et al, (2021), and Ebrahimi Dabbagh et al, (2021). Taherpor Kalantari & Gholampur (2022) showed the dimensions of teachers' professional development were classified in 4 dimensions and 19 factors and 95 categories including individual dimensions (motivation, individual dimensions, teachers' interactions and characteristics), organizational dimensions (supervision and evaluation, management, support, career path), program dimension (knowledge management, self-directed and individualistic approaches, collaborative approaches, program features, and use of multimedia), and professional development challenges dimension (challenges of weakness in needs assessment, program challenge, economic challenge, accessibility challenge, individual and structural challenge). According to the results of this research, the following suggestions are presented: It is suggested that face-to-face and online training workshops using the experienced professors of Farhangian University, new and effective teaching methods appropriate to the field of study with an emphasis on the applicable knowledge of educational sciences in today's world be held for student-teachers.

Abstract Abstract The aim of this research is to present a model of factors affecting the establishment of organizational strategies aimed at national sustainable development. The present research is applicable in terms of purpose, and mixed in terms of implementation (qualitative-quantitative) with a data-based approach, and descriptive-survey type in terms of nature. The statistical population of the research in the qualitative part includes 12 experts active in the field of non-governmental organizations as well as managers of these organizations, and sampling was carried out using the snowball method; and the statistical population in the quantitative part includes 20 people selected by the judgmental and purposeful sampling method. The research collection tool is semi-structured interviews and questionnaires. MAXQDA software was used to analyze data in the qualitative part of the data-based method, and Expert Choice software in the quantitative part. The results in the qualitative section showed that the identified components were categorized into six categories of causal conditions, strategies, actions, context, intervening conditions, and consequences; and the results in the quantitative section showed that community acceptance and support with a score of 0.117 had the greatest impact on the establishment of NGO policies. Also, setting specific goals for NGO organizations with a score of 0.116 and using skilled and experienced people with a score of 0.107 were the next priorities. Among the indicators examined, the least impact was related to human resource empowerment and community member participation with a score of 0.02. These results show that factors related to social acceptance and setting specific goals play a pivotal role in the success of NGO policies. Introduction Undoubtedly, the most important issue that countries, especially developing ones, are facing is achieving sustainable development. Achieving sustainable development has always been one of the important complexities in less developed societies. Many advances and developments in today's world lack sufficient credibility (Koch & Parellada, 2017). In fact, in today's world, a type of development that has credibility and a desirable position is one that is sustainable. Sustainable development means a process that envisions a desirable future for human societies in which living conditions and resource use meet human needs without harming the integrity, beauty, and stability of vital systems (Grant, 2019). According to the above definition, it can be seen that development is not sustainable in many cases. We achieve sustainable development when cultural beliefs, social, economic, and political institutions in society are fundamentally transformed to reflect the known vital capacities and, in this process, the level of welfare of the society is improved without harming or impairing the resources of future generations (Driscoll, 2014). Given the global trend of shrinking governments and the transfer of many activities to the third sector of society, namely civil society organizations, and also considering that governments cannot perform completely well in all areas, especially in market-related mechanisms, civil society organizations can play a key role in this area (Tallberg et al, 2018). Civil society organizations can have a strong supervisory role over various organizations in society by increasing their influence on the thinking and powers of the general public, and in this regard, they can provide significant assistance to governments in achieving sustainable development in various areas (Grant, 2019). Civil society organizations, through their influence on societies, especially the general public, can exert various pressures, especially on the economic, political, and social sectors of the country, to comply with desirable standards, thereby creating a basis for achieving sustainable development (Hsu et al, 2017). In policy-making, attention should be paid to ensuring that the institutions are also accountable for their activities in order to increase transparency in the institutions' actions. This issue can play a prominent role in improving trust in the institutions in society. On the other hand, the lack of experts, especially those with management approaches, has caused the activities of the institutions to not only be ineffective in some cases, but also have negative consequences, considering the resources that have been collected. Therefore, the main question of the research is: What is the pattern of factors affecting the establishment of organizational strategies with the aim of national sustainable development? Theoretical framework Organizational strategies Organizational strategy is located at the intersection of goals and the structure of the organization. The organizational structure of any business shows the relationships between the resources of that complex. Accordingly, it can be said that organizational strategy means the correct arrangement of resources in order to achieve the organization's long-term goals (Salmanpour Sohi et al, 2021). Sustainable development Sustainable development is a process that envisions a desirable future for human societies in which living conditions and resource use meet human needs without harming the integrity, beauty, and stability of vital systems (Grant, 2019). Vandersmissen & Georgen (2023) reviewed Strategic Planning in Public Organizations: A Review of 35 Years of Research. Drawing from a systematic review of 75 studies through the lens of strategy as action, this article contributes to public management theory, research, and practice in three important ways. First, it provides a structured synthesis and integration of a growing and heterogeneous body of literature, providing a roadmap for future research on strategic planning in public organizations. Second, it proposes a mid-range theoretical framework that captures the complex and dynamic nature of strategic planning in public organizations, and provides insight into how strategic planning is implemented and why it may or may not work in specific contexts. Finally, it provides practical relevance for public managers and other public professionals by providing an overview of the different strategic planning options available and how they can be optimized given unique contexts and desired outcomes. Jamshidi et al, (2021) in a study explained the model of public policy implementation in state-owned companies. The findings of the study show that the successful implementation of public policy is measurable in light of criteria such as efficiency, effectiveness, meeting expectations, adequacy in problem solving, distributive justice, and adaptation to the conditions of the oil industry. The framework obtained indicates that the successful implementation of public policies leads to increased public trust and satisfaction, as well as the promotion of corporate legitimacy among stakeholders. Research Methodology The present study is applicable in terms of purpose, and mixed in terms of implementation (qualitative-quantitative) with a data-based approach, and descriptive-survey type in terms of nature. The statistical population of the research in the qualitative part includes 12 experts active in the field of NGOs as well as managers of these organizations, and sampling was carried out using the snowball method; and the statistical population in the quantitative part includes 20 people selected by the judgmental and purposeful sampling method. The research collection tool is semi-structured interviews and questionnaires. Research findings MAXQDA software was used to analyze data in the qualitative part of the data-based method, and Expert Choice software was used in the quantitative part. The results in the qualitative part showed that the identified components were categorized into six categories: causal conditions, strategies, actions, context, intervening conditions, and consequences, and the results in the quantitative part showed that community acceptance and support, with a score of 0.117, has the greatest impact on the establishment of NGO policies. Also, setting specific goals for NGOs with a score of 0.116 and using skilled and experienced people with a score of 0.107 were the next priorities. Among the indicators studied, the least impact was related to human resource empowerment and community member participation with a score of 0.02. These results indicate that factors related to social acceptance and setting specific goals play a pivotal role in the success of NGO policies. Conclusion The present study was conducted with the aim of providing a model of factors affecting the establishment of organizational strategies with the aim of national sustainable development. The results of this study are consistent with the results of Pourkarimi & Azizi (2024), Wu et al, (2023), Vandersmissen & Georgen (2023), Jamshidi et al, (2021), Salmanpour Sohi et al, (2021), Ahadzadeh et al, (2021), Henry et al, (2019), Grant (2019), Harangozó & Zilahy (2015); who pointed out the importance of the persuasive role of NGOs and their interactions with governments. Grant (2019) shows that the level of government distrust is shown to determine what conditions exist for an NGO to be effective in implementing effective and sustainable development policies over a government institution. This research states that if NGOs can carry out their activities at the lower levels of society in a persuasive manner, it can be expected that governments will be able to perform better in implementing their policies in the field of sustainable development. According to the results obtained, the following practical suggestion was made: It is suggested that common digital platforms be designed for interactions between NGOs and the government to achieve greater coordination and transparency in the implementation of policies.

Abstract Abstract The aim of this research is to design a talent-based succession model with a meritocracy approach in the Cooperative, Labor and Social Welfare Organization of East Azerbaijan Province. The research method was conducted as an exploratory mixed method. In the qualitative part, data were collected through 15 semi-structured interviews with experts in the fields of human resources, public administration and human capital development, and were examined using the Brown and Clark content analysis method. In the quantitative part, data from 177 questionnaires completed by employees and managers of the organization were used to test the model. The content analysis technique was used to analyze the data. The results of thematic analysis showed that talent-based succession planning includes eight main categories: ethical and professional commitment, organizational structure and processes, professional competencies, individual competencies, managerial competencies, leadership competencies, organizational culture, and talent management. Quantitative findings also indicated that “ethical commitment” and “individual competency” are most important, and “talent management” is least important. In addition, the results of structural equation modeling confirmed the appropriate fit of the proposed model. Finally, the designed model can serve as a scientific and indigenous framework to promote the succession planning system in public sector organizations and lead to improved organizational efficiency and sustainability by strengthening meritocracy and developing talents. Introduction In recent decades, extensive developments in the economic, social, and technological fields have led to the formation of a dynamic and complex environment for organizations. In such circumstances, the concept of a “knowledge-based economy” has become more important than ever, and the position of human resources as the most valuable asset of organizations has become more prominent. In order to survive and maintain a competitive advantage in this changing environment, organizations are forced to make maximum use of human resources capacities; for this reason, the traditional approach to human resource management has gradually given way to a strategic and forward-looking approach. In fact, the success and progress of organizations in the present era largely depends on their ability to identify, attract, develop and retain specialized, committed and talented employees; which has doubled the importance of “strategic succession planning” (Rothwell, 2010; Sanjideh et al., 2022; Bano et al., 2022; Toukali et al., 2024). Meanwhile, the increase in labor turnover and the desire of competent individuals to migrate or choose career paths that are commensurate with their competencies and talents have led organizations to continuously compete with each other to attract, develop, and retain elite human resources (Sanjideh et al., 2022). Experience shows that failure to identify, promote, and retain talented individuals can lead to the departure of these employees from the organization and disrupt the process of achieving macro goals. On the other hand, timely identification of competent replacements for key positions not only protects the organization from the consequences of retirement, resignation, transfer, or other reasons for leaving the service of key personnel, but also ensures the organization's dynamism, flexibility, and adaptability to environmental changes (Bano et al., 2022). In this regard, succession planning is considered a strategic tool to ensure the sustainability of the organization and the continuity of missions. A distinctive feature of modern succession planning is a meritocratic and talent-based approach to selecting and developing successors. According to this approach, organizations should have a written plan not only for senior management, but also for all risky job levels to prevent knowledge and operational gaps from emerging in times of crisis (Bano et al., 2022; Janahmadi et al., 2022). Meritocracy and talent-based are two essential components of this approach; because relying on the competence, capacity, and competence of individuals guarantees the quality and effectiveness of replacements in critical positions of the organization. Given that the process of identifying and selecting talents requires the use of precise and scientific tools and mechanisms, succession management is not simply an administrative procedure, but rather a dynamic, interactive, and multifaceted system that covers all dimensions and components of the organization's human capital with a systemic approach (Feyzi et al., 2021). In addition, the importance of succession planning has been repeatedly emphasized in published studies. Khodaparast et al. (2024) examined the dimensions and processes affecting succession planning in educational organizations in a study. A review of these studies shows that the issue of succession planning has also gained a prominent position in domestic literature and doubles the need to design indigenous and meritocratic models. Accordingly, the present study seeks to answer this question: How is the design of a succession planning model based on individual talent with a meritocratic approach in the Cooperative, Labor and Social Welfare Organization of East Azerbaijan Province? Theoretical Framework Succession Development Succession development is defined as a structured and strategic process in organizations that aims to identify, evaluate, and develop talented employees in order to prepare them to assume key positions in the future. (Phillips, 2020). Meritocracy The meritocracy perspective, which is rooted in social justice theories, emphasizes that the selection of individuals for organizational positions should be based on their actual qualifications, capabilities, and competencies (Young, 1958; Bano et al., 2022). Bahramzadeh (2025) conducted a study aimed at presenting a model of the effectiveness of succession development with a fourth-generation approach in universities in the central organization of Islamic Azad University. The findings showed that 32 factors were identified in four dimensions of personal competencies, professional competencies, specialized skills, and talent management. The results of confirmatory factor analysis indicated that all dimensions and components had appropriate validity and reliability and the proposed model can be used as a comprehensive model for succession planning in fourth-generation universities. Sarlak et al. (2023) designed a succession planning model with an emphasis on talent management in Semnan Water and Wastewater Company. The findings showed that the model includes causal conditions (support from senior management, organizational strategy), contextual conditions (organizational culture and structure), intervening conditions (laws and financial resources), strategies (identification and development of talents), and outcomes (performance improvement and risk reduction). Research methodology The research method was conducted as an exploratory mixed method. In the qualitative section, data were collected through 15 semi-structured interviews with experts in the fields of human resources, public administration, and human capital development and analyzed using the Brown and Clark content analysis method. In the quantitative part, data from 177 questionnaires completed by employees and managers of the organization were used to test the model. Research findings Thematic analysis technique was used to analyze the data. The results of the thematic analysis showed that talent-based succession planning includes eight main categories: ethical and professional commitment, organizational structure and processes, professional competencies, individual competencies, managerial competencies, leadership competencies, organizational culture, and talent management. The quantitative findings also indicated that "ethical commitment" and "individual competency" are most important, and "talent management" is least important. In addition, the results of structural equation modeling confirmed the appropriate fit of the proposed model. Finally, the designed model can be a scientific and indigenous framework to promote the succession planning system in public sector organizations and lead to improved organizational efficiency and sustainability by strengthening meritocracy and developing talents. Conclusion The present study aimed to design a talent-based succession model with a meritocracy approach in the Cooperative, Labor and Social Welfare Organization of East Azerbaijan Province. The results of this study are consistent with the results of Rothwell (2010), Bano et al. (2022), Tavakoli et al. (2024), Zayer Hojagan et al. (2022), Hudiyah et al. (2025), Clarke et al. (2024), Ebrahimi & Daneshnejad (2022), Idriss (2025), Coffie et al. (2024), Musale (2025), Najafi et al. (2021), Sarlak et al. (2023), and ScottMadden (2025). Based on the research results, the following suggestions are made: Establish a talent management unit and design a successor bank for key jobs. Utilize scientific tools such as assessment centers, competency tests, and 360-degree evaluations. Design and implement future leader development programs including specialized training, mentoring, and challenge projects

Abstract Abstract The aim of the current research is to identify the obstacles of green human resource management in order to increase the sustainability of the organization. The research method is applicable according to its purpose, and qualitative in terms of its implementation. The statistical population of the research is the Kermanshah West Cement Industry Company, and to investigate the effect of obstacles on the implementation of green human resources management in the statistical population, 14 university experts in the field of management were interviewed. To analyze the data in the first phase, by searching in domestic and foreign reliable scientific databases and related studies, ten effective obstacles to the implementation of green human resources management were identified; and then, by conducting interviews with industry and academic experts in the field of management and using the Dimtel decision-making and evaluation test method, analysis of obstacles to the implementation of green human resources management were carried out. The findings showed that the absence of necessary green structures, processes, and tools plays the biggest role in not increasing the sustainability of the organization. Also, factors such as lack of leadership support, challenges in attracting green talented employees and lack of green competencies are other influential factors. The presented interactions using the matrix of relationships between obstacles in the implementation of green human resource management help human resource professionals to visualize the influence of factors on the whole system and focus on important obstacles. It is expected that this study can be enlightening for human resource managers in the optimal use of company resources. Introduction Today, the survival and growth of the competitive environment emphasizes the adoption of sustainability by organizations. Sustainable business development depends on adopting environmentally friendly practices and policies so that it becomes successful without jeopardizing existing resources for future generations (Mehta & Chugan, 2015). Sustainability includes strategic and operational commitments at all levels (Khan & Muktar, 2020). Organizations face many challenges in understanding and adopting sustainable practices due to lack of knowledge and lack of will (Polman & Bhattcharya, 2016). Transforming a company into a more sustainable business requires a deep understanding of green human resource management practices and policies. In the executive part, the adoption of green human resource management faces many challenges and obstacles that must be understood from both the industry and organizational perspectives. Recognition and acceptance of green HRM can only be achieved through employee participation (Moin et al, 2021; Renwick et al, 2016). Employees are key stakeholders in the development and implementation of practices that are environmentally sustainable. Lack of focus is also caused by top management that may not have a strategic view of sustainability (Luu, 2020; Priya, 2020). Therefore, the main question of this research is: What are the obstacles of green human resource management in order to increase the sustainability of the organization? Theoretical framework Lack of leadership support and commitment The lack of commitment and focus of senior management can lead to the non-acceptance of green human resource management plans (Ahmad Ullah & Khan, 2021). As stated by Bombiak & Marciniuk-Kluska (2018), the core values ​​and vision of the organization are transmitted through the leaders of the company, and by focusing on the ideas of the leaders, organizations seek to develop and adopt the best practices of green human resource management (Ren et al., 2020; Yusliza et al., 2019).   Absence of green behavior The absence of green activities at the personal level also leads to a poor response while doing work in the organization (Davis et al, 2020). Lack of green culture The lack of green culture does not allow the sensitivity towards green practices to be created as a cultural support for all employees and include all of them (Islam et al, 2019). Sustainability, if adopted as a shared cultural parameter, leads to the creation of a culture that holds together core values ​​(Maini & Kaur, 2019). Problems of measuring the effectiveness of green human resource management Another key obstacle in the implementation of green human resource management practices and procedures is the challenges related to measuring its effectiveness. According to Al Mamun (2019), green human resource management is about hiring and training employees who have sustainability awareness, so the organization also seeks to cultivate this sustainability. For this purpose, organizations may also adopt many practices and policies to create green awareness, but when it comes to results, the effectiveness cannot be clearly examined (Chamola, 2017). Failure to create the necessary green structures, processes and tools by HR professionals According to Yuriev (2018), for any new strategy adopted by the organization, a clear integration between strategy, organizational structure and processes should be achieved. Green human resource management is a long-term approach in the organization where it is necessary to achieve employee cooperation with the right resources and orientation while developing green behavior tools. Challenges in attracting green talented employees Another very important and critical issue that organizations face is the recruitment and selection of employees who have the capabilities to perform green tasks. In order to create a green company or implement green human resource management practices, the first step is to hire and select green talented employees, either in the form of educational qualification or work experience (Kim, 2015). Lack of empowerment of green employees/lack of employee participation and accountability Given that there are no human resource policies that motivate or empower employees to learn and implement sustainability; implementation of green human resource management is problematic (Tariq et al, 2016). In order for employees to be able to make certain decisions, creating a high level of participation along with the green strategy is required (Sing et al, 2020). Lack of recognition and rewards related to sustainability When employees must be oriented or motivated towards specific result-based activities, the importance of rewards and recognition increases many times. Employees are motivated towards a certain behavior based on their internal motivation or external motivation provided by the organization (Mehta & Chugan, 2015). Lack of green attitude among employees As part of culture development, perception and positive attitude in green thinking is a big challenge in today's companies (Pham et al, 2019). Attitude is a combination of emotional and cognitive components based on knowledge and emotional inclination (Likhitkar & Verma, 2015). Lack of green competences People are hired and retained because of their competencies and capabilities, and they perform certain tasks that others cannot. Sustainability should be learned theoretically or practically, and become a competency for employees (Dumont et al, 2017; Fawehinmi et al, 2020). Alirezaei et al, (2022) investigated the impact of green transformational leadership on environmental performance with the mediating role of green human resource management and environmental awareness in small and medium businesses in Sirjan Special Economic Zone. The findings of the research indicate that, in general, green transformational leadership has a significant effect on environmental performance with the mediating role of green human resource management and environmental awareness. Ezadi kah keshi et al, (2022) investigated the modeling of structural equations of the effect of senior management's green commitment on environmental performance with the mediating role of green human resource management (a case study of Shahrekord manufacturing companies). The results show that the green commitment of senior management has a significant positive effect on the company's environmental performance. Also, the senior management's green commitment has a significant positive effect on the company's green human resources management. But green human resource management does not have a positive effect on environmental performance. Research methodology The research method is applicable according to its purpose, and qualitative in terms of its implementation. The statistical population of the research is Kermanshah West Cement Industries. In order to investigate the effect of obstacles on the implementation of green human resources management in the statistical population, 14 university experts in the field of management were interviewed. Research findings To analyze the data in the first phase, by searching in domestic and foreign reliable scientific databases and related studies, ten effective obstacles to the implementation of green human resources management were identified, and then by conducting interviews with industry and academic experts in the field of management and using the Dimtel decision-making and evaluation test method, analysis of obstacles to the implementation of green human resources management were carried out. The findings showed that the absence of necessary green structures, processes, and tools plays the biggest role in not increasing the sustainability of the organization. Also, factors such as lack of leadership support, challenges in attracting green talented employees and lack of green competencies are other influential factors. The presented interactions using the matrix of relationships between obstacles in the implementation of green human resource management help human resource professionals to visualize the influence of factors on the whole system and focus on important obstacles. It is expected that this study can be enlightening for human resource managers in the optimal use of company resources. Conclusion The current research was conducted with the aim of identifying the obstacles of green human resource management in order to increase the sustainability of the organization. The results of the present research is aligned with the results of Ghaemi & Asgari (2023), Alirezaei et al, (2022), Ezadi kah keshi et al, (2022), Shabet & Azizi (2020), Rezaei et al, (2020), Lee et al, (2019), Tavakoli et al, (2018), Sriram & Suba (2017), and Fayyaz (2016). Sriram & Suba (2017) showed that green human resource management will lead to increasing employee commitment and changing their attitudes. Also, the results of their research showed that green human resource management measures will lead to improving the effectiveness and financial performance of organizations. According to the results of the research, the following proposal was presented: Identifying the existing obstacles for green human resources management in this article will help managers to make important decisions about human resources in the organization, and at the same time move in the direction of making the company more sustainable.

