Management and Educational Perspective

Abstract Abstract The aim of the present study is to privide a model for establishing smart governance using a data-based approach. This study was conducted within the framework of a qualitative approach and using the data-based theory method in three stages of open coding, axial coding, and selective coding. For this purpose, data were collected through in-depth and semi-structured interviews with 15 experts, including university professors, experts specializing in the field of Information and Communication Technology (ICT) in the Ministry of Interior, and managers of the South Khorasan Governorate. Sampling was also carried out theoretically, using purposeful (judgmental) and snowball (chain) methods, and based on theoretical saturation of the data. 130 primary codes, 36 concepts, and 11 categories were identified from the analysis of the interviews. "Smart governance" as a central phenomenon has been formed in the shape of "intra-organizational" and "extera-organizational" causal conditions, "needs assessment and capacity building" contextual factors, "intra-organizational" and "extera-organizational " intervening factors, "ICT governance" and "knowledge management governance" strategies, and "intra-organizational" and "extera-organizational" consequences. In this study, by analyzing the effective components, how to establish and implement smart governance in the country from the perspective of experts in the field of Information and Communication Technology (ICT) in the Ministry of Interior and managers of the South Khorasan Governorate has been examined and presented in the form of a model, and finally, solutions have been proposed based on the surveyed categories. Extended abstract Introduction The rapid growth of information and communication technology in the past two decades has created an unpredictable world for societies; in such a way that various aspects of life, business and governance have undergone fundamental changes and developments. Therefore, the concept of “smart governance” has become the only way for governments and administrations to face these extensive and rapid changes (Borna, 2016; Moghaddisi, 2016). Smart governance aims to provide a platform for integrated management of societies through the interaction and participation of citizens, the private sector and the government (Azkuna, 2017) by means of ICT and utilizing intelligent processes and information-based decision-making (Alawadhi et al., 2012). Smart governance aims to improve cooperation between people and the government by creating a participatory environment and with the help of information and communication technology, thereby increasing the level of people's participation in macro-decision-making and reducing urban management costs, improving efficiency and optimizing resource consumption, making officials more accountable, transparency of administrative processes, increasing people's trust in officials, decentralization, and ultimately advancing urban programs (Jalali, 2017; Flamki, 2014). Therefore, managers and government officials should be driven towards smartization in all dimensions and pillars of society. Our country, as a growing country in terms of population and economy, also needs to enter this important category by creating the necessary infrastructure for smartization and providing the necessary platform for the establishment and implementation of smart governance. On the other hand, it should be acknowledged that development and underdevelopment are among the most important challenges and concerns of social scientists, political elites, and governments in contemporary history in developing countries (Yarahmadi & Almasifard, 2017). In this regard, international institutions proposed the development model of “good governance” (Alini, 2015). Good governance includes indicators such as the rule of law, accountability, transparency, responsibility, and anti-corruption (Deghati et al., 2019), which, with a normative and value-based approach in a correct manner, considers a new concept of the state and the process of governing society, and presents a new method for governing societies, which can ultimately lead to reform of the state sector, strengthening civil society, and accelerating private sector participation (Ayouzi & Marzban, 2016); however, evidence suggests that the state of good governance in our country is not desirable, assuming the impartiality of international organizations and their reports on the degree of compliance with good governance indicators in the country (Biginia et al., 2012). Theoretical foundations of research Smart governance Smart governance aims to provide a platform for integrated management of urban affairs. This platform should provide services and interactions between different components of the city in order to achieve an effective and efficient city (Ghorbani Zadeh et al., 2013). Smart governance is the use of information and communication technology by the public sector with the aim of improving the provision of services and information to citizens, encouraging citizen participation in the decision-making process, making government actions more accountable and transparent, which can lead to a change in the way citizens communicate with the government and with each other through the use of new communication channels, including "e-government", and provide a suitable environment for involving, enabling, and empowering citizens (Piranejad et al., 2013). Communication patterns in smart governance include the government-to-citizen (G2C), government-to-business (G2B) and government-to-government (G2G) communication patterns. In the government-to-citizen communication pattern, the government tries to share its policies and programs with citizens using mass media and receive the necessary feedback from them. Also, in the government-to-business communication pattern, the government strengthens its communications with companies and business institutions to facilitate economic growth, and companies also improve their knowledge and information in terms of laws and business facilities. Finally, in the government-to-government communication pattern, the communication model between government organizations is considered and an attempt is made to create a transparent and corruption-free environment with the help of technological tools (Kramers et al, 2016). Research Methodology The present study is a fundamental study in terms of its purpose, with an exploratory approach, and of qualitative type. The strategy used in this study is data-based theorizing (grounded theory) based on the perspective of Strauss and Corbin (1998), which includes three stages of open coding, axial coding, and selective coding. The statistical population of this study includes 9 experts and faculty members and 6 knowledgeable managers and specialists in the field of information and communication technology in the Ministry of Interior and managers of the South Khorasan Governorate who have sufficient experience or