Management and Educational Perspective

Abstract The aim of this study is to develop a conceptual framework for organizational coaching in the education system. In terms of its objective, the study is applied–developmental, and in terms of implementation it was conducted using a qualitative approach through thematic analysis. The research population consisted of ten experts and specialists in the field of educational management who were selected through purposive sampling. Data were collected through semi‑structured interviews and analyzed using thematic analysis. The findings indicate that the conceptual framework of organizational coaching in the education system encompasses three interrelated dimensions. The first dimension concerns infrastructure and enabling foundations, including the definition and positioning of coaching within the organizational culture, needs assessment and prioritization of intervention areas, the development of a localized coaching model, and the commitment of senior leadership. The second dimension relates to the operational process and implementation, which includes strategic alignment, barriers to adoption and organizational resistance, the role and competencies of coaches (both internal and external), the clarification of goals and expectations in coaching sessions, the development of a culture of feedback and mutual trust, the enhancement of coaching competencies among leaders, and the impact of coaching on teacher empowerment. The third dimension focuses on evaluation, sustainability, and knowledge transfer, encompassing the required infrastructures and resources, monitoring and quality assurance mechanisms, key performance indicators (KPIs) for organizational coaching, long‑term professional development pathways, and the requirements for institutionalization and broader implementation.

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. 

Abstract 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.

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

Abstract Abstract The 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. 

Abstract 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.

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

Abstract Abstract This research aims to investigate the impact of educational management on students’ academic success, teachers’ job satisfaction, school efficiency, and parental involvement in Kianpars district schools in Ahvaz. This study is applicable in its objective and correlational in its design. The statistical population includes students, teachers, and parents of secondary schools. A total of 320 participants were selected using stratified random sampling. Data were collected using structured questionnaires with a five-point Likert scale, and their reliability was confirmed with a Cronbach’s alpha coefficient between 0.85 and 0.90. The SPSS software was used for data analysis. The findings revealed that educational management has a significant positive correlation with students’ academic success (r = 0.65), teachers’ job satisfaction (r = 0.60), school efficiency (r = 0.70), and parental involvement (r = 0.55) (Sig < 0.01). Multivariate regression analysis indicated that educational management can explain 42% of the variance in academic success, 36% of the variance in job satisfaction, 49% of the variance in school efficiency, and 30% of the variance in parental involvement. Furthermore, the ANOVA test confirmed significant differences between different levels of educational management and the dependent variables (Sig < 0.001). These results suggest that educational management plays a key role in improving academic performance, job satisfaction, school efficiency, and parental participation. Therefore, it is recommended that educational managers and policymakers create an optimal learning environment for students by implementing targeted management programs, enhancing teachers’ professional skills, and encouraging parental involvement. Introduction The educational system of any country serves as the foundation for sustainable development and is a crucial factor in shaping human capital (Khiati et al., 2024). The quality of this system largely depends on the type of management and the way educational processes are implemented in schools. In today’s world, characterized by rapid technological, social, and cultural changes, traditional approaches to educational management are no longer adequate to meet the needs of the learning system (Liu et al., 2025). Consequently, the necessity for transformation in modern educational management styles is increasingly felt (Hoque et al., 2023). Educational management, in its broad sense, encompasses the planning, organizing, directing, supervising, and evaluating of all educational and nurturing activities at the school and educational system levels. The primary objective of this type of management is to enhance learning quality and achieve desirable educational outcomes through the optimal utilization of human, financial, and physical resources (Zhipeng and Abd Rahman, 2024). In essence, the school principal is not merely a supervisor or executor but a learning leader who, through effective management, can directly influence teacher motivation, student learning, and parental engagement (Assefa, 2025). The experience of successful educational systems has demonstrated a direct relationship between effective educational leadership and students’ academic success (Zhou et al., 2025). Principals who employ participatory, learning-centered, and transformational management styles are generally more successful in creating a positive school climate, enhancing teachers’ professional commitment, and increasing parents’ sense of belonging. By focusing on continuous learning, regular performance evaluation, and encouraging innovation in educational processes; these leaders facilitate the improvement of school efficiency and dynamism (Thamrin et al., 2024). Therefore, the fundamental question of this research is: To what extent and how can educational management influence students’ academic success, teachers’ job satisfaction, school efficiency, and parental interaction with the school? Theoretical Framework Educational Management Educational management, as one of the primary pillars of the education system, encompasses a set of activities involving planning, organizing, directing, and supervising the teaching-learning process in schools (Olujuwon, 2024; Jahan & Atiq, 2023). Job Satisfaction Teachers’ job satisfaction is significantly influenced by the school’s management style. Principals who adopt a collaborative and supportive approach create an environment where teachers feel valued and a sense of belonging to the organization (Abun et al., 2022). Salarichine & Rastegari (2025) investigated the impact of an educational management model on the change in attitude and academic progress of pre-service teachers in the primary education field. The results indicated that the application of this model led to a positive shift in attitudes and an improvement in the academic performance of pre-service teachers. Students in the experimental group showed significant changes in their attitudes and academic progress compared to the control group. Qualitative analyses also revealed increased motivation and satisfaction among these students regarding the teaching process and the use of active learning methods. Therefore, this study confirmed the positive and significant impact of the educational management model on the attitudes and academic progress of pre-service teachers and offered suggestions for improving its implementation in educational settings. Mohammadi (2025) examined the effect of educational management on enhancing teaching and learning quality in schools. Findings showed that employing modern management approaches, such as participative management, strategic planning, and the utilization of new technologies, significantly improves teacher performance and student academic achievement. Furthermore, conducting continuous training courses for principals and teachers, and fostering a supportive organizational culture are factors that increase staff motivation and elevate the quality of education. This study also touched upon challenges like resistance to change, limitations in financial and human resources, and the lack of alignment between educational and management policies, offering solutions to overcome these obstacles. Thus, the formulation and implementation of macro-policies based on educational management can lead to fundamental changes in the education system. Research Methodology The present study is applicable in terms of its objective, and is a correlational research design. The statistical population includes students, teachers, and parents of secondary schools, from which 320 individuals were selected using stratified random sampling. The data collection instrument was a structured questionnaire with a five-point Likert scale, and its reliability was confirmed by a Cronbach’s Alpha coefficient ranging between 0.85 and 0.90. Research Findings Data analysis was performed using SPSS. The findings revealed a positive and significant correlation between educational management and the dependent variables: • Student academic achievement  • Teacher job satisfaction • School efficiency • Parental involvement All correlations were significant at. Multiple Regression Analysis indicated that educational management could explain a substantial portion of the variance in these variables: • 42% of the variance in academic achievement • 36% of the variance in job satisfaction • 49% of the variance in school efficiency • 30% of the variance in parental involvement Furthermore, ANOVA tests confirmed significant differences among different levels of educational management and the dependent variables. These results underscore the key role of educational management in enhancing academic performance, job satisfaction, school efficiency, and parental engagement. Consequently, it is recommended that educational leaders and policymakers implement targeted management programs, enhance teachers’ professional skills, and encourage parental participation to foster an optimal learning environment for students.Result and Conclusion The present study aimed to investigate the impact of educational management on students’ academic success, teachers’ job satisfaction, school efficiency, and parental engagement in schools in the Kianparash district of Ahvaz city. The findings are consistent with previous research. Salarichine and Rastegari (2025) demonstrated that implementing an educational management model resulted in positive attitude changes and improved academic progress among pre-service teachers. These outcomes align with the current study’s results, indicating a positive effect of educational management on students’ academic achievement. Similarly, Mohammadi (2025) emphasized that modern management approaches, such as strategic planning and the use of educational technologies, significantly enhance teacher performance and student academic progress. These findings are also in line with the current results, particularly regarding teachers’ job satisfaction and school efficiency. Research by Ahmadi et al. (2024) and Behzadifar et al. (2023) further indicated that effective educational management requires decentralization, proactive leadership, and optimal use of educational technology to improve the learning process and produce positive differences in educational performance. Therefore, policymakers and educational leaders are advised to develop and implement effective management strategies, support teachers and families, and create the groundwork for improving learning quality and school-centered development.

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

Abstract Abstract This study aimed to develop an analytical framework to identify the gap between theory and practice in the actions of secondary school managers in Ahvaz. The present study is a qualitative case study in terms of method, and a developmental one in terms of purpose. The target population included educational experts, secondary school principals, and staff managers with lived experience in the research field, selected using purposive sampling and based on the principle of theoretical saturation. The data were analyzed through content analysis at three levels of basic, organizing, and comprehensive themes. The research findings showed that the theory-practice gap in the actions of managers can be explained in the form of a five-dimensional framework with twenty components. The dimensions of this framework included: 1- organizational development (conceptual, structural, and functional components), 2- human capital development (knowledge enhancement, motivation, employee empowerment, welfare development), 3- basic management skills (organizational improvement, systems thinking, management capital, legal skills, management tasks, creativity and innovation), 4- personal development (self-regulation, efficiency, knowledge sharing, science and expertise), and 5- environment-centric (technological action, climate and culture management, environmental factor management). These dimensions and components were organized around the central theme of the theory-practice gap in school administrators' actions. After discovering and explaining the dimensions and components of the framework, the network of themes was fully drawn, analyzed, and presented. The final research framework, with its systematic organization of themes, provided a comprehensive model for analyzing the theory-practice gap in school management. Introduction Educational organizations; Schools, in particular, are faced with the phenomenon of the “theory-practice gap” in today’s complex and dynamic world, which indicates a discrepancy between accepted theoretical principles and implemented practical actions. This phenomenon arises from the distinction between “declared theory” (what organizations claim) and “used theory” (what is implemented in practice). Issues such as the mismatch between the macro-goals of educational programs and micro-actions, communication problems between different levels of the educational system, and the lack of resources and structural support in these organizations are examples of this distinction, which, along with cultural, social, and economic factors, have deepened this gap and expanded its consequences (Aven, 2024). Although the consequences of this gap are very important, identifying the gap itself as an independent issue requires more special attention. Many educational organizations are either unaware of the existence of such a gap or, due to a misunderstanding, consider it a natural phenomenon. This fact shows that eliminating this gap is not possible simply through the implementation of new guidelines, and requires a deep understanding of its roots through applicable research, the development of indigenous frameworks, and a comprehensive understanding of structural and cultural factors. Otherwise, any corrective action may exacerbate this problem (Ramazan et al, 2024; Rashidi et al, 2024). Accordingly, the development of an analytical framework to explain the theory-practice gap in the actions of managers is determined as the goal of this research and the main question of the research is: what is the framework of the theory-practice gap in the actions of managers (case study: Ahvaz secondary schools)? And does the developed framework have the necessary validity? Theoretical Framework Theory-Practice Gap in Management: In today's complex management environment, we are witnessing an increasing gap between theoretical knowledge and managerial practice. This phenomenon, which has become a structural crisis, has shaken the foundation of management decision-making. While management theories can provide a guiding framework for practical actions, this deep gap has prevented the effective use of this knowledge. The increasing complexity of organizational and management environments has made the need for intelligent use of theories more urgent than ever (Habibzadeh et al., 2024). However, numerous and intertwined obstacles have made the application of management theories in practice difficult. The traditional system of training managers, which relies on outdated paradigms, has created fundamental challenges, along with the inability to adapt theories to practical realities. The formation of many theories in different cultural contexts and sometimes alien to local conditions, along with the knowledge limitations of managers and the weakness of the research culture in organizations, have all contributed to the deepening of this gap. (Ghaznavi et al., 2018). Conceptual Dimensions of the Theory-Practice Gap: In management literature, this phenomenon has been referred to with various definitions and titles. From the distance between theory and practice to the disconnection between academia and practical environments, all of them express different dimensions of this problem. It is important to note that despite the multitude of definitions, there is still no clear consensus about the dimensions and limits of this gap. It seems that the difference in language, logic, and way of dealing with issues between the academic community and practical management practitioners are among the main factors in the formation of this gap (Pfeffer et al., 2020). The emergence and persistence of the gap: Historical tracing of this phenomenon shows that in the early stages of the development of scientific management, there was a closer connection between theory and practice. However, as time passed and fields of knowledge became more specialized, this gap has deepened. While some researchers believe that recent efforts have reduced this gap to some extent, others emphasize its persistence. What is certain is that solving this problem requires the participation of all stakeholders at all stages, from problem design to solution implementation (Sackett et al., 2020; Wright et al., 2020). Mohammadkhani et al., (2024) in a study of 20 schools in Tehran, examined the barriers to implementing the Fundamental Education Transformation Document. The findings showed that only 38% of the objectives of this document had been achieved. The most important barriers identified included teachers’ cultural resistance to changing traditional methods (65%) and the lack of specialized human resources (53%). This study clearly shows the impact of cultural and structural factors in creating a gap between macro policies and practical implementation. Kısa et al., (2020) conducted a study titled Reasons for the Theory-Practice Gap in the Field of Educational Management in Turkey with the aim of investigating the structural, professional and cultural factors that prevent school administrators from implementing theories in practice. The results of their research showed that the most important weakness is in the communication between the university and practical environments such as schools. Research is often written in a language and structure that is incomprehensible to administrators. Theories are usually general and abstract and do not respond to the specific, local and situational needs of school administrators. The education system values ​​the use of practical experiences more than relying on theories. Administrators who act based on intuition and experience are considered more successful. The lack of formal incentives for the use of research and scientific results in schools has contributed to the neglect of theories. Research Methodology: This research was conducted with a developmental approach and a qualitative case study method. The target population was selected from among experts and knowledgeable experts with the criteria of having lived experience in management in the research field and at least 15 years of job experience. The purposive sampling method was of the criterion type and the sample size was determined to be 10 people by observing the theoretical saturation rule. In-depth semi-structured interviews were used to collect data, and thematic analysis method was used to analyze the data, and finally a thematic network was compiled and drawn. Research findings The present study, focusing on the issue of the gap between theory and practice in the actions of educational managers, has examined this challenge among secondary school managers in Ahvaz. The research findings, which were collected through in-depth interviews with experts in the field of research, show that analyzing this gap requires attention to five interconnected and systematic dimensions: the organizational development dimension consisting of conceptual, structural, and functional components; the human capital development dimension consisting of knowledge enhancement, motivation, employee empowerment, and welfare development; the basic skills dimension consisting of organizational improvement, systems thinking, management capital, legal skills, management tasks, creativity, and innovation; the personal development dimension consisting of self-regulation, efficiency, knowledge sharing, science, and expertise; and the environment-oriented dimension consisting of technological action, climate and culture management, and environmental factor management. These dimensions form an integrated system in dynamic interaction with each other. Conclusion The analytical framework presented in this study shows that reducing the theory-practice gap in the actions of educational managers requires a comprehensive, systematic, and multilevel view that simultaneously covers the organizational macro dimensions (including the environment-oriented, organizational development, and human capital) and the individual and group micro dimensions (including basic management skills and personal development). This integrated framework not only provides a precise analytical tool for assessing the current state of managers' actions, but also creates a suitable scientific basis for designing manager empowerment programs by mapping the path to achieving the desired state. Dynamic and systematic interaction between these five dimensions can lead to a significant reduction in the gap between theory and practice in managers' actions. The results are consistent with many studies, including Daft (2018), Kotter (2018), Torkzadeh & Momeni (2018), Rezaei & Hosseini (2021), Alizadeh and Nouri (2022), Bagley (2018), Rahimi & Ghaffari (2021), Rezaei & Hosseini (2021), Taghavi & Zimmerman (2015), Bandura (2016), Nonaka & Takeuchi (2019), Grant (2016), Rezaei & Hosseini (2021), Porter & Kramer (2019), and Karimi & Mohammadi (2021). The significant concordance of the findings of this study with reputable domestic and foreign studies in each of these areas confirms the scientific and practical validity of the proposed framework. In line with the results and findings, the following suggestions were made: In order to reduce the theory-practice gap in the actions of school administrators and establish organizational justice, it was necessary to improve the dimensions of the framework and their components. Therefore, it was suggested that school administrators and education should take action on the organizational development of schools, the development of human capital and the improvement of the basic skills of administrators, as well as strengthening the environment-oriented and ultimately the development of the basic skills of administrators based on the presented framework. In the meantime, reviewing the macro-structure of education and training, meritocracy in appointments, coordinating educational policies with the needs of the labor market, and paying attention to the promotion of administrators and their training are among the requirements for implementing the presented suggestions.

