Management and Educational Perspective

Abstract The present study was conducted with the aim of designing a model for applying artificial intelligence in elementary school students' learning. This study was applicable in terms of its purpose, and mixed and exploratory in terms of the type of data; in such a way that the qualitative part was conducted using the paradigmatic grounded theory method and the quantitative part was conducted using a survey method. Participants in the qualitative part included academic experts and scholars from the Ministry of Education selected through conscious sampling and the snowball method; and in the quantitative part, 319 education managers and elementary school principals in Tehran were determined based on the Cochran formula. Data collection in both parts was conducted using the field method; semi-structured interviews were used in the qualitative part and a researcher-made questionnaire was used in the quantitative part. The validity and reliability of the instruments were confirmed in both parts. Qualitative data were analyzed by theoretical coding, and quantitative data by confirmatory factor analysis. The findings showed that the AI ​​application model consists of 19 components and 106 indicators in the form of six dimensions of the paradigm model. In this model, the central phenomenon includes learning enrichment and learning individualization; causal factors include technical infrastructure, intelligent support, and technology growth in the family; contextual factors include learning management, learning content, and teacher capabilities; intervening factors include ethics, information security, and educational technology; strategies include personalization of education, feedback, intelligent evaluation, content quality, and learning assistant; and outcomes include deep learning, improving teacher efficiency, high-quality evaluation, and educational innovation. Finally, the obtained model was quantitatively evaluated with confirmatory factor analysis, and the fit indices showed that the model was confirmed.
Introduction
The rapid advancement of computing and information processing methods has accelerated the expansion of AI applications, with the aim of enabling computers to perform their tasks by simulating intelligent human behaviors such as inference, analysis, and decision-making (Duan, Edwards & Dwivedi et al., 2019).
AI in education has great potential to enhance learning, teaching, and assessment by suggesting or providing personalized or tailored learning to learners, developing teachers’ understanding of the learning process, and providing anywhere-anytime search engines and immediate feedback (Xia et al., 2022). AI in learning helps learners actively construct their own knowledge by exploring and manipulating elements of the learning environment (Randhawa et al., 2020).
AI helps to increase the quality of education and not only assists in the learning process but also provides facilities such as tutoring, grading, lesson planning, and feedback to students (Mondal et al., 2019). Timms stated that collaborative robots are used in collaboration with teachers to teach everyday tasks such as spelling, pronunciation, and adjusting students’ abilities (Timms et al., 2016). Artificial intelligence helps personalize content to meet the demand for education, so it plays a significant role in the organization of course materials (Mondal et al., 2019). Therefore, it can be said that it is one of the most important phenomena in education that will be used more in the future (Rezaei et al., 2024). According to the US Department of Education, it is estimated that artificial intelligence in education in this country will increase by 47.5% from 2017 to 2021, which is expected to see a significant growth in companies developing artificial intelligence in education (Liang et al., 2020). During the emergence of Corona, educational technologies, especially artificial intelligence, were used in many countries, but in Iran, very little of artificial intelligence has entered the field of education. Despite the fact that the use of modern educational and training equipment and technologies in line with the goals of education has been considered in the document on the fundamental transformation of education, artificial intelligence has been taken for granted; and only education and training, teachers, and students use virtual spaces as modern educational technologies; while artificial intelligence has spread around the world and provides significant help to teachers and students. Accordingly, the researcher in this study seeks to answer the question: What is the model for using artificial intelligence in learning for elementary school students in Tehran province?
Theoretical foundations
Infrastructure and technological background
Educational developments based on artificial intelligence require appropriate technical infrastructure and access to modern technologies for families. Infrastructure includes servers and network storage, educational software and applications, appropriate bandwidth, multimedia tools, and information processing equipment that enable smart education and active student interaction (Li et al., 2020). In addition, parental mental preparedness, family economic and cultural status, and the use of artificial intelligence tools in daily life are effective contexts for the acceptance and use of smart systems (Chen et al., 2020).
Smart support enables access to content at any time and place, personalized services, and active student interaction with content, complementing the teacher's role in the education process, which is in line with the active learning theory (Rezavan et al., 2022).
Learning Management and Educational Content
Learning management involves identifying student needs, continuously monitoring the learning process, providing feedback and continuous evaluation; and improves the quality of education (Tsai et al., 2019). Learning content should be in line with educational objectives, utilize interactive tools such as games and videos, and enhance students’ academic achievement. Teachers’ ability to use artificial intelligence for teaching and content production has a direct impact on the effectiveness of education (Zhu et al., 2020).
