Management and Educational Perspective

Abstract The aim of this study is to examine the role of pre-event education and protection of vulnerable groups based on neighborhood-centered security governance. Given its objective, the research is applied, and in terms of implementation, it is qualitative with a data-driven (grounded theory) approach. The study population consisted of 18 participants, including experts in social security and criminology (university professors and urban security researchers), local actors (members of neighborhood social councils, local trusted figures, and civic activists), and officials from executive and law-enforcement institutions related to urban security, who were selected through purposive snowball sampling. Data were collected through semi-structured interviews with experts in social security, local officials, and citizens residing in high-risk areas; interviews continued until theoretical saturation was achieved. Data were analyzed using grounded theory. The findings indicate that neighborhood-centered security governance—through three main components, namely “multilevel participation,” “neighborhood-level data-driven management,” and “local institution-building”—can provide the conditions for active, rapid, and effective protection of vulnerable groups. By leveraging neighborhood-based structures, it is possible to support vulnerable groups before crises occur and to enhance neighborhood resilience through pre-event policymaking.
Introduction
Traditional security systems have primarily focused on responding to crises after their occurrence; however, complex changes in social structures and the growing expansion of economic inequalities have caused contemporary security approaches to shift their focus toward prevention. In this context, vulnerable groups, including older adults, children, female-headed households, migrants, and residents of deteriorated urban areas, are more exposed than others to multilayered threats. Pre-event protection refers to the preservation and safeguarding of the rights and interests of individuals or institutions before the occurrence of incidents or problems. This concept is of particular importance in security and law-enforcement organizations such as the Law Enforcement Command of the Islamic Republic of Iran, since personnel in such institutions are exposed to various harms and risks due to the sensitive and dangerous nature of their duties (Mohammadpour & Adibi, 2023). The effective implementation of protective measures can contribute to increasing public trust in legal institutions, which in turn strengthens social order. By adopting preventive measures, the occurrence of crimes and social harms can be prevented, ultimately leading to a reduction in social and economic costs (Nazemi et al., 2022). Vulnerable groups refer to segments of society that, due to economic, physical, psychological, social, or cultural conditions, are subject to greater threats and receive less support. These include older adults, working children, individuals with physical or mental disabilities, unsupported women, migrants, and residents of informal settlements (Torabi et al., 2022). Neighborhood-centered security, as a socio-military strategy, plays a key role in ensuring security and confronting internal threats. In this regard, neighborhood-centered security constitutes a model through which community-based security frameworks can serve as an effective approach to crisis management and security theory (Elhami & Riahi-Asl, 2024). Accordingly, the present study seeks to answer the following question: What is the role of pre-event education and protection of vulnerable groups based on neighborhood-centered security governance?
Theoretical Framework
Pre-Event Protection
Pre-event protection refers to a set of measures designed and implemented with the aim of preventing the emergence of crises, threats, and harms. In this approach, rather than focusing solely on reactive measures, efforts are directed toward the early identification of warning signs and threat bottlenecks in order to facilitate effective intervention before incidents occur. This perspective is closely associated with concepts such as “social prevention,” “situational prevention,” and “collective resilience” (Shahrokhi, 2024).
Vulnerable Groups
The term vulnerable groups refers to segments of society that possess lower levels of resilience and capacity in dealing with economic, cultural, and social problems and consequently experience lower levels of security compared with other members of society (Torabi et al., 2022).
Neighborhood-Centered Security Governance
Neighborhood-centered security governance refers to a community-based approach to urban security management in which safety is achieved at the local level through the active participation of residents and neighborhood institutions. The primary objective of this approach is to enhance citizens’ sense of security and reduce crime by fostering collaboration and synergy among law enforcement agencies, local communities, and other relevant stakeholders. As a socio-security strategy, neighborhood-centered security plays a pivotal role in maintaining public safety and addressing internal security threats. It also provides an effective framework for crisis management and the development of participatory security models (Elhami & Riahi-Asl, 2024).
Elhami and Riahi-Asl (2024) examined neighborhood-centered security during the Sacred Defense period as a model for participatory security governance in the future. Their findings demonstrated that public participation in neighborhood security can strengthen national defensive capacity and enhance preparedness against emerging threats. The study concluded that neighborhood-centered security models, emphasizing community engagement and public mobilization, serve as key drivers of resilience and resistance to security threats and can therefore provide an effective framework for managing future crises.
Shahrokhi (2024) investigated the necessity of pre-event protection of personnel, organizational missions, and institutions, with particular emphasis on the concept, significance, rationale, and implementation of preventive protection within the Law Enforcement Command of the Islamic Republic of Iran. The study concluded that safeguarding personnel and organizational integrity represents one of the most critical internal missions of the organization. Owing to the diversity of their responsibilities, extensive public interaction, and the highly sensitive nature of their duties, law enforcement personnel are exposed to numerous occupational and social risks. Consequently, protecting and guiding personnel constitutes an essential factor in achieving organizational objectives. Furthermore, the study emphasized that the importance of protection extends beyond organizational considerations, drawing on religious teachings that encourage individuals to safeguard themselves against potential harms. Adherence to these principles not only promotes personal well-being but also contributes to stronger social institutions and more resilient organizations.
Research Methodology
The present study is applied in terms of its objective and qualitative in terms of its method of implementation, adopting a data-driven grounded theory approach. The research population consisted of 18 participants, including experts in social security and criminology such as university professors and urban security researchers, local actors such as members of neighborhood social councils, trusted community figures, and civic activists, as well as officials from executive and law-enforcement institutions related to urban security. Participants were selected through purposive snowball sampling.
Data were collected through semi-structured interviews conducted with experts in social security, local officials, and citizens residing in high-risk areas. The interview process continued until theoretical saturation was achieved.
Research Findings
Grounded theory was utilized for data analysis. The findings indicate that neighborhood-centered security governance, through three main components—“multi-level participation,” “neighborhood-level data-driven management,” and “local institution-building”—is capable of providing the conditions for active, rapid, and effective protection of vulnerable groups. By leveraging neighborhood-based structures, it is possible to support vulnerable groups before crises occur and to enhance neighborhood resilience through pre-event policymaking.
Conclusion
The present study was conducted with the aim of examining the role of education and pre-event protection of vulnerable groups based on neighborhood-centered security governance. The findings of this research are consistent with those reported by Elhami and Riahi-Asl (2024), Shahrokhi (2024), Mohammadpour and Adibi (2023), Smith (2022), Nazemi et al. (2022), Bayari et al. (2020), Bako et al. (2020), and Ghasempour et al. (2019). Ghasempour et al. (2019) showed that employee training, monitoring and control, public education, and cooperation with governmental and local institutions have a positive and significant effect on the implementation of neighborhood-centered security plans among citizens in the Fifth Police District of the Greater Tehran Law Enforcement Command.
Based on the findings of the present study, the following recommendations are proposed:

Developing a policy document for neighborhood-centered security governance: With the participation of institutions such as the Ministry of Interior, law enforcement agencies, municipalities, and the State Welfare Organization, a comprehensive policy document for social security governance should be formulated with a focus on vulnerable neighborhoods.
Establishing neighborhood vulnerability monitoring centers (CRM): Data-driven centers should be launched at the neighborhood level with the aim of identifying and continuously monitoring the status of vulnerable groups and critical areas.
Empowering neighborhood civil structures: Local civil and community-based structures should be strengthened to improve participation, coordination, and support for vulnerable populations before crises occur. 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 the present study is knowledge management in business and entrepreneurship-related education in selected educational institutions. The statistical population includes 223 universities from different countries around the world based on the article by Robinson and Haynes from Baylor University, and the statistical sample includes 29 important universities. The required data was collected through documentary tools and interviews, and by means of the comparative study method, related course titles were extracted in the mentioned universities, and their similarities and differences were explained in 22 and 28 comparative indicators. Then, the mentioned courses were divided into three categories according to the opinions of experts, including the common course group, the specific course group of corporate entrepreneurships (independent) with 25 titles, intra-organizational entrepreneurship with 17 titles, organizational entrepreneurship with 10 titles, and the supplementary course group. The results showed that in the universities studied, courses related to independent entrepreneurship, or courses related to starting new and independent businesses, were emphasized and important by universities more than other courses; and from this perspective, courses related to intra-organizational entrepreneurship and organizational entrepreneurship were in the next levels of importance and emphasis. Using the results of this study, managers and officials can design local models of entrepreneurship and business education according to environmental capacities along with a global perspective, and suggest appropriate course titles to suit the environment in which entrepreneurs are supposed to use or create opportunities.
Introduction
Entrepreneurship and business include visible behaviors, and can be taught and educated. Entrepreneurship education is considered one of the determining and influential factors on the rate of development and expansion of entrepreneurial activities in a country (Hasan et al., 2025). Entrepreneurship is a contingent and interdisciplinary subject that appears in various forms across nations, regions, over time, and among individuals. Although some scholars consider the characteristics of entrepreneurs to be non-acquired, it must be acknowledged that environmental factors have a great impact on the development of entrepreneurs (Karavand et al., 2025). These factors include culture, networks, access to capital, social mobility, and government policies. Given the importance and role of entrepreneurship and entrepreneurs in the process of creating welfare, generating wealth, and growing and developing countries over the past few decades, the educational systems of developing and advanced countries have implemented specific educational and research programs for training entrepreneurs, according to their needs and within their capabilities (Paliwal et al., 2022). European governments provide special support for activities that encourage entrepreneurship among young people. In the United States, entrepreneurship education has also received much attention within university courses and by specific institutions. Canada and some Asian countries such as the Philippines, India and Malaysia have also taken significant steps to support entrepreneurial activities. This support includes practical guidance, consulting, providing financial facilities and holding special courses on entrepreneurship within universities or outside universities (Liliana et al., 2025). In a comparative study of entrepreneurship education in France and the United States, it has been concluded that in France, the views and perceptions that exist towards entrepreneurship and its impact are not very positive. This study also provides insights into the factors that influence the success and failure of educational programs, and examines how George Mason University's School of Business incorporates an open education approach into business education, utilizing a combination of effective methods such as first-year seminars, shared thinking experiences, learning communities, collaborative assignments, undergraduate research, community-based learning, internships, capstone courses and projects, and diversity and global learning. Accordingly, the present study uses a modeling method to conduct a comparative study of entrepreneurship-related education at major universities around the world, and then, based on the results obtained, local and appropriate educational courses will be presented for Iran. The present study, based on a review of the relevant literature, will answer the following question: How is knowledge management in business and entrepreneurship-related education in selected educational institutions?
