Management and Educational Perspective

Abstract Creativity is one of the basic competencies of students to face social problems and developments. Despite the emphasis of educational documents on fostering creative thinking, junior high school curricula face limitations in content, teaching-learning processes, and environmental conditions. The present study aimed to explain the structural relationships of factors affecting the creativity-oriented curriculum of junior high school students and to validate the proposed model. The quantitative part of the present study was a sequential mixed-method exploratory study. The statistical population of the quantitative part consisted of professors and experts in the field of curriculum. Data were collected with a researcher-made questionnaire based on the findings of the qualitative phase. The construct validity of the instrument was examined through confirmatory factor analysis and its reliability was examined with Cronbach's alpha. Descriptive statistics, normality test, confirmatory factor analysis, path analysis, and structural equation modeling with SPSS and LISREL software were used to analyze the data. The results showed that the creativity-oriented curriculum model consists of three dimensions: content factors, process factors, and environmental factors. The validity and reliability indices of the instrument were satisfactory, and the overall fit of the model was confirmed. Also, all structural relationships between the dimensions of the model were significant, and content, process, and environmental factors interacted with each other to explain the structure of the creativity-oriented curriculum. The confirmed model can be a valid framework for designing, reviewing, and evaluating junior high school curricula and, by coordinating the content, implementation process, and learning environment, provide a basis for strengthening students' creativity and innovation.

Abstract The purpose of this study is to identify and prioritize multidimensional strategies for sustaining the job motivation of primary school teachers (an integrated study). This research is applied in terms of its purpose, mixed‑method (qualitative–quantitative) in terms of implementation, and exploratory with a convergent mixed‑methods design in terms of data collection.The qualitative population consisted of 20 teachers, school principals, and educational experts in Ilam, selected through purposive sampling based on the principle of theoretical saturation. The quantitative population included 500 primary school teachers in Ilam, from which a sample size of 217 participants was determined using Cochran’s formula.Data were collected through semi‑structured interviews and a researcher‑developed questionnaire. In the qualitative phase, thematic analysis and MAXQDA 2020 software were employed, while in the quantitative phase, the Friedman test and PLS software were used.The analysis resulted in the identification of 62 basic themes and 17 organizing themes related to strategies for maintaining primary school teachers’ job motivation, which were subsequently categorized into 10 overarching themes. The findings indicate that organizational–social support and positive interactions with students exert the strongest influence on sustaining teachers’ job motivation. Moreover, significant differences were found in the prioritization of strategies based on teachers’ educational level and years of service.Overall, the results highlight the necessity of paying attention to the human, social, and meaning‑related dimensions of the teaching profession alongside structural and material factors, and can serve as a foundation for designing effective supportive policies and programs in the primary education system.

Abstract The increasing expansion of artificial intelligence in educational systems has transformed the role of school principals from traditional management to technological and data-driven leadership. However, many artificial intelligence technologies are grounded in epistemological, cultural, and technological foundations that have been developed in non-indigenous contexts. Therefore, decolonizing the professional life of school principals, as an emerging approach, emphasizes strengthening professional autonomy, critical technological literacy, preserving cultural identity, and the conscious use of artificial intelligence.

The purpose of the present study was to explain the dimensions and components of decolonizing the professional life of school principals for working with artificial intelligence. This research was conducted using a qualitative approach and grounded theory methodology. The participants included experts in the fields of educational management, educational technology, and artificial intelligence, who were selected through purposive sampling. The sampling process continued until theoretical saturation was achieved, reaching 21 participants. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding.

Validation was conducted based on the four criteria proposed by Guba and Lincoln (1985), namely transferability, confirmability, dependability, and credibility. Overall, the findings indicated that the causal conditions of decolonizing the professional life of school principals for working with artificial intelligence consisted of five axial codes; strategic conditions included five axial codes; contextual conditions consisted of five axial codes; intervening conditions included five axial codes; and consequential conditions consisted of five axial codes.

Abstract The present study aimed to identify the factors affecting educational productivity in primary schools in Fars Province. In terms of purpose, this research was applied, and in terms of nature, it was descriptive; it was conducted using a mixed-methods approach (qualitative and quantitative). In the qualitative section, the statistical population consisted of 12 experts in primary education from the Ministry of Education, as well as university professors in educational management, who were selected through purposive sampling. In the quantitative section, the population included principals, assistant principals, and teachers of primary schools in Fars Province, of whom 380 individuals were considered as the sample. First, 10 counties were selected through random cluster sampling, and then the questionnaires were distributed and collected through convenience sampling. The data collection instruments consisted of semi-structured interviews in the qualitative section and a researcher-made questionnaire in the quantitative section. For data analysis, the Delphi method and SPSS version 23 and LISREL software were used. The findings showed that 38 sub-factors, within the categories of macro-level policymaking, educational planning, evaluation and supervision of productivity levels, organizational knowledge management, creativity and innovation, individual motivation, knowledge enhancement, organizational incentives, and staff training and development, affect the educational productivity of primary schools in Fars Province. It can be stated that coherent planning, increasing training courses, creating motivation among teachers, and implementing field evaluation and supervision can contribute to the improvement of educational productivity in primary schools in Fars Province.

Abstract The objective of the present study is to identify and analyze e-learning strategies in architectural education based on Constructivist Learning Theory, employing a meta-synthesis approach. From the perspective of the objective, this study is applied in nature; regarding the nature of data and analysis, it is qualitative; and in terms of data collection, it falls under documentary studies. The statistical population of this research includes scientific articles in the fields of e-learning, architectural education, Constructivist Learning Theory, and strategic management, published in the international citation databases Web of Science (WoS) and Scopus. By searching these databases, out of 963 relevant articles published between January 2015 and April 2025, 18 articles met the inclusion criteria after screening based on the PRISMA guidelines and validation using the Critical Appraisal Skills Programme (CASP) tool. The seven-step model of Sandelowski and Barroso was utilized for qualitative content analysis. Through the examination, synthesis, aggregation, interpretation, and open and axial coding of the content of these articles, a total of 46 codes (concepts), 21 sub-categories, and 12 main categories were identified. The findings revealed that e-learning strategies in architectural education based on Constructivist Learning Theory are organized into three groups: contextual, executive, and technology-based strategies. The results indicated that effective use of technology in education and a successful transition to e-learning in architecture require policymakers’ awareness of these strategies; their implementation in academic institutions facilitates and provides the groundwork for realizing the goals of the constructivist approach in architectural education.

Abstract The aim of this study is to explain and design a model linking three-level organizational learning and the crisis management cycle in in-service training with a focus on organizational resilience. Considering its objective, the research is applied, and in terms of implementation, it is qualitative and based on thematic analysis. The statistical population of the study consisted of 22 experts and specialists in the fields of educational management, organizational learning, and crisis management. The sampling method was purposive and snowball sampling. The data collection instrument was a semi-structured interview. Data analysis was conducted using thematic analysis, including open and axial coding, with the assistance of ATLAS.ti software. The findings showed that the reconfiguration of in-service training can be explained in three phases: preparedness, control, and learning. Specifically, identifying weak signals through new technologies in the preparedness phase, transforming field knowledge into training scenarios in the control phase, and decentralized management combined with a shared organizational language play key roles in strengthening learning and preventing organizational forgetting. The results indicate that existing in-service training programs, due to their emphasis on superficial learning, are not sufficiently effective in crisis conditions. To enhance organizational sustainability, these programs must move toward deep, experience-based, and scenario-based learning. Achieving this requires a managerial shift toward future-oriented approaches and the use of modern technologies in human capital management.

Abstract The aim of the present study is to analyze theories related to the management of large classes and to present an optimal model with a fuzzy approach. This research is of applied research type in terms of purpose and nature and mixed (qualitative-quantitative) in terms of implementation. In the first part of the study, in order to develop a comprehensive model of analyzing theories related to the management of large classes, the method of comparative content analysis was used to review domestic and foreign studies over the past two decades. The samples were selected purposefully and based on theoretical saturation, and the intra-subject agreement rate was 0.92. The data were processed and analyzed using the content analysis method. In the second part of the study, which is a survey, the mathematical modeling method (fuzzy expert system) was used to present the optimal combination of model dimensions so that large classes can be managed more effectively and optimally. The results of this study showed that the proposed model of large class management, by emphasizing key factors such as creating a supportive environment, positive and constructive interactions, shaping a self-regulatory environment, developing metacognitive skills, goal setting, and accountability, can help create more effective and sustainable learning environments. The findings of this study can be used as a guide for educational policies and designing classroom management improvement programs, and in particular, help teachers and educational administrators to effectively implement appropriate strategies for optimal management of large classes.

