Management and Educational Perspective

Abstract Abstract The present study aims to develop a conceptual framework for organizational coaching within the education system. In terms of purpose, the research is applicable–developmental, and in terms of implementation it follows a qualitative approach through thematic analysis. The statistical population consisted of 10 experts and specialists in the field of educational management selected through purposive sampling. Data were collected through semi‑structured interviews. Thematic analysis was employed to analyze the collected data. The findings indicate that the conceptual framework of organizational coaching in the education system consists of three main dimensions. The first dimension is infrastructure and groundwork, which includes the components of defining and positioning coaching within organizational culture, needs assessment and prioritization of intervention areas, a localized coaching model, and senior leadership commitment. The second dimension is process and operational implementation, which encompasses strategic alignment, barriers to adoption and organizational resistance, the role and competencies of coaches (internal and external), setting goals and expectations in coaching sessions, a culture of feedback and mutual trust, development of coaching competencies among leaders, and the impact of coaching on teachers’ empowerment. The third dimension is evaluation, sustainability, and knowledge transfer, which includes required infrastructures and resources, monitoring and quality assurance, key performance indicators (KPIs) of organizational coaching, long‑term professional development pathways, and the requirements for institutionalization and broader dissemination. Introduction Today, the central role of education in the cultural development and scientific advancement of societies is an undeniable reality. To perform this role more effectively and to achieve national goals, the education system of every country relies on specific structures, instructional time allocations, and curricular programs, all of which are determined in accordance with that country’s policies, plans, and overarching objectives. Specialists seek to enhance the effectiveness of education by developing innovative models and practices. Creating organizational transformation and strengthening the institutional functions of education can ensure sustainable development and improve quality of life (Ghasemzadeh et al., 2022). Evidently, the development of systematic and standardized training programs to respond to needs and support the growth of all members of the education system is an unavoidable necessity. Therefore, considering a wide range of opportunities for the development of educational personnel can serve as an appropriate solution for schools and educational institutions in fulfilling their commitment to the success of their members. One of the most practical of these policies is the development of organizational coaching programs. Research evidence also suggests that coaching programs should be applied both directly and indirectly in educational systems to promote the development of education (Keikha, 2022). Coaching is a focused, individualized approach that can be implemented at any time and on any day. Unlike some forms of training, coaching is not an immediate intervention that is quickly forgotten; rather, it has a lasting and long-term impact on both the individual and the organization. Given the complexities of today’s world, the capability of human resources to analyze and solve emerging problems and challenges, as well as their readiness to cope with ongoing changes and diverse work and life conditions, is of great importance. Therefore, coaching has become a useful and indispensable tool for dealing with and adapting to many of these changes (Ghafari et al., 2021). Organizational coaching seeks to provide the necessary context for empowering and enhancing human resources so that organizations can invest in and plan for the continuous development, improvement, and knowledge enhancement of their employees. Under such conditions, the necessary infrastructure is created for delegating greater authority and decision-making power to employees, enabling individuals to grow and advance along their career paths. The implementation of organizational coaching requires the existence of a coaching mindset and its acceptance by senior organizational managers, because organizational coaching cannot be effective without their participation and cooperation (Fleischhacker & Graf, 2023). Accordingly, in light of the foregoing discussion, the main research question of the present study is: What is the conceptual framework of organizational coaching in the education system? Theoretical Framework Organizational Coaching Organizational coaching is a process in which an individual acting as a coach utilizes specific principles and techniques to support managers, employees, and teams within an organization in moving toward organizational goals and improving performance and productivity. Ultimately, this process leads to enhanced organizational performance, development, advancement, and increased revenue and profitability (Ahmad et al., 2023). Thawesaengskulthai et al. (2025) examined the empirical implementation of a coach–critical–connective coaching model for innovation-driven companies in Thailand, providing insights for policy development and sustainable growth. The findings indicated that the coaching model consists of three phases and seven stages: the foundation phase (entry into the ecosystem and networking), the acceleration phase (focused coaching centered on three key elements), and the evolution phase (development and improvement). This framework balances structural guidance with adaptability, making it applicable across sectors such as deep-tech, health-tech, agricultural technology, and the creative economy. Policy recommendations include the establishment of a national coaching platform, stage-based funding mechanisms, coach certification systems, and integrated monitoring frameworks aligned with national innovation objectives. The model also strengthens collaboration among incubators, accelerators, and public–private stakeholders while enabling continuous support for developing startups. Ghasemi and Mahmoudi (2025) investigated the application of coaching skills as a supportive professional approach to improving the quality of education. The results demonstrated that the use of coaching skills in the educational domain can have positive effects on multiple dimensions of educational quality. These effects include increased student motivation, improved academic performance, enhanced self-regulation skills, development of critical thinking, and greater satisfaction among both students and teachers. Furthermore, coaching can help teachers improve their communication, leadership, and problem-solving skills. Therefore, coaching skills can be considered a powerful tool for enhancing the overall quality of education. Research Methodology This study is applicable–developmental in terms of its objective, and was conducted by a qualitative approach through thematic analysis. The research population consisted of 10 experts and specialists in the field of educational management selected through purposive sampling. Data were collected by semi‑structured interviews. Research Findings The data were analyzed by thematic analysis. The findings of the present study revealed that the conceptual framework of organizational coaching in the education system comprises three primary dimensions: 1. Infrastructure and Groundwork, which includes the components of defining and positioning coaching within the organizational culture, needs assessment and prioritization of intervention areas, a localized coaching model, and senior leadership commitment. 2. Process and Operational Implementation, which encompasses strategic alignment, barriers to adoption and organizational resistance, the role and competencies of the coach (internal and external), setting goals and expectations in coaching sessions, fostering a culture of feedback and mutual trust, developing coaching competencies among leaders, and the impact of coaching on teacher empowerment. 3. Evaluation, Sustainability, and Knowledge Transfer, which includes the required infrastructures and resources, monitoring and quality assurance, key performance indicators (KPIs) for organizational coaching, long-term professional development pathways, and the requirements for institutionalization and broader dissemination. Conclusion The present study aimed to develop a conceptual framework for organizational coaching in the education system. The findings of this research are consistent with the results reported by Thawesaengskulthai et al. (2025), Ghasemi and Mahmoudi (2025), Adabi and Askari (2025), Raisi (2024), Darakhshan Mehr (2024), Sajadinia and Ramezanipour (2024), Hughes and Vaccaro (2024), Solthong et al. (2024), Fleischhacker and Graf (2023), Ives et al. (2023), Hackel and Samson (2023), Cannon‑Bowers et al. (2023), Pourjamshidi et al. (2023), Jozi and Yousefi (2023), and Gharibi et al. (2023). Jozi and Yousefi (2023) demonstrated that coaching supports individuals in making more conscious decisions and undertaking new actions. Their findings also indicated that the more organizational managers adopt the role of a coach, the greater the improvement observed in the performance of their subordinates. Based on the research findings, the following recommendations are proposed: Institutionalizing Organizational Position: The education system should formally define the position of organizational coaching within its organizational structure—particularly at central and regional levels—and clearly distinguish it from other managerial and advisory roles. Leadership Commitment: Senior managers, from the ministerial level to school principals, should receive specialized coaching training in order to develop a shared language of trust and inquiry and demonstrate their commitment to developmental approaches rather than relying solely on directive management practices.