Theoretical Framework
Knowledge Management
Knowledge management is the process an organization utilizes to collect, organize, share, and analyze its knowledge in a way that is easily accessible to employees. This knowledge can include technical resources, frequently asked questions, training documents, and other information (Afshari et al., 2020).
Entrepreneurship
Entrepreneurship is a management approach that gives meaning to concepts such as innovation, flexibility, and responsiveness in the light of understanding environmental opportunities. Organizational entrepreneurship occurs when an organization relies on growth and the use of new opportunities from internal and external factors of its organization (Darabi et al., 2019).
Rashidi et al. (2025) investigated the identification and evaluation of educational cooperation opportunities between Iran and the member countries of the Belt and Road Initiative. They showed that digital infrastructure (13.76), cultural diplomacy (13.58), and joint curriculum development (13.30) were 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 dependent role. Cultural and linguistic challenges are also considered 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-oriented 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.
Khoshnudi et al. (2025) examined the design of a curriculum based on entrepreneurial thinking based on the content analysis method. They found that the following factors have an impact: appropriate educational resources, experts and entrepreneurs, encouraging creative thinking and innovation, providing practical opportunities, regular evaluation and feedback, developing communication and collaboration skills, training in time and resource management, problem-solving ability, training in technical and specialized skills, and encouraging critical thinking in the field of entrepreneurship and business.
Research methodology
The statistical population includes 223 universities from different countries around the world based on the article by Robinson and Haynes from Baylor University, and the statistical sample includes 29 major universities.
Research findings
The required data were collected through documentary tools and interviews; and through the comparative study method, relevant course titles were extracted in the mentioned universities and their similarities and differences were explained in 22 and 28 comparative indicators. Then, applying the opinions of experts, the mentioned courses were divided into three categories, including the group of common courses, the group of specific courses of corporate entrepreneurship (independent) with 25 titles, intra-organizational entrepreneurship with 17 titles, organizational entrepreneurship with 10 titles, and the group of supplementary courses. The results showed that in the universities under study, courses related to independent entrepreneurship, or courses related to starting new and independent businesses, were emphasized and considered important by the universities more than other courses, and from this perspective, courses related to intra-organizational entrepreneurship and organizational entrepreneurship were in the next levels of importance and emphasis. Through the results of this study, managers and officials can design local models of entrepreneurship and business education according to environmental capacities along with a global perspective, and suggest appropriate course titles to suit the environment in which entrepreneurs are supposed to use or create opportunities.
Conclusion
The present study was conducted with the aim of knowledge management in business and entrepreneurship-related education in selected educational institutions. The results of this study are consistent with the results of Rashidi et al. (2025), Khoshnudi et al. (2025), Torabpour (2025), Tahmasbzadeh Sheikhlar et al. (2025). Khetarpal et al. (2025), Karavand et al. (2025), Soltani & Tarin (2025), Yadollahi Farsi & Sadeghi Ganjeh (2025), Anubhav et al. (2024), Adeel et al. (2023), and Tabibniya et al. (2022). Khoshnudi et al. (2025) found that the following factors have an impact: appropriate educational resources, experts and entrepreneurs, encouraging creative thinking and innovation, providing practical opportunities, regular assessment and feedback, developing communication and collaboration skills, training in time and resource management, problem-solving ability, training in technical and specialized skills, and encouraging critical thinking in the field of entrepreneurship and business.
Given that entrepreneurship is related to and deals with all aspects of human life and, of course, with all educational and experimental academic disciplines, it is therefore suggested that in addition to the specific and specialized academic discipline of entrepreneurship, all other academic disciplines, in addition to their main courses, study a number of courses related to the three types of entrepreneurship, to create this capability in their graduates so that they can, in coordination with their academic discipline and field, commercialize their knowledge and learnings by establishing business institutions and entrepreneurial companies (independent entrepreneurship) or be able to carry out intra-organizational entrepreneurship within existing companies. 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 the present study was to identify the underlying factors and challenges in irresponsible and away from meritocratic appointments in education. The present study was applicable in terms of its purpose, and qualitative in terms of the method of data collection, which was conducted by content analysis. The research population included human resources department employees and middle managers of education in Semnan city, and 14 semi-structured interviews were conducted using a non-probability method with a theoretical saturation technique in the findings. The data were coded with MAXQDA 2020 software, and the results of data analysis led to the identification of 47 basic themes and 7 organizing themes in the context of the underlying factors in irresponsible and away from meritocratic appointments in education, which were classified into 4 overarching themes: management in the shadow of politics; organizational belonging bottlenecks; the conflict between economy and educational strategy; and fundamental structural faults; and 105 basic themes and 9 organizing themes were identified in the context of challenges in irresponsible appointments and away from meritocracy in education, which were classified into 4 comprehensive themes: managerial and organizational crises in the education system; social and cultural crisis in education; inequality crisis in education; and quality crisis in education. Considering the identification of the underlying factors and challenges in irresponsible appointments and away from meritocracy in education in this study, implementing the solutions presented in it can facilitate and bring about the realization of the appointment of competent people in education.
Introduction
In today's world, where societies are changing and progressing at an unprecedented pace, human resources are the main pillar and capital of an organization (Nabavi, 2019). The most important factor in the sustainability of any system is the competence of its officials (Ortogoli Farahani et al., 2023). Therefore, appointing managers based on merit is one of the main challenges for policymakers (Rezaei Yazdeli et al., 2023) to identify, attract and retain the most competent managers as a competitive advantage, because meritocracy helps to recognize and reward real performance and, with equal opportunities for all (Suryani et al., 2024), increases employee participation, satisfaction and retention (Budhwar et al., 2019). It also leads to ensuring social justice, increasing motivation, dynamism, creativity and mobility of managers, reducing administrative and financial corruption, increasing organizational productivity and optimal budget consumption, and developing human capital (Yarmohammadi et al., 2024). In appointment based on meritocracy, hard work and achievements or personal abilities of the individual lead to wealth, employment and power; and excellence strengthens the reward of talents regardless of social status or personal connections (Hyder & Khan, 2024). Education, in terms of the nature of activity (Jafari, 2024), is one of the most important pillars of any social system and the basis of the cultural, social, economic and political development of any society (Ghadimi Yardoghdi & Hafezian, 2020), and in this, the manager has a very sensitive and significant role in it (Haseli & Ebrahimiān, 2021) so that they can fulfill the missions of educational systems (Soltani et al, 2024). Therefore, the education system must seek competent, capable, and knowledgeable managers in order to transform the structure of educational organizations and make the most of capital, technology, and human resources (Ghaedri Zefareh et al, 2023). Failure to appoint qualified managers leads to the selection of inefficient human resources that lack the necessary qualifications and skills, which imposes heavy costs on the organization, lacks productivity, and a sharp decline (NgaAssia & Okon Effanga, 2021), and will have irreparable consequences such as loss of employee motivation and public dissatisfaction, wasting potential talents, and consequently reducing efficiency and effectiveness (Ortogoli Farahani et al., 2023). Considering the extent, complexity, and importance of the education organization and its impact on other organizations, and also considering that education is one of the most important pillars of any social system; responsible appointment of managers based on meritocracy is one of the important and challenging issues, and since identifying the underlying factors and existing challenges is the most sensitive and important measure, the outcome of which is to improve the effectiveness of the organization and can play an effective role in making the right policies in this field; therefore, the present study sought to identify the underlying factors and challenges in irresponsible appointments and away from meritocracy in the education organization.
Theoretical foundations of the study
Meritocracy: Meritocracy is a system that provides conditions for the leadership and management of capable and elite individuals. Meritocracy is a model that is based on five bases of managerial competence, such as knowledge, ability, motivation, value, and management style (Schroder, 1989). Meritocracy is a social system in which the highest power and social status are entrusted to individuals with the greatest ability. Meritocracy is a social system in which advancement in society is based on individual abilities and merits, not derived from family, wealth, or social background (Imbroscio, 2016).
Research Methodology
The present study was applicable in terms of purpose, and qualitative in terms of data collection and thematic analysis strategy. The research participants included human resources department employees and middle managers of education in Semnan city in the period 2024, and 14 participants were selected using a non-probability method and considering the theoretical saturation technique in the findings. The data collection tool was a semi-structured interview. The research data was validated using participant feedback methods and the use of external observers. The data obtained were coded using the content analysis method and MAXQDA 2020 software.
Research findings
Based on the results obtained, the set of reasons that the interviewees mentioned regarding the factors that cause irresponsible and away from meritocratic appointments in the education organization; based on the type of conceptualization, they were classified into four overarching themes: management in the shadow of politics (hidden influence, blocked roads of talent); organizational belonging bottlenecks (inner shadows, invisible walls); conflict between economy and educational strategy (shadows of recession, unclear path of evaluation); and fundamental structural faults (silent structures). Also, the reasons that the interviewees mentioned regarding the challenges arising from irresponsible and away from meritocratic appointments in the education organization; based on the type of conceptualization, they were classified into four overarching themes: managerial and organizational crises (the mask of politics on the face of education, paralyzing bureaucracy in the path of education, strategic holes in the maze of sectional decisions, and stalled wheels: inefficiency in the allocation and utilization of resources), social and cultural crisis (solidarity crisis: a toxic and insecure atmosphere in education, lost light: a crisis of solidarity and motivation in education), inequality crisis (educational system imprisoned by inequality, a curtain on the future of the country), and quality crisis (silent damages in the education system(.