Abstract The present study aims to develop a conceptual framework for organizational coaching within the education system. In terms of purpose, the research is applicable–developmental, and in terms of implementation it follows a qualitative approach through thematic analysis. The statistical population consisted of 10 experts and specialists in the field of educational management selected through purposive sampling. Data were collected through semi‑structured interviews. Thematic analysis was employed to analyze the collected data.
The findings indicate that the conceptual framework of organizational coaching in the education system consists of three main dimensions. The first dimension is infrastructure and groundwork, which includes the components of defining and positioning coaching within organizational culture, needs assessment and prioritization of intervention areas, a localized coaching model, and senior leadership commitment. The second dimension is process and operational implementation, which encompasses strategic alignment, barriers to adoption and organizational resistance, the role and competencies of coaches (internal and external), setting goals and expectations in coaching sessions, a culture of feedback and mutual trust, development of coaching competencies among leaders, and the impact of coaching on teachers’ empowerment. The third dimension is evaluation, sustainability, and knowledge transfer, which includes required infrastructures and resources, monitoring and quality assurance, key performance indicators (KPIs) of organizational coaching, long‑term professional development pathways, and the requirements for institutionalization and broader dissemination.
Introduction
Today, the central role of education in the cultural development and scientific advancement of societies is an undeniable reality. To perform this role more effectively and to achieve national goals, the education system of every country relies on specific structures, instructional time allocations, and curricular programs, all of which are determined in accordance with that country’s policies, plans, and overarching objectives. Specialists seek to enhance the effectiveness of education by developing innovative models and practices. Creating organizational transformation and strengthening the institutional functions of education can ensure sustainable development and improve quality of life (Ghasemzadeh et al., 2022). Evidently, the development of systematic and standardized training programs to respond to needs and support the growth of all members of the education system is an unavoidable necessity. Therefore, considering a wide range of opportunities for the development of educational personnel can serve as an appropriate solution for schools and educational institutions in fulfilling their commitment to the success of their members. One of the most practical of these policies is the development of organizational coaching programs. Research evidence also suggests that coaching programs should be applied both directly and indirectly in educational systems to promote the development of education (Keikha, 2022).
Coaching is a focused, individualized approach that can be implemented at any time and on any day. Unlike some forms of training, coaching is not an immediate intervention that is quickly forgotten; rather, it has a lasting and long-term impact on both the individual and the organization. Given the complexities of today’s world, the capability of human resources to analyze and solve emerging problems and challenges, as well as their readiness to cope with ongoing changes and diverse work and life conditions, is of great importance. Therefore, coaching has become a useful and indispensable tool for dealing with and adapting to many of these changes (Ghafari et al., 2021). Organizational coaching seeks to provide the necessary context for empowering and enhancing human resources so that organizations can invest in and plan for the continuous development, improvement, and knowledge enhancement of their employees. Under such conditions, the necessary infrastructure is created for delegating greater authority and decision-making power to employees, enabling individuals to grow and advance along their career paths. The implementation of organizational coaching requires the existence of a coaching mindset and its acceptance by senior organizational managers, because organizational coaching cannot be effective without their participation and cooperation (Fleischhacker & Graf, 2023). Accordingly, in light of the foregoing discussion, the main research question of the present study is: What is the conceptual framework of organizational coaching in the education system?
Theoretical Framework
Organizational Coaching
Organizational coaching is a process in which an individual acting as a coach utilizes specific principles and techniques to support managers, employees, and teams within an organization in moving toward organizational goals and improving performance and productivity. Ultimately, this process leads to enhanced organizational performance, development, advancement, and increased revenue and profitability (Ahmad et al., 2023).
Thawesaengskulthai et al. (2025) examined the empirical implementation of a coach–critical–connective coaching model for innovation-driven companies in Thailand, providing insights for policy development and sustainable growth. The findings indicated that the coaching model consists of three phases and seven stages: the foundation phase (entry into the ecosystem and networking), the acceleration phase (focused coaching centered on three key elements), and the evolution phase (development and improvement). This framework balances structural guidance with adaptability, making it applicable across sectors such as deep-tech, health-tech, agricultural technology, and the creative economy. Policy recommendations include the establishment of a national coaching platform, stage-based funding mechanisms, coach certification systems, and integrated monitoring frameworks aligned with national innovation objectives. The model also strengthens collaboration among incubators, accelerators, and public–private stakeholders while enabling continuous support for developing startups.
Ghasemi and Mahmoudi (2025) investigated the application of coaching skills as a supportive professional approach to improving the quality of education. The results demonstrated that the use of coaching skills in the educational domain can have positive effects on multiple dimensions of educational quality. These effects include increased student motivation, improved academic performance, enhanced self-regulation skills, development of critical thinking, and greater satisfaction among both students and teachers. Furthermore, coaching can help teachers improve their communication, leadership, and problem-solving skills. Therefore, coaching skills can be considered a powerful tool for enhancing the overall quality of education.
Research Methodology
This study is applicable–developmental in terms of its objective, and was conducted by a qualitative approach through thematic analysis. The research population consisted of 10 experts and specialists in the field of educational management selected through purposive sampling. Data were collected by semi‑structured interviews.
Research Findings
The data were analyzed by thematic analysis. The findings of the present study revealed that the conceptual framework of organizational coaching in the education system comprises three primary dimensions:
1. Infrastructure and Groundwork, which includes the components of defining and positioning coaching within the organizational culture, needs assessment and prioritization of intervention areas, a localized coaching model, and senior leadership commitment.
2. Process and Operational Implementation, which encompasses strategic alignment, barriers to adoption and organizational resistance, the role and competencies of the coach (internal and external), setting goals and expectations in coaching sessions, fostering a culture of feedback and mutual trust, developing coaching competencies among leaders, and the impact of coaching on teacher empowerment.
3. Evaluation, Sustainability, and Knowledge Transfer, which includes the required infrastructures and resources, monitoring and quality assurance, key performance indicators (KPIs) for organizational coaching, long-term professional development pathways, and the requirements for institutionalization and broader dissemination.
Conclusion
The present study aimed to develop a conceptual framework for organizational coaching in the education system. The findings of this research are consistent with the results reported by Thawesaengskulthai et al. (2025), Ghasemi and Mahmoudi (2025), Adabi and Askari (2025), Raisi (2024), Darakhshan Mehr (2024), Sajadinia and Ramezanipour (2024), Hughes and Vaccaro (2024), Solthong et al. (2024), Fleischhacker and Graf (2023), Ives et al. (2023), Hackel and Samson (2023), Cannon‑Bowers et al. (2023), Pourjamshidi et al. (2023), Jozi and Yousefi (2023), and Gharibi et al. (2023). Jozi and Yousefi (2023) demonstrated that coaching supports individuals in making more conscious decisions and undertaking new actions. Their findings also indicated that the more organizational managers adopt the role of a coach, the greater the improvement observed in the performance of their subordinates.
Based on the research findings, the following recommendations are proposed:
Institutionalizing Organizational Position: The education system should formally define the position of organizational coaching within its organizational structure—particularly at central and regional levels—and clearly distinguish it from other managerial and advisory roles.
Leadership Commitment: Senior managers, from the ministerial level to school principals, should receive specialized coaching training in order to develop a shared language of trust and inquiry and demonstrate their commitment to developmental approaches rather than relying solely on directive management practices. 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 the effectiveness of teaching based on choice theory in increasing school attachment in students. The method of the present study is experimental (pre-test-post-test design with control group) according to its objectives and hypotheses. The statistical population of the study includes junior high school students in District 1 of Ardabil city in 2024, selected by simple random sampling. 300 questionnaires were randomly distributed among the students and 40 of those who obtained low scores in this questionnaire were randomly replaced in two groups (20 in the experimental group and 20 in the control group). Data collection was carried out using a questionnaire (Students' School Attachment (SBQ)). SPSS software and multivariate analysis of covariance (MANCOVA) tests were used for data analysis. The results of the study showed that teaching based on choice theory has an effect on the dimensions of school attachment in students (attachment to the teacher, attachment to the school, attachment to school staff, participation in school, belief in school, and commitment to school). Also, from the results of the descriptive statistics of the variables, it can be concluded that teaching based on choice theory increases the dimensions of students' school attachment. As a result, it can be stated that teaching based on choice theory has a significant effect on improving the dimensions of increasing students' school attachment and can be considered as an effective educational program by psychologists and counselors in schools.
Introduction
After home, school is the most important place where children live and learn various social values ​​and norms. Therefore, school plays an important role in children's socialization (Chen & Feng, 2019). At school, students get a good opportunity to communicate with teachers, assistants, principals, and peers that help them grow healthy (Damayanti et al., 2020). Schools are responsible for both teaching knowledge and skills and for creating social norms and values. Therefore, schools are faced with complex issues that have an undeniable impact on their functioning and are expected to provide students with a healthy and appropriate learning environment that can achieve both a desirable level of knowledge and skills and a desirable level of social norms and values ​​(Sullivan et al., 2019). School attachment has a broad meaning and concept, and is used to describe the relationship between students and their school. The concept of school attachment includes the relationship between students' experiences with school, feeling of security in it, receiving respect from teachers, attachment to school, the level of participation and involvement in school, and commitment to school values ​​and beliefs (Hashemi et al., 2016).
Bonyadi et al. (2024), showed that the choice theory educational package can have an impact on students' academic cohesion and continuity. Choice theory explains how we as humans choose to behave in order to achieve what we want. Choice theory, in a very simple definition, is about choices and how and why we make them. Choice theory is correct that we as humans choose to behave in order to achieve what we want. According to this theory, everything we do is a behavior and is motivated from within us (Mirhosseini et al., 2021).
School is the most important place where students spend their time after home and plays an important role in shaping the values, norms, and social opportunities of individuals. There is general agreement that schools are large social environments where learning occurs both inside and outside the classroom. Psychological interventions in the field of increasing student-school attachment seem essential; not only because it may increase student achievement, but also to reduce behavioral and psychological problems and improve the educational performance of schools. Therefore, the need for research on school attachment is increasingly clear. It seeks to answer this question: is teaching based on choice theory effective in increasing student attachment to school?
Theoretical Framework
School Attachment
School attachment refers to the quality of student communication with school, feeling cared for and perceived respect from the teacher, attachment to school, level of participation in school, and commitment to school values ​​and beliefs (Oelsner et al., 2021).
Choice Theory
Choice theory is a psychology of internal control; it explains how and why we make the choices that determine our life course. Choice theory seeks to transform current conventional understanding into a new conventional understanding. By changing the qualitative and perceptual world of an individual, choice theory can disrupt short-term equilibrium and guide the individual towards choosing another effective behavior (Glasser, 1998(.
Bonyadi et al. (2024) in a study titled Design and Investigation of the Effectiveness of Choice Theory Educational Package on the Academic Integrity of Male Students in Secondary School showed that educational packages based on Choice Theory were an effective tool for promoting the academic integrity of male secondary school students. Quantitative data indicated a statistically significant increase in academic performance and a decrease in disruptive behavior among students. Qualitative data from focus group discussions supported these findings, and students reported a sense of personal responsibility and greater motivation to succeed in their academic endeavors. These findings have implications for educators and policymakers seeking to increase educational outcomes for male students by focusing on the principles of choice theory.
Gravandnia et al. (2024) in a study titled The Effectiveness of Choice Theory-Based Responsibility Education on Academic Retention and Quality of Learning Experiences of Experimental High School Students showed that there was a significant difference between the experimental and control groups in terms of academic retention and quality of learning experiences of experimental high school students; that is, choice theory-based responsibility education increases academic retention and quality of learning experiences. Based on the findings, it is concluded that the responsibility education package can have educational and practical implications for students in increasing academic retention and quality of learning experiences.
Research Methodology
The present research method is experimental (pre-test-post-test design with control group) according to its objectives and hypotheses. The statistical population of the study included first-year secondary school students in the first district of Ardabil city in 2024, selected by simple random sampling. 300 questionnaires were randomly distributed among the students, and 40 of them who scored low in this questionnaire were randomly assigned to two groups (20 in the experimental group and 20 in the control group). Data collection was carried out using a questionnaire (Students' School Bonding (SBQ)).
Research findings
SPSS software and multivariate analysis of covariance (MANCOVA) tests were used to analyze the data. The results of the study showed that teaching based on choice theory has an effect on the dimensions of school bonding in students (attachment to the teacher, attachment to the school, attachment to school staff, participation in school, belief in school, and commitment to school). Also, from the results of the descriptive statistics of the variables, it can be concluded that teaching based on choice theory increases the dimensions of students' school attachment. As a result, it can be stated that teaching based on choice theory has a significant effect on improving the dimensions of increasing students' school attachment and can be considered as an effective educational program by psychologists and counselors in schools.
Conclusion
The present study was conducted with the aim of the effectiveness of teaching based on choice theory in increasing school attachment in students. The results of this hypothesis are consistent with the findings of Gravand nia et al. (2024), Nemati et al. (2023), Manzari Tavakoli et al. (2022), Amiri et al. (2022), Charteris & Page (2021), Safari-Bidhendi et al. (2021), Dortaj et al. (2021), Mirhosseini et al. (2021), Arab Kalmari et al. (2020). In this regard, Safari-Bidhendi et al. (2021) showed that education based on choice theory has a significant effect on the academic resilience and mental vitality of secondary school students. In this way, this intervention has been able to increase academic resilience and mental vitality. The findings of the present study indicated that education based on choice theory, using techniques such as responsibility and responsible academic life, can be used as an efficient method to increase academic resilience and mental vitality of students.
Given that education based on teaching based on choice theory has an effect on increasing the bond with school in students, psychological intervention, including education based on teaching based on choice theory, is important to improve the bond with school in students (it is suggested that psychologists and experts in this field use the achievement of the present study). 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 purpose of this research is to investigate the effect of thinking styles and social problem-solving skills on academic performance with the mediating role of academic enthusiasm. The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature, with path analysis approach. The statistical population of the research includes all 960 students of the 5th academic level of Diyali city, of which 288 were selected by random cluster sampling using Cochran's formula. To collect research data, four questionnaires of Sternberg's thinking styles (1991), social problem-solving questionnaire of Dzorilla et al. (2002), academic enthusiasm of Fredericks et al. (2004), and Pham and Taylor's academic performance (1999) was used. The face and content validity of the questionnaire was approved by experts, and confirmed through factor analysis. The reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study; 0.92 for the questionnaire of thinking styles, 0.89 for social problem-solving skills, 0.86 for academic enthusiasm, and 0.90 for academic performance. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of thinking styles, social problem-solving skills, and academic enthusiasm have a positive and significant effect on the academic performance of students. It was also found that the mediating role of academic enthusiasm in the effect of thinking styles, and social problem-solving skills on academic performance is positive and meaningful.
Introduction
Today, students' academic performance is considered as an important indicator for evaluating educational systems. In addition, academic performance has always been important for teachers, students, parents, theorists, and educational researchers. For example, students' academic performance is one of the most important criteria for evaluating teachers' performance. For students, the academic average represents their academic abilities to enter the world of work and employment and higher education levels. Perhaps it is because of this importance that educational theorists have focused many of their researches on knowing the factors affecting academic performance (Hong et al, 2017). On the other hand, today, educational courses have become a basic goal to achieve comprehensive progress, and according to this, the academic performance of students is one of the important indicators in the evaluation of education, which aims to help in various fields; from the dimensions of cognitive, emotional, personality development to the growth and excellence of people (Garcia et al, 2019). On the other hand, one of the most important issues that the world's education systems are usually dealing with is the issue of academic failure, which has consumed a lot of human and financial resources. In addition to the financial aspect, this issue provides the background for the emergence of many behavioral problems, psychological pressures, emotional disorders, and social abnormalities (Moore et al, 2020).
Perhaps the most important issue that can play a role in the level of academic performance and solving social problems, and should be aware of it, is the existence of thinking styles (Aghaei, 2015). Identifying students' thinking styles can play an important role in the learning process, so using assessments of thinking styles can provide useful information that the student can benefit from as much as the teacher (Orhun, 2012). Along with this issue, one of the new paradigms that guides the values ​​and beliefs of learners to reach their hopes and goals and high academic performance is academic enthusiasm (Pomerantz, 2006). This paradigm is a new stage in the evolution of learners' educational activities and requires new thinking about the amount of activity and effort outside the classroom environment that can affect their learning (Morton, 2018). Learners who have academic enthusiasm focus on and pay more attention to educational and learning issues; are more committed to the rules and regulations of their school; prohibit incompatible and undesirable behaviors; and have better academic success (Hamdan-Mansour et al, 2014). National context studies of academic enthusiasm in Australia and South Africa and other countries have mentioned academic enthusiasm as an indicator of the quality of educational systems (Eslami et al, 2016). According to the issues raised in this research, it tries to answer the question whether thinking style and social problem-solving skills have a significant effect on the academic performance of students with the mediating role of academic enthusiasm.
Theoretical Framework
Thinking style
Thinking styles enable people to realize their abilities and act accordingly. People with different thinking styles want to use their abilities in different ways and give different reactions according to their thinking style (Sternberg, 2001).
Solving a social problem
The skill of solving social problems is a set of learned behaviors that enables a person to provide practical solutions for social problems (Kirisci et al, 2020).
Education enthusiasm
Education enthusiasm refers to behaviors related to learning and academic progress. This concept refers to the quality of effort that learners spend on targeted educational activities to directly contribute to achieving desired results (Safari et al, 2016).
Academic Performance
Academic performance means the ability of students to answer questions related to the specific subject or topics foreseen for an educational course (Sepehvand, 2017).
Sabihabdollah Alharishavi et al, (2024) investigated the effect of learning and motivational strategies on the self-efficacy of physical education and sports science students with the mediating role of achievement goals and academic enthusiasm. The results showed that the effect of learning and motivational strategies, academic achievement goals, and academic enthusiasm on students' academic self-efficacy was positive and significant. It was also found that the mediating role of academic achievement goals and academic enthusiasm in the effect of learning and motivational strategies on academic self-efficacy was positive and meaningful.
Shafiq & Parveen (2023) investigated the use of social media: analyzing its impact on academic performance and participation of higher education students. The results indicated that when students use the knowledge sharing capabilities of social media, and are socially accepted; their academic performance improves.
Research methodology
The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature, with path analysis approach. The statistical population of the research includes all 960 students of the 5th academic level of Diyali city, of which 288 were selected by random cluster sampling using Cochran's formula. To collect research data, four questionnaires of Sternberg's thinking styles (1991), social problem-solving questionnaire of Dzorilla et al. (2002), academic enthusiasm of Fredericks et al. (2004), and Pham and Taylor's academic performance (1999) was used. The face and content validity of the questionnaire was approved by experts, and confirmed through factor analysis. The reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study; 0.92 for the questionnaire of thinking styles, 0.89 for social problem-solving skills, 0.86 for academic enthusiasm, and 0.90 for academic performance.
Research findings
Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of thinking styles, social problem-solving skills, and academic enthusiasm have a positive and significant effect on the academic performance of students. It was also found that the mediating role of academic enthusiasm in the effect of thinking styles, and social problem-solving skills on academic performance is positive and meaningful.
Conclusion
The present study was conducted with the aim of investigating the effect of thinking styles and social problem-solving skills on academic performance with the mediating role of academic enthusiasm. The findings are consistent with the results of Sabihabdollah Alharishavi et al, (2024), Shafiq & Parveen (2023), Elgaml (2022), Ofosu-Brako (2022), Piri & Piri (2022), Pourghorbani et al, (2021), Aboutalebi (2021), Afshin (2021), Nouraldi (2021), Mehraniyan (2021), Stavrulaki et al, (2021), Siddiq et al, (2020), and Van Loan et al, (2019). Piri & Piri (2022) found that the relationship between academic skills and academic performance is significant with the mediation of academic procrastination and absence from school in students.
According to the results of the research, the following suggestions are presented:
In order to effectively use different thinking styles in students, it is suggested to give them permission and independence so that they can solve the problems by providing suitable solutions. It is also suggested to check the steps of doing the work by the students, and take action to correct the work process at their own discretion. Also, a field should be provided for students to look at problems in a systematic way and provide solutions for problems with deep thinking.