Abstract Abstract The aim of the present study is the effectiveness of teaching based on choice theory in increasing school attachment in students. The method of the present study is experimental (pre-test-post-test design with control group) according to its objectives and hypotheses. The statistical population of the study includes junior high school students in District 1 of Ardabil city in 2024, selected by simple random sampling. 300 questionnaires were randomly distributed among the students and 40 of those who obtained low scores in this questionnaire were randomly replaced in two groups (20 in the experimental group and 20 in the control group). Data collection was carried out using a questionnaire (Students' School Attachment (SBQ)). SPSS software and multivariate analysis of covariance (MANCOVA) tests were used for data analysis. The results of the study showed that teaching based on choice theory has an effect on the dimensions of school attachment in students (attachment to the teacher, attachment to the school, attachment to school staff, participation in school, belief in school, and commitment to school). Also, from the results of the descriptive statistics of the variables, it can be concluded that teaching based on choice theory increases the dimensions of students' school attachment. As a result, it can be stated that teaching based on choice theory has a significant effect on improving the dimensions of increasing students' school attachment and can be considered as an effective educational program by psychologists and counselors in schools. Introduction After home, school is the most important place where children live and learn various social values ​​and norms. Therefore, school plays an important role in children's socialization (Chen & Feng, 2019). At school, students get a good opportunity to communicate with teachers, assistants, principals, and peers that help them grow healthy (Damayanti et al., 2020). Schools are responsible for both teaching knowledge and skills and for creating social norms and values. Therefore, schools are faced with complex issues that have an undeniable impact on their functioning and are expected to provide students with a healthy and appropriate learning environment that can achieve both a desirable level of knowledge and skills and a desirable level of social norms and values ​​(Sullivan et al., 2019). School attachment has a broad meaning and concept, and is used to describe the relationship between students and their school. The concept of school attachment includes the relationship between students' experiences with school, feeling of security in it, receiving respect from teachers, attachment to school, the level of participation and involvement in school, and commitment to school values ​​and beliefs (Hashemi et al., 2016). Bonyadi et al. (2024), showed that the choice theory educational package can have an impact on students' academic cohesion and continuity. Choice theory explains how we as humans choose to behave in order to achieve what we want. Choice theory, in a very simple definition, is about choices and how and why we make them. Choice theory is correct that we as humans choose to behave in order to achieve what we want. According to this theory, everything we do is a behavior and is motivated from within us (Mirhosseini et al., 2021). School is the most important place where students spend their time after home and plays an important role in shaping the values, norms, and social opportunities of individuals. There is general agreement that schools are large social environments where learning occurs both inside and outside the classroom. Psychological interventions in the field of increasing student-school attachment seem essential; not only because it may increase student achievement, but also to reduce behavioral and psychological problems and improve the educational performance of schools. Therefore, the need for research on school attachment is increasingly clear. It seeks to answer this question: is teaching based on choice theory effective in increasing student attachment to school? Theoretical Framework School Attachment School attachment refers to the quality of student communication with school, feeling cared for and perceived respect from the teacher, attachment to school, level of participation in school, and commitment to school values ​​and beliefs (Oelsner et al., 2021). Choice Theory Choice theory is a psychology of internal control; it explains how and why we make the choices that determine our life course. Choice theory seeks to transform current conventional understanding into a new conventional understanding. By changing the qualitative and perceptual world of an individual, choice theory can disrupt short-term equilibrium and guide the individual towards choosing another effective behavior (Glasser, 1998(. Bonyadi et al. (2024) in a study titled Design and Investigation of the Effectiveness of Choice Theory Educational Package on the Academic Integrity of Male Students in Secondary School showed that educational packages based on Choice Theory were an effective tool for promoting the academic integrity of male secondary school students. Quantitative data indicated a statistically significant increase in academic performance and a decrease in disruptive behavior among students. Qualitative data from focus group discussions supported these findings, and students reported a sense of personal responsibility and greater motivation to succeed in their academic endeavors. These findings have implications for educators and policymakers seeking to increase educational outcomes for male students by focusing on the principles of choice theory. Gravandnia et al. (2024) in a study titled The Effectiveness of Choice Theory-Based Responsibility Education on Academic Retention and Quality of Learning Experiences of Experimental High School Students showed that there was a significant difference between the experimental and control groups in terms of academic retention and quality of learning experiences of experimental high school students; that is, choice theory-based responsibility education increases academic retention and quality of learning experiences. Based on the findings, it is concluded that the responsibility education package can have educational and practical implications for students in increasing academic retention and quality of learning experiences. Research Methodology The present research method is experimental (pre-test-post-test design with control group) according to its objectives and hypotheses. The statistical population of the study included first-year secondary school students in the first district of Ardabil city in 2024, selected by simple random sampling. 300 questionnaires were randomly distributed among the students, and 40 of them who scored low in this questionnaire were randomly assigned to two groups (20 in the experimental group and 20 in the control group). Data collection was carried out using a questionnaire (Students' School Bonding (SBQ)). Research findings SPSS software and multivariate analysis of covariance (MANCOVA) tests were used to analyze the data. The results of the study showed that teaching based on choice theory has an effect on the dimensions of school bonding in students (attachment to the teacher, attachment to the school, attachment to school staff, participation in school, belief in school, and commitment to school). Also, from the results of the descriptive statistics of the variables, it can be concluded that teaching based on choice theory increases the dimensions of students' school attachment. As a result, it can be stated that teaching based on choice theory has a significant effect on improving the dimensions of increasing students' school attachment and can be considered as an effective educational program by psychologists and counselors in schools. Conclusion The present study was conducted with the aim of the effectiveness of teaching based on choice theory in increasing school attachment in students. The results of this hypothesis are consistent with the findings of Gravand nia et al. (2024), Nemati et al. (2023), Manzari Tavakoli et al. (2022), Amiri et al. (2022), Charteris & Page (2021), Safari-Bidhendi et al. (2021), Dortaj et al. (2021), Mirhosseini et al. (2021), Arab Kalmari et al. (2020). In this regard, Safari-Bidhendi et al. (2021) showed that education based on choice theory has a significant effect on the academic resilience and mental vitality of secondary school students. In this way, this intervention has been able to increase academic resilience and mental vitality. The findings of the present study indicated that education based on choice theory, using techniques such as responsibility and responsible academic life, can be used as an efficient method to increase academic resilience and mental vitality of students. Given that education based on teaching based on choice theory has an effect on increasing the bond with school in students, psychological intervention, including education based on teaching based on choice theory, is important to improve the bond with school in students (it is suggested that psychologists and experts in this field use the achievement of the present study).