Discussion and Conclusion
The first finding of the research indicated that non-meritocracy appointments in the education organization arise from four root causes in the formation of meritocracy. These sources include: management in the shadow of politics, which is associated with concepts such as hidden influence and blocking the path of talent development, which is consistent with the studies of Akhtar & Abdullah (2023), Alqudah et al., (2022), Farhadinejad et al., (2022), and Michael et al., (2023), which have proposed political interference, party relations, and political influence as effective factors in non-merit-based appointments.
Another identified factor is the conflict between the economy and educational strategy, which is crystallized by the shadows of resource stagnation and ambiguity in the competency assessment system, which is consistent with the studies of Jamjoom (2023), Lashkari & Siah Mansouri (2023), and Mehralizadeh & Chenari (2024). Each of these factors is conducive to the dominance of individual tastes, political preferences, relationship-orientedness, and the neglect of meritocracy in management processes. Accordingly, it is suggested that in order to strengthen merit-based selection, measures such as designing a transparent and legal system for evaluating the competence of managers, establishing multi-level evaluation structures, curbing political and group influence in appointments, institutionalizing a culture of organizational belonging through training, career counseling, and creating professional growth paths should be put on the agenda of policymakers. Also, reviewing resource allocation, clarifying selection criteria, and dealing with traditional and inefficient structures are other key strategies for reforming the appointment process in education. The first challenge in irresponsible appointments and away from meritocracy in education was the managerial and organizational challenge (the mask of politics on the face of education, paralyzing bureaucracy in the path of education and training, strategic holes in the maze of sectional decisions, and stalled wheels: inefficiency in the allocation and utilization of resources). According to the interviewees, in most of the appointments in the education organization, the qualifications and competence of the individuals are not taken into account and political thinking and political loyalty are key factors in these appointments. The results of this section are in line with the studies of Alqudah et al., (2022), Jamjoom (2023), Akhtar & Abdullah (2023), Michael et al., (2023), Baroun (2024), Elyasinajad (2016), Farhadinejad et al., (2022), Jafarpoor et al., (2023), and Zebardast et al., (2022).
The second challenge of education in irresponsible appointments and non-meritocracy was the social and cultural challenge in education (crisis of solidarity: toxic and insecure atmosphere in education, lost light: crisis of solidarity and motivation in education). Irresponsible appointments and non-meritocracy in the organization have provided a platform for deep conflicts and instability within the organization. The third challenge that arose in irresponsible appointments and non-meritocracy in education was the challenge of inequality in education (education system in the prison of inequality, obscurity on the future of the country). By intensifying injustice, irresponsible appointments in education reduce job opportunities and expand social inequality. The quality challenge in education (silent damages in the education system) was the fourth challenge in irresponsible and non-meritocratic appointments in education. Irresponsible and non-meritocratic appointments in education, through incorrect decision-making and ineffective policies, cause silent damages in the education system and exacerbate educational isolation. 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 Background and Objectives: Educational activities, along with scientific education, play a significant role in raising the future generation and preparing them for life in an ideal society. The aim of the present study was to investigate and identify the effective factors in improving and promoting the quality level of school educational activities by surveying educational experts.
Method: According to the data collection method, this is a qualitative and phenomenological study. The participants in the study included educational assistants and instructors and experts in the field of education in the academic year 2024-2025 in Mazandaran province. The member survey method was used to verify the accuracy of the findings. The reliability method between the two coders (intra-subject agreement) was used to determine reliability.
Findings: According to the survey of participants, the results showed that the effective factors in improving the quality level of school educational activities included 33 indicators in six dimensions; Systematic organization of educational activities and school development activities, intra-school factors, extra-school factors and senior managers, outsourcing of educational activities, empowerment of assistants and educational instructors, interaction between home and school have been identified. Conclusion: According to the results obtained, it is necessary for all school personnel, including teachers and principals, to consider themselves involved in school development activities and not to consider their work as simply advancing school development activities. Also, special emphasis should be placed on improving the quality of school development activities, because special attention to quantities leads to neglect of the effectiveness of activities with regard to the main mission and mission of education. The results of this study can be effective in improving the quality of school development performance.
Introduction
Improving the quality of development activities in schools is one of the key issues in the education system that has a direct impact on the individual, social and moral development of students. Teachers are not only transmitters of knowledge, but also behavioral and moral models for students. Experts believe that teachers should be continuously trained in the fields of educational psychology, communication skills, and modern teaching methods. The ability of teachers to create a safe and supportive environment plays a decisive role in shaping the personality of students. Each student has unique characteristics, interests, and needs. Designing educational programs that pay attention to individual differences can contribute to the all-round development of students. Experts suggest that schools use diagnostic tools such as psychological tests and individual counseling to accurately identify the needs of each student. The family, as the first educational institution, plays an important role in completing the educational activities of the school. Experts emphasize that schools should establish continuous and effective communication with families. Holding educational workshops for parents, creating interactive platforms, and involving families in school programs can help improve the quality of educational activities. Therefore, the Infallibles (peace be upon them), who possess the essence of infallibility and immunity from error and mistake, are the best and most reliable educational models, and presenting their views and discovering and presenting their educational path is an undeniable necessity for the successors of the field of Islamic education and training. Education is one of the most vital aspects of human life, and in its light, man achieves the desired happiness (Soltani Renani, 2008). The goal of Islamic education and training is to acquire knowledge, skills, and actualize human talents for a good life, and according to anthropological principles, all human capabilities and existential capacities have an effect on achieving a good life. Regardless of the characteristics and differences in educational needs and talents, humans have common and diverse dimensions and aspects, and a detailed study and examination of these common talents and needs requires the separation of its dimensions and aspects (Abdi, Rashidifar, 1403). The educational system is a system in which students shape and develop their personality and individuality by spending their childhood and adolescence in it. Therefore, school should be a fun place for students, where they can grow freely. For this reason, schools should not only focus on classrooms, because school is a place where students spend their lives, students learn various things alongside their teachers and friends, and can feel the joy of expressing themselves and being important as a member of society (Yoshitaka Ishikawa, 2014).
From an Islamic perspective and based on the Fundamental Transformation of Education, education is an interactive process that lays the groundwork for the continuous development and elevation of the identity of the learners, in an integrated manner and based on the Islamic standard system, in order to guide them on the path of preparing for the conscious and voluntary realization of the stages of a good life in all dimensions. Considering the Islamic view of man, we can consider the overall goal of the education process to be the continuous development and elevation of individual and collective identity through understanding one’s own and others’ situation and acting to improve it based on choice and commitment to the Islamic standard system. The main role of the education process is to play a role in this process and to lay the groundwork for guiding individuals in society to the path of continuous development and elevation of their individual and collective identity. Education is the fundamental axis of improving human life, and educational interests must be emphasized in all social decision-making and planning. Educational activities are among the activities that have an undeniable impact on the individual and collective life of man. These activities are successful when we consider the context of the relationships of the relevant social groups in our educational goals and take into account their structural specificities. This is because education is an activity that takes place in society and is embedded in the context of various social relationships (Afsharmanesh, Nozari, 2021).
After reaching theoretical saturation, the interview and coding were completed. The coding process and text analysis of the interviews were carried out in the qualitative data analysis software MAXQDA 2018. The final output of the extracted components is as follows.
Figure 2- Final output of experts' opinions for the research model
Discussion and Conclusion
Based on the model obtained from the present study, in determining the factors that improve and make education effective in schools, the factors identified are the systemic organization of educational activities and school development activities, intra-school factors, empowerment of assistants and development coaches, outsourcing of educational activities, extra-school factors and senior managers, and interaction between home and school.
The systemic organization of educational activities and school development activities leads to synergy between school activities; which is closer to comprehensive education based on the Fundamental Transformation of Education Document. On the other hand, separating educational activities from school educational activities, such as assigning separate teachers for separate courses in mathematics, physics, history, etc., whose job is to promote educational activities, get higher grades and pass final exams, is the basis of a behavioral perspective on education, which will not be as effective as it should be given the characteristics of the new era. However, since the new generation lives in the era of information technology, with this perspective, they can no longer be considered as empty vessels whose only need is a lack of scientific information and knowledge, and the teacher or teacher, as a person who has the necessary information and knowledge, can fill this gap. On the contrary, according to the constructivist perspective (Zofen, 2013), in the face of a mass and explosion of different information produced from different media, students must choose the information they need based on the problems they face in real life, and they must construct knowledge themselves and learn how to solve problems in real life situations. The task of school staff is actually to lead students to learn how to solve problems. In this context, it is necessary to have a systemic perspective on school activities, and on this basis, the educational and nurturing activities of the school are both components of this whole matter of educating students, and both, together and in harmony, can work towards the effectiveness of the school in accordance with the mission and mission of education. The next dimension of the present study is the outsourcing of school educational activities, which have been identified with four indicators. According to a review of the research literature, outsourcing is a form of predetermined external procurement for the provision of goods or services that were previously provided by the organization itself (Carlson, 1998 and Hart, 1995). According to the view of Anderson, Horsman and Quigley, 1995), the speed of change of knowledge and information in the present era is so great that large organizations are quickly out of the competition, which has led to a need for solutions for these large organizations. One of the ways to save these organizations is to outsource activities and to downsize these organizations to the point where they can change quickly. 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 the present study is to model the third generation human resources education in medical universities of the country. This study is applicable-developmental in terms of its purpose, and descriptive-survey in terms of its data collection method. The participant society of thequalitative part of the study includes the managers of the country's medical universities, who were selected using purposive sampling. In the quantitative part, the perspectives of 384 experts from the country's medical universities were used. The data collection tools are semi-structured interviews and a researcher-made questionnaire. The content analysis method was carried out by MaxQDA 20 software to analyze the expert interviews. The partial least squares method with Smart PLS software was used to validate the model. The results showed that governance, politics and legislation, religion and culture, security and defense factors have an impact on social and economic factors. Social and economic factors also affect structure, readiness and infrastructure, interactions and communications, and research and technology. These factors also affect executive management, and executive management affects physical characteristics, scientific, intellectual, psychological, behavioral, spiritual and moral qualifications. These factors also affect educational leadership and management, and ultimately lead to the training of third-generation human resources in medical universities.