Abstract Abstract The present study was conducted with the aim of presenting a fuzzy cognitive map of teachers' quantum skills. The present study is applicable in terms of its purpose, and exploratory in terms of data collection. It also is a mixed (qualitative-quantitative) research based on the inductive deductive philosophy. The statistical population of the research is experts including secondary school teachers in Isfahan province, 26 of whom were selected using purposive sampling and based on the principle of theoretical adequacy. The data collection tool in the qualitative part is an interview, the validity and reliability of which was confirmed using content validity and theoretical validity and the intra-coder and inter-coder reliability methods. Also, the data collection tool in the quantitative part is a questionnaire, the validity and reliability of which was confirmed using content validity and test-retest reliability. Qualitative data were analyzed by content analysis method using MaxQDA software, and quantitative data were analyzed by fuzzy cognitive mapping method. The results of this study indicate that the skill and ability to act responsibly, the power to transform feelings, performance and cognition from internal to external states, maintaining a positive inner feeling regardless of external events, and exiting the limited and linear state towards students are the most important quantumnomic skills of teachers. Introduction Although the status and dignity of the teaching as a profession is obvious to everyone and the role of a teacher has always been known, the world is changing rapidly and teachers must also face this reality like other professional groups (Habibzadeh et al., 2024). Therefore, teachers, as one of the complex components of the education system ecosystem, must be able to meet the expectations and demands of different officials and stakeholders and have a deep understanding of social developments and future changes. Thus, teachers should continuously seek to update their knowledge and skills and improve their professional behaviors (Claro et al., 2024). Strengthening the teachers' quantum skills is among the factors helping them achieve this goal. Creating novel knowledge has long been one of the basic functions of educational centers, and the greatest effort of the scientific and educational community has been to develop science and strengthen intellectual capital by utilizing existing information, intellectual, and human resources (Zohar, 2021). Thus, educational centers, especially the education system, should identify, acquire, and utilize these resources by using the right management methods. In this regard, one of the new concepts of the third millennium is quantum skills (Yin, 2019). Quantum capabilities are capabilities that enable teachers to think dynamically and intuitively (Coccia et al., 2022). Quantum transforms and reverses teachers’ perspective on phenomena from top to bottom and from outside to inside, and this is possible by equipping teachers and school administrators with quantum skills (Rachmawati, 2012). It should also be acknowledged that finding order in chaos, movement in the midst of organizational noise and job stress, self-organization and focusing on tasks in a thoughtful manner, focusing on holistic approaches and avoiding detail are some of the indicators related to quantum skills that teachers can use to improve the level of strategic flexibility in schools (Greinert et al., 2024). The success or failure of educational programs and activities in any system and any nation depends on its teachers, and transformation cannot be achieved without a change in the strength of the educational system (Soltani Ahmadi et al., 2023). Having quantum capabilities allows teachers to quickly identify the educational process in schools and respond to new demands in the field of teaching (Zohar, 2021). Thus, it can be acknowledged that teachers with a high level of quantum skills have high flexibility in the face of changes necessary for schools, and this makes the education process easier. On the other hand, a review of the domestic and foreign foundations and background indicates that more extensive and comprehensive research has been conducted on quantum management; and less on quantum skills. It is obvious that research on this concept is still not comprehensive and sufficient, and the increasing surveys and research on this concept itself confirms this claim. According to the study, there is no research in the field of quantum skills of teachers that examines the types of quantum skills. Therefore, considering what has been said, the present study seeks to answer the question: What are the types of quantum skills of teachers?  Theoretical Framework Quantum Skills Quantum skills are skills that enable teachers to think dynamically and intuitively (Coccia et al., 2022). The characteristics, capabilities, and tasks of teachers must be different from the traditional type in order to be able to develop and expand the space of their organizations and guide and lead it towards success and excellence (Salimi & Javidi Porkhabaz, 2022). Types of Quantum Skills The first quantum skill is quantum seeing. The power and ability to see purposefully is based on the logic that reality is inherently mindset that emerges according to the expectations and beliefs of the observer. The second skill is quantum reasoning, which refers to the ability to think in a contradictory way, and stems from research in quantum physics, stating that the world often works in an irrational and paradoxical way (Surov & Melnikova, 2024). Another quantum skill is quantum sense, which is the ability to sense the living and vital, based on the logic that humans, like other beings in the universe, are faced with the same quanta and are therefore subject to the universal laws of energy excitation. The ability to sense quantum enables managers to have a good inner sense. Quantum understanding is another quantum skill that is derived from the ability to find creative and intuitive ways, from the field of quantum theory (Islami & Wiltsche, 2025). Quantum action, the ability to act in a responsible manner, based on the quantum content of the connection and the by-product of non-local (distributed) causes, is also a quantum skill (Hasanovic et al., 2022). Finally, the ability to establish a permanent relationship, which recognizes the relational nature of the world, is also a quantum skill that enables managers to own their own feelings and attribute them to others (Greinert et al., 2024). Consequences of developing quantum skills in teachers: The emergence of these skills in teachers can cause a change in the model of thought and, as a result, a change in the leadership model and structure of schools and the organization of the educational system, and help these organizations to develop and expand their international competition and education with appropriate efforts and improve their social cooperation (Noroozi Ziarat & Esmaeilishad, 2022). Similarly, the existence of quantum skills in teachers, by affecting the ethics and behavior of sharing knowledge, causes the creative creation of an atmosphere of knowledge and thought transfer among managers and teachers, and in turn, promotes trust and belief in the organization and management among teachers (Geok Soh Wan & Mohamad Bin, 2021). Also, the use of quantum management skills in the educational system leads to its transformation into an organization that is constantly changing and evolving, agile and free from borders, in which creativity and information flow freely. In these organizations, great emphasis is placed on connections so that through decentralization and the use of self-governing structures and the use of vertical, horizontal and diagonal organizational connections, the communication process in the organization will be facilitated and knowledge transfer and expertise promotion in the organization will be helped (Salimi et al., 2016). Research Methodology The present study is applicable in terms of its purpose, and exploratory research in terms of data collection. It is also a mixed (qualitative-quantitative) research based on the inductive deductive philosophy. The statistical population of the research consists of experts of secondary school teachers in Isfahan province, 26 of whom selected by purposive sampling and based on the principle of theoretical adequacy. The data collection tool in the qualitative part is an interview, the validity and reliability of which was confirmed by content validity and theoretical validity and the intra-coder and inter-coder reliability methods. The data collection tool in the quantitative part is a questionnaire, the validity and reliability of which was confirmed using content validity and test-retest reliability. Qualitative data were analyzed using content analysis method and MaxQDA software, and quantitative data were analyzed using fuzzy cognitive map method. Research findings In this study, the results can be presented in the quantitative and qualitative parts. The results of the qualitative part indicate the types of quantum skills of teachers. Accordingly, quantum skills of teachers include 7 types of skills: quantum thinking, quantum cognition, quantum action, quantum existence, quantum feeling, quantum seeing, and quantum trust. Also, the results of the quantitative part of the research include measuring the importance and prioritization of the types of quantum skills of teachers. Accordingly, the most important quantum skills of teachers were identified as the skill and ability to act responsibly, the power to transform feeling, performance, and cognition from an internal to an external state, maintaining a positive internal feeling regardless of external events, breaking out of a limited and linear state towards students, and using inner wisdom to discover innovative win-win solutions.  Conclusion The present study was conducted with the aim of identifying the types of quantum skills of teachers. Regarding the consistency of the present study with the research conducted in this field, it should be said that the results of the present study in intuitive insight dimension are consistent with the findings of the Laszlo (2020). In the communication dimension, the findings of the present study are consistent with the results of Razi & Nadi (2022). At the organizational level, the findings of the study are also consistent with the results of Hadizadeh et al. (2021). Based on the results of this study, the following suggestions are made: • Providing feedback to teachers • Assigning the responsibility of continuous analysis of work to all students in order to implement and develop teaching methods • Holding psychological training courses for teachers in the field of recognizing and applying emotion management and maintaining real and deep positive emotions • Formulating ethical principles and requirements in a precise and transparent manner by school administrators • Participating in scientific seminars