their main expertise in the field of smartization. In-depth interviews were conducted with 15 of these people using the theoretical sampling method in a purposeful manner until theoretical saturation. In this study, the data collection method was in-depth interviews, which were theoretically saturated from the eleventh interview onwards; however, for greater certainty, the researcher continued data collection until the fifteenth interview. In this regard, the interviewees were selected gradually. In other words, with the identification of ambiguous points or weaknesses in the pattern and categories after analyzing each interview, the next person was selected based on the expertise required to resolve and correct the points of ambiguity or weaknesses. Research findings Step One: Open Coding Open coding is the analytical process of naming concepts, classifying them, and discovering their characteristics and dimensions in the data through continuous comparison (seesawing) in which the researcher examines and analyzes concepts from different angles, from the inside and outside, or in reverse, to gain a different perspective on the importance and position of the concepts (Mohebzadegan et al., 2013). In this step, the researcher attached codes to each of the text fragments by examining the interview texts line by line, and finally, after the initial coding of the interview texts, a total of 130 final codes were counted. Step Two: Axial Coding The purpose of axial coding is to create a relationship between the created categories. In this stage, a category from the open coding stage is selected and considered as the central category and the categories of causal conditions, strategies, contextual conditions, intervenors and consequences are linked to it. The axial phenomenon is an idea or phenomenon that is the basis and axis of the process to which all other main categories are linked and appears repeatedly in the data (Mehdibeigi et al., 2019). Therefore, “smart governance” was considered as the axial category. The pattern extracted from the MaxQDA software resulting from the research findings is presented in Figure 1. Stage Three: Selective Coding The final stage of coding in the grounded theory method is “selective coding”. This coding is used to integrate and refine the categories. At this stage, the main categories emerging from the research are linked together and a larger theoretical framework is presented so that the research findings take the form of a theory (Manouriyan et al., 2021). At this stage, intra- and extra-organizational factors were extracted as causal factors; intra-organizational intervening factors such as promoting trust, commitment, and establishing justice; and extra-organizational factors such as forming smart governance. Needs assessment and capacity building were also identified as contextual factors, and finally, ICT governance and knowledge management were extracted as strategies and extra- and intra-organizational consequences. Discussion and Conclusion The present study aimed to deliver a comprehensive model for establishing smart governance in the country, relying on the data-based theorizing strategy and the paradigmatic model of Strauss and Corbin, and was placed in the form of axial coding by extracting a theory from the data. In the aforementioned model, the axial phenomenon is affected by causal conditions, and affects the strategies itself. The strategies, in turn, shape the consequences related to the phenomenon under study under the influence of the underlying conditions and intervening factors. The obtained pattern was expressed in the form of a narrative derived from the data in order to obtain an eloquent interpretation of it. For this purpose, in-depth and semi-structured interviews were conducted with 15 experts, including university professors, experts specializing in information and communication technology (ICT) in the Ministry of Interior, and managers of the South Khorasan Governorate selected through theoretical sampling; and ultimately, 130 initial codes, 36 concepts, and 11 categories were identified. Based on the identified concepts and categories, the establishment of smart governance in the country is directly influenced by internal and external causal factors, including the requirement to reform the administrative system, the necessity of proper resource management, the issuance of new laws and regulations, a paradigm shift in the role of the government, the people, and the private sector in governance, rapid environmental changes and developments, the emergence of new technologies, and the movement of societies toward intelligence. Along with the research results, it should be said that in addition to causal factors, background conditions including needs assessment and capacity building also provide a suitable platform for the establishment of smart governance. In this study, equipment and infrastructure, resources, information and communication technology, cybersecurity, and smart statistics and information should be needs-assessed, and along with that, appropriate capacity should be created through smart preparation, smart architecture, smart administration, and strategy development to establish smart governance. Other results of the study included the identification of two categories of internal and external intervening factors that could indirectly affect the establishment of smart governance in the country, which internal intervening factors included the promotion of commitment, trust-building, and establishing justice; and external intervening factors included the context for the formation of smart governance and the role of civil society and the private sector. Another part of the results of the study also showed that strategies that can be used to establish smart governance in the country as effectively as possible include: the strategy of information and communication technology governance, and the governance of knowledge management. Finally, the results of the present study showed that the consequences of establishing and implementing smart governance in the country will include increasing efficiency and effectiveness, debureaucracy, agility, increasing transparency, accountability, democracy, and improving services; which were placed in two categories of internal and external outcomes. Therefore, it can be said that, compared to the results of previous research (Hosseini et al., 2022; Gholami Noorabad et al., 2022; Aminnejad et al., 2020; Anindra et al., 2018; Meijer & Bolívar, 2015; and Pereira et al., 2018) conducted in relation to smart governance, these studies have only either examined and identified a series of dimensions and components of smart governance from a specific and limited aspect, or have been limited to theoretically expressing the applications of this type of governance; however, the present study, using the qualitative method of data-based theory, has presented a comprehensive model in the field of establishing and implementing smart governance in the country.