Abstract Abstract
The purpose of this research is to present the model of training strategic managers of the country based on the data-based theory approach in the Ministry of Economy and Finance. According to its purpose, the research method is applicable, and qualitative in terms of implementation; content analysis type, and, exploratory in terms of nature. The statistical population of the research includes 12 university professors in the field of management and senior managers of the Ministry of Economy and Finance, and the sampling was done in a purposeful and snowball manner, and the interviews continued until the theoretical saturation. Grounded theory was used for data analysis, and MAXQDA 2020 software was used for coding the interviews. The results indicated that a total of 8 categories and 50 indicators were identified and extracted, and in the results of the leveling of the final model of the country's strategic managers training model, the consequences are the most effective factors in the country's strategic managers training model using the data-based method and, phenomenon-based and strategies are in the next priority. Contextual conditions and intervening conditions are placed in the third level of influence on the final model of training strategic managers of the country according to the data-based method, and causal conditions have the least impact on the final model of training strategic managers of the country.
Extended abstract
Introduction
Strategic management is a set of management decisions and actions that determine the long-term performance of a company. Strategic management is environmental review (both internal and external environment); formulation of strategy (long-term or strategic planning); and strategy implementation and evaluation and control. Therefore, strategic management emphasizes on monitoring and evaluating external opportunities and threats in the light of paying attention to the strengths and weaknesses of a company. In general, strategic management includes: planning, implementation, and control of strategic planning. Flexibility in planning means the capacity of a company's strategic plan to change based on environmental opportunities/threats. The idea of ​​flexibility in planning was presented for the first time to investigate how the company's environmental characteristics affect the design of strategic planning systems. By presenting this theory, Kokalis helped organizations to maximize their performance in complex environments by applying flexible scheduling systems (Taleghani & Taleghani Nezhad, 2016).
One of the most important factors that lead the organization to hire or develop strategic managers is to observe signs that the organization has poor performance (Villagrasa, et al, 2018). The decision to change the organization's current activities program can affect the organization's competitive advantage (Roundy et al, 2016; Pangarkar, 2015). Current organizational environments require a high level of management responses and strategic changes more than ever before (Ben-Menahem et al, 2012).
Based on this, the current research is looking for an answer to this question: What is the pattern of training strategic managers of the country based on the data-based theory approach in the Ministry of Economy and Finance?
Theoretical Framework
Today, the performance of organizations is considered according to the strategic plan of its managers. Strong strategies build organizations and weak strategies destroy organizations. Therefore, it is necessary to identify the basic skills to create effective strategies (Soleimani et al, 2018). Strategic thinking is an insight and understanding of the current situation and exploitation of opportunities. This insight helps to know the realities of the market and its rules correctly and on time. It can be said that the philosophy of strategic thinking is the development and promotion of the spirit of opportunism, and it is of particular importance in today's world because without this thinking, the system's efforts to achieve the developed strategies will not be effective (rigi et al, 2021).
Vakili et al, (2022) investigated the presentation of the personal development model of the strategic managers of the Underprivileged Foundation of the Islamic Revolution. Based on the findings, six dimensions were identified for individual development, which are: knowledge, attitude, communication, professional, leadership and spiritual competence. Also, two categories of actions for the individual development of strategic managers were identified, one of which is knowledge-based methods and the other is skill-based methods. In addition, a set of individual, organizational and environmental antecedents and individual and organizational consequences for the individual development of strategic managers were identified, and the set of these variables is presented in the form of a model. The results of the research showed that the strategic managers of the Underprivileged Foundation of the Islamic Revolution, by using knowledge-based and skill-based measures of personal development, can improve their competencies and achieve desirable results at the individual and organizational level.
Wang et al, (2021) investigated the role of information technology in the combination of human resources strategy and organizational resources. They concluded that organizational leadership plays an important role in the strategic alignment of human resources and organizational resources, and organizational culture also has a moderating effect.
Research Methodology
According to its purpose, the research method is applicable; and qualitative in terms of implementation, type of content analysis; and, exploratory in terms of nature. The statistical population of the research includes 12 university professors in the field of management and senior managers of the Ministry of Economy and Finance, and sampling was done theoretically. Ground theory was used for data analysis.
Research Findings
For data analysis, MAXQDA 2020 software was used to code the interviews, and the results showed that a total of 8 categories (main category) and 50 subcategories were identified and extracted; and in the results of the leveling of the final model of the country's strategic managers training model, the consequences are the most effective factor in the country's final model of training strategic managers using the data-based method; and the central phenomenon and strategies are in the next priority. Contextual conditions and intervening conditions are placed in the third level of influence on the final model of training strategic managers of the country according to the data-based method, and causal conditions have the least impact on the final model of training strategic managers of the country.
Conclusion
The current research was conducted with the aim of providing a model for training strategic managers of the country based on the data-based theory approach in the Ministry of Economy and Finance. The results of this research are in agreement with the results of Vakili et al, (2022), Rigi et al, (2021), Dehghani et al, (2021), Jafariniya et al, (2021), Kim et al, (2020), and Haque (2021) ). (Vakili et al, 2022) showed that the strategic managers of the Underprivileged Foundation of the Islamic Revolution can improve their competencies and achieve desirable results at the individual and organizational level by using knowledge-based and skill-based measures of individual development. Kim et al, (2020) suggested in a study that strategic goals and results include a comprehensive approach to the organization and are considered by different departments. Almost every strategic priority is cross-functional; as a result, the alignment of the organization is very necessary and it causes communication between the goal of the organization and the individual, reducing time wastage and reducing work waste (increasing efficiency). Since the results showed that the main categories of the model of training strategic managers in the Ministry of Economy and Finance include strategic issues, training, efficient management, supervisory and control functions, internal organizational activities, individual competencies, external components and professional principles, it is suggested that issues such as training and control and monitoring activities should be paid more attention by organizations and also transfers based on competencies should be less involved in external components. Considering that the results showed that strategic issues, training, efficient management, supervisory and control functions, intra-organizational activities, and extra-organizational components and professional principles had a favorable status; and the component of individual competencies had an average status, it is suggested that the components which has an average status should be taken more seriously and more work should be done on individual competencies, and also desirable components should not be ignored so that they decline.

Abstract Abstract The purpose of this research is to provide a model of the quality of working life with a strategic approach of human resources in the administrative system of Bank Mellat. The research method is applicable in terms of purpose, mixed (qualitative-quantitative) in terms of implementation, and descriptive-survey in terms of nature and method. The statistical population included 20 academic and banking experts in the qualitative section, and 378 employees and experts of Mellat Bank across the country, who were selected as a sample in the quantitative section, and simple stratified sampling was used. Data collection was done by semi-structured interviews in the qualitative part, and by questionnaire in the quantitative part. MAXQDA coding and software were used in qualitative part data analysis, and SPSS and AMOS software were used in quantitative part. The results of the t-test showed that all 5 main components, 20 sub-components, and 118 sub-components identified have an impact on the quality of work life with the strategic approach of human resources in the administrative system of Bank Mellat. The results obtained from the model fit indices also showed that the research model is a good model in terms of fit with the experimental data. The results of the t test in this evaluation showed that the most effective component on the pattern of quality of working life with a strategic approach to human resources in the administrative system of Bank Mellat is the component "Working relationships between colleagues" with a statistical value (t = 31.045), and the least effective component is also the component "decision support systems in managers' decision-making" with a statistical value (t = 13.102). Extended abstract Introduction Human resources is considered as one of the most basic strategies of any organization. Undoubtedly, the success of organizations and work environments depends on the efficient use of human resources based on behavioral science (Rasouli et al, 2022). In organizations, due to the existence of human forces, each of which has its own behavioral and personality complexities, the work of human resource management and organizational behavior management is crucial and somewhat difficult. Also, due to the small issues that exist in the social life of people both in the organization and in the family, obstacles and challenges may arise that reduce the productivity and motivation of the organization's employees and prevent the organization to reach its goals, or at least will cause a delay in achieving those goals and also prevent employees from enjoying their work life or even their personal life (Kotobi et al, 2021). Undoubtedly, work is not just a tool or a simple means of making a living; it is a multi-factor process in which employees are the center of gravity and its driving force (Shabani Beshli, 2021). The socially responsible behavior of organizations, which also affects their economic income, is to provide a safe and high-quality work environment for employees (Ebrahimbay Salami et al, 2022). The quality of work life can be considered an integral part of the overall quality of life (Jin & Lee, 2021). The quality of working life is an important approach in maintaining human values, which has been neglected due to the great attention to technological progress and economic growth (Mousazadeh et al, 2021). Theoretical Framework Quality of working life Ahmad (2013) defines the quality of working life "as a goal and a process". The goal is to create more effective and satisfying jobs and environments for people at all levels of the organization, and the process of realizing this goal is active participation. The term "quality of working life" means differently for different people. Some refer to it as a welfare program, while others, especially employees, refer to it as a subtle incentive for employees or simply another productivity tool (Abebe & Assemie, 2023. Quality of working life with a strategic approach Strategic human resource development can be considered as a proactive and system-wide intervention that is linked to strategic planning and culture change. In the traditional view, education and development were viewed as reactive and partial interventions in response to specific issues. Human resource development will be strategic only when it is linked with the overall strategy of the organization. Strategic management allows the organization to act in a creative and unique way and not to act passively to shape its future. This management style makes the organization take initiative and control the future. The strategic development of human resources deals with issues such as creating a dynamic organization and providing training and learning opportunities for employees in order to improve organizational, group and individual performance (Mataji Nimuri & Niazian, 2021. Abebe & Assemie (2023) investigated the quality of working life and organizational commitment of employees in Ethiopian universities. The results showed that service compensation, reward, and balance between work and life were statistically significant and positively related to the organizational commitment of university employees. In addition, the quality of work life has a statistically significant and positive relationship with the organizational commitment of higher education teachers. Akinwale et al., (2023) investigated the path of brain drain and quality of work life among university professors in Nigeria: Uninterrupted University Union (ASUU) strike. The results showed that there is poor service status among Nigerian lecturers, compensation system is poor, funding of academic research is poor, and lack of autonomy is troublsome for the quality of working life experienced in Nigerian tertiary institutions today. Research methodology The research method is applicable in terms of purpose, mixed (qualitative-quantitative) in terms of implementation, and descriptive-survey in terms of nature and method. The statistical population included 20 academic and banking experts in the qualitative section, and 378 employees and experts of Mellat Bank across the country, who were selected as a sample in the quantitative section, and simple stratified sampling was used. Data collection was done by semi-structured interviews in the qualitative part, and by questionnaire in the quantitative part. Research findings MAXQDA coding and software were used in qualitative part data analysis, and SPSS and AMOS software were used in quantitative part. The results of the t-test showed that all 5 main components, 20 sub-components, and 118 sub-components identified have an impact on the quality of work life with the strategic approach of human resources in the administrative system of Bank Mellat. The results obtained from the model fit indices also showed that the research model is a good model in terms of fit with the experimental data. The results of the t test in this evaluation showed that the most effective component on the pattern of quality of working life with a strategic approach to human resources in the administrative system of Bank Mellat is the component "Working relationships between colleagues" with a statistical value (t = 31.045), and the least effective component is also the component "decision support systems in managers' decision-making" with a statistical value (t = 13.102). Conclusion The present study was conducted with the aim of providing a model of the quality of working life with a strategic approach of human resources in the administrative system of Bank Mellat. The results of this research are aligned with the results of Abebe & Assemie (2023), Akinwale et al., (2023), Di et al, (2023), Akter et al, (2023), Ashourzadeh et al, (2022), Algazlan et al, (2022), Eliyana & Anwar (2022), Rasouli et al, (2022), Ebrahimbay Salami et al, (2022), Safari & Ghasemian Asl (2022), Negahdari & Anuri (2022), Golshahi & Jafarpor Hamedani (2022), Heydarifard et al, (2022), Ramezannia et al, (2021), Latifi & Khalili (2021), Rahnama et al, (2021), Diana et al, (2022), Arief et al, (2021), Asadi Khanouki & Hajizadeh (2021), Mousazadeh et al, (2021), and Abrahams et al, (2021). Abebe & Assemie (2023) showed that service compensation, reward, and balance between work and life were statistically significant and positively related to the organizational commitment of university employees. In addition, the quality of working life has a statistically significant and positive relationship with the organizational commitment of higher education teachers. According to the results of this research, the following suggestions are presented: Managers pay more attention to the well-being and comfort of Bank Mellat personnel and their families; Continuous and planned holding of family and sports events to increase the motivation of Bank Mellat employees; Improving the working conditions of the employees by observing the administrative hierarchy in the bank, managing the needs of the employees, not neglecting the cooperation between the different departments of the bank.

Abstract Abstract
The present research was conducted with the aim of providing a local model of organizational self-leadership with an emphasis on training in non-governmental organizations, with the approach of data-based theory, in Moalem Insurance Company. This research is of a mixed type. Participants in the qualitative part are 32 people (7 women and 25 men). In the quantitative part, the statistical population is 720 employees, and the sample size was determined by using Morgan's table to be 251 people. Next, using the snowball sampling method and reaching theoretical saturation, a semi-structured interview was conducted with 18 experts from Moalem Insurance Company. In the quantitative part of the research, a questionnaire was compiled from the output of the three stages of coding and the calculated components. Content validity method was used to evaluate its validity and reliability. To analyze the quantitative data of the questionnaire; structural equation modeling method with PLS approach and Smart_PLS software were used. Based on the obtained results, the native model of organizational self-leadership was calculated.
Extended abstract
Introduction
Organizations are organized societies whose leaders are an elite class of that society (Eacott, 2018) and these elites are the creators of wealth in organizations. The biggest challenge of organizations in the 21^st century is competition based on expensive resources, which determines the survival and growth of organizations. Among these sources, organizational leadership and human resources development have a special position and importance. In today's era, human resources have found a central position in organizations in such a way that the employees of any organization are considered the most valuable productive resource of that organization (Nazifkar et al., 2023), and the type of their leadership and guidance is a fundamental and determining factor for the management of organizations. Furthermore, paying attention to the human capital has important organizational and social consequences. Self-development approach is one of the most important new approaches to the development of human capital; and one of the most important and fundamental development mechanisms of this approach is self-leadership and self-management (Abili, Mazari, 2015). Based on this, awareness of the concept of self-leadership and the factors affecting it can have significant effects on organizations and the desired performance of individuals in line with the organizational vision.
What is organizational leadership? What should be done to train efficient leaders in organizations? What is the mechanism of leadership development in organizations? Can the phenomenon of self-leadership and its effective training be useful in training effective leaders? These questions and such questions are the basic and important concerns of today's organizations, because the excellence of people, as the main assets of organizations, is one of the key duties and roles of leadership in organizations.
Theoretical framework
Leadership
Leaders are the rarest basic resource of all organizations, and the effectiveness of organizations in today's complex world, which is characterized by the emergence of new changes, implies the existence of competent leaders (Mohtaram, Pakbaz, 2023). On this basis, organizations are continuously searching for effective leaders; leaders who are focused, motivated and inspiring in the face of adversity (Mutsoli, Oginde, 2023). It is very clear that the concept of leadership has a dynamic nature like any other phenomenon, so it is not a matter of discovery but a skill that can be learned. 
Self-leadership
The term self-leadership was first proposed by Charles Manz (1986). The concept of self-leadership is the process of influencing oneself to move oneself in order to achieve the expected result (Manz, & Neck, 2009). In other words, self-leadership is a conscious exercise to control thoughts, behavior and inner feelings; and helps a person to achieve life goals. One of the most obvious abilities that can be developed in human resources is the ability of self-leadership, because self-leadership can potentially lead to creativity and innovation (Najafi Nezhad et al., 2021) as well as the career success of the organization's employees. On the other hand, in the explanation and preparation of the self-developing organization, self-leadership training can provide the sustainable development of human resources and capital and the continuous enjoyment of agile and growing human capital in the organization.
 
NGO
An organization is a purposeful group that follows a system, and has clear boundaries that separate it from its surrounding environment (Douma & Schreuder, 2017). Accordingly, a non-governmental organization is an organization that is not directly considered a part of the government structure and is established and managed with the personal funds of individuals and written articles of association. These organizations act based on their goals and vision in recruiting and cultivating human resources.
Model
A model is a representation of a system using constituent factors and a pattern of causal relationships between factors. In other words, a model is a representation of realities in which systems continuously behave in different and sometimes complex ways due to the internal interaction of components with each other and their external interaction with the environment. This diversity and complexity of the behaviors of a system prompts researchers in this field to design models and check the results by applying and making changes in it based on the desired variables and parameters to understand the complexity and describe or predict these behaviors. The first person who designed the self-leadership model was Manz (1986). Based on this model, he described self-leadership as a journey to self-discovery, a method of self-influence, a technique for self-efficacy, a source of behavioral control, and even a process of self-sufficiency.
In a research titled investigating the role of self-leadership strategies on employee creativity as a mediator of career success, Shamkhani, Kazemi Laegh (2023) finally concluded that self-leadership strategy has a positive and significant effect on creativity with a role as a mediator of employee career success.
In a research titled Self-Leadership as a Support for Empowerment, Klosel (2022) concluded that leadership empowerment should not only be considered as granting freedom of action in decision-making and action, but also the role of support in the development and performance of a role model of leaders should consciously be used; for this purpose, their self-leadership skills should also be continuously developed.
In a research titled investigating the effect of self-leadership strategies on general self-efficacy beliefs, Proios et al., (2020) concluded that self-leadership strategies help to improve the general self-efficacy of participants in organizational activities. Self-goal setting, self-reward, self-punishment, and nature reward were found to be stronger predictors.
 In a study titled Why Self-Leadership Matters, Brownin (2018) concluded that organizational leaders are more sensitive to issues internal to their organization, such as diversity and talent management. These leaders must be able to reflect on their strengths and weaknesses and turn them into learning opportunities.
Research methodology
The strategy used in the current research is Data-based (Strauss and Corbin). The community of participants (qualitative part) is 32 people and the statistical community (quantitative part) is 720 people. The data collection tool in the qualitative part of the research was a semi-structured interview, which was conducted using the snowball sampling method with 18 experts until reaching theoretical saturation. Also, in order to collect information in the quantitative part of the research, a questionnaire was compiled and made available online to the statistical community of the quantitative part of the research. To analyze the data, the information went through the three steps of coding in such a way that the researcher selected the components while converting them into categories and aggregating and explaining the interrelationship of the categories, finalized the process of achieving a systematic theory by putting these categories together around one central category. In order to analyze the data in the quantitative part of the research, model fitting based on the structural equation model was used through Smart-PLS software.
Research findings
In the qualitative part, the central phenomenon of the research was determined; the category of organizational self-leadership with an emphasis on training in non-governmental organizations. Also, causal conditions with 7 categories, intervening conditions with 9 categories, background conditions with 7 categories, strategies with 9 categories and finally consequences with 5 categories were counted.
In the quantitative part of the research, all categories have a factor loading above 0.50 at the confidence level of 0.95. On the other hand, the basis of significance of the items is that the significant number is greater than the value of ±1.96, which indicates the significance of factor loadings. In the model fitting output, CMIN/DF index was obtained equal to 1.515. The comparative fit indices are more than 90% and the economic indices are also greater than 0.5. Also, the RMSEA index was 0.043, which is less than 0.05. Therefore, the structural model of the research was confirmed.
Discussion and conclusion
The current research was conducted with the aim of presenting the indigenous model of organizational self-leadership with an emphasis on training in non-governmental organizations. Based on the findings of this research, the main category of statistics is self-leadership training at the individual and organizational level. The results calculated in this study are consistent with the results obtained in the following studies; Manz (1986), Browning (2018), Shamkhani & Kazemi Laegh (2023), Abdolmaleki & Khorasani (2019), Muller & Niessen (2019), Daud (2020), Proios et al., (2020), Liu et al., (2023), and Mousavi et al., (2020).
Since self-leadership is a set of thinking, speaking, and acting skills that increase individual performance, improve performance efficiency, creativity and innovation and individual effectiveness; therefore it can be taught. In order to achieve this goal, including the subject of self-leadership skills in elementary school and high school courses; and further, expanding its education in the higher education system can play an essential role in the generation of self-leadership in the society. It is also very clear that training self-leadership skills at the organizational level also leads to self-responsibility, job satisfaction, entrepreneurship, a sense of trust between the members of the organization, better communication in the group, and ultimately more correct group decisions.