Introduction
One of the most important elements for the optimal use of human resources in any society is the challenge of employing individuals in various activities. The issue of employment, and on the other hand, unemployment, are among the most important elements that must be given more attention by individuals to create a prosperous society; because the necessary condition for growth and development in any society is the creation of employment in it (Khorsand et al., 2021). In the meantime, the higher education system plays an important role in employment and the labor market. Developed countries have moved towards third-generation universities to empower graduates and train efficient human resources that are in line with the needs of the labor market (Pietrzyk et al., 2023). In fact, it can be claimed that the dominant model of a successful higher education system in the present era is third-generation universities, which are also known as entrepreneurial universities (Meissner et al., 2022). It must be said that transforming first- and second-generation universities into third-generation ones is not only a basic necessity for all countries, but ignoring it will have adverse consequences. This issue is doubly important given the issue of unemployment among the educated class (Meshki Hasanabad et al., 2022). Unemployment among university graduates is a fundamental problem for all countries, including Iran; according to the results of the labor force survey by the Statistical Center of Iran in the spring of 2023, the unemployment rate in the age group of 18 to 35 years (who are mainly university graduates) has increased to the point that 16.6% of the active population of this age group is unemployed. Also, seasonal changes in the unemployment rate of these individuals show that this rate has increased by 1% compared to 2022 (Saba et al., 2023).
Theoretical foundations of the research
An entrepreneurial university is a university in which knowledge and science entrepreneurship has been created as a force for economic growth and competition in global markets. Entrepreneurship is a focal element of the third-generation university and has occupied many fields of study (Alvin, 2022; Centobelli et al., 2018). Entrepreneurship is a process in which a new idea is transformed into a new product or service, and can lead to increased productivity, wealth creation, welfare, and job creation. On the other hand, entrepreneurship is an educational, nurturing, and long-term process that requires planning in the educational and research system. The implementation of entrepreneurship programs starts at the family and school levels and continues to the university and organizational levels (Kislyakov et al., 2021).
In fact, the fundamental role of universities in the world in training a skilled workforce has caused fundamental changes and developments in different countries, especially developed countries. Although it cannot be admitted that an entrepreneurial university is always profit-seeking or that a traditional university never seeks profit; it should be known that the important feature of an entrepreneurial university is its economic aspect, efficiency aspect, and competitiveness aspect compared to other universities (Klofsten et al., 2019). In fact, an entrepreneurial university is more responsive to economic and social needs than a traditional university. In knowledge-based societies, universities are expected to be more flexible in order to play their important role in social progress and to engage in more interactions with society, create innovation, transfer science and knowledge, and exploit scientific studies in order to increase welfare and economic competitiveness (O’Reilly et al., 2019; Lee et al., 2023). Job, employment, and unemployment of young people in society, due to the lack of mastery of the skills required by the labor market, are considered one of the main economic challenges of countries. To face these challenges, the world's economic systems have moved towards third-generation universities (Mohammad Shafi'i et al., 2020). The entrepreneurial university is a place where new jobs are created. This university provides educational, financial, and marketing support to entrepreneurs, and provides them with employment conditions (Ja'fari et al., 2020). However, it seems that the reductionist and applicable approach to entrepreneurship in the educational system has led to the emergence of a small level of self-employment in society. This issue is considered an important challenge in the field of academic entrepreneurship, which is due to the unbalanced development of science and knowledge and a misunderstanding in the correct understanding of the third-generation university in the country. Third-generation universities were formed with the emergence of applicable and need-based studies, and are entrepreneurial and based on entrepreneurship and solving societal problems with a systematic and scientific approach in interaction with the surrounding environment (Calvo et al., 2019). One of the key perspectives of the aforementioned university is the development of individual job skills, professional development and competencies, and empowerment of students and professors in line with the national development process and solving societal challenges in a scientific way (Dalmarco et al., 2018).
Research Method
Type of Research: This research is an applicable-developmental research in terms of its purpose, and seeks to model the education of third-generation human resources in the country's medical universities. Based on the data collection method, it is a non-experimental (descriptive) research conducted using a cross-sectional survey method. Research sample and sampling method: Participants in the qualitative part of the research include theoretical experts (university professors) and empirical experts (directors of medical universities in the country). Sampling was carried out using a purposive method and continued until theoretical saturation. Accordingly, 19 people participated in the qualitative part of the research. The statistical population of the quantitative part includes experienced experts in medical universities. The sample size was estimated at 384 people using the Cochran formula, and sampling was carried out by cluster-random method.
Research data collection tools: Semi-structured interviews and a researcher-made questionnaire were used to collect research data. And to analyze the expert interviews, thematic analysis method was used with MaxQDA 20 software. To validate the model, the partial least squares method was used with Smart PLS software.
Research Findings
The results of the interviews were analyzed using qualitative thematic analysis based on the six-step method of Attride-Stirling (2001). In the open coding stage, 356 codes were identified. Finally, through axial coding, 4 overarching themes, 17 organizing themes, and 71 basic themes were obtained. Also, GOF in this study was obtained 0.631, which is higher than 0.36. The RMS-theta index was obtained 0.100; less than 0.12. SRMR index was also obtained 0.050; less than 0.08; therefore, the model fit is favorable.
Conclusion
This study was conducted with the aim of modeling the training of third-generation human resources in the country's medical universities. Currently, the issue of examining and evaluating the educational needs of employees in the scientific and applicable system and their training, which is a large segment of the workforce employed in universities, has been recognized as an essential issue, and action must be taken to resolve it. Training is a set of planned efforts by a university to facilitate the learning of its employees about their job competencies. These competencies include skills, knowledge, and behaviors that are essential for successful job performance. The results of the present study are consistent with the results of the studies of Mirjavani Zanganeh et al., (2021), Saba et al., (2023), Meshki Hasanabad et al., (2022), Mijani et al., (2022), Mousavi et al., (2017), Khosravi et al., (2021), and Ramezani et al., (2018). The results of the study of Al Jubouri (2023) showed that there is a strong relationship and influence of transformational leadership in the training process and in all dimensions except employee empowerment and materials. In fact, by understanding the dimensions of the research, in addition to preparing a catalog including the materials in which training is provided, trust between employees, management, and trained employees can be increased. The value of the study focuses on adding some knowledge to leaders, practitioners and managers, transformational leadership and the education process.
According to the results of the study, the following suggestion is made:
Regarding security and defense factors, it is suggested that in addition to establishing offensive and defensive management of health hazards, attention should also be paid to the occupational safety of human resources. Creating economic security is an important element in reducing their stress, and by increasing environmental security, the goals of third-generation human resource education can be achieved more quickly.
Regarding religion and culture, it is suggested that, considering Islamic and cultural values ​​in the field of science and technology, the words of religious elders in this field should also be interpreted. Third-generation human resource education requires the position of religious cultural structures in the field of science and technology, and this can be achieved by honoring and venerating the elders of the scientific and technological elite.
Regarding policy and legislation, it is suggested that by increasing the quality and quantity of policy/law formulation in science and technology, the important and essential needs and elements in this area should be identified, and necessary measures regarding the quality and quantity of policy/law implementation in science and technology should be taken.
Regarding governance, it is suggested that while improving the structures of government, public and international institutions; stability and governance also be created. What is important in the education of third-generation human resources is the administrative-executive coordination between the three branches to develop educational, research and technological infrastructure; because achieving technological goals in medical universities depends on strengthening infrastructure and improving technology-based systems. 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 provide a model for explaining and applying coaching for school administrators. This research is qualitative. The research population includes academic experts, experts at the management levels of education and training, and school administrators. Based on the purposive and accessible sampling method, after a semi-structured interview with 15 people, theoretical saturation was achieved and the interview was stopped. Validity in this study achieved through consultants and experts in the field of educational management; and to determine reliability, the research colleague confirmation strategy was used; and accordingly, validity and reliability were confirmed. The analysis method used in the present study was the content analysis method, which was carried out using Maxqda software version 20. Based on the results of the interviews, 25 themes were identified in the form of 8 concepts of strategic human resource management (employee participation, empowerment, etc.), organizational health (employee responsibility and organizational trust), organizational improvement (employee training, educational planning, etc.), knowledge management (sharing, dissemination, and organization of knowledge), organizational support (management of friendly relationships, organizational empathy, etc.), organizational communication management (strengthening communication skills and improving intra-organizational interactions), and organizational ambidexterity (emphasis on organizational productivity, strengthening creativity, and organizational flexibility). Accordingly, it is suggested that school administrators consider the model developed in this study as a criterion for their work in order to improve their management in schools.