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 design a model for the internationalization of universities in emerging markets. This research is applied in terms of purpose and quantitative in terms of implementation. The statistical population of the present study consisted of 125 faculty members of the universities of Sulaymaniyah, Soran, Qaywan, and Komar, as well as university managers and experts, who were selected as the sample using convenience sampling. The data collection tool in this study was a questionnaire. Structural equation modeling and PLS software were used to analyze the data. The results show that the significance of all variables and subcomponents of the study is confirmed at the 0.05 confidence level, and the model of university internationalization in Iraqi Kurdistan is statistically valid, reliable, and well-fitting. The overall goodness-of-fit index (GOF) was 0.484, indicating a strong overall fit of the research model, which can be used as a valid framework for analysis and planning in this area. In addition, universities in Iraqi Kurdistan, given their geographical location and cultural commonalities with the Kurdistan Region of Iraq, can provide a suitable opportunity for developing scientific cooperation and attracting international students.
Introduction
In the era of globalization, the internationalization of universities, especially in emerging markets, has emerged as one of the key strategies for improving the quality of higher education and strengthening participation in the global economy. The globalization of higher education has caused today’s universities to undergo extensive transformations in terms of academic values and professional missions. In recent years, many developed countries have adopted specific national policies aimed at enhancing the international scientific activities of their universities (Mehravar Giglou et al., 2020). Internationalization is an effort that is simultaneously competitive and collaborative with other international organizations (Pouratashi, 2018). Given global competition, universities in these countries face challenges such as attracting international students and faculty members, improving research quality, and enhancing curricula, which require attention to internationalization indicators, including research collaborations, exchange opportunities, and research impact. This process not only helps improve university rankings, but also leads to the development of scientific and technological capabilities in these countries and plays a key role in their sustainable advancement (Maleki et al., 2023). Increased international cooperation, capacity building, and improved quality of teaching and learning have been identified as the most important benefits of the internationalization of higher education, while “international opportunities accessible only to students with financial resources,” “difficulty in evaluating/determining the quality of courses/programs offered by foreign institutions,” and “excessive competition with other higher education institutions” have been mentioned as the highest risks. The main barriers include insufficient financial resources, administrative/bureaucratic problems, and a lack of foreign languages (Zahed Babelan et al., 2022). The internationalization of universities in emerging markets is expanding as a key strategy for improving the quality of higher education and strengthening their global position. This process includes attracting international students and faculty members, creating globally oriented curricula, enhancing international research, and strengthening participation in global scientific consortia. In addition, international research collaborations, publishing articles in reputable journals, and increasing student exchanges are among the important indicators of this process. Challenges such as language limitations, cultural differences, and the lack of sufficient infrastructure must also be taken into account (Bustos-Aguirre, 2020). These measures have improved universities’ international rankings and strengthened their participation in global scientific communities (Maleki et al., 2023). Therefore, the main research question of the present study is: What is the model of university internationalization in emerging markets?
Theoretical Framework Internationalization of Universities
The internationalization of higher education encompasses the scientific connections between domestic and foreign faculty members, inviting foreign professors and their presence in universities to provide short- and long-term training to domestic students, faculty participation in international scientific conferences, professors’ utilization of study opportunities, their involvement in international research projects, membership in international associations and societies, and the establishment of scientific communication between Iranian students and students from other countries (Maleki et al., 2023).
Ghaffari et al. (2024) investigated the national and international experiences of universities, education systems, and higher education institutions in the age of globalization. The results indicate that, in the era of globalization, educational systems face unprecedented challenges and opportunities that increasingly highlight the need for transformation and innovation. The experiences of various countries show that success in this regard requires aligning curricula with labor market needs, effectively utilizing modern technologies, and training teachers with new skills. Furthermore, creating a space for exchanging international experiences and learning from one another can help improve the quality of education. Despite challenges such as the diminishing authority of teachers and the instability of teaching quality, attention to developing job skills and creating equal educational opportunities can help improve the educational situation. Ultimately, in order to achieve educational goals in the age of globalization, it is necessary for policymakers, educators, and universities to cooperate closely and implement innovative approaches in the teaching and learning process. This will not only help enhance the quality of education, but also prepare students to face future challenges.
Mousaviamiri and Naveh Ebrahim (2024) examined the strategies and executive solutions for implementing the indigenous model of internationalizing the country’s public universities. In this study, 208 executive solutions (codes) and 71 specialized strategies (concepts) were identified within three policy domains—education, research, and services—which need to be considered by policymakers and managers in the field of higher education. It is recommended that the specialized strategies (concepts) identified and articulated in the three policy domains of education, research, and services (separately for the two managerial-staff and scientificprofessional subsystems) be taken into account by those responsible for implementing the model of internationalizing the country’s public universities. Moreover, it is recommended that the executive solutions (codes) identified and articulated in relation to managers and experts in the two managerial-staff and scientific-professional subsystems be emphasized by managers, planners, and practitioners in the field of higher education and the country’s universities in pursuit of realizing the aforementioned model.
Research Methodology
The present study is applied in terms of purpose and quantitative in terms of implementation. The statistical population consisted of 125 faculty members from the universities of Sulaymaniyah, Soran, Qaywan, and Komar, as well as university managers and experts, who were selected through convenience sampling. The data collection tool in this study was a questionnaire.
Research Findings
Structural equation modeling and PLS software were used to analyze the data. The results show that the significance of all variables and subcomponents of the study is confirmed at the 0.05 confidence level, and the model of internationalization of universities in Iraqi Kurdistan is statistically valid, reliable, and well-fitting. The overall goodness-of-fit index (GOF) was 0.484, indicating a strong overall fit of the research model, which can serve as a valid framework for analysis and planning in this area. Furthermore, universities in Iraqi Kurdistan, given their geographical location and cultural commonalities with the Kurdistan Region of Iraq, can provide a suitable opportunity for developing scientific cooperation and attracting international students.
Research Methodology
The present study is applied in terms of purpose and quantitative in terms of implementation. The statistical population consisted of 125 faculty members from the universities of Sulaymaniyah, Soran, Qaywan, and Komar, as well as university managers and experts, who were selected through convenience sampling. The data collection tool in this study was a questionnaire.
Research Findings
Structural equation modeling and PLS software were used to analyze the data. The results show that the significance of all variables and subcomponents of the study is confirmed at the 0.05 confidence level, and the model of internationalization of universities in Iraqi Kurdistan is statistically valid, reliable, and well-fitting. The overall goodness-of-fit index (GOF) was 0.484, indicating a strong overall fit of the research model, which can serve as a valid framework for analysis and planning in this area. Furthermore, universities in Iraqi Kurdistan, given their geographical location and cultural commonalities with the Kurdistan Region of Iraq, can provide a suitable opportunity for developing scientific cooperation and attracting international students.
Conclusion
The present study aimed to design a model for the internationalization of universities in emerging markets. The findings of this study are consistent with those reported by Ghaffari et al. (2024), Mousaviamiri and Naveh Ebrahim (2024), Corsi et al. (2022), Jampaklay et al. (2022), Maneshgar et al. (2021), Mahdi and Barani (2021), Jabbari et al. (2020), Alsharari (2020), Ziae et al. (2019), and Kim (2017). Corsi et al. (2022) demonstrated the role of universities as catalysts of internationalization for companies involved in university-industry collaboration. This reflects an important and less explored component of the triple helix perspective. The type of knowledge exchange in university-industry collaborative relationships indicates a possible reversal of roles between firms and universities, whereby knowledge and technology are provided by companies, while market access is coordinated by universities that become platforms for internationalization.
Based on the research results, the following recommendation was proposed: focusing on improving macro-level policies and reforming the management structure can pave the way for sustainable university development; updating policies and increasing managerial transparency can help improve efficiency and accountability. It is also recommended to revise and update university rules and regulations to increase flexibility and efficiency, and to create agile and responsive organizational units to accelerate decision-making. 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 was to model the structural relationships between authentic leadership and teachers' social attrition with an emphasis on the mediating role of organizational virtue. The present study is applicable in terms of purpose, and descriptive-correlative in nature, and was conducted using the structural equation modeling method. The statistical population included all elementary school teachers in districts one and four of Tabriz, 1360 in number; and based on the rules of structural equation modeling, the sample size was estimated at 360 people selected using the proportional stratified sampling method. Data collection was based on authentic leadership, organizational virtue, and social attrition questionnaires. Research data analysis was performed using SPSS26 and SMART PLS3 software. The findings indicate that the proposed model has a good fit. The results of structural analysis showed that authentic leadership and organizational virtue were able to significantly and inversely predict teachers' social attrition. Also, the relationship between authentic leadership and social attrition was also significant and inverse, while the relationship between authentic leadership and organizational virtue was assessed as significant and positive.
Introduction
Human communication is the foundation of social relationships, the key to understanding and empathy, and a tool for conflict resolution and individual and social development. Effective communication shapes healthy and dynamic societies and is essential for survival and progress. Therefore, interpersonal relationships have a significant impact on employee behavior and organizational performance and can have both positive and negative aspects in the workplace. Its positive aspects, such as social support (Tosun et al, 2025), enhance employee morale and performance; and its negative aspects, such as social attrition, can lead to negative behaviors and lead to a decline in the quality of work life, reduced productivity, and weakened interpersonal relationships (Dulfer et al, 2023). This phenomenon is particularly influenced by two key factors, namely supervisors and colleagues. From this perspective, it can be inferred that social attrition is affected by the leadership styles applied in organizations.
In the meantime, authentic leadership plays a fundamental role in the growth and development of organizations (Ling et al, 2017). This style of leadership refers to leaders who act with authenticity and honesty, and are known as trustworthy people (Derakhshan & Zandi, 2016). Proponents of authentic leadership believe that these leaders provide the best conditions for inspiration, loyalty, and strong performance among employees; they are self-aware leaders who are trusted by others due to their values ​​and ethical views and are also proficient in their field of activity. These leaders usually have self-confidence, flexibility, and outstanding moral qualities. On the other hand, another factor affecting social attrition is organizational virtue, which can play an important role in creating a healthy and constructive environment and lead to strengthening interpersonal relationships and reducing social attrition (Cameron et al, 2008). The study by Cameron & Spreitzer (2012) also confirms that organizations with stronger virtues are able to increase teacher satisfaction and commitment and reduce social attrition. However, social attrition, as a fundamental challenge in the education system, can damage teachers' motivation and commitment and bring undesirable consequences such as job stress, decreased perceived self-efficacy, impaired psychological well-being, and increased willingness to leave the service (Tore & Cetin, 2022). It is worth noting that, despite extensive research in this area, identifying factors that reduce the effects of social attrition has been neglected, and few studies have examined the role of authentic leadership and organizational virtue in this relationship. Accordingly, the present study seeks to answer the question: what is the structural relationship model of authentic leadership and social attrition of teachers with the mediating role of organizational virtue?
Theoretical Framework
Social Attrition
The concept of social attrition includes gradual negative behaviors manifested by employees and can reduce the abilities of the individual. In addition to behavioral and emotional dimensions, this phenomenon is one of the negative consequences of social life that carries great costs for organizations and society and can weaken individual capacities, including career success, reputation, and popularity in the organization. (Kafinejad, 2018) Social attrition has two dimensions: coworker attrition and supervisor attrition. Colleague attrition includes behaviors such as gossiping and insults; and supervisor attrition includes all actions that disrupt supervisors' performance. Social attrition can manifest as overt, direct, and covert, verbal, physical, and nonverbal attrition (Duffy et al., 2002).
Authentic Leadership
Crawford et al (2020) defines authentic leadership as a model of leadership behavior that utilizes psychological capacities and a positive moral climate, and helps to enhance self-awareness, ethical perspective, balanced information processing, and transparency in communication. By strengthening self-belief and values, authentic leadership increases trust in the organization, reinforces positive employee behaviors, and prevents unethical behaviors (Sendjaya et al, 2016., Kiersch & Peters, 2017). This approach empowers employees, increases a sense of responsibility and job satisfaction, reduces the desire to leave work, and strengthens effective leader-member relationships (Hirst et al, 2016). Authentic leadership includes four main dimensions: Self-awareness, which is related to the leader's recognition of his or her abilities, weaknesses, and the impact of his or her behavior on others. Balanced information processing means critical thinking and non-bias in analyzing information and different opinions, and helps leaders to fairly consider different opinions and make evidence-based decisions. An internalized ethical perspective emphasizes the necessity of a strong value and ethical framework in all decision-making and helps leaders to pursue the goals and values ​​of the organization with determination. Finally, relationship transparency refers to establishing open and honest communication between the leader and followers, which helps to improve the quality of human relationships and build trust (Çevik, 2024; Cottrill et al, 2014; Jiewen et al, 2025(.
Organizational Virtue
Organizational virtue means having a positive approach to virtue in the organization that helps increase the well-being and health of employees and improves the performance of the organization (Hessel, 2013). In fact, virtue in an organization is a symbol of inherent greatness that supports the moral goals of the organization and specifically emphasizes human values ​​(Meyer, 2018). It is an approach in which habits and ideals such as leadership, honesty, forgiveness and trust are promoted and supported at the individual and group levels. Organizational virtue includes the following five dimensions:
A- Organizational optimism: It is a positive and hopeful attitude towards the future, promoted in organizations and encourages members to trust in their abilities and increases their motivation and job loyalty by creating a positive culture.
B- Organizational forgiveness: It is an approach in which organizations, by promoting a culture of forgiveness, create an atmosphere in which unintentional errors are treated with forgiveness and employees accept their mistakes and learn from them.
C- Organizational trust: Organizational trust is the positive individual expectations and perceptions that individuals have about the competence, reliability, and benevolence of managers and other members of the organization and their behaviors.
D- Sympathy: Based on this aspect, individuals in the organization are concerned about each other and feelings of sympathy and care are widely prevalent in the organizational environment.
F- Organizational honesty: It means the prevalence of honesty, confidentiality, trustworthiness, and respect for honor (Rego et al, 2011(.
Research methodology
The present study is applicable in terms of purpose and descriptive-correlative in nature, conducted using the structural equation modeling method. The statistical population of the study includes 1360 elementary school teachers in the first and fourth districts of Tabriz city. Based on the rules of structural equation modeling, the sample size was estimated at 360 and was selected using the proportional stratified sampling method. To collect data, questionnaires on authentic leadership, organizational virtue, and social attrition were used.
Research findings
To analyze the research data, structural equation modeling was used utilizing SPSS and SmartPLS2 software. The research findings showed that the proposed model has a good fit. It was also found that authentic leadership has a positive relationship with organizational virtue and an inverse relationship with social attrition. In addition, organizational virtue, in turn, has an inverse relationship with social attrition.
Conclusion
The present study was conducted with the aim of modeling the structural relationships between authentic leadership and social attrition of teachers with the mediating role of organizational virtue. The research findings regarding the significant relationships between authentic leadership and organizational virtue are consistent with the findings of Faghernejad & Fatahi (2019), Derakhshan & Zandi (2016), and Rego et al (2015); and the existence of a significant inverse relationship between organizational virtue and social attrition is consistent with the findings of Faghernejad & Fatahi (2019); and the existence of a significant inverse relationship between authentic leadership and social attrition is consistent with the findings of Taherpour et al (2016). In line with the findings, Cameron et al (2004) believe that authentic leadership is effective in reducing social attrition, and organizational virtue can play an important role in reducing social attrition. Also, the findings of Tore & Cetin (2022) have shown that authentic leadership, by emphasizing human values ​​and ethical principles, can help reduce social attrition and strengthen organizational virtue. The study of Cameron & Spreitzer (2012) also confirms the inverse relationship between organizational virtue and social attrition.
Based on the research findings, it is suggested that school principals utilize authentic leadership styles to reduce conflicts and minimize social attrition. Also, given the positive relationship between authentic leadership and organizational virtue, it is expected that school principals will strive to implement the principles of authentic leadership and organizational virtue and its dimensions of justice, fairness, and honesty; and to develop authentic leadership and organizational virtue processes in schools. In addition, strengthening organizational virtue through the development of a culture of participation and cooperation in teams and programs to recognize and appreciate positive teacher behaviors can help improve morale and reduce social attrition. Finally, education administrators should conduct regular assessments of levels of organizational virtue and social attrition and pay more attention to criteria related to authentic leadership and organizational virtue when appointing school principals.