Abstract Abstract
The purpose of this study was to design a school engagement model for secondary school students through a qualitative inquiry based on the Delphi technique. In terms of purpose, the research is applicable; and in terms of implementation, it follows a qualitative approach. The statistical population consisted of 20 experts who met criteria such as having managerial experience in secondary schools, holding academic degrees in educational planning, having teaching experience in universities and secondary schools, and possessing published articles or books in the related field. The sample was selected through purposive sampling. Data were collected using semi‑structured interviews, continued until theoretical saturation. The Delphi method was employed for data analysis. The findings indicated that the components of school engagement for lower secondary students include seven dimensions: (1) teaching methods (12 indicators), (2) motivation (11 indicators), (3) self‑efficacy (4 indicators), (4) responsibility (4 indicators), (5) parental involvement (2 indicators), (6) communication (social) skills (6 indicators), and (7) school climate (15 indicators).
Introduction
The school, as the first formal social institution after the family, plays an essential role in shaping the personality, identity, and future trajectory of adolescents. In every educational system, the school is not merely a place for transmitting academic knowledge; it is also a foundation for fostering social, ethical, and developmental competencies. Among the school levels, lower secondary education holds particular importance due to its coincidence with adolescence—a period marked by significant physical, psychological, and social changes. Students at this stage experience various developmental transitions, and their interaction with the school environment can have profound and lasting effects on their academic success and mental well‑being in later years (Ahadi & Mohseni, 2019).
During this period, learners face numerous academic, developmental, and social challenges that may influence their future educational and career pathways (Moradi et al., 2017). When a student perceives themselves as an integral part of the school community and actively participates in school activities, their learning motivation, academic effort, and commitment to educational goals increase (Keramati & Zare, 2024). Conversely, weak school engagement may lead to risky behaviors, academic decline, frequent absenteeism, and eventually early dropout—an alarming issue for any educational system (Seyf, 2021).
School engagement, as a key construct in educational psychology, refers to the degree of meaningful, consistent, and multidimensional participation of students in the behavioral, emotional, cognitive, and agentic aspects of the learning environment (Wang et al., 2020; Skinner et al., 2016).
In the Iranian context, the limited existing studies reveal similar, and in some cases more profound, challenges. For instance, national research indicates that factors such as high exam pressure, rote‑based teaching practices, weakened teacher–student relationships, and the lack of meaningful learning tasks can reduce the cognitive and emotional engagement of Iranian students (Farhadi et al., 2016).
Accordingly, the central question of this study is: What is the model of school engagement for secondary school students based on a qualitative study using the Delphi technique?
Theoretical Framework
School Engagement
School engagement refers to a comprehensive construct encompassing students’ attitudes, behaviors, and interactions with the educational environment and members of the school community. It includes elements such as academic motivation, positive relationships with teachers and peers, understanding of instructional content, and active participation in school activities (Moradi et al., 2017).
Moradi Moghadam and Badri (2024) examined the mediating role of academic support and school climate in the relationship between quality of school life and academic vitality among lower secondary students during the 2022–2023 academic year. Their findings revealed significant positive relationships among quality of school life, academic support, school climate, and students’ academic vitality. Quality of school life had a positive and significant direct effect on academic vitality (β = 0.32), and through the mediating variables of academic support and school climate, it also exerted an indirect and meaningful influence on academic vitality. The researchers concluded that in order to enhance students’ academic vitality, schools should focus on improving quality of school life, increasing academic support, and fostering a more positive school climate.