Abstract Abstract The present study aims to analyze a predictive model of the impact of human resource (HR) innovations on organizational performance using a futures studies approach. The research method is qualitative and applicable in nature. The statistical population consisted of 20 experts and specialists from the Mashhad Tax Administration, selected through purposive sampling. A semi‑structured interview was used as the data collection instrument. Qualitative content analysis and Scenario Wizard software were employed for data analysis. Based on the qualitative findings, three main scenarios were formulated: very low HR innovation, moderate HR innovation, and very high HR innovation. The results indicate that at low levels of innovation, organizational performance faces challenges such as reduced productivity, resistance to change, and weak employee motivation; while at moderate levels, a relative improvement in performance is observed, though this improvement is not sustainable. In contrast, in the scenario of very high HR innovation, HR innovations become systematically institutionalized, leading to significant enhancement of organizational performance, increased productivity, improved service quality, and strengthened organizational accountability. The findings underscore the strategic necessity for managers to prioritize HR innovations as a key lever for improving the performance of public sector organizations. Introduction Given the increasing complexity of work environments and escalating competition among organizations, companies are seeking to leverage novel human resource management (HRM) practices that not only enhance efficiency but also facilitate organizational innovation. Researches emphasize that the utilization of digital HRM tools and systems augments an organization’s capacity for knowledge management, expedites decision-making processes, and fosters employee creativity (Riana et al., 2020). Considering the significance of innovation in Iranian public and industrial organizations, the design of a comprehensive innovative human capital model has emerged as a key strategy. Rasouli et al. (2024) posit that adopting systematic approaches in HRM, while enhancing employee motivation and job satisfaction, leads to increased productivity and strengthens innovation within organizations. Furthermore, Shabrangi & Amirnejad (2022) demonstrated in their study that strategic HRM, by leveraging organizational entrepreneurship, can significantly improve organizational performance and enhance innovation capacity as a mediator. These studies suggest that human resources are not merely a supporting factor for daily operations but rather a catalyst for driving innovative changes and achieving the strategic objectives of an organization. On an international level, the impact of HRM on organizations’ innovative performance has also been investigated. Salas-Arbeláez (2020) found that in Colombian small and medium-sized enterprises (SMEs), the implementation of modern HR practices, including continuous training, employee participation, and performance management, has a direct and positive influence on the organization’s innovative capabilities. Wang et al. (2024) further emphasized that high-performance work systems, through intrinsic employee motivation and person-organization fit, significantly impact innovative organizational performance. These findings highlight the importance of creating flexible work environments and encouraging continuous learning, as these factors enhance innovation capabilities and improve overall organizational performance. Therefore, this study endeavors to address the question of how to analyze a predictive model for the impact of human resource innovations on organizational performance from a futures studies perspective. Theoretical Framework Innovation Innovation refers to the ability to synthesize resources in novel ways to create new goods, new production methods, open new markets, and sometimes even reorganize an industry (Azeem et al., 2021). According to Alain Afflelou, innovation is the application of new knowledge to offer new products or services based on customer demand (Amiri et al., 2015). Human Resources Organizational resources are, in fact, the assets of an organization that enable it to design and implement strategies aimed at increasing productivity and efficiency, and ultimately, the growth of the organization’s competitiveness. These organizational resources possess specific characteristics (Fazlali & Moazzammi, 2023). Organizational Performance Organizational performance is a complex phenomenon. Perhaps the simplest definition is the collection of activities directed towards achieving organizational goals. Therefore, organizational performance relates to the extent to which an organization has met its objectives. Organizations must be capable of identifying organizational performance indicators that facilitate rapid adaptation to new problems and changes in the business environment (Brumand & Panahi, 2023). Guha et al. (2025) investigated the enhancement of employee innovation capabilities through high-involvement human resource management, examining the mediating roles of knowledge sharing and transformational leadership. By analyzing high-involvement HR management practices, they demonstrated the impact of knowledge sharing and transformational leadership in increasing employee innovation capacity. Cahyadi et al. (2024) explored innovation in human resource management and employee resilience in small and medium-sized enterprises. Emphasizing innovation in human resource management and employee flexibility, they showed that innovative human resources lead to increased organizational resilience and improved performance. Research Methodology The research methodology is qualitative and of the applicable type. The statistical population of the study includes 20 experts and specialists from the Tax Administration of Mashhad city, selected by purposive sampling. The data collection tool used is semi-structured interviews. Research Findings Qualitative content analysis was used to analyze the findings. Based on the results of the qualitative analysis, three main scenarios were developed: very low human resource innovation, medium human resource innovation, and very high human resource innovation. The findings indicate that at low levels of innovation, organizational performance faces challenges such as reduced productivity, resistance to change, and weak employee motivation. While at the medium level; a relative improvement in performance is observed, this improvement is not sustainable. In contrast, in the very high innovation scenario, human resource innovations are systematically institutionalized, leading to a significant enhancement of organizational performance, increased productivity, improved service quality, and strengthened organizational responsiveness. The results of this research emphasize the necessity for managers to strategically focus on human resource innovations as a key leverage for improving the performance of public organizations. Conclusion The present research was conducted with the aim of analyzing the predictive model of the impact of human resource innovations on organizational performance using a futures studies approach. The results of this research are aligned with the findings of Guha et al. (2025), Cahyadi et al. (2024), Rasouli et al. (2024), Turulja et al. (2023), Aslam et al. (2023), Shabrangi & Amirnejad (2022), Sabkroo et al. (2022), and Kathirlu & Naeami (2020). Rasouli et al. (2024) concluded that the implementation of such models can lead to the enhancement of organizational performance and competitive ability. Turulja et al. (2023) also stated that novel human resource management practices improve organizational performance through the mediating effect of innovation. It is recommended that policymakers and managers of government organizations, especially in crucial areas such as the tax system, provide the ground for improving organizational performance, increasing public trust, and enhancing the efficiency of the administrative system by making targeted investments in human resource innovations. This research can serve as a basis for strategic decision-making, the formulation of human resource policies, and the design of future organizational transformation programs.

Abstract Abstract The purpose of this research is to investigate the effect of thinking styles and social problem-solving skills on academic performance with the mediating role of academic enthusiasm. The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature, with path analysis approach. The statistical population of the research includes all 960 students of the 5th academic level of Diyali city, of which 288 were selected by random cluster sampling using Cochran's formula. To collect research data, four questionnaires of Sternberg's thinking styles (1991), social problem-solving questionnaire of Dzorilla et al. (2002), academic enthusiasm of Fredericks et al. (2004), and Pham and Taylor's academic performance (1999) was used. The face and content validity of the questionnaire was approved by experts, and confirmed through factor analysis. The reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study; 0.92 for the questionnaire of thinking styles, 0.89 for social problem-solving skills, 0.86 for academic enthusiasm, and 0.90 for academic performance. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of thinking styles, social problem-solving skills, and academic enthusiasm have a positive and significant effect on the academic performance of students. It was also found that the mediating role of academic enthusiasm in the effect of thinking styles, and social problem-solving skills on academic performance is positive and meaningful. Introduction Today, students' academic performance is considered as an important indicator for evaluating educational systems. In addition, academic performance has always been important for teachers, students, parents, theorists, and educational researchers. For example, students' academic performance is one of the most important criteria for evaluating teachers' performance. For students, the academic average represents their academic abilities to enter the world of work and employment and higher education levels. Perhaps it is because of this importance that educational theorists have focused many of their researches on knowing the factors affecting academic performance (Hong et al, 2017). On the other hand, today, educational courses have become a basic goal to achieve comprehensive progress, and according to this, the academic performance of students is one of the important indicators in the evaluation of education, which aims to help in various fields; from the dimensions of cognitive, emotional, personality development to the growth and excellence of people (Garcia et al, 2019). On the other hand, one of the most important issues that the world's education systems are usually dealing with is the issue of academic failure, which has consumed a lot of human and financial resources. In addition to the financial aspect, this issue provides the background for the emergence of many behavioral problems, psychological pressures, emotional disorders, and social abnormalities (Moore et al, 2020). Perhaps the most important issue that can play a role in the level of academic performance and solving social problems, and should be aware of it, is the existence of thinking styles (Aghaei, 2015). Identifying students' thinking styles can play an important role in the learning process, so using assessments of thinking styles can provide useful information that the student can benefit from as much as the teacher (Orhun, 2012). Along with this issue, one of the new paradigms that guides the values ​​and beliefs of learners to reach their hopes and goals and high academic performance is academic enthusiasm (Pomerantz, 2006). This paradigm is a new stage in the evolution of learners' educational activities and requires new thinking about the amount of activity and effort outside the classroom environment that can affect their learning (Morton, 2018). Learners who have academic enthusiasm focus on and pay more attention to educational and learning issues; are more committed to the rules and regulations of their school; prohibit incompatible and undesirable behaviors; and have better academic success (Hamdan-Mansour et al, 2014). National context studies of academic enthusiasm in Australia and South Africa and other countries have mentioned academic enthusiasm as an indicator of the quality of educational systems (Eslami et al, 2016). According to the issues raised in this research, it tries to answer the question whether thinking style and social problem-solving skills have a significant effect on the academic performance of students with the mediating role of academic enthusiasm. Theoretical Framework Thinking style Thinking styles enable people to realize their abilities and act accordingly. People with different thinking styles want to use their abilities in different ways and give different reactions according to their thinking style (Sternberg, 2001). Solving a social problem The skill of solving social problems is a set of learned behaviors that enables a person to provide practical solutions for social problems (Kirisci et al, 2020). Education enthusiasm Education enthusiasm refers to behaviors related to learning and academic progress. This concept refers to the quality of effort that learners spend on targeted educational activities to directly contribute to achieving desired results (Safari et al, 2016). Academic Performance Academic performance means the ability of students to answer questions related to the specific subject or topics foreseen for an educational course (Sepehvand, 2017). Sabihabdollah Alharishavi et al, (2024) investigated the effect of learning and motivational strategies on the self-efficacy of physical education and sports science students with the mediating role of achievement goals and academic enthusiasm. The results showed that the effect of learning and motivational strategies, academic achievement goals, and academic enthusiasm on students' academic self-efficacy was positive and significant. It was also found that the mediating role of academic achievement goals and academic enthusiasm in the effect of learning and motivational strategies on academic self-efficacy was positive and meaningful. Shafiq & Parveen (2023) investigated the use of social media: analyzing its impact on academic performance and participation of higher education students. The results indicated that when students use the knowledge sharing capabilities of social media, and are socially accepted; their academic performance improves. Research methodology The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature, with path analysis approach. The statistical population of the research includes all 960 students of the 5th academic level of Diyali city, of which 288 were selected by random cluster sampling using Cochran's formula. To collect research data, four questionnaires of Sternberg's thinking styles (1991), social problem-solving questionnaire of Dzorilla et al. (2002), academic enthusiasm of Fredericks et al. (2004), and Pham and Taylor's academic performance (1999) was used. The face and content validity of the questionnaire was approved by experts, and confirmed through factor analysis. The reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study; 0.92 for the questionnaire of thinking styles, 0.89 for social problem-solving skills, 0.86 for academic enthusiasm, and 0.90 for academic performance. Research findings Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of thinking styles, social problem-solving skills, and academic enthusiasm have a positive and significant effect on the academic performance of students. It was also found that the mediating role of academic enthusiasm in the effect of thinking styles, and social problem-solving skills on academic performance is positive and meaningful. Conclusion The present study was conducted with the aim of investigating the effect of thinking styles and social problem-solving skills on academic performance with the mediating role of academic enthusiasm. The findings are consistent with the results of Sabihabdollah Alharishavi et al, (2024), Shafiq & Parveen (2023), Elgaml (2022), Ofosu-Brako (2022), Piri & Piri (2022), Pourghorbani et al, (2021), Aboutalebi (2021), Afshin (2021), Nouraldi (2021), Mehraniyan (2021), Stavrulaki et al, (2021), Siddiq et al, (2020), and Van Loan et al, (2019). Piri & Piri (2022) found that the relationship between academic skills and academic performance is significant with the mediation of academic procrastination and absence from school in students. According to the results of the research, the following suggestions are presented: In order to effectively use different thinking styles in students, it is suggested to give them permission and independence so that they can solve the problems by providing suitable solutions. It is also suggested to check the steps of doing the work by the students, and take action to correct the work process at their own discretion. Also, a field should be provided for students to look at problems in a systematic way and provide solutions for problems with deep thinking.

Abstract Abstract The current research aims to validate the digital talent management model using artificial intelligence. The research methodology, considering its objective, is applicable; and in terms of execution, it is mixed (qualitative-quantitative). The statistical population of the research in the qualitative section includes 14 university professors in the field of public management and managers and experts of mining companies, selected by purposive sampling. The statistical population in the quantitative section includes active employees of mining companies, of which 215 individuals were considered based on Cochran’s formula, using a random sampling method. Data collection in the qualitative section was derived from semi-structured interviews based on theoretical foundations. The validity of the codes in the qualitative section was confirmed by two independent researchers, and its reliability was confirmed by the Cohen’s Kappa coefficient. In the quantitative section, a questionnaire was used. For data analysis, thematic analysis was used in the qualitative section, and SPSS and Lisrel software were used in the quantitative section. As a result of this process, the dimensions of the process functions (automatic screening and decision support tools), job matching (precise matching of jobs and skills, improvement of qualitative assessments), personality trait evaluation (analysis of psychological tests, identification of personality types), educational recommendations (personalized training, intelligent and dynamic training, triple synergy, and educational justice), and prediction of job turnover (job turnover analytical system and preventive diagnosis) were identified. The results of confirmatory factor analysis also indicate the validity of the final conceptual model of the research. Introduction Nowadays, with the advancement of technology, traditional talent management processes have become manual, time-consuming, and inefficient. Artificial intelligence (AI) has demonstrated its potential significantly across various sectors and has currently become a strategic tool for improving organizational efficiency (Abraham et al., 2025). With the rapid development of AI, big data, cloud computing, and other tools, traditional talent management methods can no longer meet the development needs of modern organizations. These tools may provide opportunities and challenges for reforming the human resource management system (Sithambaram et al., 2023). Traditional methods cannot objectively and reasonably collect in-depth data on organizational talent. These tools are incapable of accurately managing the analysis and processing of data resources such as the alignment status between talents and positions, and the matching status between talents and their superiors and subordinates. Talent selection, utilization, training and development, and retention, within digital talent pools using traditional methods, are not only unfavorable to the long-term development of organizations and talents but also, to some extent, reduce the enthusiasm of organizational talents (Saini & Tarkar, 2022). Conversely, many researchers have emphasized the transformative potential of AI in reshaping traditional approaches to talent acquisition, development, and retention, highlighting its benefits in improving recruitment processes, such as reducing bias in candidate selection and enhancing predictive analytics for identifying outstanding potential talents. Accordingly, AI simplifies administrative tasks, allowing HR professionals to focus on the strategic aspects of talent management. This is because talents are considered highly valuable resources for organizations to achieve long-term development (Weber et al., 2024). On the other hand, studies show that very few digital talent management models have been presented in this area. For example, the talent attraction and selection model proposed by Kathiravan et al. (2023) can be mentioned. This model optimizes the recruitment and selection process of employees using AI and machine learning algorithms. Talent management systems can automatically analyze resumes and identify the best candidates based on predefined criteria. This approach not only reduces recruitment time and costs but also increases selection accuracy. The AI-based talent development and training model proposed