Abstract The purpose of this research is to study the role of learning English language skills in the job self-efficacy of English language translation students with the mediation of perceived value. The present study is applicable in terms of its purpose, correlational, and survey method. The statistical population of the present study includes all English language translation students, 151 people, of whom 108 were selected based on the Krejci and Morgan table. The collection tools in the present study include the English Language Skills Questionnaire by Marin et al. (2007), the Job Self-Efficacy Questionnaire by Betts and Tyler (1994), and the Perceived Value Questionnaire by Venkatesh and Davis (2000). The face validity of the tools was confirmed by 10 English language experts, and their reliability was obtained by calculating Cronbach's alpha as 0.74, 0.76, and 0.80, respectively, which indicates desirable reliability. SPSS and PLS software were used to analyze the findings. The results showed that English language skills have a positive and significant effect on job self-efficacy and perceived value. Also, perceived value played a significant mediating role in the relationship between English language skills and job self-efficacy. The findings indicate that improving students' English language skills through perceived value can lead to improving job self-efficacy. Therefore, paying attention to the development of perceived value and training based on students' standards plays a key role in improving the career success of language translation students.
Introduction
English language translation students are one of the pivotal links in the network of intercultural communication and knowledge transfer; as mediators of language and culture, they play a pivotal role in various sectors such as translation of specialized texts, media, international trade, and education; and the quality of education and competence of these students has a direct impact on the communication and scientific capabilities of society (Amado et al., 2023). In the era of globalization and the dominance of scientific resources in English, the professional abilities of future translators, including advanced language skills, research skills, and translation process management, are among the main conditions for effective entry into the labor market and responding to the needs of specialized fields (Ho et al., 2022). Therefore, focusing on the development of English skills in translation courses is not only an educational goal but also a strategic necessity to enhance employability. Language skills (four main skills: reading, listening, speaking, and writing) underpin key translation capabilities such as understanding the source text and producing the target text while maintaining semantic and cultural components; research shows that improving language skills, especially when combined with practical and process-oriented exercises, improves the quality of translation performance (Lu et al., 2022). A complementary construct that is important in explaining how language skills translate into job self-efficacy is perceived value: this construct indicates how important and useful a skill or training course is to an individual’s career and life goals. Recent studies in higher education have shown that perceived value is directly related to students’ motivation to learn, academic effort, and career decisions; in other words, when a student sees the practical value of a skill in their career path, they are more likely to invest time and cognitive effort in strengthening it (Amado et al., 2023; Alnaeem et al., 2024). In specific translation studies, empirical evidence suggests that research processes such as “online information search” and the experience of success in solving translation tasks can improve the quality of translation performance by increasing translating self-efficacy; In other words, language skills have the greatest impact on job self-efficacy when they are accompanied by increased self-efficacy and increased perception of the value of those skills (Lu et al., 2022; Yang et al., 2021). Given the above explanations, the researcher seeks to answer the question: what role does learning English language skills play in the job self-efficacy of English language translation students, mediated by perceived value?
Theoretical Framework
English Language Skills
Learning speaking skills goes beyond knowing grammatical and semantic rules. Because language learners must acquire knowledge of how native speakers of that language speak in structured interactions between people, this is itself influenced by a wide range of factors. Therefore, mastering speech skills means mastering pronunciation of words, sentence structures, coherence and organization of topics, social norms, and communication strategies. At the same time, speech is accompanied by limited processing capacities due to limitations in working memory, so there is a continuous need to acquire approaches to automatically constructing sentences during speech production (Salehi Abargoui et al., 2024).
Career Self-Efficacy
Career self-efficacy is defined as the belief in one's ability to have successful experiences, such as choosing a career, and is considered an important factor in individuals' professional growth (Damheri et al., 2023).
Perceived Value
Perception is the process of understanding and interpreting information that an individual receives from their environment. This information includes data, events, and previous experiences. Higher education administrators shape their decisions based on their perceptions of the current and future state of higher education. Values ​​also play an important role in individual decision-making. Values ​​are defined as the principles and criteria that an individual follows in their lives to make choices and decisions. Higher education administrators also have their own values ​​about issues such as ethics, justice, quality of education, and student development, which influence their decisions (Ahmadpour et al., 2023).
Seyed Javadin & Zahirifard (2025) investigated the effect of e-banking advertising on customer brand loyalty with an emphasis on the mediating role of perceived value in Bank Shahr. The findings of this study show that e-advertising has a positive and significant effect on customer brand loyalty, and perceived value also plays a mediating role in the relationship between e-banking advertising and customer brand loyalty.
Gunawan et al. (2024) investigated young people's perceptions of the future of employability: testing a social cognitive job model. Using the social-cognitive job model, they showed that the perception of the future of employment and the value of learned skills have a direct effect on young people's job self-efficacy. According to their findings, when students understand the value of their language skills in relation to future employment, they show a greater willingness to invest in education and career.
Research Methodology
The present study is applie in terms of purpose, correlational, and survey method. The statistical population of the present study included all English language translation students, 151 of whom 108 were selected based on the Krejci and Morgan table. The collection tools in the present study included the English Language Skills Questionnaire by Marin et al. (2007), the Job Self-Efficacy Questionnaire by Betts and Tyler (1994), and the Perceived Value Questionnaire by Venkatesh and Davis (2000). The face validity of the tools was confirmed by 10 English language experts, and their reliability was obtained by calculating Cronbach's alpha as 0.74, 0.76, and 0.80, respectively, which indicates desirable reliability.
Research findings
SPSS and PLS software were used to analyze the findings. The results showed that English language skills have a positive and significant effect on job self-efficacy and perceived value. Also, perceived value played a significant mediating role in the relationship between English language skills and job self-efficacy. The findings indicate that improving students' English language skills through perceived value can lead to improved job self-efficacy. Therefore, paying attention to the development of perceived value and training based on students' standards plays a key role in improving the career success of language translation students.
Conclusion
The present study aimed to investigate the role of learning English language skills in the career self-efficacy of English translation (consistent with the results of Seyed Javadin & Zahirifard (2025), Gunawan et al. (2024), Chang et al. (2024), Alnaeem et al. (2024), Ho et al. (2023), Amado et al. (2023), Lu et al. (2022), and Zhou et al. (2022). Yang et al. (2021) have stated that the ability to effectively use a second language, especially in translation environments, is not only a cognitive skill but also a psychological factor that affects students' self-efficacy beliefs.
Overall, the findings of this study show that English language skills directly and positively affect the job self-efficacy of English language translation students, and English language skills also increase students' perceived value, and this perceived value plays an important mediating role in strengthening job self-efficacy. Ultimately, developing language skills along with strengthening perceived value can effectively provide a path to improving students' professional capabilities and employability.

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 aimed to design a paradigmatic model for overcoming bias to enhance organizational performance among secondary school principals. Philosophically, this research is based on the interpretivist paradigm and was conducted using an inductive approach. It is classified as an applicable-developmental study in terms of purpose, and descriptive in terms of method and data collection timeframe. To achieve the research objectives, a nest research design was employed. The participants included educational management professors and secondary school principals. Using theoretical sampling until reaching theoretical saturation, a total of 21 individuals participated in the study. Data collection tools consisted of semi-structured interviews and a decision matrix-based questionnaire. The validity of the interviews was confirmed through four criteria: credibility, transferability, confirmability, and dependability, while the reliability of the qualitative section was evaluated using Holsti’s coefficient (0.754) and Cohen’s Kappa coefficient (0.692), indicating acceptable levels. Data analysis was performed using grounded theory for qualitative data and the SWARA method for quantitative data. The research model revealed that causal conditions (individual biases, social biases, and a culture of bias) affect the core phenomenon (organizational bias). This core component, along with contextual conditions (professionalism and empowerment of school principals) and intervening conditions (bureaucratic school structure), influences strategies and actions (strategies for overcoming bias). Ultimately, these factors lead to outcomes including improved individual performance of principals, enhanced school performance, and better student performance.
Introduction
One of the destructive organizational phenomena that requires a critical and problem-focused examination is organizational bias. Organizational bias, as an organizational dysfunction, can pose a serious obstacle to dynamism, innovation, and justice within work environments (McLaren et al., 2024). This phenomenon occurs when extreme attitudes and one-sided tendencies dominate decision-making, policymaking, and organizational interactions. Its negative consequences include reduced cognitive diversity, internal conflicts, resistance to change, weakening of organizational culture, and decreased employee motivation (Di Marzio, 2025). Organizational bias is also present in the educational system and represents one of the greatest threats within schools. Childhood and adolescence are formative periods when many behaviors become ingrained; therefore, managing this phenomenon within schools and the educational system is crucial and sensitive (Zembylas, 2022). In schools, such bias can lead to ignoring diverse viewpoints, reducing teacher and student participation in educational processes, and lowering management quality. Accordingly, identifying and controlling organizational bias is essential for maintaining organizational health and improving performance (Childs & Wooten, 2023). Given that Iran is a diverse country ethnically, racially, religiously, and politically, bias and related behaviors constitute a significant threat to organizations, especially schools. In this context, presenting a model for overcoming organizational bias by identifying its roots and proposing corrective strategies can contribute to better decision-making, enhancement of organizational culture, and increased productivity in educational settings. This model guides managers toward a more open mindset, acceptance of diverse perspectives, and participative management, thereby improving the quality of educational management and staff satisfaction. Overcoming bias is an effective tool to prevent negative behavioral consequences among managers and unlocks potential improvements in both behavioral and academic performance of students. Conversely, bias among secondary school managers can create closed environments, reduce creativity, undermine organizational justice, and foster resistance to necessary changes. Therefore, this study addresses the central question: “How can a paradigmatic model for overcoming bias be designed to improve the organizational performance of secondary school managers?”
Theoretical Framework
Organizational Bias:
The term "bias" refers to a state in which an individual exhibits emotional and affective reactions toward a subject without considering logical and rational criteria. This phenomenon stems from a deep attachment and intense feelings toward a particular issue (Akbarnejad et al., 2020). The first psychological study on bias was conducted in 1925, focusing on racism, and it gained increased attention during the 1930s and 1940s. In 1954, Gordon Allport linked bias to categorical thinking in his renowned book The Nature of Prejudice. During the 1990s and early 21st century, the concept of organizational bias expanded significantly within organizations and social sciences (Quaia & Vernuccio, 2022).
Organizational Performance:
Organizational performance is a key management indicator reflecting the extent to which goals are achieved, resources are utilized efficiently, and value is created for stakeholders. This performance is influenced by organizational structure, prevailing culture, leadership style, employee commitment, and the presence or absence of organizational bias. Prominent models such as the Open Systems Model, Denison’s Model, and the EFQM Excellence Model examine factors affecting performance within different frameworks (Zhang et al., 2025).
Research Methodology
This study is classified as applicable-developmental in terms of purpose, and descriptive regarding data collection methods. The main part of the research was conducted qualitatively, and in the final phase, a quantitative method was applied to prioritize indicators as a supplementary component. Data were collected from 21 educational management professors and secondary school principals. Data analysis for developing the paradigmatic model was performed using grounded theory based on the systematic approach of Strauss and Corbin in MaxQDA 20 software. Additionally, the SWARA method was employed in Excel software to rank the indicators.
Research Findings
Based on grounded theory analysis conducted through three stages of open, axial, and selective coding, a total of 6 dimensions, 11 main categories, and 71 subcategories were extracted. The prioritization results indicated that the most important indicator was strengthening the technical skills required for task performance; followed by career advancement based on employee creativity and innovation in second place; enhancing employees' cognitive abilities to deal with difficult situations in third; developing multi-skilling to manage diverse conditions in fourth; and the ability to act effectively and proactively during challenges ranked fifth.
Conclusion
The findings indicate that organizational bias is rooted in individual, social, and cultural biases. Individual biases stem from the unconscious beliefs and cognitive distortions of managers, often reinforced through mental mechanisms such as confirmation bias and personal heuristics. Social biases, shaped by collective norms and values, perpetuate stereotypical thinking and reinforce inequality in organizational interactions. Meanwhile, cultural biases are embedded in organizational culture through practices like unmeritocratic selection and resistance to change, sustaining a cycle of institutional bias. Organizational bias manifests as favoritism and discrimination in key decision-making processes, undermining social capital, trust, and perceived fairness, and thus limiting organizational dynamism.
In contrast, professionalism and the empowerment of school principals—through impartiality, meritocracy, and skills development—help reduce bias and promote participatory and effective behaviors in schools. The bureaucratic structure of schools is identified as a major barrier to organizational transformation. Its reliance on rigid hierarchies, centralized control, and inflexible regulations restricts innovation and creativity, leaving even reform-minded principals constrained in implementing foundational changes. This structure reproduces institutional bias and diminishes schools' adaptive capacity.
Counter-strategies to organizational bias include anti-bias training, development of fair evaluation systems, transparency in decision-making, strengthened accountability, and promotion of participative leadership. These measures not only reduce bias at both individual and collective levels but also transform schools into ethical and learning-centered institutions.
The outcomes of these strategies are observed at three levels: improved individual performance of principals through heightened self-awareness and job satisfaction; enhanced school performance through reduced conflict and increased collaboration; and ultimately, improved student performance by fostering a safe, just, and motivating learning environment. These findings highlight the effectiveness of the proposed model in driving cultural, structural, and performance-based transformation in secondary schools. 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 research is to integrate augmented reality and virtual reality in curriculum design. The present research is applicable in terms of its purpose, and quantitative in terms of the nature of the data, with a descriptive-analytical approach. The statistical population of the present study includes 800 teachers, university professors, curriculum designers and students of fields related to educational sciences and educational technology, of which the sample size was 264 people selected by a random sampling method based on the Cochran formula. The collection tool in the present study includes a researcher-made questionnaire. SPSS software was applied to analyze the findings. The results showed that variables such as perceived usefulness, ease of use, technological skills, quality of digital content and institutional support have a positive and significant effect on the level of integration of augmented reality and virtual reality in the curriculum. The findings also indicate that the use of immersive educational environments increases learner participation, improves understanding of complex concepts and enhances experiential learning. However, barriers such as limited infrastructure, lack of digital skills, and high equipment costs remain major challenges to the deployment of these technologies in educational settings. According to the research results, achieving effective integration of augmented reality and virtual reality requires simultaneous attention to technological, educational, and organizational factors, as well as the development of policies and operational guidelines for curriculum designers and teachers.
Introduction
In recent years, the digital transformation in educational systems has led to the recognition of emerging technologies as key tools for improving the quality of learning. Among these technologies, augmented reality and virtual reality have gained a special place in educational research due to their ability to create interactive learning environments, complex simulations, and immersive experiences (Radianti et al., 2020). These technologies allow the combination of real environments with digital elements or the creation of completely virtual environments, and in this way, they can provide learners with abstract and complex concepts in a visible and experiential way. Numerous studies have shown that the use of learning environments based on augmented reality and virtual reality can significantly increase the understanding of concepts, the motivation of learners, and their active participation in the learning process. For this reason, many educational systems in the world are exploring solutions to integrate these technologies into formal curricula (Burak & Aysegul, 2024). Despite the significant educational potential of augmented reality and virtual reality technologies, the main challenge in the field of education is not simply the use of these technologies, but how to effectively integrate them into curriculum design. As the core of the educational system, the curriculum provides a framework for determining learning objectives, content, teaching methods, and assessment methods (Sala, 2022). Therefore, if emerging technologies are introduced into the educational environment without considering the principles of curriculum design and learning theories, they may not be able to have a real and sustainable impact on learning. Many studies show that the use of immersive technologies is most effective when it is aligned with educational approaches such as experiential learning, constructivist learning, and problem-based learning; and is systematically integrated into the curriculum structure (Asoodar et al., 2024). On the other hand, studies have shown that the use of augmented reality and virtual reality in education can bring several benefits, including increasing the understanding of complex concepts, promoting practical skills, improving learners' interaction with content, and creating more realistic learning experiences. Especially in fields such as medicine, engineering, architecture, and experimental sciences, where learning based on experience and observation plays an important role, simulated environments based on virtual and augmented reality can create valuable educational opportunities (Masoumian Hosseini et al., 2025).
The aim of this study is to identify key variables affecting the successful integration of these technologies in educational environments and to examine the relationships between them through data analysis and educational modeling methods. The results of such a study can help curriculum designers, educational policymakers, and teachers to design and implement more effective strategies for using augmented reality and virtual reality technologies in the teaching and learning process and to benefit from the capacities of these technologies to improve the quality of education. Therefore, the main question of the present study is: what is the integration of augmented reality and virtual reality in curriculum design?
Theoretical Framework
Augmented Reality and Virtual Reality Technologies
Augmented reality and virtual reality technologies have been proposed as key tools in the transformation of digital learning, and research has shown that these technologies can transform learning from a passive knowledge transfer process to an interactive, exploratory, and immersive learning experience (Burak & Aysegul, 2024).
Heidar Sarlak (2025) examined the potential of using augmented reality and virtual reality technologies in improving the quality of practical jurisprudential education. The research findings show that augmented reality and virtual reality technologies have significant potential to transform practical jurisprudential education. These technologies can improve learners' understanding and learning by creating simulated environments, providing interactive experiences, and providing the possibility of practicing in virtual spaces. Also, the use of these technologies can help increase students' motivation and active participation. However, challenges such as the need for technical infrastructure, teacher training, and adapting educational content to these technologies have also been identified. This study provides solutions for the successful implementation of virtual reality and augmented reality in jurisprudence education, paving the way for future empirical studies in this area.
Ghazi et al. (2025) investigated the effect of using augmented reality and virtual reality on reverse learning, academic motivation, and cognitive performance of junior high school students in experimental science courses. The findings showed that the data distribution is normal and there is a significant difference between the mean learning and motivation scores of the experimental group after the intervention and the control group. The results indicate that the use of augmented reality and virtual reality leads to a significant increase in cognitive engagement, information retention in long-term memory, and interest in deeper learning.
Research Methodology
The present study is applicable in terms of purpose, and quantitative in terms of the nature of the data, with a descriptive-analytical approach. The statistical population of the present study includes 800 teachers, university professors, curriculum designers, and students of fields related to educational sciences and educational technology, and the sample size was 264 people selected via a random sampling method based on the Cochran formula. The collection tool in the present study includes a researcher-made questionnaire.
Research findings
SPSS software was used to analyze the findings. The results showed that variables such as perceived usefulness, ease of use, technology skills, digital content quality, and institutional support have a positive and significant effect on the level of integration of augmented reality and virtual reality in the curriculum. The findings also indicate that the use of immersive educational environments increases learner participation, improves understanding of complex concepts, and enhances experiential learning. However, obstacles such as limited infrastructure, lack of digital skills, and high cost of equipment continue to be major challenges in the path of deploying these technologies in educational environments. Based on the research results, achieving effective integration of augmented reality and virtual reality requires simultaneous attention to technological, educational, and organizational factors, as well as the development of policies and operational guidelines for curriculum designers and teachers.
Conclusion
The present study was conducted with the aim of integrating augmented reality and virtual reality in curriculum design. The results of this study are consistent with the results of Heidar Sarlak (2025), Ghazi et al. (2025), Mohammad Hasani & Ahmadi Sharif (2025), Fattahi et al. (2025), Malki et al. (2025), Junaidi Jafari & Ghanimati (2025), Seyedi (2025), Shahmohamadi et al. (2023), and Mahmudi & Karimi (2023). Seyedi (2025) showed that without a holistic approach by educational administrators to align these technologies with curricula and provide sustainable resources, the educational potential of augmented and virtual reality will not be realized. This study provides solutions for policymakers and school administrators to facilitate the process of integrating these technologies.
Finally, the results of this study show that augmented and virtual reality have significant potential to transform teaching and learning methods and can help create interactive, experiential, and student-centered learning environments. However, the full realization of this potential requires careful planning, investment in educational infrastructure, and the development of curriculum frameworks compatible with new technologies. Therefore, it is suggested that future research should develop comprehensive models for designing curricula based on immersive technologies and examine their long-term effects on the quality of education.