Rezaian and Araban (2020) investigated the relationship between academic engagement and organizational well‑being among teacher‑education university students in Lorestan Province. The data analysis confirmed a significant and positive association between academic engagement and its components with students’ organizational well‑being.
Research Methodology
This research employs a quantitative approach in terms of its objective and a qualitative approach in terms of its implementation method. The statistical population comprises 20 experts who possess specific qualifications, including: prior management experience in secondary schools, a university degree in educational planning, a teaching background in universities and secondary schools, and published articles or books within the relevant field. The sample size was determined through purposive sampling.
Research Findings
The data were analyzed using the Delphi method. The results indicated that the components of school engagement for lower secondary students consist of seven major dimensions, including:
1. Teaching Method (12 indicators),
2. Motivation (11 indicators),
3. Self‑Efficacy (4 indicators),
4. Responsibility (4 indicators),
5. Parental Participation (2 indicators),
6. Communication (Social) Skills (6 indicators),
7. School Climate (15 indicators).
Conclusion
This study was conducted with the aim of designing a school engagement model for lower secondary students, employing a qualitative approach based on the Delphi technique. The findings of this research are consistent with previous studies, including those by Moradi Moghadam and Badri (2024), Rezaian and Araban (2020), Rezaei (2020), Johnson (2019), Smith (2019), Harris (2019), and Moradi et al. (2017). Specifically, Moradi Moghadam and Badri (2024) demonstrated a significant positive relationship between quality of school life, academic support, school climate, and academic vitality in lower secondary students. They found that quality of school life has a direct positive effect on academic vitality, and it indirectly influences academic vitality through the mediating roles of academic support and school climate. Their conclusion emphasizes that schools should strive to improve the quality of school life, enhance academic support, and foster a positive school climate to increase students’ academic vitality.
Based on the research findings, the following recommendations are proposed:
1. Involving students in school decision-making: This could be achieved through the establishment of authentic student councils with the authority to propose internal regulations and provide feedback on class and project formats. Such involvement fosters a greater sense of ownership and value towards the school.
2. Project-based and collaborative learning: Instead of solely focusing on traditional subject-based instruction, interdisciplinary projects such as creating plays, producing science podcasts, or organizing environmental campaigns should be designed. This approach ultimately enhances intrinsic motivation and establishes a meaningful connection between academic content and real-life application.

Abstract Abstract
The aim of this study is to identify types of educational activities based on the culture of sacrifice in Iranian secondary schools. The research method is applicable-developmental in terms of its purpose, descriptive in terms of data collection, and qualitative in terms of implementation. The statistical population of the study includes 14 education experts, the selection criteria of which are professors with a background in the field of educational sciences who were fully familiar with educational activities based on the culture of sacrifice and had published various articles in this field, and they were selected by the purposive sampling method and the snowball method. The interviews continued until theoretical saturation. Semi-structured interviews were used to collect information. Data analysis was carried out through analysis and interpretation (coding) of the concepts expressed in the literature and texts through thematic analysis method, which included open and axial coding and MAXQDA 2020 software. The research findings showed that 41 concepts were obtained, which were identified as components of individual and personality dimensions (12 indicators), social and cultural dimensions (12 indicators), religious and spiritual dimensions (9 indicators), and educational and infrastructure dimensions (8 indicators), which are the dimensions of the educational activity model based on the culture of sacrifice for Iranian secondary school.
Introduction
In the contemporary world, where enemies are trying every day to distance young people from their value beliefs through cultural invasion and in the field of soft war, to make them identityless and followers of Western culture, raising children in the light of the culture of sacrifice and martyrdom can guarantee their moral and spiritual growth and excellence, and is the best and strongest mechanism in this regard. Therefore, transferring these values ​​to the new generation is of great importance, and the first way to transfer and institutionalize this culture is education (Afkari & Andalibnia, 2022).
The subject of the culture of sacrifice and martyrdom is a subject that, no matter how much research and study is done on it, is still necessary and essential. On the other hand, given that the most important asset of any nation is its youth, and the mindset, attitude, behavior, and spirit of the young generation of any country will determine the future policy of the country, if a teenager and young person have a strong and correct intellectual foundation, they will become a useful person in the future, and conversely, if they follow weak intellectual foundations and wrong beliefs and culture, they will become a shaky and identityless person (Hoseini & Hoseini, 2022).