Content personalization strategies, providing immediate feedback, and intelligent assessment facilitate individual and active learning and take into account individual student differences (Popenici & Kerr, 2017).
Intervenors and Ethics in Smart Education
The use of smart technologies in education is associated with ethical and security considerations. Respecting privacy, trustworthiness in the use of content, and developing security infrastructures are critical components (Livingstone, 2012). Educational technology, including artificial intelligence tools, media, and virtual reality technology, acts as an intermediary between the student and the learning process and enables continuous and personalized learning through timely intervention and resource management.
Implications of Smart Learning
The use of artificial intelligence leads to deep learning, improved teacher efficiency, accurate evaluation, and educational innovation. Deep learning is possible by strengthening cognitive skills, increasing the ability to analyze and solve problems, active student participation, and repeating material until complete learning. By continuously monitoring student progress and utilizing smart evaluation, teachers can provide timely corrections and feedback, and improve learning outcomes by combining face-to-face and virtual methods and producing multimedia content (Li et al., 2020).
Sun (2024) examined various uses of artificial intelligence in education in a study titled "Applications of Artificial Intelligence in Education." The research method of this study was a review and analysis. The results showed that AI can improve personalized learning, adaptive learning, virtual reality technology, and teaching assessment, and change the traditional learning system by providing new teaching methods and assessment systems.
Alam et al. (2024) analyzed the future role of AI in education in a study titled "Future Applications and Prospects of AI in Education". The research method of this study was analytical and descriptive. The results showed that AI, with active participation in data analysis, virtual classrooms, adaptive assessments, and personalized learning, can create more effective and efficient educational experiences and requires the participation of educators and legislators to fully realize this potential.
Research Methodology
This research is applicable in terms of purpose, and mixed exploratory (qualitative and quantitative) in terms of data. The qualitative stage was conducted based on systematic data, and the statistical population included 19 academic experts, educational technology specialists, and education managers, of which 16 interviews were used as the basis for the analysis. The quantitative phase was conducted as a cross-sectional survey with a statistical population of 1880 school principals and educational districts in Tehran, and 319 people were selected by stratified random sampling. Qualitative data were collected through semi-structured interviews and library studies, and quantitative data were collected with a researcher-made questionnaire consisting of 19 components and 106 indicators. The validity and reliability of the tools were confirmed by test-retest methods, model reliability test, and inter-coder test, respectively, at 80–86%
Research findings
The research findings showed that the application of artificial intelligence in elementary school students' learning has several basic dimensions that interact with each other in a systematic way. On one hand, technical infrastructure and intelligent support enable active, personalized, and continuous learning, and on the other hand, teacher empowerment and content management ensure that the education process proceeds with quality and effectiveness. Ethical considerations and information security, along with educational technologies, as intervening factors, ensure the safe and sustainable use of systems. Content personalization strategies, feedback, smart assessment, and learning assistants enhance students' individual and collaborative learning, leading to outcomes such as deep learning, educational innovation, improved teacher effectiveness, and quality assessment.
Discussion and Conclusion
The research findings show that implementing smart learning in Tehran elementary schools requires appropriate technical infrastructure and families’ access to modern technologies. Servers, bandwidth, software, and multimedia tools enable smart learning and active student interaction with content (Chen et al., 2020; Rezavan et al., 2022). The readiness and support of teachers and families, especially a positive attitude towards educational technologies, play a key role in the success of smart learning (Valeri et al., 2024; Alam et al., 2024).
In learning and educational content management, identifying student needs, providing continuous feedback, and regular evaluation improve the quality of education (Tsai et al., 2019). The use of interactive tools and multimedia content enhances students’ active participation and academic achievement (Zhu et al., 2020; Sun, 2024). Teachers’ ability to utilize AI for teaching and content production also has a direct impact on learning effectiveness (Chen et al., 2022).
Ethical and security considerations, including protecting students’ privacy and developing security infrastructure, are essential for the successful implementation of smart technologies (Wang et al., 2024; Omar et al., 2024). Educational technologies, through media, content production tools, and virtual reality, enable interactive and personalized learning and reduce teachers’ workload (Sun, 2024).
The implications of using AI in learning include enrichment, individualization, and active learning. Providing diverse examples, simulating real-world situations, and purposeful exercises facilitates deep and active learning (Valeri et al., 2024; Sun, 2024). Content personalization strategies, immediate feedback, and intelligent assessment enable effective learning that is responsive to individual differences (Chen et al., 2022; Zhu et al., 2020).