Abstract Abstract The present study is applicable-developmental research in terms of its purpose, and seeks to design and validate a strategic digital human resources management model in public institutions in the country. In order to achieve the goal, a mixed exploratory (qualitative-quantitative) research design was used. In terms of data collection, non-experimental (descriptive) research was conducted using a cross-sectional survey method. In the qualitative part, data were collected through semi-structured interviews with 12 experienced managers, senior human resources managers, and information technology managers of the Islamic Revolution Foundation of the Oppressed using purposive sampling. In the quantitative part, the statistical population included managers and experts of the foundation, and 130 people were selected by simple random selection using the Cohen power analysis formula and G*Power software. The data were analyzed using the content analysis method and MAXQDA software, and the partial least squares (PLS) method with SmartPLS software. The results showed that the organization's digital leadership components, technical infrastructure, and digital transformation management infrastructure have a direct impact on digital HRM processes and financial and non-financial performance. Also, the operational dimensions of HR including digital recruitment and hiring, digital deployment, digital improvement, and digital retention of HR systematically lead to the realization of strategic digital HRM. Introduction Digital transformation in recent years has emerged as one of the most significant global trends in organizational management, influencing not only technological industries but also broader economic, social, and cultural sectors (Butt et al., 2024). Public organizations have increasingly realized that mere digitization is insufficient and that a fundamental rethinking of traditional public management approaches is necessary. In this context, emerging technologies such as artificial intelligence, mega-data, the Internet of Things, and cloud computing act as driving forces of innovation (Ferreira & Santos, 2025). Scholars argue that digital transformation is not merely a tool for enhancing efficiency but rather a foundational approach to redefining organizational value creation (Karaminiya et al., 2024). The implications of this transformation extend beyond technology to include organizational structures, culture, and decision-making processes (Pourmoghaddam et al., 2025), encouraging organizations to develop dynamic capabilities and foster continuous learning. Consequently, digital transformation has become a strategic necessity for public organizations as well (Karimi et al., 2024). Among the various organizational domains, human resource management has been most affected by digital transformation. As the primary capital of organizations, human resources require redefinition in the digital age (Akramian et al., 2024). Traditional HRM, which was mainly focused on administrative and recruitment tasks, must now assume a strategic role in creating competitive advantage. In this trajectory, digital tools for recruitment, evaluation, training, and retention have gained increasing importance in enhancing both efficiency and organizational effectiveness (Alexandro, 2025). Hence, the present study addresses the key question: how the strategic digital human resource management model can be designed and validated for public organizations in the country. Theoretical Framework Strategic Digital Human Resource Management: Strategic human resource management is an approach that aligns human resource policies and practices with the organization’s overall strategy. This approach is based on the principle that human capital is the most important competitive advantage of organizations in today’s dynamic and competitive environment (Armstrong, 2021). The aim of strategic human resource management is to establish a systematic link between business strategies and employee-related decisions. Within this framework, the processes of digital recruitment, training, retention, and development should be designed in a way that supports the organization’s overall goals (Mirsepasi, 2023). Digital Transformation: The concept of “digital transformation” was first introduced by Patel and McCarthy (2000) and later expanded by Westerman et al. (2011) (Habibi, 2015). This concept goes beyond the digitization of existing processes and emphasizes a fundamental rethinking of business models, organizational structures, and stakeholder experiences in light of emerging technologies (Safdari-Ranjabr et al., 2024). In this framework, technologies such as artificial intelligence, meag-data, the Internet of Things, blockchain, and cloud computing are not merely supportive tools but act as driving forces of innovation and value creation (Wiener et al., 2025). Research Methodology This study was conducted within the paradigm of pragmatism and designed with an inductive–deductive approach, being classified as applicable–developmental research. Data collection was non-experimental (descriptive) and implemented through a cross-sectional survey, using a sequential exploratory mixed-methods strategy to achieve the objectives. In the qualitative phase, data were collected through semi-structured interviews with 12 experts, including experienced managers, senior human resource managers, and IT managers of the Foundation of the Oppressed of the Islamic Revolution, using purposive sampling; the data were then coded through thematic analysis with MAXQDA software. In the quantitative phase, a researcher-made questionnaire was developed based on the qualitative findings, consisting of 10 main constructs and 60 items measured on a five-point Likert scale. Content validity was confirmed through expert judgment as well as CVR and CVI indices, while reliability was verified using Cronbach’s alpha and composite reliability (CR), all of which yielded acceptable values. The statistical population consisted of managers and experts of public organizations, and based on Cohen’s power analysis formula with G*Power software, a sample size of 140 respondents was determined. The collected data in the quantitative phase were analyzed using the Partial Least Squares (PLS) method with SmartPLS software. Findings
The results of the model fit analysis indicated that the GOF index was 0.646, higher than 0.36, confirming a strong model fit. The RMS_theta index was 0.095, which is lower than the threshold of 0.12, demonstrating the model’s convergent validity. The SRMR index was obtained as 0.049, less than 0.08, showing an appropriate fit. The NFI index was reported as 0.706, higher than 0.6, indicating acceptable model adequacy. The normed Chi-square index was calculated as 2.928, which is below 5, and collectively these results confirm the model’s good fit and sufficient validity. Conclusion
The findings revealed that organizational digital leadership, technical infrastructure, and managerial infrastructure of digital transformation exert a direct and positive influence on digital HRM processes as well as on the financial and non-financial performance of public organizations. Digital human resource development plays a crucial role in strengthening strategic digital HRM, and investment in digital training and skill enhancement of employees contributes to improving HR strategies. Furthermore, digital deployment, recruitment, selection, and retention systematically support the realization of strategic digital human resource management and improve organizational efficiency. A comparison with previous studies showed a strong alignment, as Hosseini et al. (2025) emphasized the importance of digital training and technological tools in HRM, consistent with the present findings. Similarly, Tayebi-Khorami et al. (2025) highlighted the necessity of designing localized indicators and validating managerial tools in digital transformation, which aligns with this study’s emphasis on managerial infrastructures. Moreover, Jezni et al. (2024) stressed the role of redesigning organizational structure and culture in achieving digital transformation, consistent with the impact of digital leadership found here. At the international level, Pham et al. (2025) confirmed that digital tools enhance flexibility and work–life balance, which corresponds to the positive role of digital deployment in organizational performance.

Abstract Abstract The aim of this research is to design a political behavior management model based on organizational citizenship behavior. The present research is applicable in terms of purpose, and qualitative in terms of implementation, with a thematic analysis approach. The statistical population of the research includes 19 experts in the field of political behavior management and organizational citizenship behavior. The research collection tool is a semi-structured interview. In order to identify the dimensions and components of political behavior management based on organizational citizenship behavior, detailed and in-depth interviews were conducted with experts in the municipalities of Yazd province. Thematic analysis and NVIVO version 11 software were used to analyze the data. The results showed that the extracted concepts related to the design pattern of a political behavior management model based on organizational citizenship behavior in the municipalities of Yazd province include 47 primary codes, 16 basic themes, and 7 organizing themes. The underlying themes include: management factors, organizational structure, collectivist values, policies and attention to ethics, participatory voice, knowledge management, perceptual error, communication pollution, lack of information transparency, conflict and incongruity, personality traits, monitoring and control and valuation, delearning, educational planning, development of governance, convergence and organizational continuity. Introduction Since the emergence of the concept of human resource management, employee behavior has been considered by researchers as one of the most important categories of human resource management (Izadi et al, 2024). Regardless of the factors affecting employee behavior, it is of great importance that just as positive employee behaviors can significantly improve the overall productivity of the organization; their destructive and negative behaviors can also significantly decrease the performance and productivity of the organization (Ranjit, 2022). Among the behaviors that have received particular attention from human resource specialists is the political behavior of employees (Vojdani Tabatabaie et al, 2023). According to the organizational behavior literature, political behavior refers to activities within organizations to acquire, expand, and use power and other resources to obtain desired results in a situation where there is uncertainty. It should be noted that this definition of organizational politics states that organizational politics can be beneficial to the members of an organization or the organization itself (Sanaie et al, 2023). According to research results, political behaviors have a negative effect on the organizational citizenship behavior of employees (Ali Nisar et al, 2024). There is a wide range of tactics of influence, show-off, emotion management, and the like. Therefore, by using positive variables in the organization, the negative effect of political behaviors can be reduced and a proper balance can be created in the workplace. In this regard, the organizational citizenship of employees is a strong predictor with a wide range of attitudinal, behavioral, and organizational consequences (Atshan et al, 2022). Therefore, this issue and question arises: what is the most important model of political behavior management based on organizational citizenship behavior in the municipalities of Yazd province? Theoretical Framework Political Behavior Management Political behaviors in organizations consist of individual actions taken by an individual or group. They are directed towards advancing their own personal interests without regard for the welfare of others in the organization. Such actions are informal and regulate interpersonal relationships as part of the organization's culture. Political behavior in organizations is often hidden and is influenced by differences in employee perceptions and attitudes and is determined by the nature of the action or individuals' perceptions of reality, not reality itself (Izadi et al, 2024). Organizational Citizenship Behavior Organ et al, (1988) used for the first time the term organizational citizenship behavior and defined it as: conscious and insightful individual behavior that is not directly and explicitly recognized by the formal reward system, and that generally improves the organization's functions. Researchers have found that many factors influence organizational citizenship behavior; factors such as commitment, satisfaction, organizational justice, leadership style, personality traits, job characteristics, and organizational characteristics (Mousavifard, 2024). Bashokouh Ajirlo & Naghavi (2024) conducted a study entitled "Presenting a Simulation Model for the Development of Organizational Citizenship Behavior in Yazd Province Gas Company". The results of this study showed that 50 primary codes, 16 sub-themes and 4 main themes (individual, managerial, organizational and environmental) were identified, with the managerial factor being identified as the most influential factor. The simulation results also showed that the presented model can provide an appropriate estimate of the future development of organizational citizenship behavior in Yazd Province Gas Company. Izadi et al, (2024) conducted a study entitled "Designing and Explaining a Model of Political Behavior of Managers in Government Organizations". The results of this study showed that at the sixth level, the cultural and social gap and personality traits of individuals had the greatest impact compared to other factors; of course, cultural weakness was the most influential factor. At the fifth level of the model, public belief is located. At the fourth level, there is the political will of individuals and the management of organizational imagery and evaluation. At the third level, there is the individual power of individuals. At the second level, there are organizational processes and organizational elections and appointments, and at the last level, there are the patterns of laws and regulations and the structure of government organizations.   Research Methodology The present research is applicable in terms of purpose, and qualitative in terms of implementation, with a thematic analysis approach. The statistical population of the research includes 19 experts in the field of political behavior management and organizational citizenship behavior. The research collection tool is a semi-structured interview. In order to identify the dimensions and components of political behavior management based on organizational citizenship behavior, detailed and in-depth interviews were conducted with experts in the municipalities of Yazd province. Research findings Thematic analysis and NVIVO version 11 software were used to analyze the data. The results showed that the extracted concepts related to the design pattern of a political behavior management model based on organizational citizenship behavior in the municipalities of Yazd province include 47 primary codes, 16 basic themes, and 7 organizing themes. The underlying themes include: management factors, organizational structure, collectivist values, policies and attention to ethics, participatory voice, knowledge management, perceptual error, communication pollution, lack of information transparency, conflict and incongruity, personality traits, monitoring and control and valuation, delearning, educational planning, development of governance, convergence and organizational continuity. Conclusion The present study was conducted with the aim of designing a political behavior management model based on organizational citizenship behavior. The results of this finding are consistent with the results of the research of Dehghanizadeh et al, 2023), Sanaie et al, 2022), Abdullah & AL-Abrrow (2022), Kumari et al, (2022), Bashokouh Ajirlo & Naghavi (2024), Izadi et al, (2024), Mousavifard (2024), Nurollahi & Ghanbari (2021), Mir Mohammad Tabar (2023), Luo et al, (2023), Arnetz et al, (2022), Ebadifar & Mesbahi (2022), Taheri & Ataei (2021), and Khan et al, (2019). Taheri & Ataei (2021) showed that both individual and organizational backgrounds can lead to political behavior. Lack of resources creates politics. When resources such as monetary incentives or promotions are limited, people see the organization as more political. Any kind of ambiguity can lead to more organizational politics. Meanwhile, political behaviors are informal, and sometimes behind-the-scenes efforts to sell ideas, influence the organization, increase power, or achieve other strategic goals. According to the results of the study, the following suggestions are made: It is suggested that serious measures be taken to increase information transparency, resolve perceptual errors, improve communication, and manage conflicts because they can help stabilize the organization and improve the performance of Yazd Municipality. It is suggested that individual factors in Yazd Municipality include personality traits, monitoring and control, and valuation as important components in managing organizational affairs. Personality traits that are considered in this organization include leadership traits, motivation, commitment, and individual capabilities; that can have a great impact on performance and decision-making in the municipality.

Abstract Abstract The aim of the current research is to explain and design mentoring in order to improve human resources activities in the National Company of Southern Oil Regions. The current research is of mixed type (qualitative-quantitative). In the qualitative part, the necessary factors and infrastructures of the model were identified through interviews with 11 experts who were selected using the snowball sampling method; and in the quantitative part, the community consisted of 105 experts and human resource managers of the southern National Petroleum Regions Company, and stratified random sampling method was used. In the qualitative stage, the theme analysis method is used. Experts' opinions were used to check the validity of the qualitative data collection tool, and thematic analysis was uded to check the reliability of the findings. MAXQDA 10 software was used to analyze the qualitative data; and in the quantitative stage, data analysis has been done through questionnaires and structural equations using SPSS, SmartPLS software. Based on the results of the research, 16 themes and in fact the necessary infrastructures for the design of the model were obtained, which are: organizational communication, mentoring evaluation, organizational trust, organizational training, employee development, organizational commitment, employee empowerment, employee socialization, organizational structure, organizational factors, knowledge management, career path management, human resources management, organizational implementation barriers, organizational performance results, and mentor's individual characteristics. Finally, based on the obtained results, the mentoring model was designed in order to improve human resources activities. Extended abstract Introduction Today, organizations have well understood that in order to succeed in the complicated global economy and to survive in the competitive business environment, they need to have the best talents. At the same time as understanding the need to recruit, develop and maintain talents; organizations have realized that talents are critical resources (Abadeh et al, 2023). Today, at least half of the top 1000 leading companies in the world provide mentoring in various forms to their employees. Organizations such as NASA, Vodafone, Coca-Cola, etc. are among the organizations that have included mentoring in their human resources training activities. Even associations and institutions active in the field of training and improvement, such as the American Training and Improvement Association, the Personnel and Improvement Association, the American Management Association, or the International Federation of Coaches, carry out extensive activities in the field of mentoring (Kosariye et al., 2020). Official mentoring programs in organizations are implemented with a special focus on organizational development. Organizational development and culture change; Mentoring can help establish a connection between the organization's values, mission and duty. One-to-one communication helps employees understand the organizational culture and implement any necessary changes. Educational support; the mentoring method helps fill the gap between theory and practice through more transfer of knowledge and learning. Formal education and learning is completed by the practical knowledge and experience of a professional and skilled worker. Retention and maintenance of employees; The mentoring method creates a motivated and encouraging environment through interactions, training and role modeling that facilitates the internal progress of the organization and increases the welfare of employees. Mentors increase success, satisfaction, promotion and job opportunity (Tyler & MMckenzie, 2011). Therefore, the current research is looking for the answer of following question: How is the explanation and design of mentoring in order to promote human resources activities in the National Company of Southern Oil Regions? Theoretical Framework Human resources Human resources are a valuable intangible asset in an organization. Their wants and needs are different and difficult to understand. Due to the increase in the size of the industry and the complexity related to its operations and human factors, a number of organizations have used mentoring programs. Mentoring helps to increase the morale of employees and motivates them to achieve the goals of the organization. Through mentoring, organizations see their employees as better people and gain knowledge about the work needs and personal needs of employees. Just like a discipline that integrates organizational goals and personal goals, organizations gain many benefits through mentoring (Daneshmandi et al, 2018). Mentoring Mentoring is a type of learning process in which individual and mutual helping relationships are achieved through a focus on success (Rajabpor et al, 2015). In this type of learning, emotional support is a key component (Haran & Jeyaraj, 2019). In the mentoring relationship, the mentee learns and grows through conversations with experienced mentors who share their knowledge and experience, and this Learning is integrated with their thinking and action (Rajabpor, 2020). Abdollahi & Heshmati Navabi (2023) investigated coaching as an appropriate strategy for the development of medical faculty members in higher education: a systematic review. The results showed that the mentoring program consists of three stages: "targeting and familiarization with the implementation of the mentoring program", "implementing the mentoring program" and "evaluating the mentoring program." Implementation approaches included a traditional one-on-one coaching program, a peer coaching program, and a distance learning coaching program. By identifying the stages and types of mentoring programs, this study showed that their use, especially the distance education guidance program, has led to the advancement of faculty members in various fields. A mixed approach to program evaluation can provide more appropriate views of the effects of these programs. Gholipur et al, (2022) investigated the presentation of the mentoring model and analyzed the factors affecting its successful implementation in the Hamrah-e Avval company. The results of the interviews were analyzed by theme analysis and using Brown and Clark's approach. Factors affecting the implementation of the mentoring process in 17 sub-categories and 3 main categories; included planning, implementation and evaluation and feedback. Then, in the quantitative phase of the research, the main and subcategories were evaluated using the fuzzy hierarchical analysis technique. The results in the second step of the research showed that the category of implementation is the most important among the three main categories of implementing the mentoring process in the Hamrah-e Avval Company; and after that, the categories of "planning" and "evaluation and feedback" are in the second and third ranks. Research methodology The current research is of mixed type (qualitative-quantitative). In the qualitative part, the necessary factors and infrastructures of the model were identified through interviews with 11 experts who were selected using the snowball sampling method; and in the quantitative part, the community consisted of 105 experts and human resource managers of the Southern National Petroleum Regions Company, and stratified random sampling method was used. Research findings The Max Kyuda software was used to analyze the qualitative data, and in the quantitative stage, the data analysis was done through questionnaires and structural equations using (SPSS, SmartPLS) software. Based on the results of the research, 16 themes and in fact the necessary infrastructures for the design of the model were obtained, which are: organizational communication, mentoring evaluation, organizational trust, organizational training, employee development, organizational commitment, employee empowerment, employee socialization, organizational structure, organizational factors, knowledge management, career path management, human resources management, organizational implementation barriers, organizational performance results, and mentor's individual characteristics. Finally, based on the obtained results, the mentoring model was designed in order to improve human resources activities. Conclusion The current research has been carried out with the aim of explaining and designing mentoring in order to improve human resources activities in the National Company of Southern Oil Regions. The results of this research corresponds with the results of Derex (2021), Bas et al, (2018), Ebrahimpour et al, (2021), Perasad et al, (2019), Mendez et al, (2017), Safdari & ghrone (2022), Deipite & Shalin (2017), Zarabi et al, (2018), Maghboli et al, (2019), Perasad et al, (2019), Safdari & Ghoroneh (2022), Daneshmand et al, (2018), Bass et al, (2018), Pourhossein (2018), Safdari & ghrone (2022), and Deipite & Shalin (2017). From the review of researchers' opinions, it is concluded that the necessary factors and infrastructures for the implementation of mentoring are: The structure of mentoring, determining the supervisor of mentoring implementation, training, creating a mentoring culture, mentoring evaluation, and service compensation. It can be concluded that, according to the background of the research and by studying the opinion of the researchers and by studying the researches, mentoring improves the activities of Human resources include: socialization of training and development, performance management, career path and succession, and preservation and maintenance of human resources. According to the findings of the research, for the optimal use of human resources in planning in the field of mentoring evaluation, it is suggested: - Due to the fact that the human resources activities in the National Company of Southern Oil-bearing Regions need to be improved and the use of management systems and attention to these activities will improve the human resources activities, and if human resource activities are performed well; the performance of human forces and human resources of the organization will improve, and the achievement of the organization's goals depends on the performance of its human resources, and the proper performance of the organization's human resources will make the organization's goals effective and efficient. It is recommended to use mentoring system in order to improve human resource activities.