Considering that the Ministry of Education is in charge of education from about 6 years old in childhood to about 18 years old in late adolescence and early youth, and since, according to various theories in education, this period plays a very important and prominent role in the life of every individual, as a result, the importance and role of the Ministry of Education in the field of shaping and institutionalizing the culture of sacrifice and martyrdom cannot be denied. Considering this point, it can be acknowledged that the Ministry of Education, as an organization responsible for promoting and institutionalizing this valuable culture, plays an important and key role in cultural policy-making (Ebrahimabadi, 2020). Given the importance of this category, the researcher intends to identify the types of educational activities based on the culture of sacrifice among secondary school students. In this way, in addition to identifying and specifying the current situation, it will provide an appropriate picture to officials, planners, and other interested parties. It is hoped that the new model will provide the basis for improving and strengthening educational programs in order to form, promote, and institutionalize the culture of sacrifice, in line with the specific conditions of students in this period, and will pay attention to it in teaching-learning strategies in schools. Therefore, in this research, we seek to answer the question: what is educational activity based on the culture of sacrifice in secondary school in Iran?
Theoretical Literature
Culture of Sacrifice
Sacrifice literally means choosing the interests of others over one's own interests. In other words, seeking self-sacrifice and giving preference to what is desirable to others. This means that a person, with faith in the advancement of Islam and steadfastness in establishing religious rituals and defending sacred values ​​and raising the banner of monotheism, strives with all his material and spiritual capabilities and even does not hesitate to sacrifice his life and property in the way of preserving and protecting the sacred goal, and understands his evolution by reviewing religious sources (Tabatabaei, 2016). Culture is a complex set of core, intellectual and non-material characteristics presented as an indicator of society and social group. The culture of martyrdom, which is called heroic death in the terminology, means a learned social and individual structure followed in relation to a social group and based on religious beliefs and convictions (Kurd Naeij & Khalili Palandi, 2018). The culture of martyrdom means that a person, mindful of the presence of God and possessing high human and spiritual values, sacrifices his life for the sake of his values ​​and beliefs, thereby fulfilling his highest duty to society and his beliefs. Therefore, the culture of martyrdom is interpreted as a philosophy or attitude towards life, although its essence is death (Moussalli, 2015).
Research Background
Keshavarzi & Kargar Jahromi (2025) investigated students' lived experiences of the culture of sacrifice and martyrdom and its impact on the religious attitude of female students in the first year of secondary school in Shahed schools in Shiraz. The findings showed that the culture of sacrifice and martyrdom plays a key role in the formation of students' religious identity and religious attitude. Students in Shahed schools are introduced to the concepts of sacrifice and martyrdom through curricula, educational activities, and social models, which leads to strengthening religious beliefs, increasing their sense of social responsibility, and enhancing their motivation to participate in charitable activities.
Rostami et al. (2024) examined the various explanations for promoting the culture of sacrifice and martyrdom in schools from the perspective of student teachers. The results indicated that there were two general themes of challenges and opportunities for promoting the culture of sacrifice and martyrdom in schools. These challenges include superficial and fleeting education about sacrifice and the culture of martyrdom, lack of much attention to martyrs, especially martyrs defending the holy shrine, security martyrs, medical personnel martyrs, martyrs of terrorist incidents, martyrs of border guards, etc., lack of work in the field of publishing and introducing the achievements of dear martyrs in the media, lack of special and significant programs about sacrifice and martyrdom, especially during the Holy Defense Week, lack of work in the field of promoting the culture of sacrifice and martyrdom, lack of proper culture building among children regarding the culture of sacrifice and martyrdom, updating textbook texts about the culture of sacrifice and selflessness, including more material in the field of sacrifice and martyrdom in textbooks, not paying much attention to introducing martyrs in schools and textbooks, and opportunities include paying more attention to the text of textbooks about the culture of sacrifice and martyrdom. Given the numerous challenges, planning and attention to this issue by the relevant authorities is necessary.
Rezai Koopai (2023) examined the role of education in institutionalizing the culture of sacrifice and martyrdom among students. They found that promoting this culture and introducing it as the dominant culture in society can play a major role in public participation because students, aware of the hardships of the dangerous path of the revolution, will understand well that they must preserve this valuable legacy of the late Imam and the martyrs with all their heart and soul. Therefore, it seems that the methods used in explaining and promoting the culture of sacrifice and martyrdom by teachers and their initiative in using attractive and new methods in this field are workable and crucial.