Finally, AI can help improve the quality of learning, increase student engagement, improve teacher efficiency, and innovate in education (Alam et al., 2024; Wang et al., 2024). This technology enables a more effective, efficient, and personalized learning experience for students. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The aim of this study is to identify effective factors for improving the level of Arabic language lessons (case study: high school students in Kerman city). The research method is applicable in terms of its purpose and qualitative in terms of its implementation method, with a content analysis approach. The statistical population of the study includes 15 managers, teachers, and experts in this field. The sample size was determined using the theoretical sampling method, and the interviews continued until theoretical saturation was achieved. Semi-structured interviews were used to collect information. Content analysis and MAXQDA software were used to analyze the data. The research findings showed that first; the desired codes were extracted using the sub- and main categorization method. Based on the content analysis process, 47 sub-categories and 9 main categories were identified and categorized during the coding stages. The results indicate that the use of innovative, creative and technologically-based methods can affect the level of learning Arabic and improve students' language skills by arousing curiosity, enthusiasm and participation.
Introduction
In the era of globalization and intercultural communication, Arabic language skills are an advantage that can be effective in the future career and professional life of individuals. By understanding effective teaching methods; challenges ahead; and strategies to improve students' language competence, teachers can improve the quality of Arabic language learning (Fathoni, 2021). By analyzing effective teaching methods, schools can optimize the use of existing resources and design programs tailored to the needs and abilities of students. In addition, language improvement strategies can be developed and applied effectively by understanding the challenges that students face. By improving the quality of Arabic learning, students will have better skills in communicating in Arabic, understanding Arabic texts, and accessing and contributing to valuable Arabic knowledge and literature (Nahar et al, 2021).
Research-based education is also an approach to improving students' language skills, which provides students with participation in group work, a deeper understanding of the course material, and the connection of new knowledge content with life inside and outside the school for learners. In research-based learning, an individual, motivated by the need to improve their skills, engages in voluntary practical learning in interaction with others. In other words, research-based education is a measure to ensure the flow of preparation in the transition period in terms of practice (Hamdy et al, 2023). Based on the research-based strategy, the task of the Arabic teacher in the scientific process is not only to transfer information; rather, he must teach the student how to think and how to learn by providing the desired learning situation. In fact, by specifying goals, properly organizing the educational environment, and implementing appropriate teaching methods, learning and acquiring the necessary skills for learners occurs spontaneously. In addition, the integration of technology can be an effective tool for improving language proficiency. The use of mobile applications, online learning platforms, and online resources can give students broader access to educational materials, interactive exercises, and practical activities. Technology can enrich students' learning experiences and encourage them to actively participate (Ulya et al, 2022(.
Based on the above materials and the existence of many challenges in learning Arabic for students, the present study aims to identify effective factors for improving the level of Arabic language lessons for high school students in Kerman. The main research question is: What are the effective factors for improving the level of Arabic language lessons?
Theoretical Framework
Improving the Level of Arabic Language Teaching
In the era of globalization, there are many opportunities and challenges in improving the level of Arabic language in the education process (Shorman et al, 2022). Globalization has opened doors to intercultural interaction and the need to master Arabic as one of the international languages ​​used in various fields, including diplomacy, business, media, and academia. In this context, schools and universities play a pivotal role in meeting these needs and producing graduates with proficiency in Arabic. One of the opportunities in the process of improving the level of Arabic language in higher education is easier access to rich educational resources, such as textbooks, online educational materials, software, and other tools (Mustapa et al, 2022).
Pratama et al, (2024) stated in a study that schools should adapt the content of the curricula to current needs and developments; such as preparing students to communicate in an international language, namely Arabic, especially in the era of the 4.0 industrial revolution. Unfortunately, classical methods are often still used in teaching Arabic in Islamic schools. The results of this study showed that the use of modern methods and technological tools for teaching Arabic has a significant impact on improving student learning.
Mollaie & Aslam Raiesi (2024) studied the evaluation of Arabic language teaching in higher education based on the Kirkpatrick model in Tehran higher education institutions. The findings of the study showed that the components of evaluating the effectiveness of education, including response, learning, and results, are able to predict the effectiveness of Arabic language teaching in higher education based on the Kirkpatrick model. Based on the findings of the study, Arabic language teaching in Tehran higher education institutions is at a desirable level in terms of response, learning, and results.