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 This study was carried out with the purpose of creating a job crafting model for the faculty members of Persian Gulf University. This research is qualitative in and based on the data-driven theory and the data were collected through a series of semi-structured interviews with 17 faculty members. For sampling, the snowball sampling method was utilized, and the data analysis was conducted using Strauss and Corbin’s grounded theory with a focus on a selective and pivotal approach. In order to better validate and ensure reliability, the data were reviewed by peers and experts, and coding was conducted by two independent researchers. Our findings also show that our proposed model includes 58 key concepts, which can be categorized into five main groups, including antecedents, strategies, intervening factors, underlying causes, and consequences. This model indicated that job crafting leads to both personal and the professional development of faculty members. Furthermore, job crafting increases creativity, motivation, and productivity within the academic environment. The results of this study can aid university policy-making as well as the management by contributing to the creation of agreeable conditions for enhancing job crafting and improving the quality of education and research.
Introduction
In an unstable working environment, employees’ skills, creativity and proactive job changes play a pivotal role when it comes to organizational innovation and survival (Dewi & Harahap, 2024). Therefore, researchers emphasize the importance of designing flexible jobs where employees have the ability to proactively change their roles and tasks (Zhang & Parker,2019). Job crafting refers to the countless ways through which employees can alter and personalize their jobs (Weisman et al,2022). Job crafting is a rather unorthodox concept that challenges our traditional view of human resource and our knowledge regarding job design. Job crafting in an academic setting can be characterized by the active redesign of roles by employees to better align with their abilities and personal preferences. Job crafting can play a functional role in enhancing job satisfaction, well-being, and productivity, and is reinforced by a supportive learning environment and effective leadership (Melhem & Yakoub, 2023). With this being said, universities, as institutions which hold pivotal roles in development, play a fundamental role in advancing the scientific and social growth of communities by relying on faculty members as key human resources (Mehmood & Noureen, 2024). Recent studies also indicate that the human capital of faculty members is closely related to different aspects of their jobs, and its development is crucial for the success of universities.
Emphasizing on compensation, especially when it comes to non-financial aspects, plays a key role in maintaining and enhancing human capital.
Therefore, designing a job crafting model can help with improving faculty performance, enhancing the quality of higher education, as well as promoting sustainable development. For instance, a study by (Melhem & Yakoub,2023) examined the antecedent and consequences of job changes in an academic setting and revealed that supportive learning environments coupled up with learning-enhancing leadership have a positive impact on job crafting, which as a result leads to faculty job satisfaction. Despite numerous international studies, comprehensive research on designing a job crafting model for faculty members has yet to be conducted in Iran; this study aims to fill this gap by identifying the key elements of the model through a literature review. The findings of this study can help policy makers, universities and even faculty members to better leverage opportunities to enhance job crafting. Based on this, the present research seeks to answer the question: What does the job crafting model of university faculty members in Iran look like?
Theoretical Framework
Job Crafting Among University Faculty Members
Higher education institutions, because of their focus on delivering high quality services, are heavily interested in maintaining their faculty members' commitment to help enhance performance and promote progress (Oppong & Oduro-Asabere, 2025; McNaughtan et al., 2022). This tendency is particularly supported by the notion that faculty members tend to show greater loyalty to their field of study and profession rather than to the institution in which they serve (Lawrence et al, 2012). Job crafting in university professors leads to increased work engagement as well as performance. Using role expansion strategies as well as social communication strategies enhances faculty members’ commitment and social service behavior (Ortega-Egea et al, 2024). Faculty members can participate in their job redesign by utilizing task strategies, relational strategies, and cognitive strategies, and due to the professional nature of their work, they usually possess high levels of job autonomy (Grant et al,2017). Job crafting can also have positive effects on work engagement and help better facilitate participative behaviors and work interaction through increased autonomy and task independence (Baka & Prusik, 2025). The findings also emphasize the significance of job crafting as an effective strategy for enhancing job satisfaction as well as well-being among university faculty members. Through the active modification of tasks and roles, supported by a conducive learning environment and effective leadership, this process also contributes to increased productivity. This process can also increase productivity through actively altering tasks and roles and the support by a conducive learning environment and effective leadership (Melhem & Al-Yakoub,2023).
A study by (Ortega-Egea et al,2024) examines how utilizing approach and avoidance strategies in faculty members' job crafting can have results on humanitarian behaviours. Results indicate that approach strategies enhance humanitarian behavior, while avoidance strategies have a negative impact on humanitarian behaviour. Furthermore, job commitment plays a critical mediating role, which can help better highlight the importance of supporting faculty members to strengthen their commitment and service-oriented behavior.
Methodology
This study is qualitative and is also based on the grounded theory approach, which is designed to develop native (domestic) theories from field data. Furthermore, the data were collected through 17 semi-structured interviews with faculty members at Persian Gulf University. For the sampling, the purposive and snowball methods were utilized, and data analysis was performed through open, axial, and selective coding based on Strauss and Corbin’s method, with the MaxQDA 2020 software. To help ensure the study’s validity and reliability, independent coding by two researchers as well as text reviews, and careful supervision of the analysis process was performed.
Research Findings
The present study utilized the grounded theory method, and was performed in four stages: At first, the data were collected through a set of semi-structured interviews which were executed with 17 faculty members at Persian Gulf University. Then, through open, axial, and selective coding, 880 initial concepts were categorized into 58 subcategories and ultimately into 5 main categories. These five main categories include career growth, innovation, culture, and performance improvement. In the following stages, the relationships between units were thoroughly analyzed and a theoretical framework was then developed. Furthermore, the demographic characteristics of the sample were examined to provide a comprehensive framework for faculty job crafting.
Conclusion
The present study was completed in order to create a job crafting model for faculty members. The findings, presented in this study is in line with several other studies, namely (Almasradi et al., 2022; Laguía et al., 2024; Ortega-Egea et al., 2024) (Melhem & Yakoub, 2023) and (Mukherjee & Dhar, 2022) (Grant et al,2017; Melhem,2019) (Rózsa et al,2023; Mülder et al, 2022; Almasradi et al, 2022)). Job crafting can be viewed as an innovative approach to redefining professional roles and responsibilities. By utilizing individual capabilities and creativity, job crafting plays a critical role in improving the quality of educational and research performance of faculty members. Unlike traditional job designing models, through fostering self-management, self-motivation, and active interaction with the organizational environment, job crafting enables creative job redesigning. Furthermore, this study also indicates that job crafting is influenced by predecessors such as individual characteristics, motivations, professional capabilities, social culture and values, and lastly organizational environment. Additionally; this study also indicated that job crafting faces challenges such as psychological, structural, financial, and cultural ones. Moreover, Contextual factors such as organizational structure, culture, management, training, resources, and technology play a key role in advancing or hindering this process. Various strategies such as structural changes, training, teamwork, motivation, and resource support can have positive effects on developing job crafting. This process can have several positive outcomes, such as career growth, improved service quality, personal and organizational development, satisfaction and motivation between faculty members, mental health and scientific progress. Faculty members play a pivotal role in scientific progress and improving educational quality as the foundations of the academic system and in order to attain sustainable development, it is necessary to provide practical solutions to improve their performance. The present study offers several suggestions such as developing educational programs, creating supportive environments, providing financial resources, continuous evaluation, encouraging innovation, and strengthening connections with industry in order to improve academic quality. Moreover, this study also names factors such as interdisciplinary collaborations and connections with the labor market to help facilitate innovation and the adaptation of education. Despite setbacks such as a small sample group and geographic focus, this study stressed the fact that career creativity is essential for improving educational quality, job satisfaction, and sustainable development of both universities and society. Lastly, this study suggests for future studies to be conducted, especially in the field of new technologies. 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 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 this study is to design and validate a conceptual model of effective facilitating and enabling factors in creating competitive advantage of applicative education centers. This study is applicable in nature, and descriptive-survey with a mixed approach (quantitative-qualitative) in terms of method, which was conducted in two stages. In the first stage and in the qualitative phase, in order to develop an initial conceptual model, the opinions of 15 experts in the field of higher education and management were employed, and a set of initial variables were identified and organized into four categories (process, service, audience-oriented, and support). Then, in the quantitative phase, confirmatory factor analysis (CFA) was employed through AMOS software to validate the developed conceptual model. The statistical population of the study included managers, instructors, and experts of higher education centers organizing MBA and DBA courses. Sampling was carried out by the available method, and a total of 188 questionnaires were completed and entered into the analysis. The results of the analyses showed that the final model has a good fit and that the identified variables play an effective role in promoting competitive advantage. This model can be a basis for strategic decision-making in applicative education centers.
Introduction
Higher education is recognized as one of the fundamental pillars of scientific, technological, and social development of countries. (Moreno, 2023) For the past two decades, the development of higher education has been considered in the third and fourth five-year plans for economic and social development. Increasing the number of universities, increasing student enrollment, establishing new majors, and formulating and approving new laws to transform education are among the measures taken in this area. (Heydari et al., 2025) Research evidence shows that continuing education, management training, and short-term professional programs have become one of the main sources of non-tuition income in many universities (Höhn & Teichler, 2021). Also, the expansion of the number of providers of applicative education and the movement of universities towards market logic have intensified competition in this industry not only for inclusive recruitment, but also for quality, innovation, educational brand and creating a sustainable competitive advantage. In such circumstances, improving the competitiveness of higher education has become one of the key axes of policy-making in the field of science and technology. Sustainable competitiveness requires the use of resources and capabilities not only valuable, but also rare, inimitable and irreplaceable; a concept that has been emphasized in the resource-based value theory (RBV) (Fariz & Winarsih, 2024). Research has also emphasized the role of variables such as information technology, knowledge management, organizational structure, human capital, participatory leadership and innovation in strengthening the competitive advantage of organizations. (Francis, 2023; Marti & Puertas, 2023) Despite many efforts in the field of higher education policy-making, evidence shows that Iran's applicative education centers face fundamental challenges in achieving sustainable competitive advantage. Weakness in organizing knowledge resources, lack of strategic coordination, limited use of new technologies, and the lack of a scientific framework for analyzing these factors have caused decision-making in these centers to be mainly short-term, subjective, and unsystematic. This has created a significant gap between the current and desired status of applicative education centers; a gap that not only prevents these centers from improving their position in regional and global competitions, but also seriously limits their main function of linking education with the real needs of the labor market (Yeganegi, 2020). Therefore, the necessity of the present study is to fill this scientific and practical gap and provide a platform for evidence-based decision-making at the management and policy-making levels. In fact, what the country's higher education today, especially the applicative sector, needs is a comprehensive, indigenous, and evidence-based model that can systematically identify and organize the facilitating and enabling variables for creating competitive advantage (Miotto et al., 2020). In new approaches to higher education, it is not enough to examine the factors affecting competitiveness separately; rather, it is the simultaneous integration of structural, managerial, knowledge, and policy factors that allows moving from descriptive analysis to the design of implementation interventions (Krstić et al., 2020). This simultaneity both increases the explanatory power of the model by understanding the interaction between structures and strengthens its managerial applicability by transforming components into operational levers; in such a way that facilitating factors do not lead to sustainability without enabling mechanisms, and enabling factors do not become a realizable competitive advantage without appropriate institutional contexts. Such a model can serve as a basis for scientific and executive policy-making, strengthen the strategic decision-making of higher education administrators, and pave the way for improving the competitiveness and more effective presence of the country's higher education system at the international level (Beerkens, 2018). Accordingly, the importance of conducting the present study can be expressed in several axes: first, the existence of a theoretical and practical gap regarding the systematic identification and classification of facilitating and enabling factors in applicative training centers; second, the need for higher education managers and policymakers for a local and evidence-based model for strategic decision-making; and third, the role of these centers in linking education with the real needs of the labor market and enhancing the competitive advantage of the country's higher education system. This study attempts to reduce this knowledge and implementation gap by presenting a valid conceptual model and provide a basis for evidence-based planning and policymaking. In response to this gap, this study presents three innovations: (1) an integrated facilitating/enabling framework with an emphasis on simultaneous and synergistic application; (2) localization based on RBV in the context of Iranian applicative training centers and structural validation of the model; and (3) production of actionable output for management and policymaking in the form of a priority-oriented roadmap. Then, to accurately formulate these innovations, the following central question is raised: Which facilitating and enabling factors play a role in creating competitive advantage in applicative training centers and what is the conceptual structure of the relationships between them?
Theoretical foundations
In the strategic management literature, the concept of competitive advantage is defined as the ability of an organization to provide superior value to customers compared to competitors; a value that is sustainable, inimitable, and based on the organization's internal resources (Sudirjo, 2023). Competitive advantage is formed when the organization can exploit its unique resources and capabilities; resources that respond to market needs, given environmental conditions. In turbulent educational environments, especially in applicative training centers, creating such an advantage requires a deep understanding of internal structures and the surrounding environment. One of the key frameworks in analyzing competitive advantage is the resource-based perspective (RBV). This approach believes that organizations can achieve sustainable competitive advantage by relying on resources that have characteristics such as valuable, scarce, inimitable, and irreplaceable (Shafiee Roodposhti et al., 2019). In the field of higher education, these resources can include human capital, technological infrastructure, flexible organizational structures, and organizational and experiential knowledge. Instead of focusing on external opportunities, the resource-based perspective focuses on the internal capabilities of the organization and believes that each organization can chart a unique path to value creation. In this framework, two key categories of factors are considered: facilitating factors and enablers. Facilitators are factors that provide the conditions and context for the successful implementation of processes, such as innovative educational processes, audience-oriented interactions, or post-training services. In contrast, enablers are factors that directly enhance the operational and decision-making capabilities of the organization; including smart technologies, market analysis, access to financial resources, and the development of advantage-oriented strategies. The conceptual distinction between these two groups helps organizations analyze and manage the enabling and capacity-building factors separately (Fariz & Winarsih, 2024). In applicative training centers, whose mission is to provide practical training tailored to market needs, identifying these two categories of factors plays a pivotal role in improving performance and competitiveness. The structure of these centers is usually more agile than traditional universities, and their dependence on the labor market doubles the need to accurately identify the audience and use efficient resources (Francis, 2023). Therefore, a detailed understanding of the role of facilitators and enablers in the form of an analytical model can be a key to strategic decision-making by managers of these centers. Thus, relying on a resource-based perspective and focusing on the analysis of facilitating and enabling factors, the present study attempts to present a local model for strengthening the competitive advantage of applicative education centers.
Research Methodology
This study was conducted in a combined exploratory-confirmatory manner. In the qualitative phase, with a three-stage Delphi and the participation of 15 selected experts in three groups (applicative center managers, faculty/researchers of educational management and competitive advantage, and consultants/policymakers), 32 variables were identified and organized into four process, service, audience-oriented, and support clusters, and served as the basis for the questionnaire. In the quantitative phase, the model was validated with confirmatory factor analysis (CFA) in AMOS. The statistical population included managers, experts, and active instructors of MBA/DBA courses; with the rule of at least 5 respondents for each item, the sample size was estimated at least 160, and finally 188 questionnaires were collected through convenience sampling. Data were obtained and analyzed from reputable management training centers such as Mahan, Bahar, Farda Management, and Ariana.
Research Findings
The findings of this study showed that creating competitive advantage in applicative training centers is the result of the systematic interaction of two groups of factors: "facilitators" and "enablers," each of which can be explained in four dimensions: process, service, audience-oriented, and support. The results of first- and second-order confirmatory factor analysis indicate that all identified dimensions (except for one item in the support enablers dimension, which was removed) have a meaningful factor loading and appropriate validity and reliability, and the final research model has an acceptable fit. These findings indicate that competitive advantage in applicative training centers is not formed as a single factor, but as a multidimensional and coherent mechanism.