Abstract Abstract
The aim of the present study was to identify the underlying factors and challenges in irresponsible and away from meritocratic appointments in education. The present study was applicable in terms of its purpose, and qualitative in terms of the method of data collection, which was conducted by content analysis. The research population included human resources department employees and middle managers of education in Semnan city, and 14 semi-structured interviews were conducted using a non-probability method with a theoretical saturation technique in the findings. The data were coded with MAXQDA 2020 software, and the results of data analysis led to the identification of 47 basic themes and 7 organizing themes in the context of the underlying factors in irresponsible and away from meritocratic appointments in education, which were classified into 4 overarching themes: management in the shadow of politics; organizational belonging bottlenecks; the conflict between economy and educational strategy; and fundamental structural faults; and 105 basic themes and 9 organizing themes were identified in the context of challenges in irresponsible appointments and away from meritocracy in education, which were classified into 4 comprehensive themes: managerial and organizational crises in the education system; social and cultural crisis in education; inequality crisis in education; and quality crisis in education. Considering the identification of the underlying factors and challenges in irresponsible appointments and away from meritocracy in education in this study, implementing the solutions presented in it can facilitate and bring about the realization of the appointment of competent people in education.
Introduction
In today's world, where societies are changing and progressing at an unprecedented pace, human resources are the main pillar and capital of an organization (Nabavi, 2019). The most important factor in the sustainability of any system is the competence of its officials (Ortogoli Farahani et al., 2023). Therefore, appointing managers based on merit is one of the main challenges for policymakers (Rezaei Yazdeli et al., 2023) to identify, attract and retain the most competent managers as a competitive advantage, because meritocracy helps to recognize and reward real performance and, with equal opportunities for all (Suryani et al., 2024), increases employee participation, satisfaction and retention (Budhwar et al., 2019). It also leads to ensuring social justice, increasing motivation, dynamism, creativity and mobility of managers, reducing administrative and financial corruption, increasing organizational productivity and optimal budget consumption, and developing human capital (Yarmohammadi et al., 2024). In appointment based on meritocracy, hard work and achievements or personal abilities of the individual lead to wealth, employment and power; and excellence strengthens the reward of talents regardless of social status or personal connections (Hyder & Khan, 2024). Education, in terms of the nature of activity (Jafari, 2024), is one of the most important pillars of any social system and the basis of the cultural, social, economic and political development of any society (Ghadimi Yardoghdi & Hafezian, 2020), and in this, the manager has a very sensitive and significant role in it (Haseli & Ebrahimiān, 2021) so that they can fulfill the missions of educational systems (Soltani et al, 2024). Therefore, the education system must seek competent, capable, and knowledgeable managers in order to transform the structure of educational organizations and make the most of capital, technology, and human resources (Ghaedri Zefareh et al, 2023). Failure to appoint qualified managers leads to the selection of inefficient human resources that lack the necessary qualifications and skills, which imposes heavy costs on the organization, lacks productivity, and a sharp decline (NgaAssia & Okon Effanga, 2021), and will have irreparable consequences such as loss of employee motivation and public dissatisfaction, wasting potential talents, and consequently reducing efficiency and effectiveness (Ortogoli Farahani et al., 2023). Considering the extent, complexity, and importance of the education organization and its impact on other organizations, and also considering that education is one of the most important pillars of any social system; responsible appointment of managers based on meritocracy is one of the important and challenging issues, and since identifying the underlying factors and existing challenges is the most sensitive and important measure, the outcome of which is to improve the effectiveness of the organization and can play an effective role in making the right policies in this field; therefore, the present study sought to identify the underlying factors and challenges in irresponsible appointments and away from meritocracy in the education organization.
Theoretical foundations of the study
Meritocracy: Meritocracy is a system that provides conditions for the leadership and management of capable and elite individuals. Meritocracy is a model that is based on five bases of managerial competence, such as knowledge, ability, motivation, value, and management style (Schroder, 1989). Meritocracy is a social system in which the highest power and social status are entrusted to individuals with the greatest ability. Meritocracy is a social system in which advancement in society is based on individual abilities and merits, not derived from family, wealth, or social background (Imbroscio, 2016).
Research Methodology
The present study was applicable in terms of purpose, and qualitative in terms of data collection and thematic analysis strategy. The research participants included human resources department employees and middle managers of education in Semnan city in the period 2024, and 14 participants were selected using a non-probability method and considering the theoretical saturation technique in the findings. The data collection tool was a semi-structured interview. The research data was validated using participant feedback methods and the use of external observers. The data obtained were coded using the content analysis method and MAXQDA 2020 software.
Research findings
Based on the results obtained, the set of reasons that the interviewees mentioned regarding the factors that cause irresponsible and away from meritocratic appointments in the education organization; based on the type of conceptualization, they were classified into four overarching themes: management in the shadow of politics (hidden influence, blocked roads of talent); organizational belonging bottlenecks (inner shadows, invisible walls); conflict between economy and educational strategy (shadows of recession, unclear path of evaluation); and fundamental structural faults (silent structures). Also, the reasons that the interviewees mentioned regarding the challenges arising from irresponsible and away from meritocratic appointments in the education organization; based on the type of conceptualization, they were classified into four overarching themes: managerial and organizational crises (the mask of politics on the face of education, paralyzing bureaucracy in the path of education, strategic holes in the maze of sectional decisions, and stalled wheels: inefficiency in the allocation and utilization of resources), social and cultural crisis (solidarity crisis: a toxic and insecure atmosphere in education, lost light: a crisis of solidarity and motivation in education), inequality crisis (educational system imprisoned by inequality, a curtain on the future of the country), and quality crisis (silent damages in the education system(.
Discussion and Conclusion
The first finding of the research indicated that non-meritocracy appointments in the education organization arise from four root causes in the formation of meritocracy. These sources include: management in the shadow of politics, which is associated with concepts such as hidden influence and blocking the path of talent development, which is consistent with the studies of Akhtar & Abdullah (2023), Alqudah et al., (2022), Farhadinejad et al., (2022), and Michael et al., (2023), which have proposed political interference, party relations, and political influence as effective factors in non-merit-based appointments.
Another identified factor is the conflict between the economy and educational strategy, which is crystallized by the shadows of resource stagnation and ambiguity in the competency assessment system, which is consistent with the studies of Jamjoom (2023), Lashkari & Siah Mansouri (2023), and Mehralizadeh & Chenari (2024). Each of these factors is conducive to the dominance of individual tastes, political preferences, relationship-orientedness, and the neglect of meritocracy in management processes. Accordingly, it is suggested that in order to strengthen merit-based selection, measures such as designing a transparent and legal system for evaluating the competence of managers, establishing multi-level evaluation structures, curbing political and group influence in appointments, institutionalizing a culture of organizational belonging through training, career counseling, and creating professional growth paths should be put on the agenda of policymakers. Also, reviewing resource allocation, clarifying selection criteria, and dealing with traditional and inefficient structures are other key strategies for reforming the appointment process in education. The first challenge in irresponsible appointments and away from meritocracy in education was the managerial and organizational challenge (the mask of politics on the face of education, paralyzing bureaucracy in the path of education and training, strategic holes in the maze of sectional decisions, and stalled wheels: inefficiency in the allocation and utilization of resources). According to the interviewees, in most of the appointments in the education organization, the qualifications and competence of the individuals are not taken into account and political thinking and political loyalty are key factors in these appointments. The results of this section are in line with the studies of Alqudah et al., (2022), Jamjoom (2023), Akhtar & Abdullah (2023), Michael et al., (2023), Baroun (2024), Elyasinajad (2016), Farhadinejad et al., (2022), Jafarpoor et al., (2023), and Zebardast et al., (2022).
The second challenge of education in irresponsible appointments and non-meritocracy was the social and cultural challenge in education (crisis of solidarity: toxic and insecure atmosphere in education, lost light: crisis of solidarity and motivation in education). Irresponsible appointments and non-meritocracy in the organization have provided a platform for deep conflicts and instability within the organization. The third challenge that arose in irresponsible appointments and non-meritocracy in education was the challenge of inequality in education (education system in the prison of inequality, obscurity on the future of the country). By intensifying injustice, irresponsible appointments in education reduce job opportunities and expand social inequality. The quality challenge in education (silent damages in the education system) was the fourth challenge in irresponsible and non-meritocratic appointments in education. Irresponsible and non-meritocratic appointments in education, through incorrect decision-making and ineffective policies, cause silent damages in the education system and exacerbate educational isolation. 

Abstract Abstract The aim of this research is to present and test a targeted organizational forgetting model in order to improve knowledge management in technical and vocational colleges of Lorestan Province. In today's fast-paced and dynamic world, the accumulation of ineffective knowledge and information can be a serious obstacle to organizational learning and effective decision-making. This research examines presenting and testing a targeted organizational forgetting model in technical and vocational colleges of Lorestan Province. The research method was mixed (qualitative and quantitative), applicable, and descriptive. In the qualitative part, using the Delphi method and content analysis of data obtained from interviews with 36 educational management experts, key indicators and components related to organizational forgetting were identified and coded. Subsequently, an initial conceptual model was developed. In the quantitative part, data from a researcher-made questionnaire distributed among 200 art school administrators were analyzed using structural equation modeling and SPSS and Smart PLS software. The results of this part showed that the proposed model had a good fit and that the identified components were effective in strengthening knowledge management, eliminating obsolete information, and improving organizational performance. Overall, the final model can be used as an effective model to facilitate organizational learning, improve decision-making, and update knowledge in educational environments. Introduction In today's rapidly changing and competitive world, organizations face many challenges in knowledge management, including the accumulation of old information and outdated procedures that are no longer effective. In such circumstances, although access to a large volume of data can create opportunities for learning and innovation, the lack of proper filtering of this information can lead to disruption in decision-making and reduced organizational flexibility. To address these challenges, the concept of “purposeful organizational forgetting” has been proposed; an approach that allows organizations to focus on up-to-date and value-creating knowledge by consciously and structurally eliminating obsolete or ineffective knowledge (Bahadari Jahromi et al., 2018). In this framework, purposeful organizational forgetting is considered as a management strategy that improves organizational performance, facilitates innovation, and adapts to environmental changes. This process is especially important in educational institutions such as technical and vocational schools that are constantly faced with technological changes, labor market needs, and new approaches to education (Lyu et al., 2020). Technical and vocational schools, as key institutions in training skilled human resources, are exposed to these challenges. The accumulation of old knowledge and the lack of regular updating of educational information can reduce the effectiveness of teaching-learning processes and cause slow responses to new labor market needs. These problems can lead to inefficiency in managerial decision-making and loss of innovation opportunities (Ronaghi, 2021). The present study designed and presented a model for targeted organizational forgetting in technical and vocational schools in Lorestan province. This model is designed to identify and structurally eliminate obsolete knowledge, update educational information, and strengthen knowledge management in these institutions. The main purpose of this research is to examine the components and structures effective in implementing this model and evaluate its impact on improving organizational learning and facilitating the decision-making process. A literature review shows that in most past studies, this phenomenon has been studied mostly in industrial and service organizations; and empirical models in the field of education, especially in technical schools, have been very limited (Abadian & Owjinzhad, 2021). This research gap reinforces the need to design and validate a local and practical model for managing targeted organizational forgetting in educational institutions in the country. The innovation of this research lies in three main axes: designing a combined and localized model for targeted organizational forgetting in technical schools, using an integrated approach (qualitative and quantitative) for greater accuracy in analyses, and focusing on the practical application of research results at managerial and educational levels in order to improve decision-making and knowledge updating. The central issue of this research is how the targeted organizational forgetting model should be designed in technical and vocational schools in Lorestan province and what components will be effective in improving knowledge management in these institutions?  Theoretical Framework Purposeful organizational forgetting is a new concept in knowledge management that refers to the conscious and strategic process of removing or updating ineffective and outdated knowledge in organizations. Contrary to the traditional perception of forgetting as a defect, this process is recognized as a strategic tool for improving performance and facilitating innovation in organizations (Esmaeili et al., 2016). In this framework, purposeful organizational forgetting acts as a way to remove non-functional information and procedures that prevent the adoption of changes and innovations in organizations and allows them to provide the necessary mental and operational space to absorb and apply new knowledge. In addition to the transformation of the organization's knowledge systems, this process can lead to changes in employee attitudes and behaviors and directly affect the development of skills, increase organizational flexibility, and facilitate innovation. Also, this model can help organizations to adapt to dynamic environments and gain a sustainable competitive advantage. One of the key factors in facilitating purposeful organizational forgetting is organizational intelligence. It refers to the ability of organizations to analyze and respond to data and environmental changes, and allows organizations to identify the right time to remove ineffective knowledge and replace it with new knowledge (Mandalizadeh & Javaheri, 2021). In technical and vocational schools in Lorestan province, which face numerous challenges such as rapid developments in educational technology and changing labor market needs, purposeful organizational forgetting can help improve educational processes and enhance innovation capabilities. This model plays a vital role, especially in institutions that require continuous updating of knowledge, skills, and technologies, and can help redesign the knowledge system and improve the quality of education. In this regard, identifying and eliminating obsolete data and procedures and replacing them with new methods is essential for better adaptation to the needs of the labor market and modern technologies (Becker, 2010). Research Methodology This research was conducted using a mixed method. First, in the qualitative part, the Delphi method was used to collect information from 36 educational experts and conservatory managers. Then, in the quantitative part, data were collected through a standard questionnaire that was distributed among 200 conservatory managers in Lorestan province. The questionnaire included various components related to purposeful organizational forgetting, including identifying obsolete knowledge, knowledge elimination strategies, and continuous evaluation. PLS-SEM and SPSS software were used to analyze quantitative data. Research Findings The research findings showed that purposeful organizational forgetting can play an important role in improving the efficiency and adaptation of technical and vocational conservatory managers in Lorestan province to the new requirements of the labor market. The results of the data analysis showed that the main components of this model include the identification of obsolete knowledge, strategies for knowledge elimination, and the integration of new knowledge. Also, continuous assessment of organizational forgetting processes was emphasized to ensure alignment with technological developments and educational needs. This model can help educational institutions to systematically eliminate old knowledge and instead focus on new and up-to-date knowledg Conclusion The present study aimed to provide a targeted organizational forgetting model in vocational and technical schools in Lorestan province. The results of this study showed that targeted organizational forgetting can effectively help improve the performance and learning processes in vocational and technical schools in Lorestan province. Identifying and eliminating obsolete and ineffective knowledge, creating a suitable space for the integration of new knowledge, and continuous assessment of these processes were the key components of the proposed model, which has improved the agility and capability of organizations in responding to updated educational and industrial needs. Based on the research results, this model specifically emphasizes the following: 1- Identifying and eliminating obsolete knowledge: The process of consciously eliminating knowledge that is no longer applicable and useful can help improve the quality of decision-making and organizational efficiency. 2- Integrating new knowledge: The presented model emphasizes the continuous and systematic integration of up-to-date information relevant to market needs, which facilitates the learning and decision-making process. 3- Continuous assessment and adaptation to changes: Periodic assessment of organizational forgetting processes is of great importance to ensure adaptation to new educational and technological developments. Finally, the purposeful organizational forgetting model not only helps reduce the waste of educational resources and time, but also leads to the creation of a dynamic learning environment that is in line with the needs of the day. This approach can help other educational institutions in similar fields to address their processes more systematically and efficiently.