Abstract Abstract
The present study was conducted with the aim of identifying and prioritizing Iran's educational cooperation opportunities within the context of the Belt and Road Initiative, and for the first time uses a combination of qualitative and quantitative methods in a two-level manner. In the first step, ten key themes were identified through interviews with 25 experts in the fields of education policy, management, entrepreneurship, and geography: academic exchange, digital infrastructure, educational justice, cultural diplomacy, regional knowledge production, institutional coordination, common curriculum development, economic empowerment, resource provision, and cultural and linguistic challenges. In the second step, the cause-and-effect relationships between themes were analyzed by the DEMATEL technique. The findings showed that themes (numbers in parentheses indicate their high priority in the DEMATEL analysis) such as digital infrastructure (13.76), cultural diplomacy (13.58), and common curriculum development (13.30) are among the causal and driving factors. These numbers indicate the relative importance and priority of these themes in the proposed research processes. While other themes such as educational equity (11.20), resource provision (13.15), and regional knowledge production (12.10) play more of a dependent and effected role. Cultural and linguistic challenges are also considered effective barriers to academic interactions, but solutions such as strengthening digital infrastructure (13.76), online education (13.82), and concluding multilateral agreements can be effective in reducing their effects. The results of the study emphasize the need for a systemic, forward-looking, and causal perspective in Iranian educational policymaking, and on this basis, prioritizing components such as academic exchange (12.14) and digital infrastructure (13.76) will play a key role in the success of regional scientific cooperation.
Introduction
The Belt and Road Initiative, which China introduced in 2013, is a global plan to develop infrastructure, cultural interactions, and educational cooperation among more than 140 countries. (Kanan et al., 2023; Irna, 2025). This initiative has strengthened China's soft power by focusing on educational diplomacy through scholarships, language institutes, and joint scientific projects. (Anand, 2024). With its privileged geopolitical and civilizational position, Iran has a high capacity to play a role in this plan. Attracting foreign students, scientific exchange, teaching Persian, and establishing joint university branches are among Iran's opportunities in this framework. (Gamage, 2024). However, lack of a coherent strategy, weak coordinating structures, and cultural and linguistic barriers have prevented the full exploitation of these capacities. Focusing on Iran’s educational capacities, the present study seeks to identify opportunities and provide solutions to enhance the country’s scientific and cultural position within the framework of the Belt and Road Initiative. In order to better understand the dimensions of the problem, it is necessary to answer the following question: What are the most important opportunities and obstacles to Iran’s educational cooperation with the countries participating in the Belt and Road Initiative?
Theoretical Framework
The Belt and Road Initiative, the New Silk Road
The Belt and Road Initiative, introduced by China in 2013, is a comprehensive plan for the spatial development and geographical connectivity of countries through transportation infrastructure, especially in the regions of Central Asia, Southeast Asia, and the Middle East (Chiebuka et al., 2021). By creating economic corridors, this plan has highlighted Iran’s role as a key node in geoeconomic routes and has also provided capacities for educational cooperation.
Granting scholarships, establishing Confucius Institutes, and attracting foreign researchers are among China’s measures to increase its cultural influence and present a positive image of itself globally and in the soft power dimension (Ryskulbekova, 2023). These policies are pursued with the aim of strengthening China’s “national renaissance” and enhancing its international standing. However, challenges such as the lack of credibility of Chinese qualifications in the global market, the preference for studying in the West, and cultural and political sensitivities in some countries have limited the effectiveness of China’s educational soft power. In other words, with this initiative, China is trying to play a more active role in global educational governance and present an alternative narrative of the globalization of education that is based on South-South cooperation and mutual respect (Peters et al., 2020; Woo, 2023).
By expanding regional and global academic cooperation and forming alliances such as the “Silk Road Universities” and “Central Asian Universities” with the participation of hundreds of universities from dozens of countries, the Belt and Road Initiative demonstrates China’s efforts to institutionalize academic interactions and create South-South cooperation frameworks, strengthen educational cooperation, student exchanges, and internationalize higher education. It is an important field for academic interactions between China and countries along the route. Despite the vast opportunities, critics have warned about the long-term consequences of this trend and raised questions about its impact on academic freedom and the place of education in open societies. Therefore, China’s success in educational diplomacy depends on carefully managing cultural relations, respecting local diversity, and responding to the concerns of partner countries’ public opinion.
By offering extensive scholarships, the Chinese government has succeeded in attracting a large number of foreign students, and by 2017, more than 317,000 students from member countries were studying in China. This trend has made China the third largest higher education destination in the world. (Woo, 2023; Yue et al., 2022(.
Despite relative success, the distribution of educational benefits is uneven, and attracting students from Arab and African countries faces challenges such as language barriers, political concerns, and a lack of recognition of the quality of Chinese universities. Academic cooperation has also expanded to include dual degree programs, joint universities, international laboratories, and faculty and student exchanges. University alliances such as the Silk Road and Central Asia have been formed to facilitate academic interactions and the transfer of academic credits. China has also strengthened its academic presence by establishing overseas campuses, such as the Xiamen University branch in Malaysia.
Opportunities, Obstacles, and Challenges of Educational Cooperation
Educational cooperation faces challenges such as differences in academic standards, cultural barriers, financial constraints, and geopolitical competition. In Iran, despite its scientific and cultural potential, few studies have examined in depth the educational opportunities and challenges within the framework of this initiative. However, the establishment of entrepreneurial universities plays an important role in the transfer of knowledge, technology, and commercialization in international higher education (Khorasani et al., 2013). The Silk Road Education Promotion Program focuses on academic exchanges and international visits in fields such as language, medical sciences, and environmental engineering; and is aligned with the economic and infrastructure goals of the initiative (Ge & Ho, 2022).
Despite differences in educational standards, language and cultural barriers, financial constraints, geopolitical competitions, and the effects of crises such as COVID-19 (Ma & Zhou, 2019); the greater challenge is the lack of a comprehensive theoretical framework and localized research to analyze these issues in regional and national contexts. Existing research has focused more on China’s infrastructure investments (Woo, 2022; Yu et al., 2018); while the initiative’s educational and cultural diplomacy is still in the early stages of scientific investigation. Studies have mainly focused on China’s cooperation with Southeast Asia, Africa, and Eastern Europe; and Iran’s position in these cooperation has been less analyzed.
The innovation of the present study is to focus on Iran and analyze the factors affecting educational cooperation, providing a clear picture of strengths, weaknesses, opportunities, and threats that can enhance Iran’s position in the Belt and Road Initiative’s scientific diplomacy.
Based on the theoretical foundations and research background, our conceptual model is as follows: cultural and linguistic challenges; required infrastructure; key opportunities for educational cooperation; international policymaking and coordination; and cultural, educational, and economic consequences are a set of factors that affect the country’s educational opportunities.
Research Methodology
This research aims to identify and prioritize Iran’s educational cooperation opportunities within the framework of the Belt and Road Initiative, and uses a mixed approach; qualitative and quantitative methods. In the first stage, qualitative data were collected through semi-structured interviews with 10 experts in the field of higher education and science diplomacy, and analyzed by the content analysis method of Brown and Clark (2006) and NVivo15 software. In this stage, 5 main areas and 15 key opportunities were extracted.
In the second stage, the findings were reviewed and refined with the participation of 25 experts in the Delphi process. Then, in the third stage, the DEMATEL technique was applied to analyze causal relationships and prioritize opportunities. This method, combining fuzzy logic, calculates direct and indirect effects between variables and provides D+R values to determine the importance and dependence of each variable. Previous studies such as Salehian et al. (2019) were also modeled.
The DEMATEL process consists of five steps: assessment of initial relationships by experts, data normalization, calculation of complete relationships, measurement of impact and dependency, and determination of priorities. The combination of content analysis, Delphi, and DEMATEL methods allows for a comprehensive and accurate analysis of educational opportunities and is consistent with the complex and emerging nature of educational diplomacy. Educational experts, the use of specialized software, and conducting supplementary interviews ensured the validity of the tools and reliability of the data.
Research findings
The findings of this study, based on a component analysis with four key metrics including impact (D), effectiveness (R), degree of interaction (D+R), and causal or effect role (D−R), provide a clear picture of the opportunities and obstacles for Iran’s educational cooperation within the framework of the Belt and Road Initiative. The results show that some components, such as digital infrastructure, online education, cultural diplomacy, and bilateral agreements, have a positive causal role and high impact. For example, digital infrastructure, with a D value of 6.81 and a D+R of 1.52, is known as a driving component that can activate other capacities. These components play a strategic role in future policymaking by facilitating faculty-student exchange, improving the quality of education, and creating a suitable platform for scientific mobility. In contrast, components such as student scholarships, joint research centers, and faculty-student exchange, with a negative or close to zero causal roles, are dependent on underlying factors. For example, faculty-student exchange, with an impact of 7.31 and a causal role of -0.08, has limited impact without the support of driving components.
Consequently, to effectively exploit the educational potential of the Belt and Road Initiative, Iran must develop a targeted strategy that focuses on strengthening positive causal components such as digital infrastructure, institutional support, and educational diplomacy. Also, removing barriers and strengthening dependent components are necessary conditions for the sustainability and effectiveness of scientific cooperation.
Conclusion
The main objective of this study is to identify and analyze the opportunities and obstacles for Iran’s educational cooperation with the countries participating in the Belt and Road Initiative (BRI). Despite the focus of existing sources on economic and geopolitical aspects, the results of the study are consistent with studies such as Majidi (2020), Azadi-Ahmadabadi (2020), Bharti (2024), and Rozman (2025). Opportunities such as student exchange, joint research, and curriculum development play an important role in science diplomacy. On the other hand, obstacles such as cultural and linguistic differences, weak infrastructure, and the need for financial investment are serious challenges in the path of educational cooperation, which have also been confirmed in previous studies such as: Liu et al., (2025); Riahi, Ghaneirad, and Ahmadi (2014). In response to the first sub-question about opportunities and capacities for educational cooperation, the findings indicate that components such as digital infrastructure, online education, cultural diplomacy, and bilateral agreements have the highest level of impact and causal role. In examining the second question, it was found that the components of student scholarships, joint research institutes, professor-student exchange, and development of educational centers have negative or close to zero values and are recognized as obstacles to the expansion of educational cooperation between Iran and the Belt and Road countries.

Abstract Abstract
The purpose of this research is to compile and validate the curriculum of religious education in the preschool period. The research method is applicable in terms of purpose, mixed (qualitative-quantitative) in terms of the type of data, and is a sequential exploratory combined approach. The statistical population in the qualitative section includes 16 curriculum studies experts, Islamic education experts, and instructors of this course; and in the quantitative section, it includes 200 preschool children. Sampling was done purposefully and according to the theoretical saturation of the data. The tools of data collection are semi-structured interviews and questionnaires. Theme analysis was used to collect information in the qualitative stage, and structural equation modeling in the quantitative stage. The data obtained from the interviews were analyzed using Nvivo version 8 software in the form of thematic analysis-based, inductively on the "theme network" technique, and during the stages of coding (open, central and selected), and the proposed model of religious education for preschool children was compiled and its assumptions were used to prepare a survey questionnaire in the quantitative stage and evaluate its validity. To ensure the validity of the instrument, expert consensus was used using Delphi method and Cronbach's alpha method was used to determine reliability (α = 0.83). The data were collected with convergent validity (AVE > 0.5) and composite reliability (CR > 0.7), and were analyzed by PLS software to validate the model from structural equation modeling using partial least squares. The results showed that the identified characteristics can predict religious education curriculum components in a favorable way (R2=0.552). Finally, the fit of the overall research model was confirmed (GOF=0.438).
Extended abstract
Introduction
Education is the most important and basic aspect of human life. In addition to the role and function of the family as an effective and important factor in children's issues and problems (Abbass Ghorbani & Naghdi, 2020), today the role of educational systems, especially education, is not limited only in learning science, developing skills, cognitive abilities, and preparing children and teenagers to entering higher education degrees, but its cultural and educational function is very important in the progress and development of societies (Nasiri et al, 2022). Considering the role of education and the duties of the school in achieving religious goals and responding to the needs of society, religious education has been considered as the most important goal in the current educational and official systems (Vaghari Zamharir et al, 2017). Religious education or divine education is the most important part of Islamic education and the philosophy of the mission of the prophets, and the most basic duty of the divine parents and guardians and educators of the Islamic human society. Religious education, so to speak, is an aspect of the educational process that oversees the development of cognitive, emotional, and practical (experiential) dimensions in terms of commitment to religious standards; in other words, religious education is the development and strengthening of religious beliefs, religious moods and emotions, and adherence to rituals, and it considers religious customs to realize a civilized personality (Keyhan, 2021). In the current research, an attempt is made to answer the question: what is the design of the religious education curriculum model at the preschool level in Iran's education?
Theoretical framework
Desired Religious education has always been one of the main concerns of education systems. Religious education or divine education is the most important part of Islamic education and the philosophy of the mission of prophets and the most basic duty of divine guardians and guardians and educators of Islamic human society (Ashrafi Soltan-Ahmadi et al, 2021). Religious education is to provide natural and introspective opportunities for people to discover the sublime brilliance of religion through personal experience and inspiration from their nature (Sharifi Darvaze et al, 2021). In another definition, religious education considers the growth and strengthening of religious beliefs, religious moods and emotions, and adherence to religious rites and customs to realize a civilized personality (Kiyomarthi, 2013).
Samadi (2022) in his research on the causes of the vulnerability of the educational system in developing students' religious identity, came to the conclusion that the policy weakness of the educational system in the training of human resources, religious education curriculum, and lack of attention to developmental requirements of students and poor performance of religious institutions, media and peer groups are among the vulnerability factors in developing religious identity.
Zare et al, (2022) investigated the analysis of religious education in students. The results indicated that special attention should be paid to the exemplary role of the teacher, scientific and religious competence, acceptability and popularity of the teacher for the students, and they also emphasized on expressing religious issues in a simple and understandable way and in the form of specific behaviors and using various educational tools such as books as well as holding attractive ceremonies and competitions.
Research methodology
The research method is applicable in terms of purpose, mixed (qualitative-quantitative) in terms of the type of data, and is a sequential exploratory combined approach. The statistical population in the qualitative section includes 16 curriculum studies experts, Islamic education experts, and instructors of this course; and in the quantitative section, it includes 200 preschool children. Sampling was done purposefully and according to the theoretical saturation of the data. The tools of data collection are semi-structured interviews and questionnaires. Theme analysis was used to collect information in the qualitative stage, and structural equation modeling in the quantitative stage.
Research findings
The data obtained from the interviews were analyzed using Nvivo version 8 software in the form of thematic analysis-based, inductively on the "theme network" technique, and during the stages of coding (open, central and selected), and the proposed model of religious education for preschool children was compiled and its assumptions were used to prepare a survey questionnaire in the quantitative stage and evaluate its validity. To ensure the validity of the instrument, expert consensus was used using Delphi method and Cronbach's alpha method was used to determine reliability (α = 0.83). The data were collected with convergent validity (AVE > 0.5) and composite reliability (CR > 0.7), and were analyzed by PLS software to validate the model from structural equation modeling using partial least squares. The results showed that the identified characteristics can predict religious education curriculum components in a favorable way (R2=0.552). Finally, the fit of the overall research model was confirmed (GOF=0.438).
Conclusion
The present research was conducted with the aim of compiling and validating the religious education curriculum in the preschool period. The results of this research is aligned with the results of Aghili et al, (2019), Naderi et al, (2019), Rahayu & Munadi (2019), Mansoorian (2022), Shamshiri & Nowzari (2018), Placklé et al, (2014), Maleki (2013), and Mikailo & Sultan Al-Goraei (2015). Mansoorian (2022) has emphasized in his research that by using the problem solving method, students' understanding and perception can be brought to the level of abstract perception. It means that they should not consider what they learn as reserved; but they understand and touch those contents with all their being. Shamshiri & Nowzari (2018) in presenting the local model of religious education for preschool children emphasized and necessitated the method of grounding by providing practical learning activities for the active participation of children in the process of religious education.

Abstract Abstract The aim of this research is to "study the effect of using artificial intelligence systems on learners' learning efficiency". This is a descriptive-survey and applicable research, and of correlation type in terms of the relationships between variables. To achieve this goal, a statistical population consisting of 200 English language instructors and teachers in Tehran and a sample of 135 people were studied using the accessible method. Data collection was carried out using a questionnaire whose validity was confirmed by experts and its reliability by Cronbach's alpha coefficient. SmartPLS3 statistical software was used to analyze the data and test the hypotheses. The findings of this study show that blockchain technology, visualizations, intelligent teaching systems, adaptation and personalization systems have a positive and significant impact on the efficiency of English language learning, while the impact of assessment and evaluation and robot teachers on improving the efficiency of language learning has been rejected, and it seems that from the educators and lecturers' viewpoint, these systems cannot directly replace the teaching staff. Introduction With the industrial growth of societies and the advancement of technology, humanity achieves new inventions every day and tries to use them. In the light of technological progress and the emergence of new concepts of artificial intelligence, this knowledge has also entered a new stage of its life, in such a way that today, human hope for the realization of the long-standing dream of creating an artificial human has increased (Lee et al., 2024). In today's digital age, e-learning has become an essential part of educational systems around the world, and new technologies in education have caused tremendous changes. Artificial intelligence systems offer a promising solution to the challenges associated with error detection and correction in educational content. These intelligent systems have the ability to analyze large volumes of data and identify inconsistencies, inaccuracies, and grammatical errors that may exist in digital learning resources (Sadr & Khani, 2024). Using advanced algorithms and natural language processing techniques, artificial intelligence systems can effectively detect and correct errors and ensure the delivery of accurate and reliable educational content. In addition, artificial intelligence systems can significantly reduce the workload of educators and content producers. By automatically detecting and correcting errors, they can focus on developing engaging and innovative educational content instead of spending valuable time on tedious correction tasks. The need to detect and correct errors in educational content is undeniable. The introduction of AI systems presents an exciting opportunity to revolutionize e-learning by ensuring accurate and error-free delivery of educational content. By harnessing the power of AI, we can create a more efficient and effective learning environment that empowers language learners and teachers alike (Huang et al., 2023). In summary, this study can help educators and learners to fully utilize the potential of AI in language teaching and make the learning process more effective and enjoyable for everyone. Finally, considering the above, the purpose of the present study is to answer the question: what is the impact of using AI systems on language learners’ learning efficiency? Theoretical foundations Definition of artificial intelligence Artificial intelligence is generally referred to as any hardware or software program that exhibits behavior that appears intelligent, or the ability of a digital computer or a robot controlled by a computer to perform tasks typically attributed to intelligent beings. Typically, this term refers to the project of developing and designing systems equipped with human thinking systems; such as the ability to think, discover meanings, generalize, draw conclusions, and learn from past experience (Takhshid, 2021). Some of the points that psychologists use to describe human intelligence have been effective in assigning intelligence to computer performance. These points, which can also be useful for understanding artificial intelligence, include the ability to adapt to new situations, learn, reason, solve problems, perceive, and use language. Another useful definition for describing artificial intelligence is the one provided by the European Commission's Artificial Intelligence Expert Group; as follows: "Artificial intelligence systems are systems of software (and sometimes even hardware) designed by humans to act, when given a complex task, physically or digitally, by understanding their environment by acquiring data and analyzing and interpreting the acquired structured or unstructured data, reasoning based on the findings or by analyzing the information they have obtained from this data, and deciding to perform the best action with the aim of performing the initial task." Artificial intelligence systems can learn symbolic rules or numerical models. They can also adapt their behavior based on analyzing the impact of their previous actions on the environment (Takhshid, 2021). Learning English There are different opinions on the definition of bilingualism; from a minimum familiarity (a few words) to complete mastery of two languages. Bilingualism is sometimes interpreted as the ability of an individual to use two different languages, and a bilingual is considered to be an individual who is proficient in two languages to the extent that he can use each of the two languages alternately and in place of the other, as necessary (Sharadgah & Sa'di, 2022). Sometimes bilinguals are defined as those who use two or more languages in their daily lives. From the definition of bilingualism, it can be seen that there is no difference between bilingualism and multilingualism. Hagen, while calling the phenomenon of bilingualism relative, considers the ability to fully express oneself in a second language and to transfer concepts to a second language as a criterion for bilingualism. Bilingualism can also be divided into two categories: additive and subtractive; in the first category, the addition of a second language to a person's first language has a positive effect on their cognitive and social skills, and in the second case, learning a second language leads to a deterioration in the person's first language (Sharadgah & Sa'di, 2022). Examining the efficiency of language learners' learning based on artificial intelligence teaching methods With the world becoming more digital, we are witnessing a significant change in education, in which the combination of humans and technology opens doors to new opportunities. Educational environments and the field of education are also affected by transformative technologies, or in other words, education; and educational centers need to adapt to the use of new technologies and digital transformation, which further strengthens teaching and learning (Ronaghi & Feiz, 2021). “Smart education” as a global scenario is a byproduct of a smart environment where teachers and learners interact with technology. Such a smart system facilitates educational services and ultimately makes them customer-centric. Smart education provides users with e-learning technologies, software, and Internet-based hardware systems. Many educational environments around the world have successfully implemented smart education systems and facilitated the optimal use of learning tools. Therefore, considering that smart education technologies such as the Internet of Things and artificial intelligence are becoming one of the most popular approaches to achieving educational goals, they have enabled the transition from education to smart education and have played an important role in creating a smart educational environment. Given these conditions, educational environments must constantly embrace change and face technological trends if they want to build a good future for their customers. They should also strive to improve the quality of education and move in step with the development of technology by applying new methods in the teaching and learning process (Zhai & Wibowo, 2023(. Research Method This research is applicable in terms of its purpose, and descriptive-survey in terms of its research method. The statistical population of the research is 200 English language instructors and teachers in Tehran, from which a sample of 135 people was selected by an accessible method, and a questionnaire was distributed among them. The research data collection tool was a standard questionnaire. In this research, structural equation modeling with the help of the partial least squares method and PLS software was used to examine the hypothesis testing and model accuracy. PLS is a variance-based approach that requires fewer conditions compared to similar structural equation techniques such as LISREL and EMON, and its main advantage is that it requires fewer samples compared to LISREL modeling. Research findings Given the benefits of artificial intelligence as an emerging technology in smart educational environments that is ushering in a new era in this field, the aim of this research is to investigate the impact of applicable components of artificial intelligence systems on English language learning in smart educational environments. The seven components related to artificial intelligence that the researcher has investigated to verify the effectiveness of these systems are: 1- Smart teaching systems, 2- Assessment and evaluation, 3- Adaptation and personalization systems, 4- Teacher robots and chatbots, 5- Visualizations, 6- Blockchain. In the present study, a researcher-made questionnaire was designed and the impact of the above components on English language learning was measured, which is presented in the following research findings. According to the results obtained from the path coefficient (indicating the intensity and type of relationship between two latent variables) and the t-statistic, it can be seen that blockchain technology, visualizations, intelligent teaching systems, adaptation, and personalization systems have a positive and significant effect on the efficiency of English language learning. In contrast, the effect of assessment and evaluation and robot teachers on improving the efficiency of language learning has been rejected, and it seems that from the perspective of instructors and lecturers, these systems cannot directly replace the entire teaching staff. Discussion and Conclusion The results of the present study showed that blockchain technology, visualizations, intelligent teaching systems, adaptation, and personalization systems have a positive and significant effect on the efficiency of English language learning; while the effect of assessment and evaluation and robot teachers on improving the efficiency of language learning has been rejected, and it seems that from the perspective of instructors and lecturers, these systems cannot directly replace the teaching staff. These results are in line with the results of Dadkhah et al., (2024), Niko (2024), Herdina & Ain (2024), and Ayotunde et al., (2023). Personalization with artificial intelligence is carried out through data mining, learning analysis, and creating interaction in a personalized learning space, and is now also used in educational environments. Other tasks of these systems are to support teachers in designing learning and teaching, and using academic data to monitor and guide students. In the component of teacher robots and chatbots, teacher simulation is one of the most important goals of artificial intelligence. Teacher robots or AI-based teaching assistants are humanoid robots with conversational capabilities that have excellent problem-solving performance and can teach actually or virtually. Visualizations have added new opportunities and benefits to the education process. Therefore, learners enjoy the learning experience in virtual learning environments and are better engaged in learning. For example, some experiments are expensive or dangerous, or it is not possible to physically be present in certain historical environments; in this case, artificial intelligence comes to the aid of education and makes the environment and conditions accessible using emerging visualization technologies. In visual environments, learners develop and strengthen their understanding, skills, and experiences without facing the fear of failure, danger, or any other negative consequences. Another capability of AI is its use in blockchain. The use of blockchain in reputable educational environments is expanding. Issuing and storing electronic certificates and diplomas is the most widespread area in which blockchain technology is used. Another widespread application of blockchain in education is recording learner records. Blockchains can also make the work of educators easier by using smart contracts (learner curriculum management). 