Research Methodology
The research method is applicable in terms of its purpose and qualitative in terms of its implementation, with a content analysis approach. The statistical population of the research includes 15 managers, teachers, and experts in this field. The sample size was conducted using the theoretical sampling method and the interviews continued until theoretical saturation was achieved. A semi-structured interview was used to collect information.
Research Findings
Content analysis and MAXQDA software were used to analyze the data. The research findings showed that first; the desired codes were extracted using the sub- and main categorization method. Based on the content analysis process, 47 sub-categories and 9 main categories were identified and categorized during the coding stages. The results indicate that the use of innovative, creative and technologically-based methods can affect the level of learning Arabic and improve students' language skills by arousing curiosity, enthusiasm and participation.
Conclusion
The present study was conducted with the aim of identifying effective factors for improving the level of Arabic language lessons (case study: high school students in Kerman city). The results of this study are consistent with the results of Pratama et al, (2024), Mollaie & Aslam Raiesi (2024), Kavusi & Saliminijad (2023), Hasibuan & Jundi (2023), Lelepary et al, (2023), Kamalia et al, (2022), Fatemidust (2020), and Taghizadeh (2020). Fatemidust (2020) stated that using appropriate planning and design of education, motivation, creating a favorable atmosphere and effective communication, and responding to the special needs of students, using modern technologies, strengthening inference skills, strengthening thinking skills, listening well, reading well, asking questions well, brainstorming, exploratory method, problem-based method, units and games, etc. are related to implementation that is appropriate to the attractiveness of the Arabic lesson.
Suggested ways to promote attractive and active teaching methods from the perspective of this research include:
1- Adequate knowledge of teachers about various types of active and attractive methods
2- Providing a suitable platform for implementing active methods in terms of opportunities, sufficient facilities, and arranging appropriate programs and situations
3- Encouraging and activating teachers to employ and use attractive and active methods
4- Providing up-to-date and easy access to relevant materials and resources Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract Extended Abstract
Abstract
The aim of this study was to determine the difference between learning of students trained by the management model method and students trained in the second language teaching method (Case study: students of North Tehran and Tehran Science and Research Branches). Statistical population including students of North Tehran And science and research in the academic year of 2019-2020. The sample size was consisting of 285 students based on Krejcie Morgan (1970) table. The teaching management model based on teaching in the second language course was used for the experimental group, and the common and traditional teaching method was used for the control group. The test of academic achievement of the second language course was performed Before the implementation of the educational scenario, and the post-test was performed in both groups after the implementation of the mentioned model for the experimental group. Data collected from paired t-test showed that the mean in the post-test of the experimental group was higher than the post-test of the control group (P <0.05); As a result, the level of learning of students trained in the management model method differs from that of students trained in the second language course. Also including the education management model in the second language curriculum to the skills of listening, speaking, reading and writing is suggested to make the student more familiar.
Introduction
Language refers to the systematic and conventional use of sounds, signs, or symbols written in a human society for communication and expression (Wright, 2010). The second language has emerged as a language that is mostly used for international and intercultural communication (Ibrahim & Ibrahim, 2017) which has changed into the dominant international language during the process of globalization (Shulgina & Sagaran, 2017). Second language teaching has long been under consideration of Iranian education experts (Ahmadi, et al., 2020) and significant changes in language teaching have occurred in the last few decades (Hinkel, 2012). However, despite the high cost of educating teachers and instructors in the preparation of second language textbooks at schools and universities, the results are not very satisfactory (Phish gadam & Rostami Sarabi, 2015). Learning a second language, like any other learning, seems to require proper teaching methods and effective strategies. A group of curriculum designers and implementers believe that the poor thinking of students is the result of the dominance of traditional methods in schools. They suggest that educators need to rethink their role and focus on the teaching skills and strategies that students need (Behrangi, 2010). There are many patterns for teaching and learning. In the present study, Behrangi (2010) education management model has been investigated. This model is designed to ensure the improvement of learning quality and the effects of education on learners' behavior based on scientific achievements in the field of education, learning psychology and educational management (Kordloo & Behrangi, 2020). In the field of theory, this model receives the theoretical and operational heritage of more than 216 studies conducted from 1995 to 2010 in relation to improving education (Behrangi, et al., 2018) and now citing research results to confirm of the power of this pattern is far greater. In the model of education management, the following steps have been considered: 1) structuring the main concepts and topics of the lesson in the form of drawing maps and diagrams, 2) illustrating general and detailed topics of the course, 3) formative assessment of student readiness based on the lesson plan, 4) mastery Finding and its role in assessing the amount of students' mental mastery through homework, 5) Redrawing the diagram of the connection between the topics and sub-topics of the course independently, 6) Grouping and self-assessment and its role in strengthening student self-confidence, 7 Jurchin and the beginning of students' creativity in learning (preparation of optimal diagrams), 8) Development of teaching scenario of lesson content (teaching narration), 9) Education (implementation of the prepared program) and 10) Final evaluation and its effect on identifying learning problems ( Behrangi, et al., 2015). Considering the importance of the second language course and its role in most aspects of life, including education, job, social life and etc., we can see that unfortunately in our country the importance of learning is still not understood as expected and this subject might require adopting a special teaching style and pattern. Therefore, the question can be asked whether there is a difference between learning students trained in the management model method and students trained in the second language course.