Abstract Abstract The aim of this research is to design a modular curriculum model for education skills training courses with a meta-synthesis approach. This research is applicable in terms of its purpose, and analytical-descriptive in terms of its research method, using the meta-synthesis qualitative research method. The meta-synthesis method was carried out using the seven steps of Sandelowski and Barroso (2007). The statistical population of the research includes all articles in reputable domestic and foreign databases during the years 2009-2024 and 2019-2025, of which 40 articles were selected based on the research criteria. The main and secondary factors of the model were extracted using the content analysis method. Based on the results of the meta-synthesis, the factors of the modular curriculum model for vocational education courses include 23 sub-categories and 6 main categories, which are: agility, effectiveness measurement, technological industry-oriented education with job support, high-quality entrepreneur-oriented education, flexible and technological education system, and smart education system. The findings indicated that modular education had been considered as an efficient method in various studies, and researchers had suggested that this approach should be used more. Introduction In recent years, rapid technological developments and changes in the labor market have led to a fundamental revision of education systems. According to research of McKinsey (2024), by 2025, about 50% of existing jobs will require completely new skills. This reveals the need to move towards flexible education systems such as the modular system. According to the OECD (2024) definition, a modular education system has the following characteristics: Division of content into independent learning units, continuous and independent evaluation of each module, the possibility of combining modules based on the learner's needs, and flexibility in time and space. Modular education, as a modern method in the teaching and learning process, gives students the opportunity to complete their learning process in stages and with an emphasis on each module (Pitorini et al., 2024). By dividing the content into small and independent units, this system allows students to progress at their own pace and acquire the necessary skills. Researches have shown that this type of education can help increase students' motivation and deeper learning (Boud & Falchikov, 2006). One of the basic tasks of educational systems in different countries is to prepare young people to enter the labor market (Gunawan et al., 2024); and in many cases, these systems are responsible for teaching essential skills. Accordingly, training a specialized and efficient human resource and its optimal utilization has been the focus of planners. These systems prepare individuals to take up jobs and economic activities or increase their efficiency in performing tasks. Also, the low level of skills has caused the proponents of vocational and classical education to be in conflict with each other. The high speed of technological changes and labor market expectations of skilled labor, along with the intensification of the necessity of vocational training in the form of on-the-job training, have greatly strengthened this conflict (Sari & Rakhmawati, 2025). One of the new methods in education is the modular education approach, known as one of the most flexible and practical methods for achieving an efficient workforce in society. Emphasis on modular education allows the education system to respond quickly and effectively to educational needs and introduce the individual to his or her chosen job in a more competent manner. This leads to the injection of specialized work-related skills (Oksila et al., 2025). In upstream documents such as the general policies announced by the Supreme Leader, the Fundamental Transformation Document in Education, the National Curriculum of the Islamic Republic of Iran, and the Comprehensive Scientific Map of the country, there are tasks that promote and strengthen a skilled and efficient work culture in line with the needs of the current and future labor market, and consider the education and training of specialized and experienced human resources as one of the determining factors in the growth and development of countries, and place it on the path to achieving sustainable development, which has always been one of the greatest ideals of human societies. The main question is: "What characteristics should an optimal model of modular education with the place of modular education methods in the education and training skills training course have and how can it be validated?" Theoretical Framework Curriculum Curriculum is a formal or informal process through which a learner, under the supervision of a school, acquires information and perceives how to understand it, learns skills, and changes attitudes and values. A curriculum is a general program related to educational content provided to students by schools so that learners can develop the necessary competencies and prepare for entry into specific technical and professional fields (Rezazadeh et al., 2023). Modular education Modular education is a set of educational content or activities that can create a specific and independent skill and ability in the learner (independent of other job and professional skills) and at the same time, along with other modules, lead to a degree of education. These modules, depending on the need, independently or in combination with each other, create capabilities in them that are appropriate for the learners' job needs and prepare them to assume specific job and professional responsibilities (Chaharbashloo & Abbasi, 2013). Oladele et al. (2025) in their study evaluated an integrated curriculum model for developing 21st century entrepreneurial skills. The results of the study show that integrating entrepreneurship education into teacher training programs provides significant opportunities to equip students with the skills necessary to succeed in a competitive and innovation-based world. By adopting this model, teachers can play a pivotal role in cultivating entrepreneurial mindsets and capabilities in the next generation. Khoshnoodi et al. (2025) examined the design of a curriculum based on entrepreneurial thinking (case study: secondary schools in Western Gilan province). The research findings show the impact of factors, appropriate educational resources, experts and entrepreneurs, encouraging creative thinking and innovation, providing practical opportunities, regular evaluation and feedback, developing communication and collaboration skills, teaching time and resource management, problem-solving ability, teaching technical and specialized skills, and encouraging critical thinking.  Research Methodology This research is applicable in terms of its purpose, and analytical-descriptive in terms of its research method, which uses a meta-synthesis qualitative research method. The meta-synthesis method was carried out using the seven steps of Sandelowski and Barroso (2007). The statistical population of the study includes all articles in reputable domestic and foreign databases during the years 2009-2024 and 2019-2025, of which 40 articles were selected based on the research criteria. The main and sub-factors of the pattern were extracted using the content analysis method.  Research findings Based on the results of meta-synthesis, the factors of the modular curriculum pattern for education and training skills courses include 23 sub-categories and 6 main categories, which are agility, effectiveness measurement, technological industry-oriented education with job support, high-quality entrepreneur-oriented education, flexible and technological education system, and smart education system. The findings indicated that modular education had been considered as an efficient method in various studies, and researchers had suggested that this approach be used more.  Conclusion The present study aimed to design a modular curriculum model for education and training skills courses with a meta-synthesis approach. The results of this study are consistent with the results of Oladele et al. (2025), Khoshnoodi et al. (2025), Ajid et al. (2025), Houshmandja et al. (2025), Maulisa et al. (2024), Pitorini et al. (2024), Rezvanfar et al. (2024), Rahpeyma et al. (2024), Mohammadi Naeini & Fatholah Gandomi (2024), Asadian et al. (2023), Khalil et al. (2023), and TRAJANO et al. (2023). Rezvanfar et al. (2024) in their research identified 17 main themes in designing the modular curriculum, which indicates attention to real educational needs and validation of these models. Considering the results of the research, the following suggestion is made: Given that the results showed that the components and indicators of the modular curriculum for education and training skills courses include 17 themes, it is suggested that by taking these components seriously, officials and stakeholders try to work more on the weaknesses to achieve better results and develop them so that the modular curriculum for education and training skills courses can be implemented in the most desirable way.

Abstract Abstract The aim of the present study is to analyze the dimensions and components of professional development of elementary school principals based on an entrepreneurial attitude. The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method, using the content analysis method. The statistical population includes 12 specialists; knowledgeable experts in the field of educational management and entrepreneurship, selected through purposive sampling. The data collection tool includes semi-structured interviews. Data analysis was performed using MAXQDA software. The results of the present study indicated that the professional development of elementary school principals based on an entrepreneurial attitude was designed in the form of 6 main categories (leadership and organizational management, personal and career development, innovation and strategic management, learning and education management, sustainability and social interactions, entrepreneurial attitude), 27 subcategories (leadership and management, support and guidance, resource management and planning, policy and program setting, accountability and flexibility, personal and professional development, digital skills development, career development and job opportunities, empowerment and participation, strategic thinking and decision-making, innovation and entrepreneurship, evaluation and feedback, teaching and learning, classroom management and diverse learning, learning and research, sustainable development and the environment, expanding networks and interactions, social and emotional progress, developing culture and communication, individual dimension, opportunity-seeking dimension, risk-taking dimension, innovation-creativity dimension, managerial capabilities dimension, market orientation dimension, communication and networking dimension, flexibility dimension) and 130 indicators. Introduction “Entrepreneurial attitude” is a key component in empowering educational administrators to face environmental changes, organizational challenges, and the evolving needs of school stakeholders. An entrepreneurial attitude is a combination of characteristics such as innovation, creativity, risk-taking, foresight, opportunism, self-confidence, motivation for progress, and a desire to create positive changes in the workplace (Kuratko, 2017). This attitude allows administrators to better understand complex and multifaceted situations and to find creative solutions to improve school performance. (Sánchez-García at al., 2018) Administrators with an entrepreneurial attitude view schools not as static structures, but as dynamic and learning organizations. They are able to identify opportunities for improvement, stimulate teacher creativity, expand student and parent participation, and turn the school into an active hub for local development (Ahmad et al., 2021). In such a context, professional development based on an entrepreneurial attitude is not only an educational strategy, but also a strategic necessity for empowering human resources in education. However, a review of domestic studies shows that existing professional development programs for primary school principals in Iran are often designed with a traditional, general approach, and out of step with current developments. Rather than focusing on changing attitudes and promoting creative and entrepreneurial capacities, these programs focus on transferring administrative knowledge, rules and regulations, or repetitive management processes (Parste qombwani et al., 2022). On the other hand, existing programs are often one-sided, inflexible, and lack effectiveness evaluation mechanisms, and do not pay attention to the diverse and contextual needs of school principals (Rasouli et al., 2024). In addition, despite the theoretical growth of the concept of entrepreneurship in education, most of the research conducted has either focused on entrepreneurship education for students and teachers, or has dealt with some entrepreneurial characteristics of school principals in a scattered and unsystematic manner, without providing a comprehensive framework or model for the professional development of principals based on an entrepreneurial attitude (Moradian et al., 2021). Therefore, the main research question can be stated as: What are the dimensions and components of the professional development of elementary school principals based on an entrepreneurial attitude? The theoretical framework Professional development Professional development includes any activity designed to improve knowledge, skills, and attitudes. In other words, teacher professional development is a combination of natural learning experiences, conscious and designed direct and indirect activities that are beneficial for individual students, specific groups and even the entire school, and ultimately the activities carried out lead to improved educational quality (Kalantari Khandani & Farrokhi, 2016). Hasankhani et al. (2024) studied the design of a professional development model for art students in the technical and vocational branches for the purpose of entrepreneurship education in art schools. To validate the findings, the four criteria of “reliability”, “credibility”, “verifiability” and “transferability” of qualitative research were used. In the analysis of the findings, 191 "open codes" were identified, and by classifying them, the components of the model, including the philosophy and why of professional development, approach and orientation, principles, goals, levels, the role of art students, competencies, processes, barriers, and consequences, were identified as the main elements of the model. The results of the present study can be used by the Ministry of Education in policy-making related to the empowerment of art students in order to promote entrepreneurship education in art schools, and at the levels of general administrations, educational district management, and schools, the recommendations and guidelines provided in the model can be used. Habibzadeh et al. (2024) investigated the application of fuzzy analytic hierarchy process to identify factors affecting the new professional development of teachers graduated from Farhangian University. The results showed that each of the identified factors had different weights and importance. The first factor is knowledge acquisition and creation (A), the second factor is knowledge organization (B), the third factor is knowledge exchange and sharing (C), the fourth factor is knowledge application (D), the fifth factor is staying up to date (E), the sixth factor is empiricism and thoughtful action (F), the seventh factor is change in the way of doing work (G), the eighth factor is learner and learning (H), the ninth factor is content knowledge (I), the tenth factor is educational practice (J), and the eleventh factor is professional responsibility (K). Research Methodology The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method, using the content analysis method. The statistical population consists of 12 specialists: knowledgeable experts in the field of educational management and entrepreneurship, selected through purposive sampling. The data collection tool includes semi-structured interviews. Research findings Data analysis was performed using MAXQDA software. The results of the present study indicated that the professional development of elementary school principals based on an entrepreneurial attitude was designed in the form of 6 main categories (leadership and organizational management, personal and career development, innovation and strategic management, learning and education management, sustainability and social interactions, entrepreneurial attitude), 27 subcategories (leadership and management, support and guidance, resource management and planning, policy and program setting, accountability and flexibility, personal and professional development, digital skills development, career development and job opportunities, empowerment and participation, strategic thinking and decision-making, innovation and entrepreneurship, evaluation and feedback, teaching and learning, classroom management and diverse learning, learning and research, sustainable development and environment, expansion of networks and interactions, social and emotional progress, development of culture and communication, individual dimension, opportunity seeking dimension, risk-taking dimension, innovation and creativity dimension, managerial capabilities dimension, market orientation dimension, communication and networking dimension, flexibility dimension) and 130 indicators. Conclusion  The present study aimed to explore the dimensions and components of professional development of elementary school principals based on an entrepreneurial attitude. These results are also in agreement with the findings of Asad et al. (2021), Yousefi et al. (2020), Wang & Ortiz (2022), Slišāne & Kaulēns (2021), Hosseini, (2020), Abbasi et al. (2023), Akhtar et al. (2022), Oksanen et al. (2023), Toghrayi et al. (2019) (Ghayur et al. (2020), Zangi et al. (2020), Yousefi et al. (2020), Abd-elmonem et al. (2023), Grigg (2025), Mutalimov et al. (2021), and Al-Za'ida et al. (2021). They acknowledged in their research that updating educational styles and having educational supervision, networking and flexibility, creativity-centeredness, and innovative behavior in education provide the basis for improving and developing the entrepreneurial attitude of managers.