Abstract Abstract The purpose of this research is to evaluate the needs assessment process of training courses for the staff of the general sports and youth departments. The research method is applicable in terms of its purpose, and qualitative in terms of implementation, based on the inductive approach. The statistical population of the research includes all professors of sports management, managers, deputy general departments of sports and youth; and sampling was done intentionally or judgmentally; and 15 people in this research were interviewed, and based on the selection of this sample method; sampling done by the researcher was based on personal judgment and study objectives and the nature of the research. After conducting the interviews and using the theoretical saturation technique, interviews were conducted with 12 members of the sample. The evaluation of the design and planning component of training courses is based on the ISO 10015 standard. The data collection tool is a semi-structured interview. Open, central, and selective coding was used for data analysis. According to the results obtained regarding the needs assessment components, there are 6 main categories related to the content of the needs assessment courses, the process of implementing the needs assessment, the participation of the organization members in the course, the timing and prioritization of the basic needs of the organization, and finally the applicability of the topics raised in the period was extracted. Extended abstract Introduction Today, the sustainable development of a country largely depends on the effective use of its productive human resources (Imaneh, 2022). An organization can achieve a competitive advantage if it has competent human resources. If there are efficient, competent, skilled, and experienced managers at the head of the organization and fully aware of management principles and techniques, the success of the organization in reaching its goals is guaranteed. Success in performing managerial roles is more than anything related to the ability and effectiveness of employees and supervisors in terms of skill, knowledge, and attitude (Jafari & Ranaei Kordshouli, 2019). Employee training must be practical, so the first step in employee training planning is training needs assessment. Needs assessment is one of the most important topics expressed in the field of human resources and social services, and it is an analysis that identifies two polar situations; Current situation (where we are), and ideal situation (where we should be) (Mustafezian & Lotfi, 2021). Needs assessment, as an organizational action, is a method that prevents the breakdown and disintegration of employees, current affairs, and patterns of work behavior of the organization. A detailed needs assessment plan may take care of the least fragmentation, separation, and disintegration in the organization (Gooldstion, 2019). It is clear to everyone that performance can be improved by teaching certain knowledge, attitudes, and skills. To identify the most important knowledge, attitudes, and skills; education needs assessment is used (Miller, 2015). Sports organizations such as the General Directorate of Sports and Youth and its subordinate sports boards in each province are involved and supervised as government and service organizations in the field of popular and championship sports development. The complexity of these organizations has increased in recent years, and despite the rules and organizational procedures that are frequently changing, the employees of sports organizations must be constantly trained. The general administrations of Sports and Youth, as the guardians of sports in the whole country, are not excluded; because the general administrations of sports and youth need competent and developed employees in line with other sports organizations and in line with the dynamic changes of the environment in order to continuously achieve its goals. Based on this, the present research seeks to answer the question: how is the evaluation of the needs assessment process of training courses for the employees of the general sports and youth departments? Theoretical Framework Needs assessment Educational needs assessment is a triangular term. Training (any activity to acquire knowledge, skills, or attitude change), needs (gap between current and desired or needed), and assessment (process of identifying needs and prioritizing them). Investing in employee training can achieve better performance. Educational needs assessment is a suitable step to design a suitable and cost-effective educational program by determining specific priorities to achieve specific knowledge, skills, and practice (Yousif et al, 2019). Educational needs Looking at educational planning and its direction, we find that a basic principle is always considered, and that is to use education to meet the need. The most basic step in educational planning is determining the educational needs, and if this step is taken correctly, that is, the identified educational needs are based on reality; the educational programs are also adjusted and implemented based on these needs. They will correspond to reality and are effective in solving individual and organizational issues and problems (Moradi Sarvestani & Zarei, 2017). Kim et al, (2020) conducted a research titled prioritizing the educational needs of school health workers. This study investigated the training needs of health workers in a province of Vietnam. Educational priorities of health workers were analyzed using Borich needs assessment and Locus for Focus model. Based on the results of infectious disease control, education was the highest priority, while the implementation of health promotion programs had a relatively low priority. Based on this, high-priority educational needs can be considered mandatory in the continuing education policy of health workers. Awareness of the importance of health promotion, which is emphasized at the global level, should also be promoted through school health policy. Bae & Roh (2020) investigated the educational needs of Korean nurses in a research. Based on the results obtained from this research, the analysis of educational needs is useful for developing programs to increase the qualifications of nurses. Research methodology The research method is applicable in terms of its purpose, and qualitative in terms of implementation, based on the inductive approach. The statistical population of the research includes all professors of sports management, managers, deputy general departments of sports and youth; and sampling was done intentionally or judgmentally; and 15 people in this research were interviewed, and based on the selection of this sample method; sampling done by the researcher was based on personal judgment and study objectives and the nature of the research. After conducting the interviews and using the theoretical saturation technique, interviews were conducted with 12 members of the sample. The evaluation of the design and planning component of training courses is based on the ISO 10015 standard. The data collection tool is a semi-structured interview. Research findings Open, central, and selective coding was used for data analysis. According to the results obtained regarding the needs assessment components, there are 6 main categories related to the content of the needs assessment courses, the process of implementing the needs assessment, the participation of the organization members in the course, the timing and prioritization of the basic needs of the organization, and finally the applicability of the topics raised in the period was extracted. Conclusion The current research was conducted with the aim of evaluating the needs assessment process of training courses for the staff of the general sports and youth departments. The results of this research are aligned with the results of Kim et al, (2020), Bae & Roh (2020), Cigularo & Dilulio (2020), Bayer et al, (2019), Mircholi & dihim (2019), Vatani et al, (2020), Sanaeinasab & Karamali (2020), Bagheri et al, (2020), Mahmud et al, (2019), Arogundade et al, (2019), Azimi (2019), and Huang & Jao (2016). Cigularo & Dilulio (2020) states that factors such as the inappropriateness of the time of holding classes and the inappropriateness of the training place in terms of distance are among the most important problems raised by learners participating in training courses. Therefore, ignoring the limiting factors on the part of educational program designers can reduce the motivation of learners to participate in educational courses. On the other hand, it should be noted that examining the limiting factors is a very important step in the education process, because the results of this section allow the education managers to design a suitable program according to the existing limitations. According to the results of the research, it is suggested: using the ISO 10015 standard as a tool to guarantee the quality of educational programs enables the organization to evaluate its success rate in designing and compiling educational programs at different time points. In the training section, ISO 10015 proposes a clear road map for management guidance so that senior managers can pay attention to the needs of top, middle, and operational managers as well as employees and meet their needs by changing and modifying training programs. Training should be used simultaneously to help solve organizational problems and increase employee performance.

Abstract Abstract This research aimed to analyze the educational and cultural effectiveness of Fajr Festival posters based on Parsons' AGIL theory (adaptation, goal achievement, coherence, maintaining patterns). The method of this research is based on the paradigm of pragmatism and from the perspective of the objective it is a developmental research that has been conducted in a single cross-sectional manner; the method of this study is qualitative/quantitative from the perspective of the result, such that the research strategy in the first step is qualitative content analysis of the interview text of the informants regarding the criteria for evaluating the educational and cultural effectiveness of Fajr Festival posters, and in the second step is fuzzy screening and the method of data collection was library in the first step and field in the second step using a questionnaire tool. The festival posters were evaluated by experts using the fuzzy screening method in the four functions of Parsons' theory and based on five key criteria: learning and knowledge enhancement, attitude and behavior change, participation and interaction, satisfaction, and long-term impact. The results showed that among Parsons' four functions, "adaptability" (attracting the audience and matching visual taste) is the most important in cultural educational effectiveness. After that, "achieving the goal" (conveying a specific educational message) and "maintaining the model" (promoting the values ​​of committed cinema) are placed, and "coherence" (using national and religious symbols) has a moderate effect on cultural educational effectiveness, despite its strong presence in posters. This study has provided suggestions for artists, cultural policymakers, and managers interested in promoting the role of posters as an educational medium and a means of transmitting cultural values. Introduction As one of the most efficient visual media, advertising posters have always played a pivotal role in educational systems and the transmission of cultural messages (Pan et al., 2025). Studies show that posters, by combining visual and textual elements, have a unique capacity to instill educational concepts and shape the collective unconscious (Kumar et al., 2025). Especially in societies undergoing cultural transition, these visual media can serve as an efficient tool for educational management goals (Thakur et al., 2025). Recent research emphasizes that the design of advertising posters in recent decades has moved from purely advertising approaches to educational and culture-building models. This development has made posters a valuable source for analyzing cultural policies (Gelan, 2025). The Islamic Revolution of Iran in 1979 was a turning point in redefining the educational and cultural system of Iranian society. By breaking with previous patterns, this development established new foundations for the production of committed and educational art (Takaloo & Darvishi Se Talani, 2021). Studies show that after the revolution, visual arts were especially used to serve educational and training purposes, and cultural analyses confirm that the Islamic Revolution turned concepts such as cultural independence and the fight against arrogance into the focus of artistic production (Majidi Vizane et al., 2022). These developments created a dynamic space for the creation of works of art with educational functions. The Fajr decade, as a symbol of the victory of the Islamic Revolution, is considered an important vehicle for the implementation of cultural and educational programs in the calendar of the Islamic Republic of Iran. Research shows that the programs of this decade have become an opportunity to transmit revolutionary and educational values ​​to new generations (Maqhsoodi & Alipour, 2011). Content analysis of the programs of this decade indicates that advertising posters have a major contribution to the reproduction of educational discourse; these works act as “visual educational media” that can effectively convey cultural concepts (Manifar & Haji Alimohammadi, 2022). Parsons’ social systems theory, emphasizing the four functions of “adaptation, goal achievement, coherence, and pattern maintenance,” provides an analytical framework for examining the role of posters in the educational system. Recent studies show that this theory can be used to analyze the educational functions of visual media (Hahighhatian et al., 2015). Researchers believe that promotional posters, within the framework of this theory, have the function of “preserving cultural and educational patterns” (Mahmoodi & Kichi, 2016). Despite numerous studies on the Islamic Revolution, a systematic analysis of the posters of the Fajr decade from the perspective of educational management and cultural policy-making has been neglected. This research, using the screening method, examines the impact of Fajr Festival posters based on Parsons’ AGIL theory on educational and cultural effectiveness. The innovation of this research lies in screening the most important features of Parsons’ theory hidden in the posters of the Fajr Festival of the Islamic Revolution as one of the most important cultural events after the Islamic Revolution of Iran based on the main criteria of cultural and educational effectiveness, which emphasizes the undeniable importance of cultural/educational developments affected by changes in visual productions, especially the posters of this important Iranian event after the Islamic Revolution.  Theoretical Framework As one of the most effective visual communication tools, advertising posters play a pivotal role in educational systems and the transmission of cultural messages (Kobayashi et al., 2018). Studies show that these visual media, by intelligently combining visual and textual elements, have a unique capacity to instill educational concepts and shape audience attitudes (Gee et al., 2018). From the perspective of educational management, posters not only play an advertising function, but also an educational-promotional role and can serve as an efficient tool to serve learning goals (Zanjanbar, 2025). New research in the field of educational communication emphasizes that analyzing posters from the perspective of cultural policymaking can reveal effective patterns in designing educational content. Comparative studies have shown that the design of cultural-educational posters in different countries follows the principles of learning psychology and visual communication (Salman & Ali, 2025). The concept of educational/cultural effectiveness as a multidimensional construct (Majda et al., 2021) in the literature of educational and cultural sciences indicates the success of integrated programs in achieving predetermined goals by creating desirable changes at three levels of knowledge, attitude, and behavior (Kim et al., 2020). This concept can be evaluated using five key indicators: the learning index, which measures the extent to which cognitive and skill goals are achieved using quantitative and qualitative methods; the attitude change index, which measures changes in the beliefs, values, and cultural orientations of the audience; the active participation index, which evaluates the level of interaction and involvement of stakeholders in the implementation process; the satisfaction index, which examines the perceived quality of the program from the audience's perspective in various content, method, and implementation dimensions; and the impact sustainability index, which evaluates the sustainability and institutionalization of the program's achievements in the long term (Aldowah et al., 2015). These main evaluation criteria allow for comprehensive and systematic evaluation. It provides the effectiveness of educational-cultural actions, content, approaches and programs at the micro, meso and macro levels (Biesta, 2015). Talcott Parsons, as one of the most systematic theorists of structural functionalism, has presented the AGIL model for the analysis of social systems. By proposing four basic functions of adaptation, goal attainment, integration and pattern maintenance (Latency), this model provides a powerful analytical tool for examining educational institutions (Maghsoodi & Tonadvoli, 2014). Recent studies show that this theoretical framework is very useful for analyzing the educational functions of visual arts (Baloch et al., 2022). Especially in examining the relationship between cultural productions and the educational goals of social systems, Parsons' theory provides valuable insights (Sciortino, 2021). Numerous studies have used this framework to analyze educational content and systems. For example, studies have examined the function of preserving educational patterns in visual media (Weichelt, 2024) or the cohesive role of educational posters (Nabavi-Zadeh Namazi et al., 2024). Research has also been conducted on the analysis of educational posters in China (Suglo, 2022) and Iran (Rastegar et al., 2019) with this theory. In the field of education in Iran, studies such as the study by Ghadiri et al. (2022) have examined the representation of educational concepts in visual media. Research Method The method of this research is based on the paradigm of pragmatism and; from the perspective of orientation, is fundamental on the one hand because it seeks to find criteria for measuring the effectiveness of educational culture in media productions, including poster art; and on the other hand, it is applicable in that it uses a questionnaire tool to try to apply Parsons' theory in analyzing the content of Fajr Festival posters as the most important event after the Islamic Revolution of Iran. This research uses an inductive approach and was conducted as a single cross-sectional study and adopted two qualitative/quantitative research strategies from the perspective of the results, such that the research strategy was content analysis in the first step and fuzzy screening in the second step. The data collection method was library in the first step and field in the second step using a questionnaire.  Research findings This study aimed to analyze the educational and cultural effectiveness of Fajr Film Festival posters based on Parsons’ AGIL theory. The importance of this study is that posters, as powerful visual media, can play an effective role in conveying educational messages and promoting cultural values. By combining qualitative and quantitative methods, this study provided a systematic approach to evaluating this effectiveness. In the first stage of the research, key criteria for the educational and cultural effectiveness of posters screened for the Fajr Islamic Revolution Festival were identified through interviews with 18 academic and artistic experts. The most important of these criteria included learning and knowledge enhancement, attitude and behavior change, participation and interaction, satisfaction, and long-term impact. These findings indicate that festival posters should not be seen as mere advertising tools, but can have a high capacity for indirect education and shaping cultural attitudes. The results of the second stage of the research, which was conducted using the fuzzy screening method, showed that among Parsons' four functions, "compatibility" (attracting the audience and matching visual taste) is the most important in cultural educational effectiveness. After that, "achieving the goal" (conveying a specific educational message) and "maintaining the model" (promoting the values ​​of committed cinema) are placed. Interestingly, "coherence" (integrated use of national and religious symbols) despite its strong presence in posters has a moderate effect on cultural educational effectiveness. Conclusion Visual attractiveness (compatibility) is a necessary condition for increasing the effectiveness of posters as effective content from a cultural educational perspective, but it is not sufficient alone and must be accompanied by targeted educational messages (achieving the goal). The mere use of national and religious symbols (coherence) without an organic connection with educational content does not have the desired effectiveness in the field of cultural education. It is suggested that poster design committees for this important festival in Iran use these findings to create a balance between visual appeal and depth of content; also, holding joint workshops between poster designers and cultural educators can lead to the creation of works that are both pleasing to the eye and carry effective educational messages that can help effectively convey the cultural values ​​of the Islamic Revolution. Policymakers and macro-decision makers in cultural fields can develop a "smart design framework" for Fajr Festival posters to create a design guideline based on the findings of this study that combines visual appeal (compatibility) and targeted educational messages (goal achievement). They can also work towards forming a joint committee consisting of graphic designers, educational experts, and cultural specialists to monitor the content of the posters, holding specialized workshops on "Posters as Educational Media," as well as training poster designers on the principles of conveying educational and cultural messages through visual elements, and inviting media psychologists to analyze the impact of colors, symbols, and compositions on learning and changing attitudes toward designing interactive posters with links to cultural educational content.