by Kaliannan et al. (2023) also aids in personalizing training and development processes. Given the aforementioned points, the main research question of the current study is: How is the digital talent management model based on artificial intelligence validated? Theoretical Framework Talent Management Talent management is an integrated strategy or system designed to develop processes for recruiting, selecting, and developing individuals, and retaining those with the necessary skills, often examined with a long-term, comprehensive plan in mind (Almaaitah et al., 2020). Artificial Intelligence As a branch of computer science, artificial intelligence develops an intelligent machine product that, based on understanding the nature of intelligence, reacts in a manner similar to human intelligence. Research in this field primarily includes image recognition, speech recognition, language processing, expert systems, and robotics (Yanling Shi, 2020). El Hajal et al. (2025) explored artificial intelligence and the future of talent management in tourism and hospitality. Using scenario planning, they outlined four alternative futures for AI-driven talent management, emphasizing the importance of ethics, continuous learning, and the complementary role of AI. Kumar & Hariharasudhan (2025) investigated the role of artificial intelligence in recruitment and talent management. Through qualitative interviews, they found that AI can automate resume screening and interview scheduling stages, thereby reducing human biases. Research Methodology The research method, considering its objective, is applicable; and in terms of execution, it is a mixed-methods (qualitative-quantitative) approach. The statistical population of the research in the qualitative section includes 14 university professors in the field of public management and managers and experts in mining companies, selected using purposive sampling. The statistical population in the quantitative section includes active employees of mining companies, with 215 individuals determined based on Cochran’s formula, using random sampling. Data collection in the qualitative section was based on semi-structured interviews derived from theoretical foundations. The validity of the codes in the qualitative section was confirmed by two independent researchers, and its reliability was confirmed by Cohen’s Kappa coefficient. In the quantitative section, data was collected through questionnaires. Research Findings Thematic analysis was used to analyze the data in the qualitative section, while SPSS and Lisrel software were used for the quantitative section. As a result of this process, the identified dimensions include dimensions of process functions (automatic screening and decision support tool), job matching (precise job and skill matching, improvement of qualitative assessments), personality trait evaluation (analysis of psychological tests, identification of personality types), educational recommendations (personalized training, intelligent and dynamic training, triple synergy, and educational justice), and prediction of job turnover (job turnover analytical system and preventive detection). The results of the confirmatory factor analysis also indicate the validity of the final conceptual model of the research. Conclusion The present research aimed to validate the digital talent management model utilizing artificial intelligence. The results of this study align with findings from Kumar & Hariharasudhan (2025), Kambur & Akar (2022), and others such as Faqihi & Miah (2023), Yazdani & Ahmadi Qajari (2024), Heidary et al. (2023), and El Hajal et al. (2025). Faqihi & Miah (2023) demonstrated that AI-based talent management, employing machine learning and moderating technology theories, leads to better job matching and targeted training. Based on the results obtained from this research, the following recommendations are proposed: Other researchers are encouraged to investigate the relationship between the identified dimensions in the current study and other variables, such as attrition intention, digital emotional exhaustion, human capital management, and digital organizational commitment. To enhance the external reliability and generalizability of the proposed model, it is recommended that this model be applied in other private and public companies across various industries, with results presented comparatively. Given that the statistical sample of this study was purposively selected from employees of mining companies, caution and necessary considerations should be taken when generalizing the findings to other organizations, industries, or organizational cultures.

Abstract Abstract
The aim of this study is to design a model for the internationalization of universities in emerging markets. This research is applied in terms of purpose and quantitative in terms of implementation. The statistical population of the present study consisted of 125 faculty members of the universities of Sulaymaniyah, Soran, Qaywan, and Komar, as well as university managers and experts, who were selected as the sample using convenience sampling. The data collection tool in this study was a questionnaire. Structural equation modeling and PLS software were used to analyze the data. The results show that the significance of all variables and subcomponents of the study is confirmed at the 0.05 confidence level, and the model of university internationalization in Iraqi Kurdistan is statistically valid, reliable, and well-fitting. The overall goodness-of-fit index (GOF) was 0.484, indicating a strong overall fit of the research model, which can be used as a valid framework for analysis and planning in this area. In addition, universities in Iraqi Kurdistan, given their geographical location and cultural commonalities with the Kurdistan Region of Iraq, can provide a suitable opportunity for developing scientific cooperation and attracting international students.
Introduction
In the era of globalization, the internationalization of universities, especially in emerging markets, has emerged as one of the key strategies for improving the quality of higher education and strengthening participation in the global economy. The globalization of higher education has caused today’s universities to undergo extensive transformations in terms of academic values and professional missions. In recent years, many developed countries have adopted specific national policies aimed at enhancing the international scientific activities of their universities (Mehravar Giglou et al., 2020). Internationalization is an effort that is simultaneously competitive and collaborative with other international organizations (Pouratashi, 2018). Given global competition, universities in these countries face challenges such as attracting international students and faculty members, improving research quality, and enhancing curricula, which require attention to internationalization indicators, including research collaborations, exchange opportunities, and research impact. This process not only helps improve university rankings, but also leads to the development of scientific and technological capabilities in these countries and plays a key role in their sustainable advancement (Maleki et al., 2023). Increased international cooperation, capacity building, and improved quality of teaching and learning have been identified as the most important benefits of the internationalization of higher education, while “international opportunities accessible only to students with financial resources,” “difficulty in evaluating/determining the quality of courses/programs offered by foreign institutions,” and “excessive competition with other higher education institutions” have been mentioned as the highest risks. The main barriers include insufficient financial resources, administrative/bureaucratic problems, and a lack of foreign languages (Zahed Babelan et al., 2022). The internationalization of universities in emerging markets is expanding as a key strategy for improving the quality of higher education and strengthening their global position. This process includes attracting international students and faculty members, creating globally oriented curricula, enhancing international research, and strengthening participation in global scientific consortia. In addition, international research collaborations, publishing articles in reputable journals, and increasing student exchanges are among the important indicators of this process. Challenges such as language limitations, cultural differences, and the lack of sufficient infrastructure must also be taken into account (Bustos-Aguirre, 2020). These measures have improved universities’ international rankings and strengthened their participation in global scientific communities (Maleki et al., 2023). Therefore, the main research question of the present study is: What is the model of university internationalization in emerging markets?
Theoretical Framework Internationalization of Universities
The internationalization of higher education encompasses the scientific connections between domestic and foreign faculty members, inviting foreign professors and their presence in universities to provide short- and long-term training to domestic students, faculty participation in international scientific conferences, professors’ utilization of study opportunities, their involvement in international research projects, membership in international associations and societies, and the establishment of scientific communication between Iranian students and students from other countries (Maleki et al., 2023).
Ghaffari et al. (2024) investigated the national and international experiences of universities, education systems, and higher education institutions in the age of globalization. The results indicate that, in the era of globalization, educational systems face unprecedented challenges and opportunities that increasingly highlight the need for transformation and innovation. The experiences of various countries show that success in this regard requires aligning curricula with labor market needs, effectively utilizing modern technologies, and training teachers with new skills. Furthermore, creating a space for exchanging international experiences and learning from one another can help improve the quality of education. Despite challenges such as the diminishing authority of teachers and the instability of teaching quality, attention to developing job skills and creating equal educational opportunities can help improve the educational situation. Ultimately, in order to achieve educational goals in the age of globalization, it is necessary for policymakers, educators, and universities to cooperate closely and implement innovative approaches in the teaching and learning process. This will not only help enhance the quality of education, but also prepare students to face future challenges.