Methodology
The research method is applicable-developmental, descriptive in terms of data collection, and qualitative in terms of implementation. The statistical population of the study consisted of 14 education experts, the selection criteria of which were professors with a background in the field of educational sciences, fully familiar with educational activities based on the culture of sacrifice and had published various articles in this field, and they were selected by the purposive sampling method and the snowball method. This sampling continued until theoretical saturation. Data and information were collected through preliminary studies and semi-structured interviews, and a list of concepts and categories was collected by open, axial, and selective coding techniques, and a model related to the topic was developed. Data analysis was carried out through analysis and interpretation (coding) of the concepts expressed in the literature and texts using thematic analysis method, which included open and axial coding, carried out with MAXQDA 2018 software.
Research findings
Coding results showed that the research pattern includes individual and personality dimensions, social and cultural dimensions, religious and spiritual dimensions, and educational and infrastructure dimensions. A total of 41 concepts were obtained, of which 12 key concepts are for the components of individual and personality dimensions, 12 concepts for social and cultural dimensions, 9 concepts for religious and spiritual dimensions, and 8 concepts for educational and infrastructure dimensions.
Discussion and Conclusion
The aim of this research was to identify types of educational activities based on the culture of sacrifice in Iranian secondary schools. Research findings showed that 41 concepts were obtained, which identified the components of individual and personality dimensions (12 indicators), social and cultural dimensions (12 indicators), religious and spiritual dimensions (9 indicators), and educational and infrastructure dimensions (8 indicators), which are the dimensions of the educational activity pattern based on the culture of sacrifice for Iranian secondary schools. The results of this study are consistent with the research of Keshavarzi & Kargar Jahromi (2025), Rostami et al. (2024), Rezai Koopai (2023), Heydari (2022), and Afkari & Andalibnia (2022). Heydari (2022) stated that self-sacrifice and martyrdom play a significant role in preserving religion and its values ​​and the independence of the country. Education is a suitable platform for creating and institutionalizing a correct culture of self-sacrifice and martyrdom because one of the tools of cultural influence is changing the attitude of the people of that society, and the students are the most influential groups of society due to their psychological characteristics, who spend the most and most useful time in schools. Therefore, with scientific and comprehensive planning and policy-making, the culture of self-sacrifice and martyrdom in education and training among students can be promoted to an acceptable level. According to the results obtained, it is suggested that education and training throughout the country should dedicate a week every year to sacrifice and martyrdom and hold various programs to promote these values ​​in schools and educational centers. Education and training should hold various programs to display the values ​​of the culture of sacrifice through art and culture.

Abstract Abstract
The present study aims to design and level a sociological model for the development of educational, research, and pedagogical capabilities in Islamic Azad University. The research method is qualitative and applicable in nature. The statistical population of the study consisted of 21 faculty members from the branches of Islamic Azad University in Tehran Province, selected through purposive sampling by the data saturation technique. Data were collected through semi-structured interviews. The findings were analyzed by thematic analysis and MICMAC software.
The results of the thematic network analysis indicated that six organizing themes, eighteen basic themes, and seventy-eight initial codes constitute the sociological components and categories for the development of educational, research, and pedagogical capabilities in Islamic Azad University. The organizing themes were presented in the form of six dimensions: organizational transformation, macro educational and research policies, environmental characteristics, optimal quality of educational–research and pedagogical knowledge enhancement, value creation, and improvement of educational and research quality management.
Based on the results of the MICMAC analysis, the organizing themes of organizational transformation, macro educational and research policies, environmental characteristics, and optimal quality of educational–research and pedagogical knowledge enhancement were positioned within the linkage factors area, while the organizing themes of value creation and improvement of educational and research quality management were classified within the dependent factors area.