Introduction
The continuity and survival of any society requires that its set of beliefs, values, behaviors, attitudes, knowledge, and skills be transferred to new generations. The mechanism of this transfer is education and training. One of the important pillars of education, which is actually the main institution for providing the necessary training, is the school (Taghiani et al, 2023). Effective school management and leadership play a vital role in improving the quality of teaching and learning in the educational environment (Blackmore et al, 2024). One of the main reasons always been raised about poor school results is the inability of principals to have the necessary skills and training to properly manage and lead the school (Matthew, 2021). One of the important variables for improving human resource management, including school management, is coaching. However, unlike training, which usually involves a group of people and has a time limit, coaching is a focused and individual method that can be implemented at any time and every day. Also, unlike some forms of training that are immediate and fleeting, coaching has a lasting and long-term impact on the individual and the organization (Jones & Newland, 2022). Organizational coaching is a process that aims to increase the profitability of the entire organization, strengthen the professional skills of managers and employees, and create job satisfaction and success in the employees of that organization (Park et al., 2020). The role of the education system in the growth and progress of societies is outstanding and undeniable (Mohammadi et al., 2024); for this purpose, education as one of the vital areas of society, given the fundamental role it plays in educating young generations and providing the country's human resources, requires the use of effective and up-to-date management systems. Therefore, developing and presenting an appropriate coaching model for school administrators seems necessary and even inevitable. Accordingly, the present study seeks to answer the basic question: what the coaching model for school administrators is like and how it can be applied in schools?

Theoretical Framework
School Management
Among educational institutions, education plays an important role in society, with a very old background; and for better education, the management system in education is of great importance. Therefore, among the types of management in education, school management is the most important, most effective and most delicate type of management (Laleh et al, 2023). School administrators face many challenges such as limited resources, diverse and extensive needs, diverse teachers and students, less applicable educational content, poor development of a participatory culture, etc. Therefore, developing the skills of school administrators is necessary and inevitable so that they can guide schools towards professional and specialized educational organizations, and pave the way for the growth and development of society (Ponsombut et al, 2014). Human resources are the most important and vital resource in today's organizations, and, compared to competing organizations, these resources can maintain and enhance the organization's position or cause it to decline. (Toyama et al, 2023) Today, education and its management are considered an important factor in the development of countries, and efficient and effective management in education and training organizations can improve teachers' job satisfaction, create a strong bond between parents and students, strengthen the parent-teacher association, reduce academic dropout, promote innovation and creativity, flourish students' talents, and achieve optimal utilization of human resources (Montecinos et al, 2018). Today, the goal of school management is not only to manage, organize, supervise, guide, and discipline, but in addition to them, the lofty goal of school management is to realize professional ethics and create an environment for growth and development. (Emamdoust et al, 2020).
Coaching
In the 1950s, coaching was first introduced to the management field by Mis (2008), who initially defined it as a management tool for guiding and developing employees (Gregory & Levy, 2016). In recent years, coaching has emerged as a significant development intervention in schools in countries such as Australia, the United Kingdom and the United States; and is used to help develop managers, teachers and students while supporting school improvement and development (Butler, 2024). The International Coaching Federation defines coaching as: “Coaching is an ongoing partnership between a coach and a client in which the coach helps the client to achieve desired outcomes in their personal or professional lives by engaging them in thought and awakening their inner creativity” (Kameron & Ebrahimi, 2017). Another goal of coaching is to draw solutions to problems from within the coach, thus enabling the coach to find appropriate solutions to the issues presented to them (Butler, 2024). A coaching manager is a manager who uses coaching methods in his daily affairs and in his communication with subordinate employees, and the key element of this is, compared to other managers, the way he communicates with employees (Unnu, 2020).
Research Methodology
This research is fundamental in terms of purpose, and exploratory in terms of data collection. The research was conducted qualitatively. Qualitative data was collected using library studies and semi-structured interviews. The statistical population of this research included academic experts, experts at the management levels of education and training, and school administrators; and the theoretical saturation index of data was used to determine the sample size. The sampling method was purposeful and accessible method. By this process, 15 experts were identified as sufficient for interviews.
Research findings
Data analysis was conducted using thematic analysis method and MAXQDA 20 software. After finalization and consensus of the participants in the final stage, the coaching model for school administrators was developed based on the answers to the research questions. This model was provided to experts and finalized after making amendments. Based on the results of the interviews, 25 themes were identified in the form of 8 concepts of strategic human resource management (employee participation, empowerment, etc.), organizational health (employee responsibility and organizational trust), organizational improvement (employee training, educational planning, etc.), knowledge management (sharing, dissemination and organization of knowledge), organizational support (management of friendly relationships, organizational empathy, etc.), organizational communication management (strengthening communication skills and improving intra-organizational interactions), and organizational ambidexterity (emphasis on organizational productivity, strengthening creativity and organizational flexibility).
Conclusion
The increasing need of organizations for organizational coaching because of reasons such as stagnation due to poor organizational performance and the importance of reducing organizational costs, the lack of responsiveness of conventional training such as face-to-face and one-sided virtual classes and the need to pay attention to feedback and student-centered training, the prevalence of coaching in organizations and the importance of expertise and analysis in them, the purification of organizations from weak forces and the increasing reliance on valuable forces, the increase in competition and speed in business and the need for change leaders in organizations and individuals adaptable to change, the influx of young and talented people into organizations and the importance of their development needs (talent management), the emergence of the sublime idea of ​​knowledge management and the importance of preserving and expanding organizational knowledge, and the increasing importance of the issue of transforming knowledge into wisdom as a management-cultural category, have led to the importance of the role of coaching in organizations. The results of this study are consistent with the results of the research of Dastgerdi et al., (2021), Qarlaqi et al., (2021), and Ellinger and Ellinger (2020).
According to the results obtained, the following suggestions are made:
- In the organizational decision-making process, the ability of employees should be used more, and a kind of organizational coaching process should be carried out with their participation in important organizational processes.
- Using the organizational coaching process, efforts should be made to increase and improve the adaptability of individuals and employees of the organization.
- Encouraging individuals to carry out activities and team work (becoming extroverted) can increase the spirit of responsibility of individuals and contribute to organizational health.
- Increasing employees' information about coaching using scientific and applicable conferences and workshops. 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 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 Abstract
The purpose of this research is to identify the educational components of technology commercialization of universities with meta-composite method. This research is qualitative in terms of the method of data collection; and a meta-composite approach in terms of the research implementation method. The statistical population of this research includes 110 documented articles, which were adjusted to 86 and 30 during three stages of screening and refinement, and finally to 15 articles related to the educational components of commercialization of technology in universities, and were identified by the method of metacombining the components related to commercialization of technology of Universities. The findings of the research are based on 21 final reviewed articles out of 110 initial articles, which lead to the extraction of 20 concepts and open codes for the commercialization of universities' technology and 4 core codes including: 1- Hardware 2- Software 3- Brainware 4- Organization-software. At the end of the research, it is suggested that the authorities, with a more detailed understanding of the underlying conditions and factors of success in technology commercialization in universities, should formulate policies and design effective implementation plans.
Extended abstract
Introduction
Commercialization is a process that transforms ideas, research results or inventions from the academic sector into marketable products, services and processes. The nature of the commercialization process requires the participation of the academic sector and the industry sector in transforming research results into innovation in the market, and during this process, the results of research in different stages of its development are exchanged and transferred between these two sectors (Ghaffari & Hesami, 2017). Commercialization is an important part of the innovation process without which no product will successfully enter the market. Creating platforms for the supply of knowledge and technology, in addition to providing significant economic values ​​for organizations, leads to the economic and technological growth of society. One of the main reasons for the speed of technological progress and development in industrialized countries has been the attention to the commercialization process of those countries (Safari, 2018). Commercialization includes all the activities required to convert an idea, technical knowledge, work method, practice, process, product, service, organizational form, technology or a combination of any of these capitals into value-creating opportunities (Asadi et al. 2023). The process of development and commercialization of new technology is not a simple and linear process, but a very complex one that requires the role of different actors with different capabilities. The commercialization process requires skills such as: product development, market evaluation, market strategies, etc. (Musaei, 2008).
As knowledge storage bases, universities have paid special attention to the development of science, and senior managers have always thought about academic thinking. Economic progress based on knowledge must demand new innovation methods and new struggles. Beyond their traditional role as an educational institution, universities have always helped companies to reach developed industries (Kalar & Antoncic, 2015). Therefore, this research has identified the educational components of technology commercialization of universities, and as a result, the main question of the research is: what are the prominent, central, and common educational components that can be counted regarding the commercialization of technology of universities?
Theoretical framework
Commercialization of technology
Commercialization is the process of transforming science and technology, new research, or an invention into marketable products or industrial processes. This can be done by existing companies or by creating new companies. Successful commercialization leads to product innovation and process innovation. It follows from the above definitions that commercialization is the process that transforms the idea, research result or invention from the academic sector into marketable products, services and processes (Jameson & O'Donnell, 2015). Other experts consider commercialization as the process of transforming technology into economically successful products. Commercialization is the process of transferring and transforming knowledge produced in research centers into various commercial activities. Also, commercialization has been considered as the process of transforming science and technology, new research, and invention into a product or industrial process that can be presented to the market (Hashemnia et al, 2009).
Education
Education as one of the pillars of development is closely related to employment in the society. As a dynamic system, the university plays the role of guidance and leadership of people's intellectual participation in the administration of society (Archer et al, 2008).
Sufi et al, (2024) investigated the identification of factors affecting the commercialization of the products of knowledge-based companies based in science and technology parks and growth centers. The results of the research showed that the model designed with 14 indicators were identified including causal conditions (management factors, information factors, financial factors), background conditions (laws and regulations, technological capabilities), core category (market factors, product factors), strategies (strengthening interactions, marketing and sales capabilities), outcomes (economic development, knowledge-based economy, entrepreneurship development), intervening conditions (individual factors, cultural-social factors), explaining the components of commercialization of products of knowledge-based companies. Barzegari & Aghajani (2024) investigated the cultural barriers of knowledge commercialization in universities. Through the study and analysis of the conducted research, it was found that the most important obstacles to the commercialization of knowledge in universities can be found in having views and beliefs of: lack of trust, lack of commitment to change, not accepting the team group, and lack of exchange of ideas and information..