Mousaviamiri and Naveh Ebrahim (2024) examined the strategies and executive solutions for implementing the indigenous model of internationalizing the country’s public universities. In this study, 208 executive solutions (codes) and 71 specialized strategies (concepts) were identified within three policy domains—education, research, and services—which need to be considered by policymakers and managers in the field of higher education. It is recommended that the specialized strategies (concepts) identified and articulated in the three policy domains of education, research, and services (separately for the two managerial-staff and scientificprofessional subsystems) be taken into account by those responsible for implementing the model of internationalizing the country’s public universities. Moreover, it is recommended that the executive solutions (codes) identified and articulated in relation to managers and experts in the two managerial-staff and scientific-professional subsystems be emphasized by managers, planners, and practitioners in the field of higher education and the country’s universities in pursuit of realizing the aforementioned model.
Research Methodology
The present study is applied in terms of purpose and quantitative in terms of implementation. The statistical population consisted of 125 faculty members from the universities of Sulaymaniyah, Soran, Qaywan, and Komar, as well as university managers and experts, who were selected through convenience sampling. The data collection tool in this study was a questionnaire.
Research Findings
Structural equation modeling and PLS software were used to analyze the data. The results show that the significance of all variables and subcomponents of the study is confirmed at the 0.05 confidence level, and the model of internationalization of universities in Iraqi Kurdistan is statistically valid, reliable, and well-fitting. The overall goodness-of-fit index (GOF) was 0.484, indicating a strong overall fit of the research model, which can serve as a valid framework for analysis and planning in this area. Furthermore, universities in Iraqi Kurdistan, given their geographical location and cultural commonalities with the Kurdistan Region of Iraq, can provide a suitable opportunity for developing scientific cooperation and attracting international students.
Research Methodology
The present study is applied in terms of purpose and quantitative in terms of implementation. The statistical population consisted of 125 faculty members from the universities of Sulaymaniyah, Soran, Qaywan, and Komar, as well as university managers and experts, who were selected through convenience sampling. The data collection tool in this study was a questionnaire.
Research Findings
Structural equation modeling and PLS software were used to analyze the data. The results show that the significance of all variables and subcomponents of the study is confirmed at the 0.05 confidence level, and the model of internationalization of universities in Iraqi Kurdistan is statistically valid, reliable, and well-fitting. The overall goodness-of-fit index (GOF) was 0.484, indicating a strong overall fit of the research model, which can serve as a valid framework for analysis and planning in this area. Furthermore, universities in Iraqi Kurdistan, given their geographical location and cultural commonalities with the Kurdistan Region of Iraq, can provide a suitable opportunity for developing scientific cooperation and attracting international students.
Conclusion
The present study aimed to design a model for the internationalization of universities in emerging markets. The findings of this study are consistent with those reported by Ghaffari et al. (2024), Mousaviamiri and Naveh Ebrahim (2024), Corsi et al. (2022), Jampaklay et al. (2022), Maneshgar et al. (2021), Mahdi and Barani (2021), Jabbari et al. (2020), Alsharari (2020), Ziae et al. (2019), and Kim (2017). Corsi et al. (2022) demonstrated the role of universities as catalysts of internationalization for companies involved in university-industry collaboration. This reflects an important and less explored component of the triple helix perspective. The type of knowledge exchange in university-industry collaborative relationships indicates a possible reversal of roles between firms and universities, whereby knowledge and technology are provided by companies, while market access is coordinated by universities that become platforms for internationalization.
Based on the research results, the following recommendation was proposed: focusing on improving macro-level policies and reforming the management structure can pave the way for sustainable university development; updating policies and increasing managerial transparency can help improve efficiency and accountability. It is also recommended to revise and update university rules and regulations to increase flexibility and efficiency, and to create agile and responsive organizational units to accelerate decision-making.

Abstract Abstract The aim of this study is to present a talent management model in the Iranian banking system with an emphasis on Iranian state-owned banks. This study is applicable in terms of its purpose, mixed data type (qualitative-quantitative) with an exploratory approach, pragmatic paradigm in terms of its nature, and descriptive-analytical survey-correlational in terms of its qualitative part. The statistical population of the qualitative part includes 20 theoretical experts (university professors) and empirical experts (relevant banking industry officials), selected using purposive sampling. The statistical population of the quantitative part includes all banking industry managers selected using the minimum sample size calculation method in confirmatory factor analysis and stratified random sampling method. The data collection method is content analysis of interviews in the qualitative part, and researcher-made questionnaires in the quantitative part. The qualitative data analysis method includes thematic analysis with Maxqda-V18 software, and the quantitative data analysis method includes descriptive and statistical analysis (confirmatory factor analysis and one-sample t-test) with SPSS-V27 and SmartPls-V3 software. The results showed that talent management in private and public banks includes recruitment and hiring, training and development, performance and evaluation, retention and motivation, and organizational culture. Also, in a comparative comparison, the results showed that all components of the model are different in public and private banks. Also, the validation results showed that the presented model has sufficient validity and the banking industry can use this model for career promotion and talent development. Introduction Talent management as a strategic approach in organizations, especially the banking industry, has gained increasing importance. Given the rapid changes in the economic environment and the need for innovation, banks must strengthen their ability to attract, develop, and retain human resources talents. In Iran, given the existence of private and public banks, there is a need to examine different talent management models and adapt them to the specific conditions of each type of bank. Therefore, comprehensive and targeted strategies should be designed and implemented to identify, attract, develop, and retain human talents (Odiyo & Adero, 2020). Talent management should be used as one of the key pillars for the success of organizations and their differentiation from competitors. This approach not only helps reduce the costs of employee turnover and hiring new staff, but also improves the overall productivity and performance of the organization (Scot, 2012). Organizations that have designed such effective talent management systems have been able to attract and retain capable human resources and, as a result, achieve sustainable competitive advantage. In the current era, technological and economic infrastructures are not the only competitive advantages of organizations. Having talented people can ensure the sustainable development and growth of organizations (Montazeri & Barkhordari Ahmadi, 2019). Current adversities, such as the global financial crisis, emphasize the need for the financial sector to identify and address the important actions that cause such effects. It should be examined how knowledge-based service businesses, such as banks, move from an information-based activity (Industry 4.0) to one that adapts the principles of a more complex operational body (Industry 5.0). Meanwhile, government organizations, due to their highly hierarchical structure, numerous and cumbersome laws and regulations, the existence of an approved budget and the absence of venture capital and effective rewards, sometimes do not have a favorable environment for the emergence of creative ideas and innovative plans, and it is often seen that changes and innovations in the organization are accompanied by apathy (Doostar et al., 2019). However, research has pointed to the role of talent management in this regard (Wassell & Bouchard, 2020). The goal of talent management is to have the right people with the capabilities, commitment, and behaviors needed for current and future organizational success. A talent management strategy allows the use of analysis to determine the number of people with specific skill sets that the organization will need in the future (Zarbandi, 2021). Accordingly, this study addresses the question: what is the talent management model like in the Iranian banking system, with an emphasis on Iranian state-owned banks. Theoretical Framework Talent Management Talent management is an integrated strategy or system that is planned to develop the processes of recruiting, selecting, and developing people and retaining people who have the necessary skills, and is often examined in the presence of a broad program in the long term (Almaaitah et al. 2020). Tavakoli et al. (2025) investigated the modeling of talent management with a succession approach using the meta-synthesis method. The results of the study showed that in the data