Abstract Abstract The aim of the present study is to analyze the effect of behavioral patterns on the job performance of physical education teachers in Yazd province with an emphasis on the mediation of teaching professional criteria. This research was conducted using a correlational survey method. The statistical population includes all physical education teachers in Yazd province (N=405), of which 197 people were selected as a sample based on the Krejci and Morgan table. The data collection tools include the Jenkins et al. Behavioral Patterns Questionnaire (Jenkins et al., 1979), the Teachers Job Performance Questionnaire (Sari et al., 2025), and the Teachers Professional Criteria Questionnaire (Canuto et al., 2023). The face validity of the instruments was confirmed by 10 physical education management experts, and their reliability was obtained by calculating Cronbach's alpha as 0.78, 0.81, and 0.76 respectively, indicating desirable reliability. The data were analyzed using structural equation modeling in PLS software. The results showed that behavioral patterns have a positive and significant effect on job performance (β=0.42, p<0.001) and teaching profession criteria (β=0.48, p<0.001). Also, teaching profession criteria played a significant mediating role in the relationship between behavioral patterns and job performance (β=0.20, p<0.01). The findings indicate that improving teachers' behavioral patterns through teaching profession criteria can lead to improved job performance. Therefore, paying attention to the development of professional criteria and training based on teaching standards plays a key role in improving the quality of teaching and job effectiveness of physical education teachers. Introduction As one of the main pillars of the educational system, physical education teachers play a key role in promoting the physical, social, and mental health of students. They are not only responsible for transmitting knowledge and motor skills, but also play a role in fostering a positive attitude towards physical activity and creating an active lifestyle (Lorraine, 2023). Research has shown that the quality of teaching and educational behaviors of physical education teachers can lead to improving students' physical fitness and increasing their motivation to participate in motor activities (Méndez-Giménez et al., 2021; Zhang et al., 2023). Therefore, the role of physical education teachers goes beyond mere teaching of physical education movements and is also reflected in educational and social dimensions. In the meantime, one of the fundamental dimensions in examining the role and function of physical education teachers is their "job performance". Job performance is defined as purposeful and job-related behaviors that facilitate the achievement of educational and organizational goals (Li et al., 2024). In the field of education, teacher performance reflects the quality of teaching, the ability to manage the classroom, communicate effectively with students, and achieve educational goals (Li et al., 2025). The importance of this concept in physical education teachers is twofold, because their desired performance is effective not only in academic achievement, but also in promoting the health and motivation of students to participate in physical activities (Zhang et al., 2023). Since human capital plays an important role in sports organizations, (Razavi & Talebpour, 2018; Razavi et al., 2021), investigating the behavioral patterns of physical education teachers as an important human capital for education is important. Behavioral patterns are defined as styles and recurring patterns in educational interactions and classroom management that have a direct impact on the quality of the teaching-learning process (Korpershoek et al., 2020). Therefore, this study seeks to answer the question: What is the effect of behavioral patterns on the job performance of physical education teachers in Yazd province, with an emphasis on the mediation of teaching profession criteria? Theoretical framework Behavioral patterns Behavioral patterns in the educational environment refer to the stable and observable behaviors that teachers display in their interactions with students and can be identified as recurring patterns. These patterns have their roots in behavioral learning theories and educational psychology and have been extracted through classroom observations and behavioral analyses. For example, research has shown that teachers systematically modify their behaviors according to the learning characteristics and needs of students; such as providing immediate feedback, using positive reinforcement, or creating collaborative learning opportunities (Granero-Gallegos et al., 2017). Standards of the Teaching Profession The standards of the teaching profession are a framework of professional standards and competencies that define the knowledge, skills, and ethical values ​​expected of a teacher. These standards are the product of a combination of learning theories, educational policies, and international documents such as the UNESCO and International Union of Education frameworks, which encompass three main areas: knowledge and understanding, professional practice, and ethical communication (Education International, 2019). Job Performance Teachers' job performance is a set of purposeful and job-related behaviors that facilitate the achievement of educational, training, and organizational goals. In the education literature, this concept includes dimensions such as teaching quality, classroom management, organizational commitment, job motivation, and professional satisfaction. The conceptual roots of job performance go back to human resource management theories and organizational psychology, but in education, it emphasizes educational and training aspects. A systematic review of research shows that various factors, including professional qualifications, organizational supports, intrinsic motivation, and environmental conditions can affect teacher performance (Li et al., 2025). Li et al., (2025) examined the effect of teachers' individual characteristics, such as self-efficacy and intrinsic motivation, on their job performance. The results showed that teachers with high self-efficacy and stronger intrinsic motivation perform better in teaching and classroom management. Dadashi & Pali (2023) studied the presentation of a structural model of job performance based on communication skills with the mediation of job involvement in teachers. The results showed that there is a relationship between communication skills and job involvement with an impact coefficient of 0.67, between communication skills and job performance with an impact coefficient of 0.79, and between job involvement and job performance with an impact coefficient of 0.76. On the other hand, communication skills were indirectly related to job performance with an impact coefficient of 0.50. In other words, job involvement played a mediating role in the relationship between communication skills and job performance. Research Methodology This research was conducted as a correlation and survey method. The statistical population included all physical education teachers in Yazd province (N=405), of whom 197 people were selected as a sample based on the Krejci and Morgan table. The data collection tools include the Jenkins et al. Behavioral Patterns Questionnaire (Jenkins et al., 1979), the Teachers’ Job Performance Questionnaire (Sari et al., 2025), and the Teacher Professional Criteria Questionnaire (Canuto et al., 2023). The face validity of the tools was confirmed by 10 sports management experts, and their reliability was obtained by calculating Cronbach’s alpha as 0.78, 0.81, and 0.76, respectively, indicating desirable reliability. Research Findings Data were analyzed using structural equation modeling in PLS software. The results showed that behavioral patterns have a positive and significant effect on job performance (β=0.42, p<0.001) and teacher professional criteria (β=0.48, p<0.001). Also, teaching professional standards played a significant mediating role in the relationship between behavioral patterns and job performance (β=0.20, p<0.01). The findings indicate that improving teachers' behavioral patterns through teaching professional standards can lead to improved job performance. Therefore, paying attention to the development of professional standards and training based on teaching standards plays a key role in improving the quality of teaching and job effectiveness of physical education teachers. Conclusion The present study aimed to analyze the effect of behavioral patterns on the job performance of physical education teachers in Yazd province, emphasizing the mediation of teaching professional standards. The results of this study are consistent with the results of Ovens & Philpot (2021) and Kraft et al., (2023), Li et al., (2025), Ghorbani et al., (2021), Wei (2025), and Zhang et al., (2023), who have emphasized that teachers' professional development is the path to transferring the positive effects of educational behaviors to job performance. Therefore, paying attention to professional standards as an intermediary can play a key role in increasing the effectiveness of behavioral patterns. This result can also be analyzed from the perspective of organizational learning theories. Based on the results of the study, it is suggested that education officials in Yazd province hold special training courses to improve teachers' behavioral patterns and, at the same time, strengthen their professional skills and provide a basis for improving their job performance.

Abstract Abstract The aim of the present study is to investigate the role of psychological flexibility and mindfulness in predicting the level of psychological distress tolerance in Isfahan Payam Noor postgraduate students. The research method is applicable in terms of its purpose, quantitative in terms of its implementation method, and descriptive-correlational in terms of its nature and method. The statistical population of this study is all Isfahan Payam Noor postgraduate students in 2025, which according to university information is 7562. The statistical sample of the study consists of 365 people selected based on the Morgan table and determined by the available sampling method. The data collection tools in this study were Beck and Steer's Anxiety Questionnaire (1981), Cohen et al.'s Perceived Stress (1983), Beck's Depression (1966), Dennis and Vanderwal's Cognitive Flexibility (2010), and Bauer et al.'s Mindfulness (2006). SPSS26 software was used to analyze the data. The results showed that psychological flexibility and mindfulness are able to predict anxiety (p<0.05), with a negative contribution of 16% for psychological flexibility and 27% for mindfulness. The results also showed that psychological flexibility and mindfulness are able to predict stress (p<0.05), with a negative contribution of 26% for psychological flexibility and 40% for mindfulness. The results also showed that psychological flexibility and mindfulness are able to predict depression (p<0.05), with the contribution of psychological flexibility being 25% negative and the contribution of mindfulness being 28% negative. Introduction With the increasing challenges of academic and social life, students, especially in graduate school, are faced with increasing levels of psychological stress, which can lead to the emergence or exacerbation of problems such as anxiety, stress, and depression. These psychological disturbances not only reduce the individual quality of life of students (Soheilipour et al., 2023), but also negatively affect their academic performance, career decisions, and interpersonal relationships. Since the postgraduate stage is a crucial stage in determining an individual's future career and social path, ignoring the psychological state of this group can have long-term consequences for the higher education system and society (Aghli & Shirvani Karr, 2024). In today's complex and fast-paced world, psychological disorders such as anxiety, stress, and depression are known to be common phenomena that affect the mental health of individuals, especially students (Carozza et al., 2014). Psychological flexibility and mindfulness are recognized as two central constructs in positive psychology approaches and third-wave therapies (Ramaci et al., 2019). These two constructs not only play a role in coping with everyday stresses, but are also effective in empowering individuals to accept difficult realities and manage negative emotions (Hasani et al., 2024). Psychological flexibility refers to the ability of an individual to accept difficult internal experiences without trying to control or avoid them, as well as to commit to purposeful actions in line with personal values. This concept, which has been considered more in the context of acceptance and commitment therapy, is associated with improving psychological adjustment and reducing symptoms of depression and anxiety (Beygi et al., 2023). Mindfulness allows an individual to respond to their experiences with active acceptance and observation, instead of impulsive and emotional reactions. Much evidence also indicates that mindfulness exercises lead to a reduction in anxiety, stress, and depression, and also increase self-awareness and emotion regulation (Ferreira et al., 2022). Currently, many psychological interventions in the country's educational system are designed based on traditional and general approaches, which sometimes do not have the necessary effectiveness without taking into account the individual and contextual characteristics of students. The lack of accurate knowledge of constructs such as mindfulness and psychological flexibility and their role in predicting an individual's response to stress and anxiety has led to the inability of preventive or therapeutic interventions to have a sustainable and effective performance. Therefore, the need for research that can examine the relationships between these variables in a predictive model is felt more than ever. Thus, this study seeks to answer the question: do psychological flexibility and mindfulness play a role in predicting the level of tolerance for psychological distress in Isfahan Payam Noor postgraduate students? Theoretical Framework Psychological Flexibility Psychological flexibility is one of the key components in contemporary psychological theories, especially in the third wave of psychotherapy such as acceptance and commitment therapy. This construct is linked to an individual's ability to accept negative experiences and simultaneously move toward valuable goals and is considered an important factor in coping with anxiety, depression, and stress (Beygi et al., 2023; Doorley et al., 2020). Mindfulness Mindfulness means paying attention in a specific way. That is, attention and focus, which involve three elements: Mindfulness is an important underlying factor for achieving liberation, because it is an effective and powerful way to turn off and stop the pressures of the world or one’s own mental pressures. Being mindful means that one focuses their awareness from the past and future to the present (Marsh et al., 2018). Zhang et al. (2025) investigated the effect of mindfulness on student depression: the mediating role of psychological resilience and the moderating role of gender. By examining 963 Chinese students from three universities in Jiangxi Province, they concluded that in the mediation effects model, the direct effect of mindfulness on levels of academic depression was significant. The indirect effect of mindfulness on college depression through psychological resilience was also significant. The interaction effect of mindfulness and gender in the mediation model with moderation was also significant. Zhao et al. (2024) investigated the relationship between physical activity and depression in college students: The mediating role of mindfulness and meaning in life. By examining 954 people with the Physical Exercise Rating Scale, they concluded that: (1) physical exercise can significantly predict mindfulness and meaning in life and significantly negatively predict depression. (2) The direct effect of exercise on college students' depression is not significant, but its indirect effect is significant. It can predict college students' depression through the independent mediating effect of mindfulness and meaning in life, and it can also predict college students' depression through the mediating effect of mindfulness and meaning in life. Research Methodology The research method is applicable in terms of its purpose, quantitative in terms of its implementation method, and descriptive-correlational in terms of its nature and method. The statistical population of this study is all postgraduate students of Payam Noor University of Isfahan in 2025, which is 7562 according to university information. The statistical sample of the study consists of 365 people selected based on the Morgan table and using the available sampling method. The data collection tools in this study are Beck and Steyer's Anxiety Questionnaire (1981), Cohen et al.'s Perceived Stress (1983), Beck's Depression (1966), Dennis and Vanderwal's Cognitive Flexibility (2010), and Bauer et al.'s Mindfulness (2006). Research Findings SPSS26 software was used to analyze the data. The results showed that psychological flexibility and mindfulness are able to predict anxiety (p<0.05), with the contribution of psychological flexibility being 16% negative and mindfulness being 27% negative. The results also showed that psychological flexibility and mindfulness are able to predict stress (p<0.05), with the contribution of psychological flexibility being 26% negative and mindfulness being 40% negative. The results also showed that psychological flexibility and mindfulness are able to predict depression (p<0.05), with the contribution of psychological flexibility being 25% negative and mindfulness being 28% negative. Conclusion The present study aimed to investigate the role of psychological flexibility and mindfulness in predicting the level of psychological distress tolerance in Isfahan Payam Noor postgraduate students. These results are consistent with the results of Hasani Jabdaragi et al. (2024), Rostami Varnosfaderani et al. (2024), Talebi (2021), Maarefvand & Shafiabady (2020), Safari Mousavi et al. (2019), Salibi & Zolfaghari Sharif (2018), Zhang et al. (2025), Zhao et al. (2024), Tingaz et al. (2023), An (2022), and Ozcan (2019). Talebi (2021) concluded in his research that psychological flexibility and spiritual health can negatively predict anxiety and depression caused by the coronavirus. According to the results of the research, the following suggestion is made: Given that psychological flexibility acts as a protective factor against anxiety and stress; therefore, flexible people have a greater ability to cope with life's problems and challenges and are less susceptible to these disorders, it is recommended that necessary training be provided in this field.