Introduction
In today’s world, universities are considered among the most valuable resources available to societies for progress and development, consistently playing a fundamental role in both material and spiritual advancement. Proper investment in this sector plays a crucial role in creating opportunities and facilities for future generations and in guiding comprehensive national development (Ghasemi Gilvaei & Ghorbani Param, 2025). In reality, universities and higher education institutions operate as complex social systems within their environments. On one hand, they influence their surroundings and related transformations from various scientific, educational, service, cultural, social, political, and economic perspectives. On the other hand, they are themselves influenced by environmental conditions and ongoing changes (Tahmasab & Dehghan Mangabadi, 2024). Naturally, it is desirable that this interaction be structured and guided in a way that maximizes its benefits for the development of both society and universities. Accordingly, universities and higher education institutions—particularly Islamic Azad University—are regarded as strategic centers whose outputs in terms of both quantity and quality are directly linked to sustainable social development (Rahmani Lashgari et al., 2024). Universities and higher education institutions, as the most prominent scientific bodies engaged in human development, serve as the driving force and intellectual engine of society and lead the movement toward comprehensive national development (Montella et al., 2022).
One of the most significant indicators of a country’s comprehensive development is the existence of universities and higher education institutions. Attention to this matter has a long-standing tradition among nations worldwide, and the Islamic Republic of Iran is no exception (Alexandro & Basrowi, 2024). A brief review of the history of higher education in Iran clearly demonstrates that considerable efforts have been made across different periods to expand higher education, with the current era representing a peak in this attention and development (Jafari, 2022). One of the most important achievements of higher education is providing an appropriate platform for nurturing individuals’ potential talents so that, through their development and cultivation, the path toward sustainable national development can be realized (Aljermawi et al., 2024).
Achieving sustainable national development is not possible unless universities and higher education institutions, in addition to producing, transferring, and disseminating knowledge, transform potential talents into actual capabilities (Mousavi et al., 2021). The fundamental mission of universities is to nurture talents and advance knowledge through education and scientific research, as well as to promote and develop sciences in order to provide committed and specialized human resources capable of meeting the legitimate needs of society. Islamic Azad University has taken valuable steps in this regard (Gravand et al., 2022).
This study attempts to examine scientific, educational, research, and pedagogical guidelines from a sociological perspective and to propose an optimal model for Islamic Azad University in Tehran Province. The present research seeks to answer the following scientific question: How can a sociological model for the development of educational, research, and pedagogical capabilities in Islamic Azad University be designed and hierarchically structured?
Theoretical Framework
Educational, Research, and Pedagogical Capabilities
From the beginning of human life until today, individuals have continuously progressed by learning various skills. On the other hand, learning any subject requires education. Through education, the skills and techniques necessary for continuing life can be transferred to learners (Zhu et al., 2024).
In its general sense, research includes any type of effort aimed at discovering truth or carefully examining a subject. This broad definition encompasses all forms of inquiry, ranging from daily and informal investigations to deep and scientific studies. In a more specific sense, however, research refers to systematic scientific investigations conducted according to a defined plan and using standard methods. In such research, questions are precisely formulated; data are collected and analyzed; and the results are presented accurately and in a documented manner. As a purposeful and systematic process, research not only plays a role in the production of knowledge but also serves as a powerful tool for solving complex problems and providing creative solutions. This scientific activity is considered the foundation of innovation and progress in all areas of life (Quan & Zhang, 2024).
Research activity is a dynamic and scientific process that involves discovery, exploration, and careful investigation to find answers to questions or solve problems. This activity is carried out by individuals who seek to expand the boundaries of knowledge and offer innovative solutions. Research can be considered a skill, a profession, or even a way of life that relies on critical thinking, curiosity, and perseverance (Sigahi & Sznelwar, 2023).
Rad (2024) conducted a study titled Designing a Research Literacy Curriculum Model for Students of Islamic Azad University. The results indicated that Islamic Azad University, based on the seven identified dimensions, can pursue two main approaches: first, the agency of the university in observing relevant considerations in strategic programs and daily activities; and second, the integration of academic issues within the domains of education, research, and technology in the university. Through these approaches and by utilizing the capacity of student-teachers, the university can play a valuable role in promoting a research-oriented culture within society.
Taheri Mashari (2024) conducted a study entitled Designing a Multicultural Teaching Model for Professors. The results showed that designing a multicultural teaching model for professors can be beneficial and effective in guiding and managing university classroom environments for students.
Research Methodology
The present study employs a qualitative and applicable research method. The statistical population consists of 21 faculty members from the Islamic Azad University branches in Tehran Province, selected through purposive sampling using the data saturation technique. The data collection instrument was semi‑structured interviews.
Research Findings
To analyze the findings, thematic analysis and MICMAC software were used. The results of the thematic network analysis revealed that six organizing themes, eighteen basic themes, and seventy‑eight initial codes constitute the sociological components and categories related to the development of educational, research, and pedagogical capabilities in Islamic Azad University.