analysis stage, a total of 42 indicators, 20 components, and 6 dimensions were identified. In this study, based on the research findings, the main dimensions of talent management include identifying key talents, continuous assessment, retaining strategic talents, succession management, participatory succession, and developing the skills of talented managers and employees for the future. Darvishi & Ashrafi (2024) investigated the effect of talent management on organizational commitment with the mediating role of organizational justice among employees of Farhangian University of West Azerbaijan Province. Analysis of the collected data showed that talent management is effective by 83% on organizational justice and by 42% on employees' organizational commitment. Organizational justice also has an impact of 48% on organizational commitment. Also, talent management with the mediating role of organizational justice has an impact on employees' organizational commitment by 4.21 using the Sobel test; therefore, according to the statistical results, all research hypotheses were confirmed and the overall conclusion of the research was that organizational justice has a mediating role between the relationship between talent management and employees' organizational commitment. Research Methodology This research is applicable in terms of its purpose, mixed (qualitative-quantitative) with an exploratory approach in terms of the data type, pragmatic in terms of its paradigm; and in terms of its nature, it is a content analysis in the qualitative part, and a descriptive-analytical survey-correlation type in the quantitative part. The statistical population of the qualitative section included 20 theoretical experts (university professors) and empirical experts (relevant banking industry officials), selected by the purposive sampling method. The statistical population of the quantitative section included all banking industry managers selected using the minimum sample size calculation method in confirmatory factor analysis and stratified random sampling method. The data collection method in the qualitative section was content analysis of interviews; and in the quantitative section, researcher-made questionnaires. Research findings The data analysis method in the qualitative section included content analysis with Maxqda-V18 software and in the quantitative section included descriptive and statistical analysis (confirmatory factor analysis and one-sample t-test) of data with spss-V27 and SmartPls-V3 software. The results showed that talent management in private and public banks includes recruitment and hiring, training and development, performance and evaluation, retention and motivation, and organizational culture. Also, in the comparative comparison, the results showed that all the components of the model are different in public and private banks. Furthermore, the validation results showed that the presented model has sufficient validity and the banking industry can use this model for career promotion and talent development. Conclusion The present study was conducted with the aim of providing a talent management model in the Iranian banking system with an emphasis on Iranian public banks. The results of this part of the research are consistent with the findings of Rezapour et al. (2022), Zarei et al. (2022), Yildiz & Esmer (2023), Jooss et al. (2023), Mitosis et al. (2021), Mohammad et al. (2020), Babaei et al. (2023), Yildiz & Esmer (2023), Mitosis et al. (2021), yadgari & Rezaei (2022), Rezaei & barati teymoori (2022), Akhavan dorbash et al. (2020), Kaykha & Kaykha (2020), and Yildiz & Esmer (2023). According to the results of the research, the following suggestions were made: - Training needs analysis: Conducting training needs analysis in order to identify the skills needed in the organization. - Online and in-person training programs: Use online platforms to deliver training courses and webinars, as well as in-person workshops. - Career paths: Design career development programs that include specialized training and on-the-job learning opportunities. - Team meetings: Hold regular meetings to exchange ideas and thoughts among employees and encourage active participation.

Abstract Abstract The aim of this study was to model the structural relationships between authentic leadership and teachers' social attrition with an emphasis on the mediating role of organizational virtue. The present study is applicable in terms of purpose, and descriptive-correlative in nature, and was conducted using the structural equation modeling method. The statistical population included all elementary school teachers in districts one and four of Tabriz, 1360 in number; and based on the rules of structural equation modeling, the sample size was estimated at 360 people selected using the proportional stratified sampling method. Data collection was based on authentic leadership, organizational virtue, and social attrition questionnaires. Research data analysis was performed using SPSS26 and SMART PLS3 software. The findings indicate that the proposed model has a good fit. The results of structural analysis showed that authentic leadership and organizational virtue were able to significantly and inversely predict teachers' social attrition. Also, the relationship between authentic leadership and social attrition was also significant and inverse, while the relationship between authentic leadership and organizational virtue was assessed as significant and positive. Introduction Human communication is the foundation of social relationships, the key to understanding and empathy, and a tool for conflict resolution and individual and social development. Effective communication shapes healthy and dynamic societies and is essential for survival and progress. Therefore, interpersonal relationships have a significant impact on employee behavior and organizational performance and can have both positive and negative aspects in the workplace. Its positive aspects, such as social support (Tosun et al, 2025), enhance employee morale and performance; and its negative aspects, such as social attrition, can lead to negative behaviors and lead to a decline in the quality of work life, reduced productivity, and weakened interpersonal relationships (Dulfer et al, 2023). This phenomenon is particularly influenced by two key factors, namely supervisors and colleagues. From this perspective, it can be inferred that social attrition is affected by the leadership styles applied in organizations. In the meantime, authentic leadership plays a fundamental role in the growth and development of organizations (Ling et al, 2017). This style of leadership refers to leaders who act with authenticity and honesty, and are known as trustworthy people (Derakhshan & Zandi, 2016). Proponents of authentic leadership believe that these leaders provide the best conditions for inspiration, loyalty, and strong performance among employees; they are self-aware leaders who are trusted by others due to their values ​​and ethical views and are also proficient in their field of activity. These leaders usually have self-confidence, flexibility, and outstanding moral qualities. On the other hand, another factor affecting social attrition is organizational virtue, which can play an important role in creating a healthy and constructive environment and lead to strengthening interpersonal relationships and reducing social attrition (Cameron et al, 2008). The study by Cameron & Spreitzer (2012) also confirms that organizations with stronger virtues are able to increase teacher satisfaction and commitment and reduce social attrition. However, social attrition, as a fundamental challenge in the education system, can damage teachers' motivation and commitment and bring undesirable consequences such as job stress, decreased perceived self-efficacy, impaired psychological well-being, and increased willingness to leave the service (Tore & Cetin, 2022). It is worth noting that, despite extensive research in this area, identifying factors that reduce the effects of social attrition has been neglected, and few studies have examined the role of authentic leadership and organizational virtue in this relationship. Accordingly, the present study seeks to answer the question: what is the structural relationship model of authentic leadership and social attrition of teachers with the mediating role of organizational virtue? Theoretical Framework Social Attrition The concept of social attrition includes gradual negative behaviors manifested by employees and can reduce the abilities of the individual. In addition to behavioral and emotional dimensions, this phenomenon is one of the negative consequences of social life that carries great costs for organizations and society and can weaken individual capacities, including career success, reputation, and popularity in the organization. (Kafinejad, 2018) Social attrition has two dimensions: coworker attrition and supervisor attrition. Colleague attrition includes behaviors such as gossiping and insults; and supervisor attrition includes all actions that disrupt supervisors' performance. Social attrition can manifest as overt, direct, and covert, verbal, physical, and nonverbal attrition (Duffy et al., 2002). Authentic Leadership Crawford et al (2020) defines authentic leadership as a model of leadership behavior that utilizes psychological capacities and a positive moral climate, and helps to enhance self-awareness, ethical perspective, balanced information processing, and transparency in communication. By strengthening self-belief and values, authentic leadership increases trust in the organization, reinforces positive employee behaviors, and prevents unethical behaviors (Sendjaya et al, 2016., Kiersch & Peters, 2017). This approach empowers employees, increases a sense of responsibility and job satisfaction, reduces the desire to leave work, and strengthens effective leader-member relationships (Hirst et al, 2016). Authentic leadership includes four main dimensions: Self-awareness, which is related to the leader's recognition of his or her