Conclusion
The findings of the present study are consistent with the results of Yousefghanbari et al. (2023), and Seifi et al. (2024), and Mansoori et al. (2024).
Based on the results of the study, the following suggestions were made:
• In the process area: designing flexible and innovative programs in line with the market, establishing continuous content evaluation and updating, and strengthening active learning with LMS and blended learning.
• In the service area: attracting and retaining experienced professors, developing post-training services (counseling/job introduction/graduate network), and inter-school collaborations to enhance credibility.
• In the audience-oriented area: designing based on a detailed analysis of the target market, strengthening brand identity and differentiation with effective narratives, and customizing courses according to the needs of the audience.
• In the support/infrastructure area: improving physical and digital infrastructure, transparent and targeted allocation of financial/human resources, and expanding communication networks with stakeholders.
The output of these four axes is a practical roadmap for increasing the competitiveness and sustainability of applicative training centers in the rapidly changing education market. 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 aimed to explore artificial intelligence and the redefinition of organizational leaders’ skills. This research was conducted through a qualitative approach and the meta‑synthesis method based on the seven‑step model of Sandelowski and Barroso (2007). The study population consisted of 360 articles published between 2021 and 2025, from which—after applying inclusion criteria—36 articles were selected for final analysis. Data analysis was performed by MAXQDA 2020 through open, axial, and selective coding. Using the data‑analysis software, 275 open codes were initially extracted. Next, axial coding was carried out in two stages, resulting in 25 codes in the first stage and 7 axial codes in the second stage. Ultimately, 3 selective codes were identified as the key leadership skills.
The findings indicated that leaders’ skills in the age of artificial intelligence fall into three broad categories: 1. Soft leadership skills, including personal skills, social skills, cognitive‑analytical skills, continuous learning, and personal development. 2. Hard skills, such as technical skills and managerial skills. 3. Multidimensional skills, such as creative and agile leadership.
Digital transformation and the growing penetration of artificial intelligence have reshaped the nature of organizational leadership. To remain effective, leaders can no longer rely solely on traditional skillsets; instead, they must cultivate a combination of soft, hard, and multidimensional skills in order to navigate the complexities of the AI era.
Introduction
In the field of leadership, artificial intelligence is defined as a tool that supports, empowers, and enhances leaders’ performance. These advanced computational systems analyze large volumes of data and provide valuable analytical insights that enable more informed, accurate, and forward‑looking decisions (Smith & Green, 2018). This creates a close interconnection between leadership and artificial intelligence that not only strengthens organizational efficiency but also reshapes the very definition of leadership skills. In this regard, Zaidi et al. (2025) emphasize that successful leaders in this dynamic environment must simultaneously develop technological intelligence, human understanding, and ethical orientation in order to remain effective.
Schmidt et al. (2023) likewise stress that despite the extensive research on leadership skills, technological transformations necessitate a serious re‑examination of leadership competencies, as management is no longer solely considered a human action but one that is understood within the context of data‑driven technologies. This point is also underscored by Zaidi et al. (2025), who argue that future research should focus on developing technology‑proficient leadership skills and competencies.
In the age of artificial intelligence, continuous learning and the recalibration of leaders’ skills have become fundamental imperatives. According to Abositta et al. (2024), to maintain competitive advantage in rapidly evolving technological environments, leaders must acquire advanced technological competencies and adaptive skills that complement AI‑driven functions. Furthermore, this era requires preserving a human‑centered approach by designing active reskilling programs that enable effective coexistence with artificial intelligence.
Given the accelerating shift of organizations toward intelligent structures and the clear gap between emerging skill requirements and existing leadership development programs, conducting this research is essential. Accordingly, the central question of this study is: What are the key leadership skills required in the age of artificial intelligence?
Theoretical Foundations of the Study
Artificial Intelligence and Leadership
Artificial intelligence is a branch of computer science that aims to develop systems capable of learning, decision‑making, and problem‑solving in ways similar to humans. The introduction of this technology into workplaces has transformed the concept of leadership. In the age of artificial intelligence, leadership entails guiding and making decisions in contexts where humans and AI systems operate synergistically. Rather than being a mere decision‑maker, the leader assumes the role of a facilitator who orchestrates the alignment between human wisdom (knowledge, intuition, ethics) and algorithmic capabilities (data mining, prediction, machine learning).
The key applications of artificial intelligence in leadership include: Automation and productivity: Performing repetitive and complex tasks intelligently to reduce cost and time. Enhancing decision‑making and leadership processes: Analyzing large‑scale data to provide precise insights and support data‑driven decisions. Strengthening human–machine collaboration: Empowering leaders through real‑time data‑driven insights and effective interaction with intelligent systems. Transforming human resource management: Utilizing big data analytics to better identify employee potential and make more scientific decisions in HR domains.
In their study titled Competencies and Skills of Leaders in the Age of Artificial Intelligence, Myszak and Dawidowicz (2025), through a comprehensive review of 17 related articles, highlight a broad set of essential skills for organizational leaders. These include critical thinking, communication skills, strategic thinking and vision, innovation and creativity, emotional intelligence, change management, ethical leadership, adaptive agility, risk awareness, and resilience in interacting with AI technologies.
Hoang (2025), through in‑depth interviews with 17 teachers in Vietnam, conducted a study titled Developing Leadership Skills for Guiding Organizations in the Digital Age. This study introduces a five‑dimensional framework of essential leadership skills, which includes: mastery of fundamental technical skills; the application of educational innovation to ensure continuous workforce development; prioritization of cross‑border digital collaboration; agile change management; and the establishment of transparent digital communication to strengthen technological literacy and organizational adaptability.
Research Methodology
The present study employed a qualitative approach using the meta‑synthesis method and was conducted based on the Sandelowski and Barroso (2007) framework. The research process began with formulating the central question, which focused on examining the impact of artificial intelligence on redefining leadership skills within organizations. A systematic review of domestic and international literature published between 2021 and 2025 was then carried out through databases such as ScienceDirect, Scopus, SAGE, Normgaz, and MagIran. From an initial set of approximately 350 articles, several stages of screening—title evaluation, abstract review, and full‑text assessment—were applied, resulting in the selection of 36 articles (including 4 domestic and 32 international sources) for detailed analysis. Relevant statements addressing the research question were carefully extracted and coded through open, axial, and selective coding. To ensure the reliability and accuracy of the findings, data triangulation—enhancing the diversity of information across time, place, and participants—along with researcher auditing was utilized.
Research Findings
Data analysis was conducted through a coding process by MAXQDA 2020 software. In the open coding stage, 275 initial codes were extracted. Subsequently, through two stages of integration, 25 axial codes were formed in the first stage and 7 axial codes in the second stage. Ultimately, three final selective codes emerged as the main framework for redefining organizational leadership skills in the age of artificial intelligence.
The first category, leaders’ soft skills in the age of artificial intelligence, refers to the personal, interpersonal, and social dimensions of leadership. This category includes several components. Social skills encompass network leadership and hybrid interactions, coaching, empowerment, trust‑building, influence and stakeholder alignment, as well as ethical leadership grounded in empathy and humility. Cognitive–analytical skills involve data‑driven decision‑making, systems thinking and holistic organizational analysis, intelligent evaluation and feedback, critical thinking, and complex problem solving. Continuous learning and personal development skills include strategic and lifelong learning, personalization of skill‑development pathways, and the transformation of learning into practice. Individual skills involve trust‑ and ethics‑based leadership, high emotional intelligence, advanced interpersonal interactions, self‑awareness, self‑regulation, and resilience.
The second category, leaders’ hard skills in the age of artificial intelligence, relates to leaders’ professional knowledge and technical capabilities. These skills are grouped into two main domains. Resource management skills include managing organizational transformation and dynamics, developing human capital, human resource management, and creating a positive work environment. Technical skills and AI literacy include developing a strategic understanding of artificial intelligence, integrating and applying AI technologies in practice, and the capability to interact effectively with these technologies.
The third category, multidimensional leadership skills in the age of artificial intelligence, represents a combination of soft and hard skills and emphasizes adaptability, innovation, and future‑oriented thinking. A key example of this category is creative and agile leadership, which encompasses organizational creativity and innovation, technological agility and adaptability, and forward‑looking, future‑oriented thinking.
Conclusion
This study was conducted with the aim of examining artificial intelligence and the redefinition of leadership skills within organizations. The core conclusion is that the emergence of artificial intelligence has fundamentally transformed traditional conceptions of leadership. As a result, leaders in the new era must intentionally develop a broader and more contemporary set of competencies. These competencies fall into three major categories, each of which is discussed below.
The first category, soft skills, represents the primary priority of modern leadership. Leaders in the age of artificial intelligence must master capabilities such as emotional intelligence, empathy, trust‑building, self‑awareness, resilience, critical thinking, and complex problem solving. These skills enable leaders to harmonize human strengths with technological systems, foster learning‑oriented cultures, and elevate decision‑making from intuition‑driven judgments to data‑informed analysis. These findings align with the research of Myszak & Dawidowicz (2025), Zaidi et al. (2025), and Thomas et al. (2024).
The second category, hard skills, has become an unavoidable necessity. Leaders must view artificial intelligence not merely as a tool, but as a strategic partner in decision‑making and process design. Consequently, proficiency in AI literacy, digital transformation management, and technology‑aligned human capital development has evolved into a set of essential leadership competencies. These results are consistent with the findings of Frimpong & Wolfs (2024), Sriharan et al. (2024), and Hoang (2025).
The third category, multidimensional skills, reflects the new profile of future leadership. This category represents an integration of soft and hard skills, equipping leaders to navigate complex and dynamic environments. Agile and creative leaders—those capable of combining technological foresight with human‑centered thinking—are more likely to enhance organizational innovation and prepare their organizations for the future. This future‑oriented orientation is grounded in strategic agility and high adaptability. These findings are supported by the studies of Bevilacqua et al. (2025) and Sriharan et al. (2024).
Based on the study’s findings, the following practical recommendations are proposed:
• Developing organizational policies to enhance AI literacy and technological skills, including facilitating leaders’ and employees’ access to AI‑related training and technological skill development opportunities.
• Utilizing modern educational technologies, such as virtual reality and augmented reality, to create engaging and interactive learning experiences aimed at strengthening leadership competencies. 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 research is to present a model of effective factors of e-learning with a strategic approach of teaching-learning in the educational system of Mazandaran Province universities. The present research is applicable in terms of its purpose, and descriptive-survey in terms of its nature and method. The statistical population of the present research included 200 members of all academic staff in Mazandaran Province in 2024 as a sample, selected using the available sampling method. The collection tool in the present research included a questionnaire. The structural equation modeling method and AMOS software were used to analyze the data. According to the results of exploratory and confirmatory factor analysis, all factors were confirmed as effective indicators of e-learning with a strategic approach of teaching -learning. According to the results, it can be said that the results of exploratory factor analysis showed that the questionnaire indicators are influenced by 10 underlying factors and these 10 factors can explain more than 78 percent of the variability (variance) of the variables. The results of confirmatory factor analysis showed that the factor loading values ​​of all items are greater than 0.4 and are acceptable. The results of the significance examination of the t-statistic values ​​showed that the t-statistic values ​​for all items were reported to be greater than 2.58. This means that the relationship between the items and their respective latent variable was accepted at a confidence level of 99 percent.
Introduction
The use of new and transformative technologies has paved the way for the creation of new teaching-learning approaches in educational institutions, and as a result, a new method called e-learning has been formed, which is gradually developing (Hejazi et al., 2021). Today, after the outbreak of the coronavirus, attention has increased more than ever to the use of information and communication technology tools and the use of strategic learning-learning approach environments. However, the strategic approach of e-learning has advantages such as facilitating and strengthening teaching and learning flexibility in time and space, easy access to resources (Ishkakova, 2024), the possibility of participation of working students and people with physical disabilities due to spatial flexibility, increasing communication channels between students with each other and with professors, the possibility of increasing deep learning by taking advantage of multimedia educational tools (Al Rawashdeh et al., 2022), etc. Due to problems such as reduced communication between colleagues, problems related to practical and laboratory lessons, spending a lot of time in front of a computer screen, mobile phone or other devices (Stecuła et al., 2022), insufficient physical and mental activity, students' inability to manage time, frustration and anxiety of some students, time-consuming and costly for the university, difficult software and term problems, digital divide and unequal distribution of software (Dhawan et al., 2020), low speed internet connection and insufficient bandwidth, lack of the necessary ability for self-management, unfavorable assessments of privacy and security issues (Rajesh et al., 2020) and ... have failed to meet many of the basic needs of key stakeholders in the learning environment. Hence, the need to form and develop a new solution called the strategic learning approach that can compensate for the disadvantages and shortcomings of face-to-face and electronic learning methods and maintain the advantages of both methods has become apparent (Khanifar & Ghofrani, 2020). E-learning is activities that are carried out using electronic tools, including audio, video, computer and virtual (Nabavi et al., 2023). E-learning is a type of purposeful use of electronic and computer systems to support the learning process, and education, due to its advantages such as its availability everywhere and at any time, makes this method a useful and reliable tool for instructors for quality education (Ruiz, 2006). In the meantime, in defining this important matter, it should be stated that e-learning is active and intelligent learning that, while transforming the teaching and learning process and knowledge management, plays a fundamental and pivotal role in expanding, deepening and sustaining culture. According to information and communication technology experts and specialists, by 2020, e-learning will be the standard educational method in the world (Al Rawashdeh et al., 2021).
Theoretical framework of e-learning
E-learning is the use of the Internet for learning, which can be achieved at any time or place through an Internet connection and a web browser. E-learning is a new type of education that does not require students to attend scheduled classes. In fact, it is a virtual learning environment on the network (Dimulescu, 2023).
Heydari Zadeh & Jahan (2025) investigated the effects of e-learning environment on collaborative learning and academic self-efficacy in Payam Noor University students. The results show that e-learning environment has a significant relationship with collaborative learning, academic self-efficacy, and e-learning environment improves collaborative learning and academic self-efficacy. The e-learning environment, with the opportunities and resources it provides to students, allows them to improve their learning by using these components, form broader relationships and interactions, and have greater satisfaction with education.
(Ebrahimi et al. (2023) identified and explained teaching-learning strategies appropriate to the generational characteristics of today's undergraduate students. By structural and interpretive analysis of the data and through a three-stage process of extracting semantic units, sub-themes and main themes, teaching-learning strategies appropriate to the generational characteristics of today's undergraduate students were identified, including seven e-learning, self-directed, project-based, participatory, dialogue-based, problem-solving and originality teaching-learning strategies. Based on this research, it is concluded that the success of instructors in effective teaching-learning of today's generation of undergraduate students requires the application of these strategies in a combined manner and according to the situation and conditions.
Research Methodology
The present study is applicable in terms of purpose, and descriptive-survey in terms of nature and method. The statistical population of the present study included 200 members of all academic staff in Mazandaran province in 2024 as a sample and was selected using the available sampling method. The collection tool in the present study included a questionnaire.
Research findings
The structural equation modeling method and PLS software were used to analyze the data. According to the results of exploratory and confirmatory factor analysis, all factors were confirmed as effective indicators of e-learning with a strategic learning-learning approach. According to the results, it can be said that the results of exploratory factor analysis showed that the questionnaire indicators are influenced by 10 underlying factors and these 10 factors can explain more than 78 percent of the variability (variance) of the variables. The results of confirmatory factor analysis showed that the factor loading values ​​of all items are more than 0.4 and acceptable. The results of the significance examination of the t-statistic values ​​showed that the t-statistic values ​​for all items were reported to be more than 2.58. This means that the relationship between the items and their respective latent variables was accepted at a confidence level of 99 percent.
Conclusion
The present study was conducted with the aim of presenting a model of effective factors of e-learning with a strategic teaching-learning approach in the educational system of universities in Mazandaran province. The results of this study are consistent with the results of Heydari Zadeh & Jahan (2025), Ebrahimi et al. (2023), Zandi et al. (2023), Antony et al. (2022), Bani Hashemi & Malek (2022), Al-Hunaiyyan et al. (2021), Jafari (2021), and Mohseni (2020). Heydari Zadeh & Jahan (2025) showed that the e-learning environment has a significant relationship with collaborative learning and academic self-efficacy, and the e-learning environment improves collaborative learning and academic self-efficacy. The e-learning environment, with the opportunities and resources it provides to students, allows them to improve their learning by using these components, form broader relationships and interactions, and have greater satisfaction with education.