Abstract Abstract The present study aims to identify and explain the legal and administrative factors affecting human resource retention in government organizations. The method of this research is applicable in terms of purpose, descriptive-survey in terms of nature and method, and mixed (qualitative-quantitative) in terms of implementation in an inductive-deductive approach. The statistical population in the qualitative section includes 14 professors of human resource management and law, and the sampling is purposeful. The statistical population in the quantitative section is middle and senior managers of government organizations in Tehran, which was determined using non-probability sampling to a sample size of 38 people. To collect information was a semi-structured interview in the qualitative section, and, a paired comparison questionnaire in the quantitative section. MAXQDA software was used to analyze the findings, and Fuzzy Delphi was used for ranking. The results of the study indicate that a fair payment system in laws, the right to legal promotion and advancement, job security based on the law, determining salaries and benefits based on a unified and approved government schedule, legal protections in critical situations, and equality and prohibition of legal discrimination were raised as the most important legal factors that organizational managers need to pay more attention to. Also, continuous professional development, career planning, use of technology to reduce bureaucracies, data-driven human resource management, and flexibility in working hours are among the most important administrative factors affecting human resource retention in government organizations. Introduction Today's organizations face major challenges in retaining their workforce, which is essential for continued employee participation and improving the organization's productivity, growth, and success (Bhasin, 2025). In this changing environment, employees look beyond salaries and benefits; they seek to chart a future for their organization. Factors such as HRM strategies, career development, training opportunities, benefits, networking, job titles, and external labor market conditions influence employees’ decision to stay with a company. Therefore, companies should develop HRM policies and practices that simultaneously support employee growth and organizational success. The long-term survival and growth of an organization depends significantly on maintaining a committed, focused, and innovative workforce (Mahmood et al., 2025). This is especially critical in the service sector (Urme, 2023). Recruiting and continuously training new employees is a challenge for HRM teams, especially when organizational effectiveness depends on employee loyalty. Employee retention is a major concern for businesses operating in a highly competitive landscape (Mohapatra & Nayak, 2017). With the constant need for skilled and experienced employees, companies must implement effective strategies to attract and retain talent (Çakıcı et al., 2015). Human resource retention refers to an organization’s ability to retain its workforce by implementing strategies that encourage employees to commit to the long term and ultimately support the company’s sustainable success (Li et al., 2025). Organizations with a stable workforce tend to perform better operationally, enhance their human capital, and increase their return on assets by reducing turnover rates (Luthans et al., 2024). The impact of various factors on human resource retention is well known. As shown by Lin et al. (2024), there is a significant relationship between human resource management strategies and human resource retention, and many companies consider human resource management activities essential for human resource retention. Previous research has shown that strategies such as competitive salaries, performance appraisals, and career development have a positive impact on employee retention (Huselid, 2018). Therefore, the main research question is: how can the legal and administrative factors affecting employee retention in public organizations be identified?  Theoretical Framework Employee Retention Employee retention is a critical aspect of organizational success. This includes strategies to encourage employees to stay with the organization for a long time (Setiawan & Hastuti, 2022; Krishnamoorthy & Aisha, 2022; Elsafty & Oraby, 2022). Employee retention refers to “various policies and practices that allow employees to stick with an organization for a longer period of time.” Intention to leave is the employee’s voluntary decision to leave the employment relationship (Arendt & Grabowski, 2022). Mehmood et al. (2025) investigated the impact of HRM practices on employee retention. The results show that HRM stewardship, reassuring teamwork, responsiveness, and supportive behavior significantly increase employee loyalty and retention. Furthermore, it was found that organizational citizenship behavior plays an important role in this dynamic by mediating to some extent the relationship between HRM practices and employee retention. Building on social exchange theory, these findings improve theoretical frameworks and real-world applications in similar socio-economic contexts by providing valuable insights for improving HRM strategies to better retain employees by fostering organizational citizenship behavior. The results of this study also provide useful information on how to improve HR practices to increase employee retention by encouraging organizational citizenship behavior, which increases our theoretical and practical knowledge about successful HR tactics in similar socio-economic environments. This study also seeks to provide practical suggestions for HR managers and corporate executives to create an environment that fosters social responsibility and teamwork, and increases human resource retention and long-term success. Shahriari et al. (2024) investigated the evaluation of strategic factors affecting employee retention policies in government organizations. The findings indicate that organizational commitment, job satisfaction, internal learning ability, and job commitment have a significant impact on administrative innovation in the judiciary. Finally, administrative innovation has an impact on the retention of employees in the judiciary. Research Methodology The method of this research is applicable in terms of purpose, descriptive-survey in terms of nature and method, and mixed (qualitative-quantitative) in terms of implementation in an inductive-deductive approach. The statistical population in the qualitative section includes 14 professors of human resource management and law, and sampling is purposeful. The statistical population of the quantitative part is middle and senior managers of government organizations in Tehran, which was determined using non-probability sampling to a sample size of 38 people. A semi-structured interview was used to collect information in the qualitative part, and a paired comparison questionnaire was used in the quantitative part. Research findings MAXQDA software was used to analyze the findings and Fuzzy Delphi was used for ranking. The research results indicate that a fair payment system in laws, the right to legal promotion and advancement, job security based on the law, determining salaries and benefits based on the approved and unified government table, legal protections in critical situations, and equality and prohibition of legal discrimination were raised as the most important legal factors that organizational managers need to pay more attention to. Also, continuous professional development, career planning, the use of technology to reduce bureaucracies, data-driven human resource management, and flexibility in working hours are among the most important administrative factors affecting human resource retention in government organizations. Conclusion The present study was conducted with the aim of identifying and explaining the legal and administrative factors affecting human resource retention in government organizations. The results of this study are consistent with Mehmood et al. (2025), Shahriari et al. (2024), Suprayitno (2024), Gelencser et al. (2023), Ghani et al. (2022), Chatzoudes & chatzoglou (2022), Kamalaveni et al. (2019), and Singh (2019). Mehmood et al. (2025) showed that HRM management prudence, reassuring teamwork, responsiveness, and supportive behavior significantly increase human resource loyalty and retention. In addition, it was found that organizational citizenship behavior plays an important role in this dynamic by mediating to some extent the relationship between HRM practices and human resource retention. Based on social exchange theory, these findings improve theoretical frameworks and real-world applications in similar socio-economic contexts by providing valuable insights for improving human resource management strategies for better employee retention by enhancing organizational citizenship behavior. Based on the research results, the following recommendations were made: • Implementation of integrated electronic systems is essential to reduce bureaucracy and expedite administrative matters, including automation of personnel file processes, online request registration systems, and transparent communication platforms that save time and reduce dissatisfaction caused by excessive administrative procedures. • Establishment of a continuous monitoring mechanism is essential to ensure fairness in payments at all organizational levels.

Abstract The purpose of this research is to examine the causal relationships between entrepreneurial education and sustainable employment generation in Islamic Azad Universities in Tehran. The current research is applicable in terms of purpose, and descriptive-survey in terms of nature and method. The statistical population of the present study includes 272 members of the Faculty of Humanities of the Islamic Azad University of Tehran. Sampling was done by random cluster. The collection tool in this research includes a researcher-made questionnaire derived from the qualitative method; entrepreneurial education variable includes 3 dimensions (goal, structure and method), and sustainable employment creation variable includes 2 dimensions (organizational and environmental). The reliability of the research was checked and confirmed by Cronbach's alpha criterion in SPSS software. Lisrel software was used to fit the conceptual model of the research. The findings of the research showed that according to the values ​​of the standard coefficients and the significant coefficients of T (above 2.58), it can be said that there are direct relationships between the factors. Extended abstract Introduction The research-oriented nature of education in universities is due to the creation of sustainable employment. In fact, one of the important goals of education in universities is to create sustainable employment. Employment is always considered one of the important and fundamental issues of every society and trade, because employment is the main way to earn a living and indirectly affects human life; therefore, in the fast-paced world, the issue of employment has attracted the attention of many policymakers, statesmen and business experts. Today, the cost situation is such that a real worker has to work several tens of hours a week to cover his expenses. But in the meantime, what is sustainable employment? Sustainable employment is a concept that is directly related to job security. In general, sustainable employment can be considered as a job that has a fixed and specific average income and at the level of household expenses (Nam, 2019). When the expenses of the household or the individual are more than the income from his employment, the person is involved in poverty. In other words, when a person cannot simply meet his needs based on his income, he is practically considered poor (Ahangari & Askaripour Lahiji, 2018). Sustainable employment should have the possibility to have a suitable distance from the poverty line. Of course, with the occurrence of inflation in the economy, costs will increase. Income in sustainable employment should increase in proportion to these costs so that the person is under less pressure from inflation (Moktarband, 2021). Due to the importance of sustainable employment, we should look for sustainable employment; one of the factors affecting sustainable employment is the issue of the educational system. In an efficient and targeted educational system, the trainings are conducted in such a way that these trainings ultimately lead to job creation and income generation. Today, in almost all developed and developing countries, education and promotion of entrepreneurship has a special place at all levels of education, so that innovation in various dimensions of the educational system is the basis for raising a creative and multidimensional generation. Entrepreneurial education is the process of recognizing and discovering opportunities in which a person tries to turn his creativity, risk-taking and ideas into action. Entrepreneurial education means education for the future that is unknown, but this education provides the ability to create investment; however, Most of the studies on entrepreneurship education focus on the fact that entrepreneurial education is the promotion of entrepreneurial attitude, skills and managerial characteristics (Mukesh et al, 2018). Therefore, the researcher tries to answer the question of whether there is a causal relationship between entrepreneurial education and sustainable job creation in the Islamic Azad Universities of Tehran. Theoretical Framework Entrepreneurship education For years, the subject of entrepreneurship in developed countries has attracted the attention of scientists, officials and people, and it has become one of the most popular academic fields. The importance of using entrepreneurship has reached the point where some recognize it as one of the effective factors of production, such as working capital (apart from human power) and introduce it as an economic engine (Suryaman et al, 2023). Entrepreneurial action refers to the conceptualization and implementation of an idea, process, product, service or a new business. An entrepreneurial agent is a person or a group that takes responsibility for flourishing and starting an entrepreneurial activity. The entrepreneurial process has attitudinal and behavioral components. In terms of attitude, the entrepreneurial process refers to the desire of an individual or organization to exploit and use new opportunities and create creative change (Loi et al, 2022). Sustainable employment generation Job creation was first noticed by economists, and all economic schools have described job creation in their theories since the 16th century. Joseph Schumpeter presented his theory of economic development in 1934, which coincided with the great economic depression, and his opinion about the central role of workers in creating profits was noticed, and for this reason, he was called the "Father of Work". According to him, "the worker is the main driving force in economic development" and the worker's role is "to innovate or create new combinations of materials" (Cohen et al, 2016).  Henry (2023) conducted a research titled "The role of entrepreneurship education among pharmacy students". The results of the study showed that entrepreneurship training for pharmacy students has consequences such as skill improvement, job search, stable employment and self-efficacy. Norouzzadeh & Vazifeh Damirchi (2022) conducted a research titled "Presenting an ecotourism model with an emphasis on entrepreneurship and sustainable rural employment with a mixed approach". Based on the results of the research, 40 indicators identified for the model, classified in 7 dimensions; Natural potentials, social and cultural factors, ecotourism and facilities infrastructure, educational and promotion factors, economic growth, policy and tourism potentials. The value of Kendall's coordination coefficient in the third round indicated a favorable consensus among the panel members. Confirmatory factor analysis using Amos software showed that all indicators of the ecotourism construct had a high factor loading and were confirmed. Research methodology The current research is applicable in terms of purpose, and descriptive-survey in terms of nature and method. The statistical population of the present study includes 272 members of the Faculty of Humanities of the Islamic Azad University of Tehran. Sampling was done by random cluster. The collection tool in this research includes a researcher-made questionnaire derived from the qualitative method, which includes the variable of entrepreneurial education including 3 dimensions (goal, structure and method), and the variable of sustainable employment creation including 2 dimensions (organizational and environmental). Research findings SPSS software was used for data analysis and Lisrel software was used to fit the research conceptual model. The findings of the research showed that according to the values ​​of the standard coefficients and the significant coefficients of T (above 2.58), it can be said that there are direct relationships between the factors. Conclusion The present study was conducted with the aim of investigating the causal relationships between entrepreneurial education and sustainable employment generation in Islamic Azad Universities in Tehran. The results of this research are in agreement with the results of Henry (2023), Norouzzadeh & Vazifeh Damirchi (2022), Bauman & Lucy (2021), Mohammadzadeh & Yousefi (2021), Boldureanu et al, (2020), Bedragh Nezhad et al, (2022). Bedragh Nezhad et al, (2022) showed in a research that first, entrepreneurship with a break period has a positive and significant effect on employment. Second, economic growth also leads to an increase in the employment rate with a lag period and vice versa. Third, there is a two-way Granger causality between entrepreneurial activity and employment rate, which indicates a dynamic interaction between entrepreneurship and employment. According to the present research, the following suggestions are presented: Improving the knowledge of professors' talent search in order to understand the entrepreneurship characteristics of students by providing training classes for professors Improving the knowledge of the entrepreneurship ecosystem by inviting prominent entrepreneurship professors and having the professors participate in these classes Improving the knowledge of the work production of university professors with the supervision of professors in various industries and the job market related to the field of study.

Abstract The purpose of this study aims to identify and analyze innovative behavior proposals based on strategic human resource management in knowledge-based organizations. The research is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of the type of data. Statistical population in the qualitative sector includes 11 faculty members of Islamic Azad University of Mazandaran Province, and in a targeted sampling; and in quantitative section including 411 managers, consultants, and other faculty active in Islamic Azad University growth and technology centers units of Mazandaran province, selected by the random sampling method. The data collection tool in the qualitative part of the interview was semi-structural interview, and in the quantitative part of the researcher-made questionair. The validity and reliability of the tool in the qualitative sector were approved by the criteria of validity, transmission, and approval; and validity of the tool in the quantitative part was obtained with the opinion of experts and factor analysis, and its reliability with Cronbach's alpha coefficient. Qualitative data analysis was performed by the content analysis, and quantitative data through structural equation analysis. The findings from the qualitative section resulted in the identification of 12 main categories. Also, the findings of data analysis in the quantitative section showed that the extracted pattern has good fit; and behavioral capabilities, performance evaluation, thoughtfulness, job satisfaction, self-efficacy, justice-orientation, participation, competitiveness, professional ethics, Inter-sectoral relationship, collaborative management, and pragmatism, have respectively had the highest importance in developing innovative behaviors in knowledge-based organizations and university development centers. Extended abstract Introduction With the increasing progress of knowledge and technology and the widespread flow of information, our society today needs to nurture human beings who can face and solve problems in a creative way. With this approach, the need for education, reinforcement of creativity, and creating new thoughts to reach the prosperous community is of particular importance (Jahangir et al, 2023). The continuous improvement of organizational performance creates a huge synergy force that can support the growth and development plan, and create organizational excellence opportunities. Governments, organizations, and institutions are trying to do so (Khani Noghani, 2021). One factor effective in improving the process of organizational creativity and individual innovation is the identification of the weakness and strength of the organization is in this section. For this purpose, the periodic evaluations of the organization and management in the field of innovation tasks can be effective (Moussa & El Arbi, 2020). Organizations can increase innovation in different sectors by promoting culture, structures, strategies and processes. The source of innovation in organizations is the creation and enhancement of creativity in the organization (KuideiShat & Farmanesh, 2022). Behavioral innovation is an important and vital factor for organizations to create sustainable competitive value and advantage in today's complex and variable environment. With more innovation, organizations will be more successful in responding to variable environments and developing new capabilities that allow them to get better performance (Vakili et al, 2019). Innovation and innovative measures are largely dependent on the knowledge, expertise and commitment of the employees as the value-creation process inputs. Human resource knowledge and competencies are valuable assets for organizations (Nikkhah Tekmedash et al, 2019). Human resource measures are the main tools and methods that organizations can influence the skills, attitudes, and behavior of individuals to do their work and achieve existing organizational goals (Lancker et al, 2016). In today's competitive world, the only sustainable competitive advantage of any organization is its human resources and the role of all of them in the success of the organization, which is through empowerment, innovative behavior, and creativity of the staff (Sahami, 2020). Today, human resources are considered to be the greatest asset of any organization in terms of thinking ability, creativity and modernization; as any improvement in technical and organizational systems is made by manpower. The intellectual power and thoughts of the staff are static and latant in the organization (Irajirad & Lotfi Khatoonabad, 2019). So, in view of the above, the researcher seeks to answer the question: What is the identification and analysis of strategic human resource management propellers in knowledge -based organizations? Theoretical Framework Innovative behavior: Researchers have agreed that the innovative behavior of employees encompasses employees' creativity, namely the production of new ideas and useful ideas in relation to products, services, processes and procedures; and the more particularly implementation of created ideas. Innovative behavior includes a set of behavior, namely search for opportunities; and producing ideas includes searching and identifying opportunities for innovating and producing ideas and solutions to use opportunities, and also defending produced ideas and the promotion of manufactured ideas aimed at finding support and building cooperation and unity (Sahami, 2020). Strategic Management of Human Resources: The human resources of each organization are the largest and most scientific assets of the organization. Innovation measures are dependent on the knowledge and expertise of employees as the value creation process (Lancker et al, 2016). Human resource measures are the main tools and ways that organizations can influence people's skills, attitudes and behaviors to achieve organizational goals. Human resource has never depreciated by consumption, but the experience and skill it acquires makes organizations perform ore better and more (Vakili et al, 2019). Knowledge-based organization: Knowledge-based organizations are usually described in terms of their product or service knowledge. In other words, the knowledge-based organization is an organization whose products (or services) are knowledge-oriented. The concentration and structure of the knowledge-based organization is a result of organizational learning, and the processes, goals, and generalization of such organizations, which are related to the global perspective and culture, are knowledge-oriented. Structure in knowledge-based organizations includes individuals, processes and information technology (Asgari et al, 2020). Ohadi & Hazraty (2024) examine the impact of cultural diversity on innovative work behavior and psychological adaptation with regard to the role of cultural intelligence. The result of research hypotheses indicates a positive and significant effect of cultural diversity on cultural intelligence as well as the impact of cultural diversity and cultural intelligence on innovative work behavior. The mediating role of cultural intelligence in relation to cultural diversity and innovative work behavior was also confirmed. In addition, the role of cultural intelligence equallizer in relation to cultural diversity and psychological adaptation was also confirmed. Banmairuroy et al, (2022) examined the impact of knowledge-based leadership and human resource development on sustainable competitive advantage through the factors of organizational innovation. Human resource management can help organizational capabilities as far as it creates a set of task behaviors that shape the company identity, innovation, qualitative orientation, and so on. On the other hand, knowledge-based leadership and human resource development have had a positive and constructive impact on the sustainable competitive advantage of companies. Research methodology The research is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of the type of data. Statistical population in the qualitative sector includes 11 faculty members of Islamic Azad University of Mazandaran Province, and in a targeted sampling; and in quantitative section including 411 managers, consultants, and other faculty active in Islamic Azad University growth and technology centers units of Mazandaran province, selected by the random sampling method. The data collection tool in the qualitative part of the interview was semi-structural interview, and in the quantitative part of the researcher-made questionair. The validity and reliability of the tool in the qualitative sector were approved by the criteria of validity, transmission, and approval; and validity of the tool in the quantitative part was obtained with the opinion of experts and factor analysis, and its reliability with Cronbach's alpha coefficient.   Research Findings Qualitative data analysis was performed by the content analysis, and quantitative data through structural equation analysis. The findings from the qualitative section resulted in the identification of 12 main categories. Also, the findings of data analysis in the quantitative section showed that the extracted pattern has good fit; and behavioral capabilities, performance evaluation, thoughtfulness, job satisfaction, self-efficacy, justice-orientation, participation, competitiveness, professional ethics, Inter-sectoral relationship, collaborative management, and pragmatism, have respectively had the highest importance in developing innovative behaviors in knowledge-based organizations and university development centers. Conclusion The purpose of this study was to identify and analyze innovative behavior propulsion based on strategic human resource management in knowledge-based organizations. The results of this study are associated with the results of Banmairuroy et al, (2022), Khani noghani (2021), Rezaei nesab & Dehghan Dehnavi (2016), Ramos-González et al, (2022), and Rezaei Nesab & Dehghhan Dehnavi (2016). Banmairuroy et al, (2022) have shown that human resource management can help organizational capabilities as far as it creates a set of duty behaviors that shape the identity of the company, innovation, qualitative orientation, and so on. On the other hand, knowledge-based leadership and human resource development have had a positive and constructive impact on the sustainable competitive advantage of companies.