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

Abstract Abstract Background and Objectives: Educational activities, along with scientific education, play a significant role in raising the future generation and preparing them for life in an ideal society. The aim of the present study was to investigate and identify the effective factors in improving and promoting the quality level of school educational activities by surveying educational experts. Method: According to the data collection method, this is a qualitative and phenomenological study. The participants in the study included educational assistants and instructors and experts in the field of education in the academic year 2024-2025 in Mazandaran province. The member survey method was used to verify the accuracy of the findings. The reliability method between the two coders (intra-subject agreement) was used to determine reliability. Findings: According to the survey of participants, the results showed that the effective factors in improving the quality level of school educational activities included 33 indicators in six dimensions; Systematic organization of educational activities and school development activities, intra-school factors, extra-school factors and senior managers, outsourcing of educational activities, empowerment of assistants and educational instructors, interaction between home and school have been identified. Conclusion: According to the results obtained, it is necessary for all school personnel, including teachers and principals, to consider themselves involved in school development activities and not to consider their work as simply advancing school development activities. Also, special emphasis should be placed on improving the quality of school development activities, because special attention to quantities leads to neglect of the effectiveness of activities with regard to the main mission and mission of education. The results of this study can be effective in improving the quality of school development performance. Introduction Improving the quality of development activities in schools is one of the key issues in the education system that has a direct impact on the individual, social and moral development of students. Teachers are not only transmitters of knowledge, but also behavioral and moral models for students. Experts believe that teachers should be continuously trained in the fields of educational psychology, communication skills, and modern teaching methods. The ability of teachers to create a safe and supportive environment plays a decisive role in shaping the personality of students. Each student has unique characteristics, interests, and needs. Designing educational programs that pay attention to individual differences can contribute to the all-round development of students. Experts suggest that schools use diagnostic tools such as psychological tests and individual counseling to accurately identify the needs of each student. The family, as the first educational institution, plays an important role in completing the educational activities of the school. Experts emphasize that schools should establish continuous and effective communication with families. Holding educational workshops for parents, creating interactive platforms, and involving families in school programs can help improve the quality of educational activities. Therefore, the Infallibles (peace be upon them), who possess the essence of infallibility and immunity from error and mistake, are the best and most reliable educational models, and presenting their views and discovering and presenting their educational path is an undeniable necessity for the successors of the field of Islamic education and training. Education is one of the most vital aspects of human life, and in its light, man achieves the desired happiness (Soltani Renani, 2008). The goal of Islamic education and training is to acquire knowledge, skills, and actualize human talents for a good life, and according to anthropological principles, all human capabilities and existential capacities have an effect on achieving a good life. Regardless of the characteristics and differences in educational needs and talents, humans have common and diverse dimensions and aspects, and a detailed study and examination of these common talents and needs requires the separation of its dimensions and aspects (Abdi, Rashidifar, 1403). The educational system is a system in which students shape and develop their personality and individuality by spending their childhood and adolescence in it. Therefore, school should be a fun place for students, where they can grow freely. For this reason, schools should not only focus on classrooms, because school is a place where students spend their lives, students learn various things alongside their teachers and friends, and can feel the joy of expressing themselves and being important as a member of society (Yoshitaka Ishikawa, 2014). From an Islamic perspective and based on the Fundamental Transformation of Education, education is an interactive process that lays the groundwork for the continuous development and elevation of the identity of the learners, in an integrated manner and based on the Islamic standard system, in order to guide them on the path of preparing for the conscious and voluntary realization of the stages of a good life in all dimensions. Considering the Islamic view of man, we can consider the overall goal of the education process to be the continuous development and elevation of individual and collective identity through understanding one’s own and others’ situation and acting to improve it based on choice and commitment to the Islamic standard system. The main role of the education process is to play a role in this process and to lay the groundwork for guiding individuals in society to the path of continuous development and elevation of their individual and collective identity. Education is the fundamental axis of improving human life, and educational interests must be emphasized in all social decision-making and planning. Educational activities are among the activities that have an undeniable impact on the individual and collective life of man. These activities are successful when we consider the context of the relationships of the relevant social groups in our educational goals and take into account their structural specificities. This is because education is an activity that takes place in society and is embedded in the context of various social relationships (Afsharmanesh, Nozari, 2021). After reaching theoretical saturation, the interview and coding were completed. The coding process and text analysis of the interviews were carried out in the qualitative data analysis software MAXQDA 2018. The final output of the extracted components is as follows.  Figure 2- Final output of experts' opinions for the research model Discussion and Conclusion Based on the model obtained from the present study, in determining the factors that improve and make education effective in schools, the factors identified are the systemic organization of educational activities and school development activities, intra-school factors, empowerment of assistants and development coaches, outsourcing of educational activities, extra-school factors and senior managers, and interaction between home and school. The systemic organization of educational activities and school development activities leads to synergy between school activities; which is closer to comprehensive education based on the Fundamental Transformation of Education Document. On the other hand, separating educational activities from school educational activities, such as assigning separate teachers for separate courses in mathematics, physics, history, etc., whose job is to promote educational activities, get higher grades and pass final exams, is the basis of a behavioral perspective on education, which will not be as effective as it should be given the characteristics of the new era. However, since the new generation lives in the era of information technology, with this perspective, they can no longer be considered as empty vessels whose only need is a lack of scientific information and knowledge, and the teacher or teacher, as a person who has the necessary information and knowledge, can fill this gap. On the contrary, according to the constructivist perspective (Zofen, 2013), in the face of a mass and explosion of different information produced from different media, students must choose the information they need based on the problems they face in real life, and they must construct knowledge themselves and learn how to solve problems in real life situations. The task of school staff is actually to lead students to learn how to solve problems. In this context, it is necessary to have a systemic perspective on school activities, and on this basis, the educational and nurturing activities of the school are both components of this whole matter of educating students, and both, together and in harmony, can work towards the effectiveness of the school in accordance with the mission and mission of education. The next dimension of the present study is the outsourcing of school educational activities, which have been identified with four indicators. According to a review of the research literature, outsourcing is a form of predetermined external procurement for the provision of goods or services that were previously provided by the organization itself (Carlson, 1998 and Hart, 1995). According to the view of Anderson, Horsman and Quigley, 1995), the speed of change of knowledge and information in the present era is so great that large organizations are quickly out of the competition, which has led to a need for solutions for these large organizations. One of the ways to save these organizations is to outsource activities and to downsize these organizations to the point where they can change quickly.

Abstract The aim of this study was to develop a competency-based model for skill-based and professional training in the Ministry of Health, Treatment, and Medical Education. In terms of purpose, this research was applied–developmental, and in terms of methodology, it was conducted qualitatively using thematic analysis.Data collection tools consisted of two sections: a review and exploration of the research literature in the library-based phase, and semi-structured interviews in the field phase. The participants in the field phase included faculty members in the field of education and educational managers at the Ministry of Health, Treatment, and Medical Education. Participants were selected through purposive sampling, with the criterion of having at least 10 years of experience in educational management and comprehensive familiarity with this field. Semi-structured interviews were conducted with participants until theoretical saturation was achieved.Interview data were analyzed using thematic analysis (basic, organizing, and global themes). The coding process and textual analysis of the interviews were carried out using the qualitative data analysis software MAXQDA 2018.The results indicated that the competency-based model for skill-based and professional training in the Ministry of Health, Treatment, and Medical Education consists of five dimensions and 22 components. These dimensions include: skill-based and clinical training, professional and ethical training, managerial and organizational training, individual and developmental training, and training based on emerging technologies.

Abstract Abstract The aim of this study is to present a model for teachers' lived experiences of happy ecosystem educational opportunities in the post-corona era. The research method is applicable in terms of its purpose, and mixed (qualitative-quantitative) in terms of its implementation method, and is phenomenological in nature in the qualitative part and descriptive in the quantitative part. The statistical population of the research in the qualitative part consisted of 15 experts, including teachers with more than 10 years of experience and expertise in the field of educational management and educational sciences, selected using the purposive sampling method, and the statistical population in the quantitative part consisted of 890 teachers from all e-learning schools in Khorasan Razavi Province, of whom 268 were selected through the Cochran formula. Coding and content analysis were used to analyze the data, and PLS was used in the quantitative part. The results of the study included twelve components and four central dimensions of expanding the learning situation, expanding and disseminating education, the point of transformation and quality, and the rotation of the role of teachers. The findings showed that benefiting from the educational opportunities of the happy ecosystem in the post-corona era requires a change in teachers' views on virtual education and there is a need to implement coherent policies in this regard. If the current practice regarding the happy ecosystem continues and its management process is neglected, it will lead to the loss of the capacity of virtual education and a return to the pre-corona era. In the quantitative section, the results showed that all the relationships between the variables are significant. The GOF results also showed that the model has a strong fit. Introduction Today, human life has undergone rapid global changes and is tied to technological advances (Nouri et al. 2021). The education system is no exception to this rule and is always seeking to use new technologies to improve the teaching and learning process (Ebrahimi et al. 2022). With the rapid spread of the coronavirus in the second decade of the 21st century, many aspects of human life have changed, and the social and individual lives of people in all parts of the world have been affected in various dimensions, such as economic, social, and political (Ajand & Farazandepour, 2022). The need for health for students and teachers to prevent disease has led to many schools being closed and out of their current form. Such an event has led to many government policies and actions using cyberspace to find a solution to the school closure crisis (Bagherzadeh, 2020). In developed countries around the world, the field of virtual education is expanding for all segments of society, and with the coronavirus pandemic, opportunities for using virtual platforms have immediately expanded and spread (Abdelhafez, 2021). The COVID-19 pandemic provides an opportunity to identify weaknesses, deficiencies, and shortcomings, and to highlight the imbalance in the distribution of infrastructure needed in the cyberspace sector, especially in remote and deprived areas, and to identify these deficiencies and work to address them (Nissim & Simon, 2020). This is seen as growth and excellence in this field and a positive aspect of the situation that has arisen, and a starting point for continuing and improving educational quality in the future (O’Brien et al., 2020). In Iran, in line with educational developments around the world, a student education network called SHAD was launched (Kaveh Nooshabadi & Lotfi Mofrad, 2021). The new SHAD platform and the provision of education in cyberspace require a change in the orientation of teachers and their familiarity with the elements of teaching and learning, such as teaching, content, and evaluation in cyberspace (Karimi et al., 2022). Therefore, such a change and the move from face-to-face classes to virtual classes was the starting point of the transformation in the Iranian education system (Kondori et al., 2022). Hence, the main question of the present study is: what is the model of teachers' lived experiences of educational opportunities in the happy ecosystem in the post-Corona era? Theoretical framework Virtual education Distance education via the Internet (e-learning) or local networks in a way in which a teacher as an educator and a learner are separated is called virtual education (Soleimani & Asghari, 2021). Allavi Gharabat et al. (2025) investigated the identification of the dimensions and components of virtual Arabic language education in Iraq. The findings of this study showed that virtual Arabic language education in Iraq had 66 basic codes, 22 organizing codes, and 8 comprehensive codes. In this study, the overarching codes include teacher professional development, student engagement, global trends and technological advancements, curriculum and instruction development, stakeholder engagement, continuous improvement and evidence-based practice, digital skills preparation and career readiness, and online learning environment considerations. Finally, a model of dimensions and components of virtual Arabic language education in Iraq was designed. Yarahmadi et al. (2024) investigated the process of learning physical education in education through virtual education. The results obtained from the analysis showed that the educational limitations of movements and practical lessons, lack of supervision and concentration in virtual education, weak communication interaction between teachers and students, coverage of virtual classes, economic issues, weak software and hardware technology and infrastructure, use of information technology in virtual education, insufficient knowledge of the space and capabilities of virtual education, lack of supervision and limitations on physical ability and implementation of lessons and capabilities of virtual education were categorized. Finally, using the final access matrix, using the structural-interpretive method, the sub-themes of the design of virtual education for physical education in Iranian education were classified, which is at the highest level of coverage of virtual classes and at the lowest level of teaching capabilities of virtual education. It should be noted that factors that have less influence at a high level.  Research Methodology The research method is applicable in terms of its purpose, mixed (qualitative-quantitative) in terms of its implementation method, and phenomenological in nature in the qualitative part and descriptive in the quantitative part. The statistical population of the research in the qualitative part consisted of 15 experts, including teachers with over 10 years of experience and expertise in the field of educational management and educational sciences, who were selected using the purposive sampling method, and the statistical population in the quantitative part consisted of 890 teachers from all e-learning schools in Khorasan Razavi Province, of whom 268 were selected using the Cochran formula. Research findings Coding and content analysis were used to analyze the data, and PLS was used in the quantitative part. The results of the research included twelve component and four axial dimensions of expanding the learning situation, educational expansion and dissemination, the point of transformation and quality, and the rotation of the role of teachers. Based on the findings of this study, it can be concluded that benefiting from educational opportunities in the post-corona era requires a change in teachers' views on virtual education and there is a need to implement coherent policies in this regard. If the current practice regarding the happy ecosystem continues and its management process is neglected, it will lead to a loss of virtual education capacity and a return to the pre-corona era. In the quantitative section, the results showed that all the relationships between the variables are significant. Also, the GOF results showed that the model has a strong fit. Conclusion The present study was conducted with the aim of providing a model for teachers' lived experiences of educational opportunities in the post-corona era. The results of this study are consistent with the results of Qasem Tabar & Qasem Tabar (2021), bakouei et al. (2021); Shams & Rezvanyan (2021), Jafari et al. (2021); Faraji et al. (2022); Babazadeh et al. (2022), Torkashvand et al. (2021), Hatami et al. (2021); Jafari et al. (2021); Saberi & sharifzade (2019); Mirzaei (2022); hamidizade et al. (2022); faraji & Fekri (2022); Davaji et al. (2021); and Namdari et al. (2017). The results of the present study indicate that the process of continuing to improve the quality of virtual education and paying attention to a happy environment in the post-corona era has been neglected and its most important implementation element, namely teachers, has been forgotten. Dispersed policies have led to sectional and minimal decisions being put on the agenda and the capacity of virtual education and a happy environment in schools has practically diminished. Based on the results of the research, it is suggested that teachers' virtual actions and activities in the form of technological components be considered in their ranking discussion in order to benefit from its financial benefits.