Case study
In this study, students of foreign languages in North Tehran and science and research studying in the academic year 2019-2020 have been studied as a case study.
Theoretical framework
A review of theoretical foundations and research shows the importance of removing barriers in learning a second language and adapting new learning strategies. In a study entitled "the limit of the effect of rational framework of education management in applying new educational technology on motivation and academic achievement of the science course of female students in the fifth grade of elementary school ", Kordloo & Behrangi, (2020) showed that the rational framework of education management in the use of new educational technologies is effective on motivation and academic achievement in students' science course (Kordloo & Behrangi, 2020). "Assessment of the needs of teachers working in exceptional education in Tabriz for appropriate education and evaluation of its effects in implementation" was conducted on teachers working in exceptional education in Tabriz, showed that the model of educational management is effective on teachers' attitudes and reducing developmental educational needs, complementary and Problem solving of exceptional school teachers, and it is better to be included it in the curriculum of exceptional school teacher training course in order to familiarizing the teachers as much as possible (Azimi, 2020).
Methodology
The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population included students of foreign languages in North Tehran and science and research students studying in 2019-2020. The sample was selected by cluster sampling. The sample size was selected based on Krejcie & Morgan (Krejcie, & Morgan, 1970) table. Out of 1099 students studying foreign languages, 285 students were selected, of which 143 were included in the experimental group and 142 in the control group. The criteria for placing individuals in experimental and sample groups were that students who were selected from the University of North Tehran Branch were in the experimental group and students who were selected from the Science and Research Branch were in the control group.
Discussion and Results
In order to test the research hypothesis in both experimental and control groups, paired t-test was used. Samples were selected in the post-test of the control group and in the post-test of the experimental group by the academic achievement test and the difference between the mean of the two groups was shown to be 1.28378, and because the significance level is less than 0.05, the hypothesis of inequality between the mean of two groups is acceptable.  In other words, the average of the two groups is not equal and due to the negative upper and lower bound, the average in the post-test of the experimental group was higher than the post-test of the control group. As a result, the learning level of students trained in the management model method is different from the students trained in the method used in the second language lesson is different.
 
Conclusion
The aim of this study was to determine the difference between learning of students trained in the management model method with students trained in the second language course. This finding is consistent with this study (Sanginabadi, 2016; Heidari, et al., 2010) which showed that the active teaching model is more effective in learning than the traditional teaching model. Also, the model of education management with its significant educational, upbringing and curricular effects has led to an increase in group and group work among students and obliges each student to teach his / her subject to his / her peers and learn from them. Explaining this finding, it can be said that the education management model emphasizes participatory learning and as Asadian et al. (Asadian, et al., 2015) showed in their study, learning and teaching in a participatory method promotes the students' performance in second language lessons more than in the current teaching method. Explaining the findings, we can also say that second language learning skills include listening, speaking, reading and writing skills, which are an effective cognitive process for learning. After receiving the learned information, students need constructive techniques to practice the material so that they can memorize it, and in fact, they need to learn better, and if they have the appropriate and desired techniques to control, it will lead to progress in learning. In this respect, this finding is consistent with the study of Behrangi and Kordlo (Behrangi & Kordlo, 2017) which showed that the model of education management is effective on metacognitive learning. It is also consistent with the study of Al-Kahtani (Al-Kahtani, 2006) and Al-Kahtani (2001) that learning a second language with the educational technologies' help increases the learning of this course. At the end of this research report, it should be mentioned that one of the limitations of this study is the limitation of the two universities, which should be considered in generalizing the results. It is also suggested that the education management model be included in the second language curriculum to the skills of listening, speaking, reading and writing to make the student more familiar.