Research methodology
This research is qualitative in terms of the method of data collection; and a meta-composite approach in terms of the research implementation method. The statistical population of this research includes 110 documented articles, which were adjusted to 86 and 30 during three stages of screening and refinement, and finally to 15 articles related to the educational components of commercialization of technology in universities, and the components related to commercialization of technology of universities were identified by the method of metacombining.
Research findings
The data analysis is a meta-composite method, and the research findings are based on 21 final reviewed articles out of 110 primary articles, which lead to the extraction of 20 open concepts and codes for the commercialization of university technology and 4 core codes including: 1- hard Software 2- software 3- software 4- organization software. At the end of the research, it is suggested that the authorities, with a more detailed understanding of the underlying conditions and factors of success in technology commercialization in universities, should formulate policies and design effective implementation plans.
Conclusion
The current research was conducted with the aim of identifying the educational components of the commercialization of technology in universities with the meta-combination method. The results of this research corresponds with the results of Sufi et al, (2024), Barzegari & Aghajani (2024), Asadi et al, (2023), Davodi & Naderi Yeganeh (2022), Audretsch & Belitski (2021), Nawzad et al, (2019), Wynn & Jones (2017), and Rhoades & Stensaker (2017). Barzegari & Aghajani (2024) reached these results that the most important obstacles to the commercialization of knowledge in universities can be found in having views and beliefs of: lack of trust, lack of commitment to change, not accepting the team group, lack of exchange of ideas and information.
According to the results of the research, the following proposal is presented:
Establishing a technology and commercialization service center with the aim of providing technological and innovative services to opinionated students and professors and companies inside and outside the university can be the first step towards the commercialization of university technology. Effective communication in the workplace
Increasing educational skills and developing creativity and innovation

Abstract Abstract
The aim of the current research is to identify and rank the antecedents affecting moral-emotional acting in education. This research was applicable in terms of its purpose, and was carried out with a quantitative approach with an exploratory design. The research method was descriptive-survey. The statistical population in the quantitative section included education managers of Golestan province; by stratified random sampling method, as many as 270 people. The research data collection tool included a researcher-made questionnaire, and data analysis was done through exploratory and confirmatory factor analysis in SPSS21 and PLS software. The results showed that the antecedents affecting moral-emotional acting have 2 dimensions: "individual antecedents and organizational antecedents". Individual antecedents have 3 components: "knowledge and information, personality traits, and motivation", and organizational antecedents have 4 components: "organizational culture, ethical atmosphere of the organization, organizational structure, and leadership and management". Considering the factors affecting moral-emotional acting, we can observe the growth of positive organizational behaviors and the institutionalization of ethics in the organization. According to the obtained model, there is a relationship between the exogenous variables of antecedents affecting emotional acting and the endogenous variable of emotional acting, based on the factorial path coefficients of 0.680; also according to the t-value, the effect of antecedents affecting emotional acting has become significant; therefore, there is a positive and significant relationship between the antecedent variables affecting emotional acting and emotional acting. Thus, it can be concluded that; the effect of effective antecedents on emotional acting is positive and meaningful.
Extended abstract
Introduction
The present age is the age of organizations, and the custodians of these organizations are human beings; on the other hand, emotional acting is inevitable in work environments and people in jobs whose careers depend on high social interactions are forced to hide their real feelings in some cases, and reveal the expected feelings in the profession (Lu & Guy, 2018). Research has also shown that all kinds of emotional acting strategies can increase the psychological stress of employees and this stress can lead to negative results such as job dissatisfaction and burnout. Many researchers have confirmed the role of emotional acting strategies in the occurrence of job burnout. On the other hand, emotional acting is related to job satisfaction. Noting that educational centers are one of the most important custodians of learning in the country's educational system, it is necessary for these centers to have the category of antecedents affecting emotional acting, which refers to the management and expression of feelings and emotions in the workplace. Considering the essential importance and necessity of emotional acting, goals and strategies; the targeting and development of this in educational affairs can have an impact on the ever-increasing and all-round development, and should be operationalized in the form of an efficient and practical model (Nixon et al, 2020). Now, based on the research done and considering the importance of the effect of emotional acting on many variables in the work environment, it becomes necessary to examine the factors affecting emotional acting; and on the other hand, considering the lack of previous research related to the subject and such research necessity in educational organizations increases the importance of doing this research. Since one of the most important, most effective and most extensive social organizations responsible for selecting and transferring cultural elements to the new generation of society is the education organization of each country (Ensafdaran et al, 2017); this organization is a device that is also considered as the general model of the official institutions and organizations of the society, and has played a constructive and essential role in the survival and continuity of human culture and civilization since a long time ago. The education organization is very important from the social, cultural, and economic point of view as well as providing the basis for human development and growth. From a social point of view, sociologists define education as a means of managing and controlling society, and consider it the factor of survival and durability of civilizations, and believe that human skills have increased to an unimaginable extent of the collection of knowledge, and human communication has become more complicated (Kang & Jang, 2022). Therefore, taking into account that emotional acting is the behavior derived from the goals of the organization in order to express the appropriate emotions of employees during work; as a result, it is necessary to address the category of emotional acting in education and finally, this research can be a model for similar researches in other organizations and industries. Also, each research, while being based on previous studies, can in turn contain new findings and data and be a prelude to conducting subsequent studies.
Considering the above, this research has tried to find out the main components of emotional acting by examining the characteristics of emotional acting through semi-structured interviews. Therefore, achieving this goal requires developed human resources in the future. Thus, in order to realize this ideal goal, education requires the training of human resources according to the needs of the society; human resources that can express appropriate emotions while working according to the goals of the organization. Therefore, in this research, we tried to answer this question: What is the appropriate model of antecedents affecting emotional acting in education in Golestan province?
Theoretical literature
- Antecedents affecting emotional acting: includes factors affecting management and planning to control and develop skills to express emotions according to the rules of the organization (Ensafdaran et al, 2017).
- Education: It is an educational organization responsible for the education of children and teenagers as well as the training of teachers (Hyati et al, 2023).
Kang & Jang (2022) conducted a research titled emotional labor of frontline employees towards their colleagues: the mediating role of team members' exchanges. In this research, the relationship between emotional labor of employees towards their colleagues and turnover intention was investigated by mediating the exchanges and supervisory listening, and the results showed that the relationship between employees' emotional labor towards their colleagues and the intention to leave the job is moderated by team member exchange, but the moderating effect of supervisory listening was found between surface action towards colleagues and team member exchange.
Nixon et al, (2020) in a research aimed at investigating the effect of collective values ​​(culture) at the national and individual level on emotional acting strategies and employee pressure, emotional stress, turnover goals, job satisfaction and organizational commitment showed that collective values (culture) directly and reciprocally affect the emotional acting process model. Collective values ​​(culture) were associated with higher emotional actor engagement and lower employee pressures.
Research methodology
The method of the present research is applicable in terms of its purpose, and quantitative in terms of the method of data collection. In the first stage, through a qualitative study, the indicators of moral-emotional acting were identified.
The statistical population of the research in the quantitative stage includes all education managers of Golestan province, including the heads of the general administration and their deputies, the heads of departments and their deputies, and the school principals and deputies, whose number was 902; using the method A stratified random sample, 266 people was selected for investigation.
The research data collection tool was a researcher-made questionnaire included 51 closed-ended items based on a five-point Likert scale. It measures 2 dimensions: "individual antecedents and organizational antecedents", and 7 components: knowledge and information, personality traits, motivation, organizational culture, organizational ethical climate, organizational structure, and leadership and evaluates management. Data analysis was done in the quantitative section using exploratory and confirmatory factor analysis in SPSS22 and PLS statistical software.
Research findings
In the quantitative part, exploratory factor analysis was used to identify antecedents. Kaiser-Meyer-Elkin and Bartlett proportionality tests were used to determine the adequacy and necessary conditions of the data to perform factor analysis. The findings showed that at the confidence level of 95% and the measurement error of α = 5%, the value of the KMO statistic was calculated to be more than 0.7.
According to the special values, 3 factors are extracted; because they have special values ​​greater than one. The percentage of explained variance in the last column shows that if 3 factors are extracted, 83.838% of the changes in the questions can be explained by the extracted factors.
Based on the results, it was determined that; the dimension of personal antecedents has 3 components: "knowledge and information, personality trait, and motivation", which the highest factor loading (0.928) related to question 19, and the lowest factor loading (0.699) related to question 3.
According to the special values, 4 factors are extracted; because they have special values ​​greater than one. The percentage of explained variance in the last column shows that if 4 factors are extracted, 77.537% of the changes in the questions can be explained by the extracted factors.
Based on the results, it was determined that; the dimension of organizational antecedents has 4 dimensions "organizational culture, organizational moral atmosphere, organizational structure, and leadership and management"; which the highest factor load of 0.893 related to question 28, and the lowest factor load of 0.728 related to question 7.
Discussion and conclusion
The general results of the research showed that the antecedents affecting moral-emotional acting have 2 dimensions "individual antecedents and organizational antecedents". Individual antecedents have 3 components "knowledge and information, personality traits and motivation", and organizational antecedents have 4 components "organizational culture, ethical atmosphere of the organization, organizational structure and leadership and management". It can be said that the education system needs managers who are effective actors in the direction of excellence in the management of the education system, and the tendency of the education system should be to employ such people. Ethical-emotional acting has significant effects on various organizational processes. It should be mentioned that when organizations are designed, sometimes people are ignored and most of the focus and attention is placed on its structure and design; while organizations need to design a proper structure as much as they need to achieve the set goals, they also need the moral-emotional acting of their employees. Considering that the education organization is the largest social organization in the heart of the society, which uses huge human and financial resources for the education of students every year, it should use efficient human resources to show appropriate behavior and feelings, and respect the ethics of behavior with others who can provide the highest quality services according to the dignity of people.