Abstract Abstract The aim of this research is to investigate the effect of government support through digital capabilities on increasing the resilience and de-learning capacity of the Education Organization of Yazd city. The present study is applicable in terms of purpose, and descriptive-correlational in terms of method, and of a survey research type. The statistical population of the research includes 90 personnel of all employees of the Education and Training Organization of Yazd city. Sampling in this research is simple random. The collection tool in the present study is the questionnaire of Gao et al. (2022). To examine the reliability of the research tool, the Cronbach's alpha method was used, and the results show that its value in the present study is higher than 0.7. Also, the validity of the test was confirmed by the content and construct methods. Data analysis was carried out using SPSS and PLS software. The findings indicate that direct and indirect government support has a significant impact on digital capabilities in the Education Organization of Yazd. Direct and indirect government support also has an impact on organizational resilience capacity in the Education Organization of Yazd, considering the mediating role of digital capabilities. Introduction Around the world, the outbreak of the coronavirus disease in 2019 has led to some fundamental changes in social and organizational interactions. Around the world, various systems have been in chaos with significant vulnerability, uncertainty, complexity, and ambiguity in social (e.g., quarantine, social distancing) and economic (e.g., deteriorating market order, limited demand, disorganized supply chains) contexts (Gao et al, 2022). Hence, education has not been immune to these conditions. The coronavirus pandemic shut down many schools in 188 countries, and according to UNESCO, more than one and a half billion students (more than 91% of the world's students) have been affected by the coronavirus pandemic, and their education systems have also undergone serious changes; changes that were made publicly or by schools and educational institutions (Bagheri et al, 2020). In this context, organizational resilience, as the ability to absorb pressure and maintain or improve its performance despite adversity (Xie et al, 2022), is crucial for organizations to “cope effectively with unexpected events”. Organizational resilience capacity indicates the degree of preparedness of companies in the face of a crisis (Hillmann & Guenther, 2021). Therefore, organizational resilience is a key element in adapting to and coping with an uncertain and challenging crisis such as a pandemic (Khan et al, 2021). In these circumstances, and due to the aforementioned adversities that threaten the income and survival of organizations, affected companies generally lack the financial and managerial resources necessary to strengthen their resilience capacity (Ardolino, 2022), or have nothing to offer. Therefore, government support, such as financial (e.g., tax cuts and subsidies) and non-financial (e.g., law enforcement and favorable policies) support for organizations, is essential (Gao et al, 2022). This is because governments can play a fundamental role in providing first-hand services to communities in reducing the impacts and vulnerability to crises (Dodange, 2020). In addition to government support, digital technologies; namely the Internet of Things, megadata analytics, artificial intelligence, and cloud computing, are effective tools to cope with changes and adversities (such as quarantine and social distancing, offline-online shift in demand, supply, and internal operations) during the COVID-19 pandemic (Gao et al, 2022; Hanelt et al, 2021). Since the establishment and promotion of digital capabilities of enterprises relies on the construction of digital infrastructure, the adoption of digital technologies, and the cultivation of digital mindsets and talents; it depends on the continuous investment and financial resources of organizations, and the resulting burden becomes more severe during the pandemic. Therefore, it is difficult for most enterprises to independently establish and develop digital capabilities, and therefore applying for government support can be considered as a feasible solution for enterprises (Gao et al, 2022). Considering the above issues, the purpose of this study is to answer the question of whether government support has an impact on organizational resilience capacity during COVID-19 with regard to the variables of digital capability and organizational de-learning in the Education Organization of Yazd City. Theoretical Framework Digital Capability Digital capability is the ability of organizations to use digital-related technologies, infrastructure, and resources to achieve entrepreneurial goals (Khin & Ho, 2019). De-learning Organizational de-learning is a prerequisite for effective organizational learning activities to occur (Cetindamar, 2021). The concept of organizational delearning refers to the fact that moving towards change and adapting to the environment requires letting go of old unhelpful beliefs and rules (Rajabi poormeibodi et al, 2018). Government Support Government support refers to the resources, policies, and other favorable behaviors that central and local governments provide to eligible organizations (Huikkola, 2022). It aims to foster enterprise development, drive industrial upgrading, and stimulate economic growth, as well as absorb shocks and disruptions when unexpected events occur in the areas of education, public health, economic systems, and national security (Caleb et al, 2021). Resilience Capacity Organizational resilience seeks to identify the characteristics that allow organizations to survive and even thrive despite experiencing disruption or stress, because organizations in every sector face complex operating environments with dynamic risks. These complex environments force organizations to think about how they can manage operational risk and the resilience of critical business processes and services (Aghina et al, 2016). Dubey et al, (2023) in their article titled Dynamic Digital Capabilities and Supply Chain Resilience: The Effective Role of Government, examined the impact of government support on the impact of dynamic capabilities on supply chain resilience; and based on qualitative and survey-based data analysis, their findings show that digital adaptability is an important driver of digital agility. In addition, the results show that government effectiveness is very important for increasing supply chain resilience by increasing digital adaptability and agility. This research makes useful contributions to the dynamic capability perspective by increasing theoretical understanding of the role of the government in creating digital capabilities in uncertain times to improve supply chain resilience. Khodaparast et al, (2022) examined the presentation of an appropriate model for the psychological resilience of stock exchange brokerage employees in Tehran. The research findings showed that confirmatory factor analysis was conducted to confirm the final research model. According to the results obtained, the factor loading of all three components of "using creativity and innovation in the workplace", "cognitive tendencies of socialization in the workplace", and "creating capacity for greater resilience" were higher than the recommended values, and the model fit indices showed acceptable values. Research Methodology The present study is applicable in terms of purpose, and descriptive-correlational in terms of method, and of a survey research type. The statistical population of the research includes 90 personnel of all employees of the Education and Training Organization of Yazd city. Sampling in this research is simple random. The collection tool in the present study is the questionnaire of Gao et al. (2022). To examine the reliability of the research tool, the Cronbach's alpha method was used, and the results show that its value in the present study is higher than 0.7. Also, the validity of the test was confirmed by the content and construct methods. Research Findings Data analysis was carried out using SPSS and PLS software. The findings indicate that direct and indirect government support has a significant impact on digital capabilities in the Education Organization of Yazd. Direct and indirect government support also has an impact on organizational resilience capacity in the Education Organization of Yazd, considering the mediating role of digital capabilities. Conclusion The present study was conducted with the aim of investigating the effect of government support through digital capabilities on increasing the resilience capacity and de-learning of the Education Organization of Yazd. The results of this study are consistent with the results of Heredia et al, (2022), Gao et al, (2022), Zhang & Zhong (2019), Dubey et al, (2023), Khodaparast et al, (2022), Goa et al, (2022), Karimi et al, (2022), Tahmasbi et al, (2021), Najafi et al, (2021), and Bagheri et al, (2020). Dubey et al, (2023) showed in their paper that digital adaptability is an important driver of digital agility. Furthermore, the results show that government effectiveness is crucial for increasing supply chain resilience by increasing digital adaptability and agility. This study makes useful contributions to the dynamic capability perspective by increasing the theoretical understanding of the role of government in building digital capabilities in uncertain times to improve supply chain resilience. According to the results of the research, the following suggestion was made: It is suggested that with direct government support such as financial assistance, the shortcomings of the education and training organization should be addressed and digital capabilities in the education and training organization of Yazd city should be increased. 

Abstract Abstract
This research aimed to investigate the relationship between academic enthusiasm and learning agility with academic performance and the mediating effect of innovative behaviors in a descriptive and correlational way. The statistical population of this research is the female students of the elementary school in the city of Selseleh in the academic year of 2022-2023; 247 people among whom were selected as a statistical sample, according to Morgan's table. Four questionnaires were used to collect information, including Tsai's Innovative Behavior Questionnaire (2011), Kraut and Caldwell's Learning Agility Questionnaire (2016), Friedel and Paris' Academic Enthusiasm Questionnaire (2005), and Pham and Taylor's Academic Performance Questionnaire (EPT). Spss statistical software and Lisrel software along with descriptive statistical methods including frequency table, frequency percentage, sample subjects of the research and related graphs were used to analyze the data; and Pearson's correlation coefficient and multiple regression analysis and structural equation modeling were used to analyze the research hypotheses and to compare the variable's status. The results showed that there is a significant relationship between academic enthusiasm and academic performance (r = 0.782). Based on the coefficient of determination (r²), 61.1% of the variance of academic enthusiasm and academic performance was shared. There is a significant relationship between learning agility and academic performance (r=0.754). Based on the coefficient of determination (r²), 56.8 percent of the variance of learning agility and academic performance was shared. That is, there is a significant relationship between innovative behaviors and academic performance (r=0.494). Based on the coefficient of determination (r²), 24.4 percent of the variance of innovative behaviors and academic performance was shared. Learning agility dimensions of academic performance = (60/60) + behavioral (2.38) + emotional (1.23) + cognitive (0.33), and innovative behavior dimensions of academic performance = (60.57) + mental agility (2.66) + Results Agility (0.799) + Human Agility (0.168) have the ability to predict academic performance. Also, there is no significant difference among respondents' opinions according to demographic factors in the academic enthusiasm variable, learning agility, innovative behaviors and academic performance, and there are causal relationships between academic enthusiasm, learning agility, innovative behaviors and academic performance.
Introduction
Academic performance and the factors affecting it have been the focus of education experts for years, and each year it takes a large share of research. Academic performance is all the activities and efforts that a person shows in order to acquire science and knowledge, and pass different grades and degrees in educational centers (Hanze & Berger, 2018). Many factors can affect the academic performance of students, one of which is academic enthusiasm. Academic enthusiasm refers to the amount of energy a student spends on doing their academic work, as well as the effectiveness and efficiency achieved (Strobel, Tumasjan & Sporrle, 2021).
Although all over the world today, teaching creative and innovative learning has become a mandatory part of the education program for children, and people's enthusiasm for the subject of creativity and innovation and teaching it is expanding day by day, the researches conducted in this field show that still many teachers spend most of their class time presenting materials or asking questions that only require re-assembling simple scientific facts, and only one percent of the time spent in the class is dedicated to tasks required to innovative behaviors (Padrond, 2013). Innovative behavior is a part of organizational behavior, based on a complete understanding of duties and responsibilities in the workplace, and is a result of incentives to advance actions (Gogoleva, et al, 2019). Considering the importance of academic performance and its effects on the future life of students and many factors that can influence it, this research aims to investigate the relationship between academic enthusiasm and learning agility with academic performance with the mediating role of innovative behaviors, and to answer the question: Is there a relationship between academic enthusiasm and learning agility with academic performance with the mediating role of innovative behaviors?
Theoretical framework
Academic performance
Academic performance is all the efforts and activities a person shows in order to acquire knowledge, sciences, and pass different levels of education in educational centers (Barrera, 2016).
Passion for education
The concept of academic enthusiasm has been conceptualized by theorists in different ways; each of these conceptualizations are explained below:
According to Fin (1989), academic enthusiasm consists of two behavioral components (participation) and emotional component (identification).
Innovative behavior
According to Webster's dictionary, innovation is the beginning with the introduction of something new, being creative in business-economic activities, any kind of new product or service or any kind of work process that is new and different from the past and new inventions. Briefly, the factor that can create new economic value is called innovation (Shahin and Bigi, 2020).
Learning agility
Learning agility is one of the new concepts related to people's learning, which can affect the personal development of employees at the individual level. This concept was first proposed in 2000 by Lombardo and Aichenberg (De Meuse, 2017). 
Research methodology
In terms of its purpose, the current research is applicable and descriptive, of correlation type. The studied population of elementary school girls in the city of Selseleh in the academic year of 2022-2023 is 3579 people. In this study, 247 people were selected as a statistical sample using available sampling method and using Morgan's table.
Research findings
In this research, Spss statistical software and Lisrel software were used to analyze the data. In the inferential findings section, the first finding was that there is a significant relationship between academic enthusiasm and academic performance. The second finding of the research was that there is a significant relationship between learning agility and academic performance. The third finding of the research was that there is a significant relationship between innovative behaviors and academic performance. The fourth finding of the research was that the dimensions of academic enthusiasm can predict academic performance. The fifth finding of the research was that the dimensions of learning agility can predict academic performance. The sixth finding of the research was that the dimensions of innovative behaviors can predict academic performance. In order to present the model, the conceptual model showed the effect of job enthusiasm and learning agility on academic performance with the mediating role of innovative behaviors.
Conclusion
The present study was conducted with the aim of investigating the relationship between academic enthusiasm and learning agility with academic performance and the mediating effect of innovative behaviors. The findings show that the correlation coefficient between academic enthusiasm and academic performance is significant. According to the results of the research, the following suggestions are presented:
1- It is suggested to use verbal encouragements in appropriate situations and to encourage students to participate in learning, and successful feeling of students be promoted by properly recognizing and analyzing the motivation of learners for the efficiency and effectiveness of teaching and learning activities.
2- For better learning and growth of students' academic performance in educational activities, it is suggested that teachers pay more attention to controlling their behavior.
3- According to the theoretical foundations and gaps in the current research, it is suggested that variables such as the relationship with the school, academic motivation, academic burnout, etc. should also be examined and the mediating role of local culture should also be considered.