Abstract Abstract The purpose of this research is to design the organizational agility model in order to improve the productivity of human resources in Shomal Drilling Company. In terms of purpose, the current research is applicable in the quantitative part, fundamental-exploratory in the qualitative part, and mixed (qualitative-quantitative) in terms of implementation. The statistical population of the research in the qualitative part includes 10 academic specialists, professors and senior managers in the field of human resources and experts in the field of organizational behavior, and sampling was carried out by the theoretical saturation method; and in the quantitative part it includes 2500 people from all employees of Shomal Drilling Company, 333 of whom were selected through the Cochran formula by stratified random sampling method. The research collection tool is a semi-structured interview and a researcher-made questionnaire. Data in the qualitative part analyzed by the coding method and MAXQDA software, and in the quantitative part by SPSS and PLS software. The results in the qualitative section showed that there are 7 components and 52 indicators in the model. The components include 1-causal factors (human and organizational factors); 2- the central phenomenon (organizational agility); 3- strategies (agility strategy); 4- context and facilitator (agility drivers); 5- Obstacles (challenges of human resource management); and 6- Consequences (productivity of human resources). The results in the quantitative part showed that human and organizational factors have an effect on organizational agility, and in this way, it increases the level of the organization's agility strategy and, as a result, the productivity of employees. Also, the results showed that agility drivers and existing challenges in human resource management affect productivity through agility strategy. Extended abstract Introduction Today, productivity and increasing organizational excellence has become one of the most important components of management in large and small organizations. Experienced managers in organizations have now realized that in order to achieve success in the arena of global competition and increase profitability, considering the components related to human and work productivity is very valuable and should always be taken into account (Hojjati & Nasiri, 2020). Today's business environment is full of organizational competition and the smallest slip can lead to the decline of an organization (Hashemzadeh, 2017). In today's competitive world, in order to face the new changes that occur in today's competitive world, organizations should think about adapting to changes (Khakivatan et al, 2021) and seek to take advantage of potential opportunities. One of the parameters proposed to increase flexibility, speed of action, and quality; is organizational agility. Organizational agility is the concept of high adaptability without the need to change. In fact, the organization can create a capacity in its structure and operational methods to create flexibility, change and adaptation to changing conditions without the need to make a series of permanent, mandatory and fundamental changes (Sadiq et al, 2020). Organizational agility refers to an organization's ability to respond quickly and effectively to environmental changes and internal conflicts (Ali Sofi & Salami, 2023). Organizational agility is an organizational capability that must be considered by the managers of educational organizations in order to achieve organizational goals, and has the components of innovation, responsibility, speed in work, low complexity, high quality, flexibility, and readiness to respond to environmental changes, and also is very resistant to environmental problems and challenges (Abolghasem et al., 2018). Therefore, this research seeks to investigate the issue: what model can be designed to make the organization agile in order to improve the productivity of human resources in Shomal Drilling Company? Theoretical framework Organizational agility Agility can be described as a management concept around responding to the turbulent and dynamic market and customer demand, and is not only a solution for the survival of the organization but also an opportunity to achieve sustainable advantage (Tavakoli et al, 2019). Productivity of human resources Productivity means an intellectual point of view and the concept of working and acting intelligently. Productivity can be considered in human resources or capital, and the main and important indicator in this field is undoubtedly human resources and factors affecting it (Rosenzweig, 2020). Kadivar Zinkanloo et al, (2024) investigated the design of organizational resilience development model based on organizational agility components (case study of Sepeh Bank branches in North Khorasan province). The findings of the research show the types of causal factors, phenomenon-oriented, strategies, intervening, contextual and consequences; which according to the research approach, research model at the level of dimensions and components examined and validated in the qualitative stage. Causal factors include flexible organizational culture; central factors include the development of organizational resilience based on organizational agility components; strategic factors include the development of strategies; intervening factors include the change process; background factors include the improvement of processes and communications in the organization; and the outcome includes agility. Ali sofi & Salami (2023) investigated the effect of quantum management skills on susceptibility to change with the mediating role of organizational agility. The findings obtained from the structural equation model showed that the standard coefficient between quantum management was significant on readiness for change (0.19), quantum management on organizational agility (0.58), as well as susceptibility for change and organizational agility (0.64), and the indirect effect of quantum management on change readiness (0.47). Research methodology In terms of purpose, the current research is applicable in the quantitative part, fundamental-exploratory in the qualitative part, and mixed (qualitative-quantitative) in terms of implementation. The statistical population of the research in the qualitative part includes 10 academic specialists, professors and senior managers in the field of human resources and experts in the field of organizational behavior, and sampling was carried out by the theoretical saturation method; and in the quantitative part it includes 2500 people from all employees of Shomal Drilling Company, 333 of whom were selected through the Cochran formula by stratified random sampling method. The research collection tool is a semi-structured interview and a researcher-made questionnaire. Research findings Data in the qualitative part analyzed by the coding method and MAXQDA software, and in the quantitative part by SPSS and PLS software. The results in the qualitative section showed that there are 7 components and 52 indicators in the model. The components include 1-causal factors (human and organizational factors); 2- the central phenomenon (organizational agility); 3- strategies (agility strategy); 4- context and facilitator (agility drivers); 5- Obstacles (challenges of human resource management); and 6- Consequences (productivity of human resources). The results in the quantitative part showed that human and organizational factors have an effect on organizational agility, and in this way, it increases the level of the organization's agility strategy and, as a result, the productivity of employees. Also, the results showed that agility drivers and existing challenges in human resource management affect productivity through agility strategy. Conclusion The current research was conducted with the aim of designing an organizational agility model in order to improve the productivity of human resources in the Northern Drilling Company. The results of this research are in agreement with the results of Kadivar Zinkanloo et al, (2024), Ali sofi & Salami (2023), Ardian et al, (2023), AlNawafleh et al, (2022), Nikkhah (2022), Tashakori et al, (2021), Dehghani Soltani & Shahabipour (2021), Subramony et al, (2021), Khosravipour & Pourjavid (2020), and Moghali & Talebi (2018). Tashakori et al, (2021) showed that "increasing the speed of work-doing", "improving flexibility", "improving organizational competence", and "improving accountability" are requirements for organizational excellence that directly affect organizational agility. According to the results of the research, the following suggestions are presented: 1- Researching and developing by allocating the required resources, creating organizational innovation, using the knowledge management process, empowering employees, and also by recruiting and hiring skilled and specialized personnel, specialized training of employees, creating a strategic vision of the organization and adopting appropriate human resources strategies for the flexibility of employees, creating a culture of change in employees, creating a flexible organizational structure and speed of action in responding to needs, as well as the use of modern technology, agility of organizational processes, and communication with international customers. 2- Paying attention to increasing the speed of work-doing and improving the level of organizational competence of employees, as well as by gaining experience and skills to the flexibility of employees, creating a culture of change in employees, creating a flexible organizational structure and speed of action in responding, as well as the agility of organizational processes and communication with International customers.

Abstract Abstract The present study aimed to design a paradigmatic model for overcoming bias to enhance organizational performance among secondary school principals. Philosophically, this research is based on the interpretivist paradigm and was conducted using an inductive approach. It is classified as an applicable-developmental study in terms of purpose, and descriptive in terms of method and data collection timeframe. To achieve the research objectives, a nest research design was employed. The participants included educational management professors and secondary school principals. Using theoretical sampling until reaching theoretical saturation, a total of 21 individuals participated in the study. Data collection tools consisted of semi-structured interviews and a decision matrix-based questionnaire. The validity of the interviews was confirmed through four criteria: credibility, transferability, confirmability, and dependability, while the reliability of the qualitative section was evaluated using Holsti’s coefficient (0.754) and Cohen’s Kappa coefficient (0.692), indicating acceptable levels. Data analysis was performed using grounded theory for qualitative data and the SWARA method for quantitative data. The research model revealed that causal conditions (individual biases, social biases, and a culture of bias) affect the core phenomenon (organizational bias). This core component, along with contextual conditions (professionalism and empowerment of school principals) and intervening conditions (bureaucratic school structure), influences strategies and actions (strategies for overcoming bias). Ultimately, these factors lead to outcomes including improved individual performance of principals, enhanced school performance, and better student performance. Introduction One of the destructive organizational phenomena that requires a critical and problem-focused examination is organizational bias. Organizational bias, as an organizational dysfunction, can pose a serious obstacle to dynamism, innovation, and justice within work environments (McLaren et al., 2024). This phenomenon occurs when extreme attitudes and one-sided tendencies dominate decision-making, policymaking, and organizational interactions. Its negative consequences include reduced cognitive diversity, internal conflicts, resistance to change, weakening of organizational culture, and decreased employee motivation (Di Marzio, 2025). Organizational bias is also present in the educational system and represents one of the greatest threats within schools. Childhood and adolescence are formative periods when many behaviors become ingrained; therefore, managing this phenomenon within schools and the educational system is crucial and sensitive (Zembylas, 2022). In schools, such bias can lead to ignoring diverse viewpoints, reducing teacher and student participation in educational processes, and lowering management quality. Accordingly, identifying and controlling organizational bias is essential for maintaining organizational health and improving performance (Childs & Wooten, 2023). Given that Iran is a diverse country ethnically, racially, religiously, and politically, bias and related behaviors constitute a significant threat to organizations, especially schools. In this context, presenting a model for overcoming organizational bias by identifying its roots and proposing corrective strategies can contribute to better decision-making, enhancement of organizational culture, and increased productivity in educational settings. This model guides managers toward a more open mindset, acceptance of diverse perspectives, and participative management, thereby improving the quality of educational management and staff satisfaction. Overcoming bias is an effective tool to prevent negative behavioral consequences among managers and unlocks potential improvements in both behavioral and academic performance of students. Conversely, bias among secondary school managers can create closed environments, reduce creativity, undermine organizational justice, and foster resistance to necessary changes. Therefore, this study addresses the central question: “How can a paradigmatic model for overcoming bias be designed to improve the organizational performance of secondary school managers?” Theoretical Framework Organizational Bias: The term "bias" refers to a state in which an individual exhibits emotional and affective reactions toward a subject without considering logical and rational criteria. This phenomenon stems from a deep attachment and intense feelings toward a particular issue (Akbarnejad et al., 2020). The first psychological study on bias was conducted in 1925, focusing on racism, and it gained increased attention during the 1930s and 1940s. In 1954, Gordon Allport linked bias to categorical thinking in his renowned book The Nature of Prejudice. During the 1990s and early 21st century, the concept of organizational bias expanded significantly within organizations and social sciences (Quaia & Vernuccio, 2022). Organizational Performance: Organizational performance is a key management indicator reflecting the extent to which goals are achieved, resources are utilized efficiently, and value is created for stakeholders. This performance is influenced by organizational structure, prevailing culture, leadership style, employee commitment, and the presence or absence of organizational bias. Prominent models such as the Open Systems Model, Denison’s Model, and the EFQM Excellence Model examine factors affecting performance within different frameworks (Zhang et al., 2025). Research Methodology This study is classified as applicable-developmental in terms of purpose, and descriptive regarding data collection methods. The main part of the research was conducted qualitatively, and in the final phase, a quantitative method was applied to prioritize indicators as a supplementary component. Data were collected from 21 educational management professors and secondary school principals. Data analysis for developing the paradigmatic model was performed using grounded theory based on the systematic approach of Strauss and Corbin in MaxQDA 20 software. Additionally, the SWARA method was employed in Excel software to rank the indicators. Research Findings Based on grounded theory analysis conducted through three stages of open, axial, and selective coding, a total of 6 dimensions, 11 main categories, and 71 subcategories were extracted. The prioritization results indicated that the most important indicator was strengthening the technical skills required for task performance; followed by career advancement based on employee creativity and innovation in second place; enhancing employees' cognitive abilities to deal with difficult situations in third; developing multi-skilling to manage diverse conditions in fourth; and the ability to act effectively and proactively during challenges ranked fifth. Conclusion
The findings indicate that organizational bias is rooted in individual, social, and cultural biases. Individual biases stem from the unconscious beliefs and cognitive distortions of managers, often reinforced through mental mechanisms such as confirmation bias and personal heuristics. Social biases, shaped by collective norms and values, perpetuate stereotypical thinking and reinforce inequality in organizational interactions. Meanwhile, cultural biases are embedded in organizational culture through practices like unmeritocratic selection and resistance to change, sustaining a cycle of institutional bias. Organizational bias manifests as favoritism and discrimination in key decision-making processes, undermining social capital, trust, and perceived fairness, and thus limiting organizational dynamism. In contrast, professionalism and the empowerment of school principals—through impartiality, meritocracy, and skills development—help reduce bias and promote participatory and effective behaviors in schools. The bureaucratic structure of schools is identified as a major barrier to organizational transformation. Its reliance on rigid hierarchies, centralized control, and inflexible regulations restricts innovation and creativity, leaving even reform-minded principals constrained in implementing foundational changes. This structure reproduces institutional bias and diminishes schools' adaptive capacity. Counter-strategies to organizational bias include anti-bias training, development of fair evaluation systems, transparency in decision-making, strengthened accountability, and promotion of participative leadership. These measures not only reduce bias at both individual and collective levels but also transform schools into ethical and learning-centered institutions. The outcomes of these strategies are observed at three levels: improved individual performance of principals through heightened self-awareness and job satisfaction; enhanced school performance through reduced conflict and increased collaboration; and ultimately, improved student performance by fostering a safe, just, and motivating learning environment. These findings highlight the effectiveness of the proposed model in driving cultural, structural, and performance-based transformation in secondary schools.

Abstract Abstract The present study was conducted with the aim of designing a systems thinking curriculum model with the heutagogy approach in the first year of secondary education. This research was applicable in terms of its purpose, and mixed with an exploratory design in terms of its implementation method, carried out in two qualitative and quantitative parts. In the qualitative part, 8 experts in educational sciences and psychology were interviewed using purposive sampling and until theoretical saturation. The data were examined using the content analysis method, and basic and organizing themes were extracted. In the quantitative part, the statistical population included first year secondary education teachers in Alborz province in the academic year 2023-2024. Sampling was done in a multi-stage cluster manner and the data collection tool was a researcher-made questionnaire derived from qualitative findings. The validity of the tool was confirmed by the internal consistency method and reliability with Cronbach's alpha of 0.98. Descriptive indices, single-group T-test, and structural equation modeling with SPSS and Amos software were used to analyze the data. The results showed that 26 basic themes were identified in 7 organizing themes in the "curriculum" dimension, 15 basic themes were identified in 5 organizing themes in the "implementation requirements" dimension, and 23 basic themes were identified in 8 organizing themes in the "implementation effects" dimension. Also, from the teachers' perspective, the most importance was given to foresight, process management, and understanding complexity, respectively among the dimensions of the heutagogic systems thinking curriculum. The functional dimensions, understanding educational and structural relationships were the most important in the implementation requirements, and the growth of academic capabilities, promotion of students' types of thinking, and improvement of teachers' teaching competence were the most prominent results in the implementation effects. Introduction The concept of learning has changed in the information age and how learning is considered, and this new learning emphasizes the development of learners' ability to transform information into knowledge. The new era demands new education. Education appropriate to the present era must be based on customer orientation. To meet this need, a paradigm called the learning-centered paradigm is proposed in which, instead of focusing on providing educational materials, attention is focused on meeting the needs of the learner. In this approach, learning is nonlinear, multidimensional, and networked and is formed based on the needs, interests, previous experiences, and cultural and social context of the individual. From this perspective, learning focuses more on the development of capabilities rather than just skills. Capabilities are a combination of knowledge, skills, attitudes, and the ability to use them in new and complex situations (Ghalandari et al., 2023). Saeedavi et al. (2024) conducted a study titled "Identifying and Explaining the Strategic Facilitating Factors of Hyatagogy in Managerial Education" using a descriptive-analytical method and a researcher-made questionnaire. The results showed that six strategic factors including learning leadership, flexible executive-educational structures, creating an electronic infrastructure and platform, managers' ability to use electronic equipment, creating an organizational climate for knowledge sharing and feedback are among the most important factors facilitating the implementation of the hyatagogy approach, which explain 64.75% of the total variance. Nikmohammadi et al. (2023) conducted a study titled "Identifying the Dimensions and Components of Hyatagogy Curriculums in the Second Period of Secondary Education" using a descriptive-analytical method. The findings showed that the main dimensions of the heutagogic curriculum include flexibility in goals and programs, comprehensive goal-setting framework, production of applicable and skill-based content, self-determined learner, creative collaborative participation, heutagogic teacher skills, technological classroom, systems thinking, critical thinking, and heutagogic assessment. Research Method In this study, a mixed method with an exploratory design and an instrument development model was used, so that data were collected sequentially and with equal importance through a combination of qualitative and quantitative data. In the qualitative section, the research community included 8 experts and university professors in the fields of curriculum planning and educational psychology, which was done with purposive sampling. The validity of the qualitative findings was measured with the criteria of reliability, transferability, relevance, and confirmation. In the quantitative part, a questionnaire consisting of 64 items in 20 dimensions and 4 main factors was designed based on the indicators obtained from the qualitative phase and distributed online among 178 secondary school teachers. Responses were collected on a 5-point Likert scale. The validity of the questionnaires was confirmed by experts and their reliability was examined with Cronbach's alpha coefficient, which was 0.96 for the variables of the curriculum and implementation requirements and 0.97 for the implementation effects. The collected data were analyzed using SPSS software and descriptive and inferential statistics methods, and Amos software was used to draw the model. Findings The research findings showed that the curriculum model of systems thinking with a heutagogy approach includes the components of structural reform, process management, modern education, research, application of technology, foresight, and understanding of complexities; and these elements synergistically increase the quality of learning and self-management of students. Also, the implementation requirements included structural, legal, functional, holistic aspects, and understanding of educational relationships; and the effects of program implementation were identified, including the growth of students' social, psychological, and thinking capabilities. The results showed that reforming the educational structure and managing processes with student participation and self-reflection, modern education and teacher facilitation, the use of technology and a research environment, and a focus on foresight provide the basis for the realization of systems thinking. The findings are consistent with previous studies in the field of heutagogy and constructivist education and show that the combination of these approaches strengthens the agency, self-management, and analytical and systemic skills of students. Discussion and Conclusion The results showed that “educational structure reform” through decentralization, structural reengineering, and constructivist design is the main prerequisite for institutionalizing systems thinking in schools. This approach transforms the structure of education from hierarchical models to a participatory and dynamic system. The present result is consistent with the findings of Saeedavi et al. (2024) who considered structural flexibility and learning leadership as strategic factors for implementing the heutagogy approach. It is also consistent with the results of Nikmohammadi et al. (2023) who introduced “flexibility in goals and program management” as essential components of the heutagogy classroom. Therefore, structural reform not only contributes to the equitable distribution of power in decision-making, but also provides a platform for the emergence of student self-determination and agency. Managing educational processes centered on student participation, self-reflection, independence, and choice was a key element of the proposed model. This component is deeply linked to the philosophy of heutagogy, because in it the learner is responsible for his or her own learning path. The findings are in line with the results of Ebili et al. (2021), who considered self-learning and self-direction as central components in e-learning platforms. It is also consistent with Handayani et al. (2022), who showed that heutagogy increases the self-efficacy and independence of learners. As a result, managing processes in a participatory and open manner can strengthen the spirit of self-management and feedback in the teaching-learning process. Modern education in this model includes components such as teacher facilitator, holistic view, active teaching, and flexible content. This finding is consistent with the results of Alfares et al. (2024) and Alzubi et al. (2024) who introduced the role of the teacher in constructivist education as “guide and facilitator”. In this study, the emphasis on interaction, feedback, and learning design based on the real needs of the learner creates a synergistic approach between systems thinking and heutagogy. Therefore, modern education plays a fundamental role in transforming the classroom into a self-organizing, dynamic, and multidimensional environment in which the teacher is no longer just a source of knowledge, but also a facilitator of learning. The results showed that creating a digital research environment and research foresight are effective paths in realizing systems thinking. The findings are consistent with the study of Goode et al. (2023) who introduced research-based learning as a factor in increasing students’ analytical and problem-solving abilities. It also has a clear coherence with the view of Nikmohammadi et al. (2023), who considered “research and learner agency” as key components of heutagogy. In this model, research is not simply a scientific activity but also a tool for cultivating a networked and multidimensional view of phenomena. The use of mobile learning technologies and virtual scientific networking is a requirement of the systems thinking curriculum. This finding is in line with the research of Ebili et al. (2021), who emphasized the role of technology in enhancing self-learning and self-direction. In the context of heutagogy, technology is not only a teaching tool but also a platform for systemic interactions and continuous feedback. This allows students to practice thinking, analysis, and modeling through online platforms. The present model emphasizes teaching foresight skills, teachers’ capacity for future-oriented thinking, and creating developmental thinking in students. These findings are consistent with the research of Shafiey et al. (2021), who introduced a future-oriented understanding of the difficult but crucial components of learning systems thinking. In this regard, combining heutagogy with foresight allows learners to see themselves as participants in the design of their educational future, rather than simply consumers of knowledge. Teachers’ understanding of complex environments and their holistic view of relationships within the education system were important findings of the research. This is consistent with the findings of Yaylor et al. (2020), who considered systems thinking to be a multilevel process involving sensitivity, literacy, and capability.