Abstract The purpose of the current research is to design a professional development model for technical and professional art students in order to teach entrepreneurship in conservatories. The research method is developmental according to its purpose, and qualitative in terms of implementation. The statistical population includes 24 experts and informants, selected by purposeful and snowball sampling. The studied community includes 1) theoretical foundations of formal and public education in the Islamic Republic of Iran; 2) National curriculum; 3) the objectives of the secondary education course; and 4) the description of the duties of the technical and professional course students. Data collection tools include semi-structured interviews. Data analysis using qualitative content analysis method is of inductive type. To validate the findings, the four criteria of "reliability", "credibility", "verifiability" and "transferability" of qualitative studies have been used. In the analysis of the findings, 191 "open codes" were identified, and by classifying them, the components of the model include the philosophy and why of professional development, approach and direction, principles, goals, levels, the role of art students, qualifications, processes, obstacles, and consequences were identified as the main elements of the model. The results of the current research can be used by the Ministry of Education and Culture in policies related to the empowerment of art students in order to promote entrepreneurship education in conservatories; and recommendations and guidelines provided in the template can be used at the levels of general administrations, management of educational districts and schools.
Extended abstract
Introduction
In fact, human development is the concept of development, expansion of human beings, empowerment of the scope of opportunities, and benefiting from freedom; which leads to the preservation of human ideals and values. The improvement of the human development index represents the empowerment of people to achieve the goal of improving their living standards, which is achieved through the use of human capabilities (Montazeri & Renani, 2022). In this regard, the educational system as a sensitive and important social system has a special position and it will be able to perform its important task efficiently provided that it has the right human resources and has a healthy and dynamic organization (Tayarzadeh et al., 2021).
In this regard, education and training, as the largest organization in charge of the human resources of the country's labor market plays a vital role in reducing the country's unemployment rate, with features such as wide and appropriate educational coverage, having the forthcoming generation at the right age to learn principles and concepts, and train human resources before entering the labor market. In fact, by providing the necessary training at the right time, in addition to transferring information and concepts of entrepreneurship to students, education provides the basis for the growth of many characteristics and necessary skills of entrepreneurship in them. In the meantime, in addition to the stage of realizing entrepreneurship as a "good idea" in order to realize the potential abilities of entrepreneurs, the necessary training should be provided, so that students have the necessary knowledge and skills to establish activities in the form of entrepreneurship in a systematic way (Arefi et al, 2010). Based on this, entrepreneurship education with the aim of increasing entrepreneurial activities in schools to students should be done within the framework of the unique cultural and social context of each region (Lee & Peterson, 2000). Therefore, the current research, understanding the importance of this issue and the existence of a clear research gap in this field, has tried to answer the question: "what are the elements and characteristics of the ideal model of professional development of technical and professional art students in order to teach entrepreneurship in conservatories?"
Theoretical Framework
Professional development
 Professional development includes any activity designed to improve knowledge, skills, and attitudes. In other words, the professional development of teachers is composed of natural learning experiences, and conscious and designed direct and indirect activities, which are useful for each and every student, special groups, and even the whole school; and finally the conducted activities lead to the improvement of educational quality (Kalantari Khandani & Farrokhi, 2016).
 
Entrepreneurship and its education
Entrepreneurship training is a type of training that is used for people to develop entrepreneurial characteristics, and is well followed by support services for successful business implementation, and it can be said that entrepreneurship training seeks to create knowledge, skill, and motivation in students to encourage entrepreneurship in different fields (Ekankumo & Kemebaradikumo, 2011).
Sims (2023) under the title of effective teacher professional development, conducted according to the new theory and meta-analytical test. As a result, researchers are not in the way of advice for those tasked with designing or implementing better PD. The research is trying to solve this problem by creating a new theory of effective PD based on a combination of active causal components that aims to develop teachers' insights, goals, techniques, and practice.
Zare davijani et al, (2023) examined the purpose of the present study to identify the factors affecting entrepreneurship in university graduates of Payam Noor universities in Tehran province. The output of the research is to emphasize the strengthening of four variables, including the individual and personal capabilities and qualifications of the graduates, strengthening the educational elements related to the development of entrepreneurship in the university, strengthening the government's support conditions (facilitation, support, and encouragement), and finally intervention in the six environments effective on academic entrepreneurship.
Research methodology
The research method is developmental according to its purpose, and qualitative in terms of implementation. The statistical population includes 24 experts and informants, selected by purposeful and snowball sampling. The studied community includes 1) theoretical foundations of formal and public education in the Islamic Republic of Iran; 2) National curriculum; 3) the objectives of the secondary education course; and 4) the description of the duties of the technical and professional course students. Data collection tools include semi-structured interviews.
 
Research findings
Data analysis using qualitative content analysis method is of inductive type. To validate the findings, the four criteria of "reliability", "credibility", "verifiability" and "transferability" of qualitative studies have been used. In the analysis of the findings, 191 "open codes" were identified, and by classifying them, the components of the model include the philosophy and why of professional development, approach and direction, principles, goals, levels, the role of art students, qualifications, processes, obstacles, and consequences were identified as the main elements of the model. The results of the current research can be used by the Ministry of Education and Culture in policies related to the empowerment of art students in order to promote entrepreneurship education in conservatories; and recommendations and guidelines provided in the template can be used at the levels of general administrations, management of educational districts and schools.
Conclusion
The current research was conducted with the aim of designing a professional development model for technical and professional art students in order to teach entrepreneurship in conservatories. The findings of this research is aligned with the results of Sims (2023), Zare davijani et al, (2023), Singha Kumar (2022), Jeddi Gargari et al, (2021), Rezayi et al, (2020), Mortazanejad (2018), Darling-Hamond et al, (2017), Juza (2016), and Taheri et al, (2013). Rezayi et al, (2020) showed, with the title of "Identifying the barriers to entrepreneurship education in Kermanshah schools", that the lack of interest and motivation to study, the weak scientific foundation of students in the associate branch, the lack of connection between science and industry in technical and vocational branches and associate brunch, the poor physical condition of conservatories, the use of non-specialist art students in entrepreneurship education, the use of inappropriate teaching methods, the allocation of low budgets to technical and technical and vocational branches and associate branches, the low quantity and quality of educational equipment and facilities are some of the major problems and obstacles in the development of entrepreneurial knowledge and skills
According to the results of the research, it is suggested that regarding the research model, which is a conceptual model, it has many considerations in policy making and planning for those involved in the professional development of art students, which can be noticed at different levels of education management.

Abstract Abstract The aim of the current research is to identify the dimensions, components and indicators of school-centered management on Islamic-Iranian values. The research method is practical in terms of purpose, and qualitative in terms of implementation, and descriptive type and thematic analysis. The statistical population of this research includes 19 university professors in the academic year of 2021-2022 in addition to experienced officials of the Education and Training. Sampling method in this research was non-random, purposed for selection of the interviewees, and based on the entrance criteria in the research. Data analysis was done using MAXQDA software. According to the analysis that was carried out using thematic analysis method to determine the dimensions, components and indicators of school-centered management on Islamic-Iranian values, 3 dimensions, 9 components, and 67 indicators were identified and confirmed. The dimensions of school-based management include the individual dimension (mental states, communication, and knowledge development), educational dimension (management skills, educational atmosphere, and informal program), and managerial dimension (professional management knowledge, professional attitude, professional skill). Also, the results showed that school-based management had a favorable situation in all the indicators mentioned in the evaluation. Extended abstract Introduction In today's world, it is certain that for fundamental changes in an organization, managers of organizations must become effective leaders because leadership has significant capacities to create change; leadership includes a wide range of methods to maximize the potential of human capital to achieve Organizational goals which can be called organizational success. Leadership is considered very important because the success or failure of any organization is attributed to the leadership style of the person or group of people who direct the activities of the organization (Kuroda, 2022). Schools are not exempted from this rule, because they are small organizations in a subset of the big institution of education. Therefore, special attention should be paid to various factors such as leadership, management, teacher and student, etc. The philosophy of education, which is an important part of educational sciences and is mainly theoretical and philosophical, has a long history and has undergone various changes since a long time ago. On the other hand, familiarity with ancient and contemporary philosophical ideas of education and training, their review, analysis and criticism is essential for an education thinker and trainer; because it can be a prelude to formulating an education system based on the ideology of school management based on school-centered management and reaching an empowering school (Ishida & Okitsu, 2022).Achieving excellence in schools requires strong school-centered management. This type of management, by providing educational decision-making areas in the school, can effectively use the limited resources of the school and strengthen local participation in the administration of affairs, and people can use more of their energy to improve and develop the school and finally their society and cause innovation and creativity in its performance.In school-oriented management, which has participatory decision-making and its main goal is to improve school performance and improve educational quality in order to improve students' education, the following results will be achieved (Ulfatin et al, 2022).Therefore, the researcher asked the main question: what are the dimensions, components and indicators of school-centered management on Islamic-Iranian values?  