The organizing themes were identified in the form of six dimensions: Organizational transformation, Macro educational and research policies, Environmental characteristics, Optimal quality of educational–research and pedagogical knowledge enhancement, Value creation, Improvement of educational and research quality management
According to the results of the MICMAC analysis, the organizing themes of organizational transformation, macro educational and research policies, environmental characteristics, and optimal quality of educational–research and pedagogical knowledge enhancement were located in the area of linkage factors, while the organizing themes of value creation and improvement of educational and research quality management were classified as dependent factors.
Conclusion
The present study was conducted with the aim of designing and leveling a sociological model for the development of educational, research, and pedagogical capabilities in Islamic Azad University. The results of this study are consistent with the findings of previous studies conducted by Rad (2024), Taheri Mashari (2024), Zhu et al. (2024), Deus et al. (2022), and Jafari (2021). Rad (2024) demonstrated that Islamic Azad University, based on the seven identified dimensions, can pursue two main approaches: first, emphasizing the agency of the university in observing relevant considerations within strategic programs and daily activities; and second, integrating academic issues within the domains of education, research, and technology. Through these approaches and by utilizing the capacity of student-teachers, the university can play a valuable role in promoting cultural development within society.
In explaining this issue, it can be stated that the relationship between universities and industry, along with the development of education and research, represents one of the most essential interactions within any society and contributes significantly to innovation and economic growth in countries. This relationship can be interpreted as the flow of academic knowledge through the veins of society and the practical utilization of knowledge. The historical development of universities shows that they have evolved through three generations. First-generation universities were primarily educational and focused on teaching activities; second-generation universities concentrated on research and investigative activities; and third-generation universities emphasize entrepreneurship and solving societal problems through systematic and scientific approaches. Consequently, universities inevitably face demands for creating added value for society, and the production of wealth from knowledge has emerged as a new paradigm in higher education.

Abstract The purpose of this research is to identify the key drivers of human resource development in the Traffic Police (Rahvar) using a foresight approach. In terms of objective, this study is applied-developmental, and it was conducted qualitatively using thematic analysis. The statistical population consists of 14 Traffic Police managers, selected through purposive sampling based on the criteria of at least 10 years of management experience and comprehensive expertise in the field. Semi-structured interviews were used as the data collection tool, and interviews with participants continued until theoretical saturation was reached. Data analysis was performed using the thematic analysis method (basic, organizing, and global themes). The coding process and textual analysis of the interviews were carried out in MAXQDA 2018 software. The findings of the research indicated that the key drivers of human resource development in the Traffic Police with a foresight approach include: modern traffic police technologies, behavioral and social changes of drivers, economic policies of the traffic police, revision of traffic laws, global convergence in traffic management, demographic challenges and aging, traffic culture development, public demands from the traffic police, emergency management in the traffic police, road traffic safety, and sustainable transformation of traffic management.

Abstract The research was conducted with the aim of designing a smart educational leadership model to improve school principals' decision-making. The research method is applied in terms of its purpose and is data-driven theory (systematic design) in terms of data type. The statistical population of the research was school principals in Tehran. Sampling was conducted using purposeful and snowball methods. The samples were selected according to the course of theory formation and based on the theoretical saturation rule, with a total of 19 people. The research data collection tool was a researcher-made semi-structured interview. The data were analyzed using Max Quda software (version 2020) in three stages of open, axial, and selective coding, and its reliability was confirmed through agreement between the coders. From the data analysis, 61 open codes, 14 axial concepts, and 6 main categories were extracted in a paradigmatic framework. The final model showed that the central phenomenon of "intelligent educational leadership" is manifested in three interconnected dimensions: strategic rationality (including data-driven decision-making, systematic analysis, and predictive thinking), emotional-communication intelligence (including relationship management, empathy, and trust-building), and spiritual-moral orientation (including motivation, adherence to professional ethics, and student centeredness). This phenomenon is formed under the influence of causal conditions (internal and external transformational pressures), context (intraorganizational and extra-organizational factors), and intervening conditions (structural facilitators and inhibitors), and through action strategies (including core competencies and executive-process measures), it leads to desirable outcomes at two process levels (improving the quality, speed, and coherence of decision-making) and organizational levels (improving educational performance, stakeholder satisfaction, and transforming into a learning organization).