Abstract Abstract The aim of this study is to design a knowledge-based resistance economy educational model at Islamic Azad University. The research method is applicable in terms of purpose, mixed exploratory (qualitative-quantitative) in terms of data, and systematic (paradigmatic) data-based in the qualitative part; cross-sectional survey in the quantitative part in terms of nature. The statistical population of the research in the qualitative part included 12 experts in the field of educational management and human resources who had a PhD degree, selected by theoretical purposive sampling method; and the quantitative part included 190 professors of the faculty of management and economics at Islamic Azad University in Tehran by random sampling method. Data collection was carried out through semi-structured interviews in the qualitative part; and a questionnaire in the quantitative part. Coding was used in the analysis of the qualitative part data, and SPSS and Lisrel software were used in the quantitative part. The results of the study showed that 5 dimensions, 22 components, and 143 indicators were identified for the Islamic Azad University’s knowledge-based resistance economy educational model. After final approval and prioritization by experts, the dimensions, components, and indicators that make up the model were drawn, and the aforementioned model was validated again by experts. Based on the modeling results, it can be said that the model has a relatively good fit with the data. Introduction Resistance economy is a type of economy that can determine the growth and prosperity of the country under conditions of pressure, sanctions and severe hostilities (Rahbar & Nik Chehre, 2020). Resistance economy is a specific paradigm of knowledge and economic system that mostly follows strategies and policies for rational and efficient confrontation with economic imbalances and crises, natural disasters, sanctions, and negative economic shocks (Alipour et al, 2020). In our country, sanctions and the resulting reduction in oil revenues have led to a decrease in economic capacity and increased the costs of the Iranian economy (Safarzad et al, 2020). Developments have taken place in the country and in relation to the economic system that necessitated the creation of an economic model. In order to keep pace with these developments, general resistance economy policies were announced with the aim of ensuring dynamic growth and improving economic resistance indicators and achieving the goals of the Twenty-Year Vision Document, with a force majeure, flexible, opportunity-creating, productive, endogenous, progressive, and extroverted approach (Fard et al, 2021). In conditions of sanctions, it is very important to pay attention to the principle of resistance economy in order to overcome restrictions, grow business, neutralize sanctions related to businesses, overcome inflation, and also achieve self-sufficiency. One of the best manifestations and most effective components of the resistance economy are knowledge-based companies that can make the resistance economy more sustainable, and it is stated that if knowledge-based companies are taken seriously and their quantitative and qualitative development is supported, the country's economy will truly flourish by wealth creation through science (Maleki et al, 2020). Therefore, in conditions of sanctions, paying more attention to the knowledge-based economy and helping to improve their capabilities becomes more necessary than ever, with the aim of freeing the country from selling its natural resources and moving towards a knowledge-based economy (Ziaei et al, 2021). No research has been conducted on education based on the knowledge-based resistance economy, and there are no indicators that can design an educational model. On the other hand, one of the problems that the units of the Azad University have been facing in recent years is the issue of the loss of the units and the mere attention to tuition fees in advancing the goals of the university and its survival, which is in contradiction with the new document of transformation and excellence in the Azad University and has itself caused the closure of some university units. Therefore, this research seeks to answer the question: How is the design of the knowledge-based resistance economy educational model of the Islamic Azad University? Theoretical framework of Resistance economy Resistance economy is a concept proposed in the wake of crisis resilience and repair of the existing worn-out and inefficient structures and institutions of the economy, which certainly requires public belief and participation and the application of rational and prudent management. Resistance economy is the reduction of dependencies and emphasis on the advantages of domestic production and efforts for self-reliance. (Mohammadnejadaghad & Asgari, 2015). Ranjbar Fallah & Fathi (2024) studied investment in startups to achieve a resilient economy and economic defense. The model obtained from this research shows that the main category that is the intersection of startups and the resilient economy is the tendency towards a knowledge-based economy. Among the causal factors affecting this process are the components of the business owner's mentality, introspection, value-oriented model, risk-taking and teamwork. Environmental factors include government, media, university and social environment; intermediate or contextual factors include network, culture, government institutions, human capital, education system and social capital; strategies and actions include financing, management consulting, accelerators, entrepreneurial intention and productivity, which lead to the creation of economic and defensive value as well as increasing economic resilience. Radu (2023) conducted research in the field of knowledge-based economy. The results showed that the foundations of a knowledge-based economy (the basic processes of this type of economy) include: the creation and acquisition of knowledge, the dissemination of knowledge, and the application of knowledge, provided that the necessary financial resources and the necessary and up-to-date technology are provided, which leads to strength in scientific fields.  Research Methodology The research method is applicable in terms of purpose, mixed exploratory (qualitative-quantitative) in terms of data, and systematic (paradigmatic) data-based in the qualitative part; cross-sectional survey in the quantitative part in terms of nature. The statistical population of the research in the qualitative part included 12 experts in the field of educational management and human resources who had a PhD degree, selected by theoretical purposive sampling method; and the quantitative part included 190 professors of the faculty of management and economics at Islamic Azad University in Tehran by random sampling method. Data collection was carried out through semi-structured interviews in the qualitative part; and a questionnaire in the quantitative part. Research findings Coding was used in the analysis of the qualitative part data, and SPSS and Lisrel software were used in the quantitative part. The results of the study showed that 5 dimensions, 22 components, and 143 indicators were identified for the Islamic Azad University’s knowledge-based resistance economy educational model. After final approval and prioritization by experts, the dimensions, components, and indicators that make up the model were drawn, and the aforementioned model was validated again by experts. Based on the modeling results, it can be said that the model has a relatively good fit with the data.  Conclusion The present study was conducted with the aim of designing a knowledge-based resistance economy educational model for Islamic Azad University. The results of this study are consistent with the results of Ranjbar fallah & fathi (2024), Radu (2023), Nasrabadi & Mousavian (2023), Zhen et al, (2023), Kamyab et al, (2023), Hadavand et al, (2022), Alkali (2021), and Ghorbani et al, (2019). Zhen et al, (2023) showed that large companies are competing closely with each other, and the companies that invest the most in knowledge and technology activities and achieve the highest efficiency in this area will be the winners. Therefore, the necessary components to achieve the present goal are financial support, technology, management, existing laws and regulations; and finally, correct and up-to-date education that lead to economic and scientific self-sufficiency for the country. According to the results of this research, the following suggestions are presented: Increasing the strength of resistance and reducing the vulnerability of the country's economy through: - Developing strategic links and expanding cooperation and partnership with countries in the region and the world, especially neighbors. - Using diplomacy to support economic goals. - Using the capacities of international and regional organizations.

Abstract Abstract The aim of this research was to model the effect of the competence development on the formation of global citizens in the higher education system. This correlational study was conducted on a sample of 317 postgraduate students at the University of Sistan and Baluchestan, selected through stratified random sampling. The research instruments were the Global Citizen and Global Competence Development questionnaires, both of which were found to have acceptable validity and reliability. The data were analyzed using the structural equation modeling method in LISREL software. The results showed that the global competence development has a direct effect on social responsibility, global competence, and global civic engagement. Additionally, the global competence development had an indirect effect on global civic engagement through global competence and social responsibility. Furthermore, global competence and social responsibility had a direct effect on global civic engagement. It can be said that the key components of global citizenship, such as social responsibility, global competence, and global civic engagement, are influenced by the global competence development in the higher education system. In other words, the knowledge development, skills, and attitudes play a significant role in the formation of global citizens. Introduction Due to the diversity of the social system and the difference between Iran and its neighboring countries in terms of ethnicity, race, language, and religious and political aspects, as well as the lack of awareness about the social role of systems and the lack of sufficient information about social life, councils, the geographical characteristics of Iran's neighboring countries, environmental pollution, and the services of Islamic civilization; the formation of global citizens has been faced with challenges. On the other hand, the formation of global citizens can facilitate increasing understanding and peace in the Middle East by focusing on the commonalities of humans rather than exaggerating ethnic, linguistic, racial, cultural, religious, and political differences. Therefore, by considering the concepts of democracy, human rights, citizenship rights, global responsibility, equality, peace and empathy among students, higher education systems can accelerate and facilitate the formation of global citizens and the development of sustainability in society (Rezaee et al., 2022). It can be said that with the spread of social and economic gaps, climate change, terrorism, migration, pandemics, the occurrence of wars and conflicts, the weakening of democratic institutions and processes, and widespread and emerging changes in the economy, technology and culture, globalization; how can the higher education system respond to these changing realities and the complex, chaotic and uncertain future? Now is a very important time for the higher education community to emphasize the goal, vision and scope of developing global competence for the formation of global citizens. The global competence development to develop the knowledge, skills and attitudes in creating social, civic and citizenship competence for flexible adaptation to the changing world of today is a necessity. Limited studies in the field of examining the factors affecting competence development in higher education institutions and the likelihood of not paying attention to the factors affecting the formation of global citizens and their components have led researchers to raise this research question: to what extent is the development of global competence effective on the components of the global citizen? Theoretical Framework Global Citizen: A citizen is someone whose behaviors are in accordance with the structure of civil society by internalizing the values of that society. Today, the continuation of the life, progress and development of societies depends on the existence of active, participatory, aware and engaged citizens (Lombardo, 2015). There are two main approaches to global citizenship; one being the overt approach of global competence goals aimed at providing individuals with the necessary skills to compete in the global society, and the other being the global awareness approach which aims to provide individuals with a global orientation, empathy and cultural sensitivity rooted in human assumptions and values (Dill, 2013). Studies perceive the dimensions of global citizenship as a multidimensional structure, and accordingly, the dimensions of global citizenship are considered in three areas of social responsibility, global competence, and civic engagement (Morais et al., 2011). Global Competence Development: Global competence refers to the capacity and willingness to thrive in this world; and the knowledge, skills, attitudes and values required for advancement in an interconnected world. Global competence has dimensions for examining issues of local, global and cultural significance, understanding and appreciating the perspectives and worldviews of others, the skill of engaging in open, appropriate and effective intercultural interactions, and acting for collective well-being and sustainable development (Jang et al., 2023; Giannina, 2020). Studies have focused on the dimensions of competence development in terms of knowledge and understanding, skills, and attitudes and values (Liu et al., 2020). Research methodology The present research method was a descriptive correlational study. The statistical population was approximately 3,000 postgraduate students at the University of Sistan and Baluchestan. Using stratified random sampling (in three groups of humanities, engineering and related sciences, and basic and related sciences), 384 students were selected according to the Morgan table, and 317 questionnaires were returned. The research instruments were two questionnaires: the Global Citizen Formation and Global Competence Development questionnaires. The Global Citizen Formation questionnaire was adapted from the Morais and Ogden (2011) model, which had three sections: social responsibility, global citizenship competence, and global civic engagement. The social responsibility section included 13 items and 3 sub-components: justice and equality, altruism and empathy, and global connectedness and personal responsibility. The global citizenship competence section included 13 items and 3 sub-components: self-awareness, intercultural communication, and global knowledge. The global civic engagement section included 15 items and 3 sub-components: participation in civil organizations, political discourse, and global civic activity. The Global Competence Development questionnaire was adapted from the Liu et al. (2020) model, which included 10 items on knowledge and understanding, 14 items on skills, and 11 items on attitudes and values. The data analysis method was structural equation modeling using the LISREL software. Research Findings The results showed that the direct effect of competence development on the fulfillment of global competence (0.61), social responsibility (0.58), and civic engagement (0.32) were significant at the 0.005 level. The effect of the fulfillment of social responsibility on the formation of civic engagement (0.38) and the effect of the fulfillment of global competence on civic engagement (0.34) were also significant at the 0.001 level. Conclusion According to the findings, it can be said that universities are the most important place for citizenship education and are also a suitable place for the formation of global citizens. If students study in a university with global competence, they can form appropriate global citizens for a society by acquiring knowledge, skills, and attitudes. By acquiring competence, responsibility, and civic engagement, students and graduates will play a role in shaping a sustainable global society, and in this sustainable society, with increased understanding, mutual understanding and respect, they will contribute to the sharing of international benefits. Universities play a role in increasing global awareness through education and student participation, improving interactions, developing communications, and strengthening adaptability in the community; which will lead to increased self-confidence, understanding, and respect for people from different cultures. Higher education institutions are constructive in the formation of a sustainable global society through the creation of critical thinking skills, motivation for participation, global activities, empathy, attention to justice and gender equality, and strengthening the responsibility of students. On the other hand, the global competence development through the improvement of knowledge and understanding, strengthening skills, and reforming the attitudes of students is one of the most important goals of the higher education system. In other words, competent students can use the acquired knowledge, skills, and attitudes to interact and communicate with others, and be constructive through direct and indirect relationships in universities in improving their own competence. Therefore, equal opportunities and the implementation of justice in education among students at the university are constructive in improving global competence; and by changing old and traditional teaching methods and creating educational innovations, higher education institutions can take a big step towards improving knowledge, skills, and attitudes. From another perspective, it can be stated that the global competence development of citizens is more influenced by intercultural communications than by local government policies, and the important factors of global competence are often overlooked or minimized in educational systems, which will have consequences for education and the global competence development (Sakamoto, 2022).