Abstract The aim of the current research is the structural model of improving the productivity of higher education administrators. The research method is applicable according to its purpose; mixed (qualitative-quantitative) in terms of implementation method; descriptive in terms of nature and method; and in terms of the implementation method, fuzzy Delphi analysis in the qualitative part, and cross-sectional survey in the quantitative part. The statistical population of the research in the qualitative part is 18 people from managers, professors and experts; sampling by snowball and purposeful method, and in the quantitative part, 243 people of the faculty members of government and azad universities, from the field of educational management participation; were chosen by stratified sampling. Data collection was done in the qualitative part by the interview; and in the quantitative part by the questionnaire. Delphi method was used in qualitative data analysis; and SPSS and PLS softwares were used in quantitative part. According to the findings, the 9 main factors identified in the structural model are: the processing of higher education, job and skill needs assessment, development of communication skills, educational planning, promotion of organizational culture, environmental factors, continuous and constant evaluation, development of strategic thinking, and process reengineering. The results of Friedman's ranking test showed that the highest priority among the effective factors is related to educational planning, development of strategic thinking, and process reengineering. The findings indicate that improving the productivity of higher education managers in Iran requires  re-engineering in all organizational elements; from executive methods to personal and professional competencies of managers, as well as development based on the processing of higher education.
Extended abstract
Introduction
Productivity in higher education, as one of the main and effective organizations in the comprehensive progress and development of the country, is one of the most important challenges facing the educational systems of the world, especially Iran (Malmir et al, 2018). Productivity is considered as one of the management performance indicators of the success of an organization (Sheehan et al, 2019). Also, productivity has been defined as the ratio of outputs to inputs of an institution or organization such as a school or university (Doraszelski, 2018). The main responsibility for productivity in organizations lies upon managers, because managers as leaders of organizations play an important role in productivity, and the productivity of managers has a direct relationship in organizations (Gunner et al, 2018). The educational system in every country, especially the higher education system, needs competent managers who are trained to improve productivity. In recent years, productivity has turned from a measure of organizational performance into an economic-social and cultural concept, and therefore the role of educational units in productivity has become more prominent. And for this reason, the role of educational units in productivity has been highlighted (Haenisch, 2012). Universities play a very important role in the progress or stagnation of a society through direct influence on the flow of production, adaptation, and reproduction of social systems and market mechanisms (Tang, 2013). The results of the research conducted in Iran and the world show that, first of all, studies on how to be productive in organizations, especially higher education and universities, are necessary; and each organization needs different indicators compared to other organizations, depending on its goals and implementation methods, to improve its productivity and organizational development, which must be studied and explored separately. There are also a series of individual and moral factors that can be common in all organizations, because all managers, apart from their job and system positions, have common human characteristics, hence the basic research question is: what is the structural model for improving the productivity of higher education managers?
Theoretical Framework
Efficiency
In the Oxford dictionary, productivity is defined as follows: productivity is the efficiency and effectiveness in production measured by some relationships between headquarters and institutions. The definition of productivity according to the International Labor Organization is the ratio of return on resources consumed; more simply, expression of productivity is the ratio of the amount of goods or services produced to the resources used in production. The European Productivity Agency defines productivity as follows: productivity is the degree of effective use of each of the production factors. Therefore, productivity is an intellectual point of view that always tries to improve what is currently available. Productivity is based on the belief that humans can perform their tasks and jobs better than yesterday (Nikkhah, 2022).
Higher Education
Higher education is considered an important type of investment in human resources that helps in economic development and obtaining more benefits by providing and improving the knowledge, skills and attitudes needed by technical, professional and managerial of senior staff, and by resorting to the best optimization and optimized management (Woodhall, 2016).
Mollaie & Aslam Raiesi (2024) investigated the purpose of the research to evaluate the teaching of Arabic lessons in higher education based on the Kirkpatrick model in Tehran's higher education institutions. The findings of the research showed that the components of teaching effectiveness evaluation, including reaction, learning and results, are able to predict the effectiveness of teaching Arabic lessons in higher education based on the Kirkpatrick model. Based on the findings of the research, the teaching of Arabic lessons in Tehran's higher education institutions is at an optimal level in terms of reaction components, learning, and results.
Vedvya & Yogesh (2020) investigated the increasing of the productivity of India's leader-oriented higher education system. It showed that good management increases efficiency in public and private sector organizations; productivity and good management are closely related in terms of time and money and the satisfaction of end users for investment; and increasing productivity and improving the quality of higher education depends on management trends and the effective leadership of higher education institutions.
Research methodology
The research method is applicable according to its purpose; mixed (qualitative-quantitative) in terms of implementation method; descriptive in terms of nature and method; and in terms of the implementation method, fuzzy Delphi analysis in the qualitative part, and cross-sectional survey in the quantitative part. The statistical population of the research in the qualitative part is 18 people from managers, professors and experts; sampling by snowball and purposeful method, and in the quantitative part, 243 people of the faculty members of government and azad universities, from the field of educational management participation; were chosen by stratified sampling. Data collection was done in the qualitative part by the interview; and in the quantitative part by the questionnaire.
 
Research findings
Delphi method was used in qualitative data analysis; and SPSS and PLS softwares were used in quantitative part. According to the findings, the 9 main factors identified in the structural model are: the processing of higher education, job and skill needs assessment, development of communication skills, educational planning, promotion of organizational culture, environmental factors, continuous and constant evaluation, development of strategic thinking, and process reengineering. The results of Friedman's ranking test showed that the highest priority among the effective factors is related to educational planning, development of strategic thinking, and process reengineering. The findings indicate that improving the productivity of higher education managers in Iran requires re-engineering in all organizational elements; from executive methods to personal and professional competencies of managers, as well as development based on the processing of higher education.
Conclusion
The current research was conducted with the aim of the structural model of improving the productivity of higher education administrators. The results of this research are consistent with the results of Mollaie & Aslam Raiesi (2024), Shafiei Chafi et al, (2023), Naghizadeh (2023), Ashourzadeh et al, (2023), Nikkhah (2022), Wright & Perrell (2019), Henry et al, (2020), Vedvya & Yogesh (2020), Zakiani (2019), Mardani shahr babak & Khaki (2019), and Ghasemi & Jamalzahi (2019). Vedvya, & Yogesh(2020) showed that good management increases efficiency in public and private sector organizations; productivity and good management have a close relationship in terms of time and money and the satisfaction of end users for investment; and increasing productivity and improving the quality of higher education depends on effective management and leadership processes of higher education institutions.
According to the results of this research, the following suggestions are presented:
It is suggested that the senior managers of this field at the level of the higher education ministries provide the basis for stabilizing and improving the performance of the higher education institutions by developing a comprehensive system of higher education and organizing and re-ranking and validating the higher education institutions of the country, in addition to correcting some existing processes.
It is suggested that the senior managers of this field at the level of the higher education ministries should do better in recruiting and employing as well as the empowerment programs of their employees and the field of improving productivity. Provide higher education managers in the country by reviewing the job description and determining the specialized skills required for different academic fields.

Abstract Abstract The aim of this study is to identify factors affecting employee performance management with a human resources development approach in research and technology organizations. The research method is applicable in terms of its purpose, and mixed (qualitative-quantitative) in terms of its implementation method. The statistical population of the study included experts in the field of human resources management and public administration, as well as senior managers of the Oil Industry Research Institute with high experience and work experience; reaching theoretical saturation after conducting 19 interviews, and using purposive and snowball sampling methods. Data collection was carried out through semi-structured interviews. In the qualitative part, the data analysis method was used through coding and MAXQDA software; and in the quantitative part, DEMITEL software was used. According to the interviews conducted, 6 dimensions of the paradigm model, 23 components, and 105 indicators were extracted. Then, according to the paired comparison questionnaire to identify the influential and affected dimensions, it was determined that among the 23 components; the components of the workplace, laws and regulations, socio-cultural factors, human resource planning, role clarity, performance measurement, organizational climate, reward system, employee communication, training, performance appraisal, professional ethics, leadership style and motivational factors are the most influential respectively. Introduction Human resource development is defined as a method for developing and promoting expertise in order to improve individuals, teams, work processes, and organizational system performance (Chen et al, 2020). On the other hand, achieving appropriate performance management in organizations in line with human resource development is inevitable to achieve its ultimate goals. In an organization, human resource management is important to ensure that the desired performance of the human resource in the organization is maintained. If the organization cannot hire, develop and retain the right people, it will be difficult to grow and improve the performance of the future human resource, and many organizations may go backwards (Rafidah & Dewi, 2020). Performance management in the field of human resources focuses on how to attract and develop the best people; which explains why it is considered one of the vital requirements for achieving organizational goals (Yim et al, 2020). HRM is very important for organizations because it can help the organization to identify and correct misaligned behaviors between employees and organizational goals. By establishing a good performance management system, mistakes and violations that lead to work inefficiency will be eliminated faster (Rommalla, 2018). Human resource development is one of the important parts of human resource management. From the perspective of human resource development, providing high-quality training, learning, and development opportunities should be considered to enhance employee productivity and resilience (Lim et al, 2020). Any human resource development that can be achieved at a more desirable level is expected to result in higher performance of companies and organizations, which will lead to the country's knowledge development and consequently improved economic performance (Shishkina et al, 2020). Finally, in this article, the researcher seeks to answer the question: what are the factors affecting employee performance management with a human resource development approach in research and technology organizations? And what are the influential and affected factors of employee performance management with a human resource development approach in research and technology organizations? Theoretical Framework Employee Performance Performance is defined as activities that are normally part of an individual's job and actions, and must be performed. In another definition, job performance is defined as the organizational value of an employee's job behaviors at different job situations and times. Organizational value is an estimate that an organization gets from the activities and services of its employees, such as performing job duties by having a proper working relationship with other employees (Sony et al, 2016). Human Resource Development Human resource development is any positive process or activity that has the potential to develop knowledge based on work, expertise, profitability and satisfaction in the short or long term; whether for individual, group and team results or for the benefit of an organization, society, nation or all of humanity. In other words, human resource development is a set of systematic and planned activities carried out by organizations to create opportunities for learning the necessary skills for members of the organization to meet current and future job demands. The four elements of human resource development are: training and development, career path development and planning, performance management and evaluation, and change management and succession planning (Golami et al, 2023). Oghbaee et al, (2024) studied the effect of Mock-based training on the performance of Tehran Municipality employees. The components of the Mock training model included objectives, audience determination, needs assessment, feasibility assessment, title selection, title type, platform selection, content, support, interactive platform, audience engagement, and evaluation strategy. The research findings showed that Mock-based training has a positive and significant effect on the performance of municipal employees and showed that the overall fit of the model is appropriate. Ghaemi & Asgari (2023) studied the presentation of the green human resource management model. The results showed that the green strategy dimension in green human resource management has an average of (0.967) in the first stage, and an average of (0.942) in the second, with the numbers obtained almost overlapping in the final two stages. The results also show that in the green strategy dimension, the green strategic alignment component had the highest opinions of experts; the average was (0.990) in the first stage, and the average was (0.973) in the second stage, which indicates complete saturation of the experts' opinions and overlap between the two stages. Research Methodology The research method is applicable in terms of its purpose, and mixed (qualitative-quantitative) in terms of its implementation method. The statistical population of the study included experts in the field of human resources management and public administration, as well as senior managers of the Oil Industry Research Institute with high experience and work experience; after conducting 19 interviews theoretical saturation was reached, and using purposive and snowball sampling methods. Data collection was carried out through semi-structured interviews. Research Findings In analyzing the data, the data-based method was used through coding and MAXQDA software in the qualitative part, and DEMITEL software was used in the quantitative part. According to the interviews conducted, 6 dimensions of the paradigm model, 23 components, and 105 indicators were extracted. Then, according to the paired comparison questionnaire to identify influential and influenced dimensions, it was determined that among the 23 components, the components of the work environment, laws and regulations, socio-cultural factors, human resource planning, role clarity, performance measurement, organizational climate, reward system, employee communication, training, performance evaluation, professional ethics, leadership style and motivational factors are the most influential respectively. Conclusion The present study was conducted with the aim of identifying the factors affecting employee performance management with a human resource development approach in research and technology organizations. The results of this study are consistent with the results of Oghbaee et al, (2024), Ghaemi & Asgari (2023), Gheiravani et al, (2023), Nyathi & Ray (2022), Abi (2021), Ramzani et al, (2021), and Pourrshidi (2021). Nyathi & Ray (2022) showed that the use of electronic human resource management, despite its nascent nature in African countries, has a positive impact on employee and organizational performance. The achievements of the entire organization increase through the mediation of employee performance. According to the results of this study, the following suggestions are made: According to the results obtained from the qualitative section, it is suggested that the dimensions and components obtained be implemented in the executive section of the Petroleum Research Institute so that the quantitative section can be informed about the implementation of these dimensions and their effectiveness.

Abstract The current research was conducted with the aim of providing a model of return on investment in the training of employees in the petrochemical industry. This research was based on an empiricist philosophy, fundamental from the goal point of view, and with a deductive-inductive approach with a mixed research method. The research data in the qualitative part was collected through interviews with 17 management professors (theoretical experts) and managers of the petrochemical industry (experimental experts) who were selected by purposive sampling. Also, the indicators identified by fuzzy Delphi method with the participation of qualitative department experts were validated and prioritized by fuzzy Swara method. Finally, the final research model was presented. To achieve the objectives of the research, by analyzing the interviews with experts, a set of useful indicators of return on investment in employee training was identified. The main categories of this research are indicators of return on investment in employee training, grouped in the form of eight main categories: organizational infrastructure, strategic alignment, training and development of human resources, incompatibility of human resources, employee empowerment, process-oriented strategy, return on investment to Company, and gain competitive advantage. The findings have shown that training and development of human resources is an underlying variable that affects the empowerment of employees and process-oriented strategy. In the meantime, it is important to strengthen the organizational infrastructure and create strategic alignment to achieve return on investment in employee training. By implementing the mentioned items, the return of capital to the company and gaining a competitive advantage will be achieved. The ranking of indicators of return on investment in employee training with the Swara Fazi method showed that the support factors of senior management, informing employees of the results of training goals, continuous training with wide applications are of the highest importance.
Extended abstract
Introduction
In order to find out the adequacy of the training and improvement programs of the organization's employees, their effectiveness should be evaluated. One of the important factors in this field is to pay attention to the return of training investment, which is considered as an important model in evaluating the effectiveness of employee training. In recent years, paying attention to the rate of return on investment in organizations has become a fundamental issue for managers (Imani, Rezaei, & Sharifi, 2020).
Despite the importance of return on investment in education, this issue is still unknown in the organizational field. This is due to issues such as the lack of evaluation tools, the inability of evaluators to involve investors, and the inability to implement inclusive approaches to education. On the other hand, few academic studies have been done in this field, and a deep research gap is observed in this field. In this regard, the National Petrochemical Company of Iran, which is the most efficient developmental organization in the field of petrochemicals in West Asia, faces the same problem of measuring and evaluating the practical results of training courses, which are often very expensive.
Therefore, the question that this research is trying to find an answer for is, what elements and components does the investment return process in the training of petrochemical industry employees include, what conditions are it affected by, and what are the quantitative and qualitative criteria for evaluating the results of the training?
 
Theoretical framework
The return on investment of training and measuring the effectiveness of training was first introduced as a model in the United States Journal of Development and Education in 1959 by Donald Kirkpatrick. This important model includes four levels or aspects of training; the first level is comprehensive and measures the feelings of the participants in relation to the attractiveness, usefulness and relevance of training to their needs; the second level is learning and the effect of training in terms of progress in Skills, knowledge and attitudes, and in other words the realization of learning goals are measured; At the third level, the actual effect of training, i.e. behavioral changes after learning, is measured; and finally, at the fourth level, the final results of training are analyzed. Due to the increasing importance of evaluating the effectiveness of training, Jack Phillips developed the model and added a fifth level to it and called it ROI (Urbancova, Vrabcova, Hudakova & Petr, 2021), which stands for return on investment. At this level the monetary value of the employee training program is evaluated and the information (quantitative and qualitative) of the fourth level is covered in monetary form.
Phillips recommended that ROI studies be conducted only for programs based on a comprehensive needs assessment. Effectively, measuring return on investment training is a fundamental need for organizations; otherwise, organizations will never understand how valuable their efforts are. Do they use the budget and time efficiently? Is training profitable? or how (and whether) organizations can improve their performance? (Nemec, P. B, 2018.)
Return on investment can be in the form of a number of criteria, including:
_ Added value resulting from activities due to skill acquisition and improvement; greater flexibility among employees who can perform a wide range of tasks; reducing general costs for the company, such as more efficient use of existing facilities, reducing consumption costs and reducing human resource costs; greater ability to innovate in terms of adopting new technology and introducing better forms of work organization;
This means that companies should be aware of a wide range of factors for measuring the return of employee training investments and create a tool to measure them (Nemec, P. B, 2018.)
Research Methodology
The current research is of a mixed type (qualitative and quantitative) and includes two main parts of model design and model validation. In the first part, in order to design the model of return on investment in the training of petrochemical industry employees, the qualitative method of grounded theory was used according to Strauss and Corbin's point of view, using MaxQDA 20 software; and in the second part; the validation of the model, the indicators' expertise validation using the fuzzy Delphi method was discussed by coding in MATLAB environment. Finally, in order to determine the importance of return on investment indicators in employee training, Swara Fazi method and MATLAB software have been used.
Theoretical experts include university professors in the field of human resource management who have scientific publications in the form of books and articles in this field. Experienced experts also include petrochemical industry managers who have at least ten years of executive experience in this industry. 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.
The main tool of research data collection in the qualitative part was the semi-structured interview with six open questions. In the second part, based on the identified categories, a seven-level Delphi questionnaire was used. Finally, indicators were prioritized using Swara's questionnaire. To check the validity and reliability of the data, Holstein's coefficient and P-Scott's index were used.
Research Findings
To analyze the data collected in semi-structured interviews, the three-step coding method of Strauss and Corbin; under the title of open coding, axial coding and selective coding, was used. In the open coding stage, 356 codes were identified, with 6 paradigms, 8 main categories, and 47 indicators; which was calculated based on the researcher's perception and inference from the conducted interviews using the grounded theory method. The fuzzy Delphi approach has been used to validate the identified indicators and screen the final indicators. The seven degree range has been used for the expert's viewpoint Fuzzied. Finally, 42 indicators were selected during two rounds of the experts' point of view, and the criteria of return on investment in employee training were grouped into eight main categories, which are: organizational infrastructure, strategic alignment, training and development of human resources, incompatibility of human resources, employee empowerment, process-oriented strategy, return of capital to the company, and gaining competitive advantage.
Conclusion and Discussion
The present research was conducted with the aim of providing a model of return on investment in the training of employees in the petrochemical industry. Based on the obtained results, it was determined that the organizational infrastructure component was identified as the causal condition, and the strategic alignment component was identified as the background condition affecting the return on investment in employee training. This is mentioned in the results of the study of Phillips (2012), and from this point of view, it is consistent with the results of the present study. Also, the component of training and development of human resources as a central phenomenon and the component of incompatibility of human resources as intervening and inhibiting conditions were identified. This is in line with the results of the study of Poudel (2022). The results showed that the components of employee empowerment and process-oriented strategy are effective as necessary strategies and measures for the return of investment in employee training. This is also mentioned in the results of the study of Annabil (2017), and this point of view is consistent with the results of the current research. Finally, it was determined that the components of return on investment to the company and gaining competitive advantage are positive consequences of return on investment in employee training, which are consistent with the results of the study of Shabahang, Hendricks, Hayek, Ryer, & Lauler (2021).
Also, the ranking of indicators of return on investment in employee training with the Swara Fuzzi method showed that the factors of support of senior management, informing employees of the results of training goals, continuous training with wide applications are of the highest importance.
Based on this, some practical suggestions are presented to the managers of the petrochemical industry for the return of investment in employee training: if the company is professional and the processes are mature and the management capabilities are improved; which leads to the elimination of unnecessary rules and regulations, the managers can provide the necessary training to the employees. Also, the managers of the petrochemical company, having faith in the topics of employee training and providing the necessary equipment for employee training along with improving the software and hardware infrastructure and finally creating an environment with training facilities in the company, can achieve the design of a distinctive human resources management system. In general, continuous training with wide applications leads to reducing conflict among employees and increasing self-confidence in them. Also, with the improvement of communication between managers and employees and the support of senior management, we can hope for an increase in the learning of human resources. What the relevant managers of the company need in order to return the investment is to review the mechanism of recruitment, training and improvement of employees, increasing the skills of employees, and employing expert and elite employees.