According to the research results, the following suggestions were made:
Increasing transparency and public trust through ethics, creating strategies in the organization to implement, and use e-learning in different sectors.
Creating a flexible organizational structure to develop the use of e-learning and create virtual structures in different sectors. 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 aims to revise the accounting undergraduate curriculum with an approach to adapt to job market needs. The method of this research is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of implementation. The statistical population of the study includes 16 university experts with a PhD degree and professionals working in the accounting profession, selected by purposive sampling using the snowball technique. The data collection method was conducted by interview and questionnaire. Interpretive structural modeling (ISM) was used to analyze the findings and MICMAC software was used for ranking. Based on interpretive structural analysis, the research exploratory model has 13 factors. Accounting adapted to job market needs with strong theoretical knowledge factors, professional abilities, practical applicable skills, and professional ethics, which are at the first level of the model, are the most effective and dependent factors of the model. At the second level, the variable of cooperation with industry is placed with the factors of compulsory internship, cooperation with professional accountants and joint projects with industry, which affect higher-level factors and are affected by lower-level factors. At the third level, the variable of emphasis on soft skills is placed with the factors of communication skills, teamwork and critical thinking and problem solving, which affect higher-level factors and are affected by lower-level factors. At the last level (level four), revision of curriculum topics is placed with the factors of updating course content, increasing practical hours and adding new courses, which are the most effective and influential factors of the model.
Introduction
The job market is defined as a dynamic and interactive environment in which the supply of labor from job seekers and the demand for labor from employers meet. This market is a concept that, in addition to being directly related to employment and wages, indicates the balance between the capabilities of the labor force and the economic needs of a society. In fact, the job market is a space where individuals with their skills and abilities seek job opportunities appropriate for them, and employers seek the labor force they need with specific conditions and capabilities. This interaction can affect the unemployment rate, labor productivity, and income levels, and play a key role in the economic development of society. The revision of the accounting undergraduate curriculum with an approach to adapting to the needs of the job market is intended to provide a platform for graduates to enter the job market with up-to-date and applicable skills and knowledge. In recent years, changes in new technologies such as artificial intelligence, blockchain, and digital financial technologies have highlighted the need to reform accounting educational content. These revisions should reduce the gap between university curricula and the practical needs of the job market and increase the ability of graduates to face emerging technologies and challenges (Zarei et al., 2025).
Recent studies have shown that many accounting curricula in universities are not yet fully aligned with new technologies and current job market needs. According to research, existing curricula at this level have inadequate coverage in areas such as artificial intelligence and blockchain, which are now recognized as the most key technologies in the digital transformation of accounting. This mismatch has reduced the employability of graduates and has created a demand for serious revisions in the education system. Revising the undergraduate accounting curriculum with an approach to adapting to job market needs is a vital matter that must be carried out based on technological developments, changes in the economic environment, and new market expectations. The job market is an interactive space in which labor supply and labor demand act simultaneously and reciprocally, shaping the quality of the labor force and the economic needs of society. In accounting, this market is changing rapidly and requires specialists who, in addition to strong theoretical knowledge, are proficient in new technologies such as artificial intelligence, data analytics, and digital financial technologies (Taylor & Lee, 2022). Considering the above, the main research question is: How does the review of accounting undergraduate curriculums with an approach to adapting to job market needs look like?
Theoretical Framework
Accounting Education
One of the potential benefits of the presence of computers in all areas was stated by Boyce as follows; Computer-based education can be a positive contribution to optimizing accounting education and thereby address many of the concerns raised. Internet-based simulation is another solution that has two specific advantages: first, it can develop general education and strengthen transferable skills. Second, no additional software is required to use this online tool, and the desired program can be easily copied using only a server bandwidth. In addition, web-based simulation can facilitate teamwork. Finally, this tool can recreate a real-life experience of an accountant (Brown et al., 2017).
Zarei et al. (2025) in a study titled Measuring the Compliance of Accounting Education Topics with the Needs of New Technologies examined the compliance of accounting education topics with new technological requirements and identified gaps between curricula and job market needs. The results showed that work experience has a significant positive relationship with the perception of the need for change. While a significant negative relationship was observed between the age of the respondents and the perception of the importance of technologies.
Beik Boshrouyeh et al. (2023) investigated the causes of the gap between undergraduate accounting education and the needs of the profession in Iran. The final model of the gap between undergraduate accounting education and the needs of the profession in Iran was presented in the form of causal conditions, contextual conditions, intervening conditions, strategies, and consequences. Based on the research findings, the identified causal conditions and factors creating the gap are: new legal and regulatory requirements governing the country; rapid technological changes; globalization of the accounting profession; qualitative factors of education, such as not changing and updating the syllabus and educational texts quickly due to changes in the economic and financial environment, as well as the lack of updating of some university professors regarding the needs of the profession.
Research Methodology
The method of this research is applicable in terms of purpose, and mixed in terms of implementation (qualitative-quantitative). The statistical population of the research includes 16 university experts with a PhD degree and professionals working in the accounting profession, selected by purposive sampling using the snowball technique. The data collection method was conducted by interview and questionnaire.
Research findings
Interpretive structural modeling (ISM) was used to analyze the findings and MICMAC software was used for ranking. Based on interpretive structural analysis, the research exploratory model has 13 factors. Accounting that meets the needs of the job market with strong theoretical knowledge factors, professional abilities, practical applicable skills, and professional ethics, which are at the first level of the model, are the most effective and dependent factors of the model. At the second level, the variable of cooperation with industry is placed with the factors of compulsory internship, cooperation with professional accountants and joint projects with industry, which affect higher-level factors and are affected by lower-level factors. At the third level, the variable of emphasis on soft skills is placed with the factors of communication skills, teamwork and critical thinking and problem solving, which affect higher-level factors and are affected by lower-level factors. At the last level (fourth level), revision of curriculum is placed with the factors of updating curriculum content, increasing practical hours and adding new courses, which are the most effective and influential factors of the model.
Conclusion
The present study was conducted with the aim of revising the curriculum of the undergraduate accounting degree with an approach to adapting to the needs of the job market. The results of this study are consistent with the results of Zarei et al. (2025), Beik Boshrouyeh et al. (2023), Namazi & Salehi (2022), Carvalho & Almeida (2022), Wolcott & Sargent (2021), Piri Sagharloo et al. (2021), and Jamei (2018). Namazi & Salehi (2022) showed that the use of active learning methods leads to the effectiveness of education in the field of accounting. Knowledge enhancement: It is expected that the methods identified in this study will lead to improved effective education in the field of accounting and, as a result, the gap between the needs of society and the skills of accountants will be reduced. The results of this study can also be of great help to the accounting planning committee, professors of this field, and university educational committees in order to improve the quality of education, especially in the field of accounting.
Given the importance of practical experience, universities should design mandatory and structured internships in collaboration with accounting firms and organizations so that students can become directly familiar with the duties and responsibilities of an accountant in the workplace. 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 overall objective of this research was to discover and present a framework for organizational capability in the context of strategic changes with an emphasis on the territory of the technical and vocational organization of the country. This research was a development with a qualitative approach and a case study research method in terms of its purpose. The research participants were 15 experts in leadership and change in educational systems, especially the technical and vocational education system, selected using a purposive sampling method of the criterion type, taking into account the theoretical saturation issue. Data collection was carried out through semi-structured interviews. Data analysis was carried out using the content analysis method and using MAXQDA 2020 software. The results of the research showed that the organizational capability framework consisted of four dimensions (coherence, effectiveness, responsiveness, and desirable external image), each of which includes related components. In order to validate the data, the opinions of some participants as well as experts in the field of educational management and higher education were used, and for the transferability of the findings, the test-retest method was used. Accordingly, the reliability coefficient was obtained as 0.87, which indicates that the research had high reliability. The results of the research can be used as a guide for the actions of educational system managers in the theoretical and operational fields.
Introduction
Complicated and rapid environmental changes force organizations to continuously redefine their internal capacities for survival, growth, and competition, or, in other words, to empower their pillars and structure in the face of strategic changes. Therefore, organizational capability is considered one of the key factors for success in complex and changing conditions of the strategic environment. These capabilities include a set of competencies, abilities, and resources that enable organizations to exploit opportunities arising from environmental changes, manage threats, and achieve sustainable competitive advantage (Martínez-Peláez et al., 2023). Organizational capabilities, based on a set of skills, resources, and processes, are considered to be the basis for developing strategic tools to adapt to environmental changes and exploit emerging opportunities (Rengkung, 2022). These capabilities help the organization not only manage changes, but also use them as a driver for innovation and an opportunity for growth (Barney et al., 2024). In fact, organizational capability, as one of the most important factors for the success of organizations in facing environmental challenges, refers to the ability of the organization to identify, maintain and exploit its resources and capabilities to achieve strategic goals (Teece et al., 2016). Therefore, organizations with high capability can quickly adapt to changes, produce high-quality products and create competitive advantages (Pratono, 2024). Research shows that organizational capabilities are becoming more important in the face of strategic changes. Organizations that have the ability to create coordination between human resources, new technologies and organizational strategies can better adapt to changing conditions and show higher performance (Zhang & Chen, 2024). Strategic changes within and outside the organization, as a necessity in today's business environment, require a deep understanding of the dimensions and components of organizational capability. These changes can include changes in organizational structure, culture, technology, or macro strategies (Henry, 2021). In this regard, identifying and strengthening the dimensions of organizational capability can help organizations successfully implement these changes. Organizational capability is a multidimensional and fruitful area that can be examined from various aspects, especially in educational and skill-based organizations. Paying attention to the topic of organizational capability in educational organizations is significant because, according to Badami, Jahanian & Mohammadi Nezhad Gangi (2025), paying attention to the quality of performance, excellence, and organizational capability in educational organizations is of particular importance due to their mission in training specialized human resources for society. Accordingly, the present study aims to identify the dimensions and components of organizational capability in the context of strategic changes and seeks to answer the question: what dimensions and components explain the organizational capability of the country's technical and vocational organization in the face of strategic changes?
Theoretical Framework
Organizational Capability
Organizational capability, as one of the key concepts in strategic management, has attracted the attention of many researchers and managers in recent decades. This concept refers to a set of capabilities, knowledge, skills, processes, and resources that enable organizations to sustainably achieve competitive advantage and adapt in the face of environmental changes (Rengkung, 2022). These capabilities include technical, human, and structural aspects and directly affect the performance of the organization (Abdurrahman et al., 2024). According to Barney et al. (1991), organizational capabilities include areas such as innovation, organizational learning, human resources, and leadership that can help organizations respond appropriately to environmental changes and enhance their strategic successes (Ferreira et al., 2021).
Various dimensions of organizational capability have been considered, such as the ability to learn, the ability to create and apply new knowledge in order to develop innovation in processes and products, flexibility, strategic agility based on the speed of response to changes, knowledge management, and the power of external cooperation (Gomes et al., 2022). In a general view, organizational capability can be assessed in the quantity and quality of three major assets in the organization; human capital, including the knowledge, skills, and abilities of employees, which are vital for increasing performance and advancing innovation in the organization (Liu et al., 2020).
Research Methodology
This research was a development with a qualitative approach and a case study in terms of purpose. The research participants (key informants) were 15 experts in leadership and change in educational systems, especially the technical and vocational education system, selected using a purposive sampling method of the criterion type, taking into account the theoretical saturation issue. Data collection was carried out through semi-structured interviews. Data analysis was carried out using thematic analysis method and MAXQDA 2020 software.
Research findings
In order to discover the framework of organizational capability in the context of strategic changes with an emphasis on the country's technical and vocational organization, interviews were conducted with experts and experienced in management, leadership and change in educational systems, especially skill organizations and people who, in addition to scientific abilities, had direct and indirect management experiences at the middle and senior levels of the country's technical and vocational education organization in the organization of the research area. While analyzing the interview text in detail, 20 related basic themes were identified and by categorizing similar basic themes in one category, 4 organizing themes were drawn, and finally a network of themes was drawn. The results of the study showed that the organizational capability framework in the context of strategic changes consisted of four dimensions: effectiveness, responsiveness, coherence, and desirable external image, each of which included related components. The effectiveness dimension included the components of internal effectiveness, external effectiveness, institutional effectiveness, effective activities, and correct performance of tasks. The responsiveness dimension included the components of responsiveness to the environment, responsiveness to internal conditions and needs, social responsibility, and attention to environmental conditions and needs. The coherence dimension included the components of conceptual coherence, operational coherence, social coherence, structural coherence, spiritual coherence, and emotional coherence. The desirable external image dimension included the components of environmental desirability, positive environmental evaluation, external acceptability, internal acceptability, and positive performance evaluation.
Conclusion
The results of the present study show that organizational capability in the field of technical and vocational education organization as a skill-oriented institution that trains specialized human resources and technology for society includes multiple dimensions of coherence, effectiveness, responsiveness, and a desirable external image. The dimensions affecting organizational capability are, in a way, the fulcrum of the technical and vocational organization as an open system so that it can achieve competitive advantage in dynamic and challenging environments in addition to maintaining meaningful survival. These dimensions jointly increase the organization's capacity to deal with strategic changes and achieve long-term goals. Various aspects of effectiveness, both internal in the sense of the quality of task performance and external in the sense of effective responsiveness to the environment, and then institutional effectiveness in the sense of realizing the organization's mission and desirability in the environment, are vital components of organizational capability. The findings of this study are in line with the results of studies by Brinia (2022); Zacharias (2021) confirms that organizational effectiveness is one of the key indicators of success in strategic change. Environmental responsiveness, which includes social responsibility and providing services that meet the needs of the environment, is another key theme identified in this study. This theme is consistent with El Idrissi et al.'s (2023) theories about latent capabilities, which show that an organization's responsiveness to the environment often results from latent capabilities that are activated in times of crisis. The various components of organizational cohesion resulting from the findings of the present study in the field of technical and vocational education show that desirable and optimal cohesion is achieved when the various elements of the organization, including human resources, physical resources, structure and processes, are compatible and coordinated with each other, and cohesion is objectively manifested both in conceptual and cognitive aspects and in operational aspects and professional relationships throughout the organization's structure. The final component of organizational capability, which is both a result of capability and an important factor in creating organizational capability, is the desired external image of the organization. Existing systems in the environment refer only to an organization that trusts it and has a suitable image of it. Therefore, the image that organizations leave in the environment with their health and output is very important and leads to organizational capability. However, the important point is that the coordination and alignment of the four main dimensions of organizational capability, namely coherence, effectiveness, responsiveness, and external image, requires attention to a key and important element called organizational leadership. Leadership, by creating a link between the system and its current and future environment and considering systemic requirements, can provide the correct arrangement of components together in a way that leads to improved coherence, effectiveness, and responsiveness of the system to the environment, and as a result, improved the external image of the organization in the environment, and taking advantage of the feedback effects of this important factor in strengthening and improving the level of the aforementioned three variables. Accordingly, it can be stated that effective leadership, by helping to improve the accountability, effectiveness, and coherence of the organization, along with the desired image they portray of the organization, provides the organization's capabilities inside and outside the organization.