Theoretical Framework School-centered management means the restructuring of the education system in order to increase flexibility, lack of concentration and delegation of authority to schools, in such a way that by bringing the place of decision-making closer to the place of its implementation and making decisions in a group manner and seeking participation by those who have the most information about the needs of the school and the conditions governing it and are more affected by the results of education than anyone else (including parents, students, teachers, staff members, interest groups of the society, including industrial owners, National Organization, etc.) and causes the independence, responsibility and accountability of the school to increase, as well as to improve the quality and effectiveness of education (Noruznezhad et al, 2019). Calliba (2022) conducted a research titled self-efficacy, working conditions, school-oriented management practices and teachers' performance. The results of the research showed that school-based management methods affect self-efficacy, improving teachers' working conditions, and ultimately teachers' performance. Barrera et al, (2022) conducted a research titled structural equation model of school-oriented management practices and teachers' commitment in secondary schools. The results of the study showed that the implementation level of school-based management, according to the categories of leadership and governance, curriculum and learning, accountability and continuous improvement, and resource management, is fully implemented in public secondary schools of the sector. Research Methodology This research is applicable in terms of purpose, qualitative in terms of data collection method, and thematic analysis research in terms of research implementation. The statistical population of the research includes 19 people in two groups: a) university professors in 2021-2022 b) officials with experience in education. Sampling method in this non-random, purposeful research was used to select the interviewees based on the entrance criteria. After analyzing the interviews, a total of 3 dimensions, 9 components and 67 indicators were identified in line with the research objectives. Research findings Data analysis was done using MAXQDA software. Based on the obtained results and according to the qualitative analysis, a total of 3 dimensions, 9 components and 67 indicators have been identified and confirmed. It includes individual (mental states, communication, knowledge development), educational (management skills, educational atmosphere, informal program), and managerial (professional knowledge of management, professional attitude, professional skills). School-based management had a favorable situation in all the indicators mentioned in the evaluation. In this research, a model was drawn based on theoretical foundations, opinions of experts, and the statistical community, which had good validity. Conclusion The current research was conducted with the aim of identifying the dimensions, components and indicators of school-centered management on Islamic-Iranian values. The results of this research are in agreement with the results of Ghoraishi & Lashgari (2022), Torani & Hoseinpour (2020), Afista & Bakar (2021), Shibuya (2020), Legistia (2019), Koc & Bastas (2019), Askari & Abdollahi (2020). Regarding this finding, Ghoraishi & Lashgari (2022) showed that school-centered management has been mainly used in interaction with the concepts of "school-centered management, decentralization, management, leadership, school autonomy, responsibility, school principal, participation, school governance, teachers". According to the results obtained in three dimensions, the following suggestions are presented: Individual dimension: hiring and employing managers who are patient, ethical, professional and self-efficient. Strengthening interpersonal communication based on Iranian Islamic values ​​by using religious and ritual ceremonies held in the school. Flexibility in behavior based on Iranian Islamic values ​​and assessment of this flexibility by education inspectors. Creating opportunities for growth based on Iranian Islamic values ​​by using outsourcing mechanisms and using prominent professors based on students' needs for changes. Educational dimension: creating educational and training situations based on Iranian Islamic values ​​by using scientific and cultural events and supporting them in school. Creating a competitive atmosphere based on Iranian Islamic values ​​among students by holding healthy competitions in order to empower students. Encouraging socialization in school and encouraging students to participate by using a team approach and grouping students to present assignments in a collaborative way. Management dimension: Mastering the subject knowledge of management by participating in effective Islamic management courses in school. Complete familiarization with the goals of the school based on Iranian Islamic values ​​by reviewing the fundamental transformation document and the unique needs of the region and the school under management. Awareness of professional knowledge and participation in professional qualification courses.

Abstract The purpose of this research is to investigate the level of identity and academic well-being and their role in reducing academic procrastination of students. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 6225 secondary school students of Ramsar city. The sample size of the research was 188 people, which was obtained by random cluster sampling. In order to collect data, the standard questionnaires of academic identity by Vaz and Isaacson (2008), academic well-being by Pieternin et al. (2014) and academic procrastination by Sulmon and Rothblum (1989) were used. Their validity was confirmed by academic experts and their reliability was also confirmed through Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used, accompanied by Lisrel statistical software and Spss statistical software. The research findings showed that there is a positive and significant relationship between academic identity and academic well-being. There is a negative and significant relationship between academic identity and academic procrastination. There is a negative and significant relationship between academic well-being and academic procrastination. The results of the research indicate that academic well-being plays a mediating role in the relationship between academic identity and academic procrastination of students. On the other hand, the component of successful identity has had the greatest impact on academic well-being and academic procrastination of students.
Extended Abstract
Introduction
Researchers pointed that when people consider their duties unpleasant, attempt procrastination. Since academic procrastination includes postponing a lesson until the night before test, which ultimately leads to the academic failure, it is probable to be in relation with the other inabilities in learning in students (Moradi et al, 2016). Academic well-being is one of important and effective variables in academic performance. It is derived from the theoretical basis of positive-view psychology, and those who behave depressively and have negative emotions such as anger, distress, and grief more than others are subject to the academic failure and leaving the school(jahani et al, 2018).
Findlow (2012) considers the academic identity as the most important factor in academic performance and motivation to advance. Academic identity can be considered as an effective individual factor in occurrence of academic procrastination (Samimi et al, 2017). Academic identity is the process of everybody's sensible respond to his/her academic situation; whether he/she should study or not? Which way he/she should take, and thus search for his/her academic identity. If such an identity in a person, there will be some sense for movement and success in different aspects of education (Tran et al, 2017).
According to the mentioned materials, the main discussion of this research is that if there is any relationship between the academic identity and academic procrastination of the students along with emphasize on the moderating role of academic well-being of the high school students in Ramsar city.
Theoretical Framework
Academic procrastination is one of the behavioral problems that has a very high prevalence and is one of the variables related to the academic status of students. Procrastination is described as a lack of self-regulation and the tendency to delay what is necessary to achieve a goal. One of the manifestations of procrastination is the emergence of the characteristic or attribute of procrastination in school environments, which is called academic procrastination (Ghadampour et al. et al., 2020).
Academic identity is a reflection of the types of competences, autonomy, purposefulness, efficacy beliefs, and the experience of common emotions that teenagers have in classrooms with their peers and teachers, and its characteristic is how to act in academic fields (Frick & Brodin, 2020).
The academic well-being of students depends on their overall satisfaction with the level of fulfillment of their expectations (Davoodi Beilandi, 2017). Degarmo & Martinez (2006) consider academic well-being to have components such as the ability to do school assignments, satisfaction with education, and academic enthusiasm (Hietajärvi et al, 2019).
(Rashvandi & Ashouri, 2022) investigated the relationship between information literacy and teaching quality of teachers with academic well-being with the moderating role of students' study strategies. The research findings showed that there is a positive and significant relationship between teachers' information literacy and students' academic well-being. There is a positive and significant relationship between the quality of teachers' teaching and students' academic well-being. There is a positive and significant relationship between teachers' information literacy and students' academic well-being with the moderating role of study strategies.
Shalian (2021) in a research investigated the relationship between teachers' communication skills and students' academic well-being, emphasizing the mediating role of academic adjustment in first secondary girls' schools of Kashmer city. The results of the research indicated that there is a positive and significant relationship between teachers' communication skills and students' academic adjustment and academic well-being. There is a positive and significant relationship between students' academic adjustment and their academic well-being.
Methodology
The research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of this research included secondary school students of Ramsar city in the academic year of 2001-2014, with the number of 6225 people. In order to determine the size of the statistical sample, due to the large size of the statistical population, two schools were randomly selected and one class was selected from each school, which includes seventh to twelfth grade classes. A total of 12 classrooms were selected with a total of 188 students. To collect data related to the academic identity variable the questionnaire of Vaz & Izakson, (2009) with 40 questions; for academic well-being variable the questionnaire of Piternin et al, (2014) with 11 questions; and for academic procrastination variable the questionnaire of Solmon & Rasblom, (1989) with 15 questions were used; based on a 5-point Likert scale (completely agree to completely disagree).
 
Discussion and Results
SPSS and LISREL software were used to investigate the research hypothesis and analyze the data, and the results showed that there is a positive and significant relationship between academic identity and academic well-being, and there is a negative and significant relationship between academic well-being and academic procrastination, and There is a negative and significant relationship between academic identity and academic procrastination, and academic well-being plays a mediating role in the relationship between academic identity and academic procrastination.
Conclusion
The current research was conducted with the aim of investigating the level of identity and academic well-being and their role in reducing academic procrastination of students. There is a positive and significant relationship between academic identity and academic well-being. Students are trying to get the best grades for studying and their planned goals. They are not worried about their lessons because they study it at home after every class teaching and they are trying to do their best in the classroom (Dugas et al, 2020). There is a negative and significant relationship between academic well-being and academic procrastination. In the explanation of this finding, it can be said that students who only dream about getting their grades procrastinate and refuse to do their homework. There is a negative and significant relationship between academic identity and academic procrastination. We can point to two factors, one is the difference in the tools used and the other is the role of the goals of the country's education system and public culture in the field of paying attention to emotions and feelings (Flecknoe et al, 2017). Academic well-being plays a mediating role in the relationship between academic identity and academic procrastination. Students who do not have a correct and stable academic identity do not have the necessary concentration when doing school assignments, and are always nervous and hot-tempered. They will quickly become nervous and upset when dealing with problems and lose the power of thinking. These findings are consistent with the results of Was et al, (2018), Ozer & Akgun, (2018), Komarraju & Dial, (2019), Rashvandi & Ashouri, (2022), (Rahimi & Farhadi, 2017), and (Luzón, 2018).
According to the present research, it is suggested that the trainings appropriate to the conditions of the development of processes or new services for students should be taken into consideration, it also suggested the use of advanced and modern structures such as team structures in different parts of the school for the participation of teachers and administrators together to help each other during the time when people have problems in doing their organizational work. At the same time, the trustees of education, especially teachers and school counselors, should try to create a happy and positive environment in the school so that students experience more intimacy and by holding educational workshops based on positive psychology, they can institutionalize the concepts of academic well-being.