The findings of the present study confirm that the country's technical and vocational education organization can achieve capabilities when it is able to develop indicators based on coherence, effectiveness, accountability, and external image, and gain the power to interact effectively with the strategic and changing environment more than other competitors. The organization's capabilities lead to an intelligent understanding of the needs and requirements of the present and future environment, and this awareness leads to the design of efficient strategies to respond appropriately and timely to these requirements. 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 personnel training model for Maskan Bank with a learning organization approach. This research was applicable-developmental in terms of its purpose, and was conducted with a qualitative approach of content analysis. The target population consists of academic experts in the field of educational management and banking. The research participants were 16 executive experts (subject-specific experts, managers and vice-presidents of Maskan Bank) as key informants, selected by purposive sampling and snowball method considering theoretical saturation. The data collection tool included semi-structured interviews with participants and document study. For data analysis, Atride-Sterling's (2001) three-stage coding was used utilizing MaxQDA software. After analyzing the data, the network of the themes of the staff training of Maskan Bank with the learning organization approach was formulated with 36 concepts (basic themes), 9 organizing themes, and 2 comprehensive themes. The research findings showed that the characteristics of the learning organization included personal capabilities and abilities, systemic thinking, shared vision, mental patterns and models, and team learning; and the staff training process included needs assessment and goal setting, training planning, training implementation, and evaluation. In general, it can be said that considering the learning organization in training employees in the form of a comprehensive and inclusive model, the improvement of the quality of staff training and the acquisition of competitive advantage could be anticipated.
Introduction
Training is included as one of the sub-categories of staff development and promotion in the human resource development model in an organization. Therefore, one of the basic measures that make organizations efficient is the continuous development of human capital through training. In fact, training and development are the main conditions for the progress and success of any organization and contribute to competitiveness in a competitive environment (Noe, 2019). Therefore, the strategic position and importance of education in the survival and development of the organization is undeniable (Islampanah & Alvani, 2017); because through education, are the job needs of employees met and the need of employees to acquire new skills and knowledge is possible (Nazari Daulatabad & Gholami Chenaristan, 2023); and in this regard, Nzimakwe & Utete (2024) have considered the education and learning of employees in a learning organization the reason of employee performance increasing.
However, in the banking system as one of the parts of the competitive business environment, its successful growth depends on the learning organization; and commercial banks need trained and efficient employees (Lameck, 2022) to deal with the challenges of modern business. Nonetheless, it must be said that the quality of banking depends on the level of education and learning of its employees (Alavi Sang Cheshme, 2018). Undoubtedly, the most specialized and main prerequisites for training are, first of all, the development of a suitable training model, which, if not properly developed and implemented, will have undesirable effects on other training processes. Therefore, one of the leading issues for training managers is the issue of achieving a suitable training model for employees, which, according to research history, has not been researched as much in this area as in other banks such as; National Bank, Tejarat, Sepah and other banks. This issue therefore poses the most important question for the leading study, which is: what is the training model for Maskan Bank personnel with a learning organization approach?
Theoretical Framework
Human Resource Training with a Learning Organization Approach
Today, training is recognized as a tool through which organizations strengthen and improve their human assets as sustainable capital (Mohsen, 2020). Whenever the issue of poor employee performance is raised, the issue of providing employee training has been in the spotlight (Nzimakwe & Utete, 2024). Therefore, employee training is a pre-planned study of an organization with the aim of learning and developing the competencies, skills, knowledge and behavior of employees in their daily operations at the level required by the organization (Parent-Lamarche et al, 2023). With these theoretical considerations, learning organizations are a phenomenon whose pioneer founders are Schon and Argiris who proposed this issue in 1950. Following this, another expert named Senge in 1990, adapting the theories of Schon and Argiris to make it clearer and more practical, presented new principles about learning in organizations. His theory, entitled “The Fifth Discipline”, which introduced the learning organization as an organizational format relevant to the growing economic environment, was welcomed. He believed that the learning organization is actually a transition from a “mechanical” view of organizations to an organic, fluid view, requiring rapid and adaptive change in order to survive (Gronhaug & Stone, 2012). In Senge’s 1990 model, the learning organization has five general principles or components, which are: personal mastery, mental models, shared vision, team learning, and a systematic approach. Each of these components provides a vital direction to the organizational structure that is able to truly learn; to continuously expand its capacity to realize the highest aspirations and desires (Senge, 2009). In the present study, an attempt has been made to consider the main and fundamental model of the learning organization in developing the employee training model and to examine the relationships between its dimensions and components with employee training in order to discuss a system of integration of the dimensions of the learning organization and employee training and to clarify the systematic view that Senge referred to as the fifth discipline.
Research Methodology
The present study was a fundamental and exploratory study and; in terms of data collection, a qualitative study of the type of content analysis. The target population consists of academic experts in the field of educational management and banking. The research participants were 16 executive experts (subject-specific managers and vice-presidents of Maskan Bank) as key informants, selected through the purposive sampling method and the snowball method, taking into account the theoretical saturation issue. The data collection tool included semi-structured interviews with participants and document study.
Research findings
MAXQDA2018 software was used to analyze the data. The findings indicate that the Maskan Bank personnel training model with a learning organization approach has 36 concepts (basic themes), 9 organizing themes, and 2 comprehensive themes of understanding formulation. The research findings showed that the characteristics of the learning organization included personal capabilities and abilities, systemic thinking, shared vision, mental patterns and models, and team learning; and the employee training process included needs assessment and goal setting, educational planning, training implementation, and evaluation. In summary, it can be said that considering the learning organization in employee training in the form of a comprehensive and inclusive model, the improvement of the quality of staff training and the acquisition of competitive advantage could be anticipated.
Conclusion
The present study was conducted with the aim of presenting a model for training personnel at Maskan Bank with a learning organization approach. The results of this study are consistent with the findings of Gharib Navaz (2019), Hamidi et al, (2023), Atiku et al., (2022), Najafpour et al, (2020), Damirchi et al, (2020), and Sembera (2016).
In line with these findings, Nzimakwe & Utete (2024) have acknowledged that employee training is considered as the main and central driving force for effective and efficient job performance. In their opinion, today, in the human resource development model of every organization, training is considered as one of the sub-categories of employee development and promotion. Also, it should be said that employee training and development is a strategic action at the individual level that makes the individual valuable, at the organizational level improves and develops the organization, and at the national level leads to increased productivity and subsequent results (Noe, 2019). With this theoretical perspective, and in accordance with the findings, Gharib Navaz (2019) has acknowledged that the learning organization approach is effective in employee training by referring to the main categories of effective training with the learning organization approach and the interactive role of this approach to the core of training in the organization. Also Hamidi et al, (2023) has acknowledged that employee training with the knowledge and learning management approach is considered a major part of every job, and meanwhile, employees learn from each other and teach others, and the knowledge needs of employees and the organization can be successfully met. In this regard, in another study, Sembera (2016) has acknowledged in a study in the banking industry in Uganda that knowledge management and organizational learning work better than organizational training in gaining competitive advantage (cited in Hamidi et al, 2023). With these interpretations, from the participants' point of view, if the employee training process is integrated with the characteristics of a learning organization, it will help Maskan Bank in its development goals; therefore, the professional development of employees with their personal capabilities and abilities should be integrated in the form of team learning, and individual learning may be effective for an individual, but team learning with a shared perspective and systemic thinking is more effective and leads to individual and team productivity. It is suggested that, considering the importance of teachers' influence on students and considering that knowledge and skills can be acquired, learned, and transferred, it is necessary to seriously discuss and examine the characteristics and methods of training teachers in order to develop and improve their competence, so that more justified principles and programs can be developed for training competent teachers who are up-to-date and compatible with rapid developments.
Based on the explanation of the results obtained, the following suggestions are presented:
1- Banks, especially Maskan Bank, need to train their employees with a learning organization approach in order to overcome complex environmental conditions due to their environmental and local conditions.
2- One of the ways for banks to excel over other competitive and commercial organizations is to pay attention to continuous and comprehensive learning, and the learning organization approach with its dimensions can help create a competitive advantage.
3- Paying attention to the dimensions of the learning organization in training Maskan Bank personnel, including; common ideals, attention to individual capabilities, consideration of systemic thinking and mental models in employee learning with a view to team learning can motivate employees. 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 compare the effectiveness of group reality therapy and positive attitude training on academic procrastination in female high school students with academic burnout in Ardabil city. The present research method is experimental (pre-test-post-test design with control group). The statistical population of this study includes 400 female high school students in the second year of the Ardabil city in the academic year 2024-2025. The academic burnout questionnaire was randomly distributed among them, and among the students who scored high in this questionnaire and had academic burnout, 90 people were randomly assigned to three groups (30 in the first experimental group, 30 in the second, and 30 in the control group). The research instrument is the Solomon and Roth-Bloom Procrastination Questionnaire. The first group received Glasser (1999) group reality therapy training for 7 sessions, and the second group received Quilliam (2003)positive attitude training for 8 sessions, and then the third group, the control group, did not receive any intervention. In the following stages, all three groups answered the research questionnaires again, and then the data were collected and analyzed using SPSS statistical software. The results showed that group reality therapy and positive attitude training reduce academic procrastination in female students, and group reality therapy reduces academic procrastination more than positive attitude training.
Introduction
Education is the foundation of the progress of human society, and as the core of this system, students play an important role in promoting and improving the state of society (Sheikh-ul-Islami et al., 2015). Therefore, the educational policies of the education institution, in addition to scientific development and expanding the level of literacy and information, should also include the growth and development of the mental health of the community. Children and adolescents spend the best years of their lives in school, and experiencing any failure or success during this period has a profound impact on their positive or negative attitude towards themselves and their abilities (Soltani Majd et al., 2014).
Psychological harms in society in general and among students in particular arise from defective and imperfect infrastructures and contexts, which require intervention and research in this area. These harms can be explained among students in three specific areas: individual, organizational, and family (Sharififard et al., 2020). Among the psychological harms that negatively affect students' academic performance is academic burnout. It causes adverse physical and psychological effects on students (Fallah Madvari et al., 2019).
Procrastination is a common human behavior that has been widely studied over the years. It is often viewed as negative because it can lead to missed deadlines and other consequences (Zhu, 2023). Procrastination is defined as a lack of self-regulatory function and a behavioral tendency to delay doing what is necessary to achieve a goal (Ellis & Knass, 2013). Soroushnia (2022) in his research showed that positive-oriented education has an effect on academic procrastination in students. Positive psychology is one of the newest branches of psychology. This specific field of psychology focuses on human success. While many other branches of psychology focus on abnormal and disordered behaviors, positive psychology focuses on helping people become happier and more fulfilled. Therefore, given the lack of studies and the gap in the subject area of ​​this study, the researcher was motivated to conduct this research in order to investigate this situation more precisely. He is faced with the basic question: Is there a significant difference between the group reality therapy intervention and positive attitude training in their effectiveness on the aforementioned variable of academic procrastination in female students with academic burnout?
Theoretical Framework
Group Reality Therapy
Group reality therapy, which is considered one of the most innovative approaches to counseling and psychotherapy, is based on the theory of choice and control, and considers the cause of psychological problems to be in individuals' choices and the individual's lack of responsibility in satisfying their needs; in this treatment, efforts are made to enable individuals to meet their basic needs through better choices (Karimi et al., 2020).
Positivity
Positive psychological states are a sample of human abilities that constitute the main theme of positive psychology: happiness, enjoyment, flexibility, resilience, self-control, optimism, optimistic explanatory style, hope, sense of efficacy, goal setting, meaning, love of knowledge, wisdom, originality, ability to be psychological, autonomy (Farnam & Madadizade, 2017).
Academic procrastination
Procrastination is a pervasive behavioral pattern observed among individuals in society and at different levels, from laypeople to educated scientists; procrastination has a negative impact on education due to its importance in the field of education (Ayadi et al., 2021).
Academic burnout
Burnout means the emergence of negative attitudes, behaviors, and feelings in the face of severe psychological pressures related to work or education. In fact, academic burnout causes adverse physical and psychological effects on the student. The most important symptoms of academic burnout include emotional exhaustion, depersonalization, and decreased personal performance (Khojasteh & Abdoli, 2023).
Khojasteh & Abdoli (2023) investigated the effectiveness of positive thinking intervention on academic burnout and academic engagement of students. The findings of the implementation of two questionnaires showed that positive thinking training has a significant effect on academic burnout and academic engagement of students; therefore, it can be concluded that positive thinking training has improved academic burnout and academic engagement of students. Also, positive thinking training in students has eliminated negative thoughts and fostered positive thoughts, increased the energy and empowerment levels of students, and provided the opportunity for students to free themselves from negative thinking, turn failure into success, and turn threats into opportunities.
Zhu (2023) in a study titled Positive and Negative Aspects of Procrastination in College Students showed that, on the positive side, aggressive procrastination can help increase productivity and creativity as deadlines approach. This last-minute rush can also lead to feelings of accomplishment and pride in completing tasks under pressure. How to empower students to overcome negative procrastination behaviors and how to use positive procrastination behaviors to improve students’ learning and productivity are discussed in this literature review. There are also limitations in recent studies, such as small sample sizes, future studies should incorporate these factors into the experimental design. This study can provide insights for designing relevant college intervention programs.
Research Methodology
The present research method is experimental (pretest-posttest design with control group). The statistical population of this study included 400 female students of the second year of secondary school in Ardabil in the academic year 2024-2025. The academic burnout questionnaire was randomly distributed among them. Among the students who scored high in this questionnaire and had academic burnout, 90 people were randomly assigned to three groups (30 in the first experimental group, 30 in the second experimental group, and 30 in the control group). The research tool was the Solomon and Roth Bloom procrastination questionnaire. The first group received group reality therapy using Glasser's (1999) training method during 7 sessions, and the second group received positive attitude training intervention (Quilliam, 2003) during 8 intervention sessions. Then the third group, the control group, did not receive any intervention, and in the following stages, all three groups answered the research questionnaires again.
Research findings
Data were collected and information was analyzed using SPSS statistical software. The results showed that group reality therapy and positive attitude training reduced academic procrastination in female students, and group reality therapy reduced academic procrastination more than positive attitude training.
Conclusion
The present study aimed to compare the effectiveness of group reality therapy and positive attitude training on academic procrastination in female students with academic burnout in high school in Ardabil. The results of this hypothesis are consistent with the findings of the studies of Khojasteh & Abdoli (2023), Zhu (2023), Abron et al. (2023), Hassani et al. (2023), Dehghani et al. (2022), Soroushnia (2022), Sheikhi et al. (2022), Lambert et al. (2021), and Kotera et al. (2021). In this regard, Soroushnia (2022) showed that positive education is effective on academic meaning, academic motivation and academic procrastination in male students of the second year of secondary school in Tehran at the α=0.01 level.
According to the results of the study, the following suggestion was made:
- if group reality therapy and positive education are included as an optional course unit in the students' curriculum, this can greatly improve the psychological state, rebuild social relationships and resolve problems more logically in students. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

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