abilities, weaknesses, and the impact of his or her behavior on others. Balanced information processing means critical thinking and non-bias in analyzing information and different opinions, and helps leaders to fairly consider different opinions and make evidence-based decisions. An internalized ethical perspective emphasizes the necessity of a strong value and ethical framework in all decision-making and helps leaders to pursue the goals and values ​​of the organization with determination. Finally, relationship transparency refers to establishing open and honest communication between the leader and followers, which helps to improve the quality of human relationships and build trust (Çevik, 2024; Cottrill et al, 2014; Jiewen et al, 2025(. Organizational Virtue Organizational virtue means having a positive approach to virtue in the organization that helps increase the well-being and health of employees and improves the performance of the organization (Hessel, 2013). In fact, virtue in an organization is a symbol of inherent greatness that supports the moral goals of the organization and specifically emphasizes human values ​​(Meyer, 2018). It is an approach in which habits and ideals such as leadership, honesty, forgiveness and trust are promoted and supported at the individual and group levels. Organizational virtue includes the following five dimensions: A- Organizational optimism: It is a positive and hopeful attitude towards the future, promoted in organizations and encourages members to trust in their abilities and increases their motivation and job loyalty by creating a positive culture. B- Organizational forgiveness: It is an approach in which organizations, by promoting a culture of forgiveness, create an atmosphere in which unintentional errors are treated with forgiveness and employees accept their mistakes and learn from them. C- Organizational trust: Organizational trust is the positive individual expectations and perceptions that individuals have about the competence, reliability, and benevolence of managers and other members of the organization and their behaviors. D- Sympathy: Based on this aspect, individuals in the organization are concerned about each other and feelings of sympathy and care are widely prevalent in the organizational environment. F- Organizational honesty: It means the prevalence of honesty, confidentiality, trustworthiness, and respect for honor (Rego et al, 2011(. Research methodology The present study is applicable in terms of purpose and descriptive-correlative in nature, conducted using the structural equation modeling method. The statistical population of the study includes 1360 elementary school teachers in the first and fourth districts of Tabriz city. Based on the rules of structural equation modeling, the sample size was estimated at 360 and was selected using the proportional stratified sampling method. To collect data, questionnaires on authentic leadership, organizational virtue, and social attrition were used. Research findings To analyze the research data, structural equation modeling was used utilizing SPSS and SmartPLS2 software. The research findings showed that the proposed model has a good fit. It was also found that authentic leadership has a positive relationship with organizational virtue and an inverse relationship with social attrition. In addition, organizational virtue, in turn, has an inverse relationship with social attrition. Conclusion The present study was conducted with the aim of modeling the structural relationships between authentic leadership and social attrition of teachers with the mediating role of organizational virtue. The research findings regarding the significant relationships between authentic leadership and organizational virtue are consistent with the findings of Faghernejad & Fatahi (2019), Derakhshan & Zandi (2016), and Rego et al (2015); and the existence of a significant inverse relationship between organizational virtue and social attrition is consistent with the findings of Faghernejad & Fatahi (2019); and the existence of a significant inverse relationship between authentic leadership and social attrition is consistent with the findings of Taherpour et al (2016). In line with the findings, Cameron et al (2004) believe that authentic leadership is effective in reducing social attrition, and organizational virtue can play an important role in reducing social attrition. Also, the findings of Tore & Cetin (2022) have shown that authentic leadership, by emphasizing human values ​​and ethical principles, can help reduce social attrition and strengthen organizational virtue. The study of Cameron & Spreitzer (2012) also confirms the inverse relationship between organizational virtue and social attrition. Based on the research findings, it is suggested that school principals utilize authentic leadership styles to reduce conflicts and minimize social attrition. Also, given the positive relationship between authentic leadership and organizational virtue, it is expected that school principals will strive to implement the principles of authentic leadership and organizational virtue and its dimensions of justice, fairness, and honesty; and to develop authentic leadership and organizational virtue processes in schools. In addition, strengthening organizational virtue through the development of a culture of participation and cooperation in teams and programs to recognize and appreciate positive teacher behaviors can help improve morale and reduce social attrition. Finally, education administrators should conduct regular assessments of levels of organizational virtue and social attrition and pay more attention to criteria related to authentic leadership and organizational virtue when appointing school principals.

Abstract Abstract The present study aims to explain the factors contributing to the formation of “quiet quitting” among employees in government organizations and to provide a conceptual model. This study is qualitative in nature, and was designed based on the Grounded Theory approach. Data were collected through 17 semi-structured interviews with employees and managers of public organizations by purposive sampling; the participant selection process continued until theoretical saturation was achieved. Data analysis was performed by a three-stage coding method (open, axial, and selective coding) within MaxQDA 10 software. The findings revealed that quiet quitting results from a complex interaction of causal factors, including organizational injustice, inappropriate leadership styles, limited career growth opportunities, and workload; contextual factors, such as unfavorable organizational culture and bureaucratic structures; and intervening factors, including individual characteristics and the level of social support. In response to these conditions, employees adopt strategies such as reducing job effort, organizational silence, and focusing on personal interests, which lead to consequences such as decreased job satisfaction, burnout, and diminished organizational productivity. The results of this research not only contribute to theory development in the fields of organizational behavior and human resource management but also serve as a foundation for designing management policies and strategies to mitigate quiet quitting and enhance employee commitment and motivation in the public sector. Introduction In recent years, public organizations have encountered emerging challenges in human resource management, most notably the gradual decline in employee motivation, commitment, and active participation in organizational tasks (Ghasemi Zargar et al., 2024). This phenomenon, known in management literature as “Quiet Quitting,” refers to a state where employees refrain from performing roles beyond their minimum job requirements without officially resigning. Consequently, their level of effort, creativity, and accountability drops to the bare minimum expected (Pourshahabi et al., 2023). Unlike overt turnover, quiet quitting develops subtly and gradually, making its identification and management significantly more difficult for public sector leaders (Zhang et al., 2025). Quiet quitting describes a condition in which employees limit their involvement in organizational activities and settle for performing only their core job duties while remaining on the payroll. This phenomenon represents a form of psychological detachment from the organization, stemming from a decline in motivation, commitment, and psychological capital, which can have substantial implications for both individual and organizational performance. In organizational behavior literature, quiet quitting is closely related to concepts such as psychological withdrawal, organizational silence, and the reduction of organizational citizenship behaviors (Ozen et al., 2024). The emergence of quiet quitting in government organizations can be attributed to a constellation of individual, organizational, and structural factors. These include perceived organizational injustice, weak incentive systems, limited opportunities for growth and promotion, inappropriate leadership styles, job stress, lack of involvement in decision-making, and the gap between employee expectations and workplace realities. The interaction of these factors fosters psychological and behavioral withdrawal, ultimately undermining organizational efficiency, the quality of public services, and employee trust in the management system (Rahman et al., 2025). Previous research has also demonstrated that quiet quitting is correlated with job burnout, high workload, authoritarian leadership styles, and restrictive organizational cultures (Hu et al., 2022). Thus, quiet quitting is a multidimensional phenomenon shaped by the interplay of individual, organizational, and environmental factors, requiring a simultaneous analysis of causal, contextual, and intervening roles (Zarin Negar et al., 2024). Given the vital role of human resources in achieving the missions of public organizations, a precise understanding of the factors shaping quiet quitting is of paramount importance. Explaining these factors not only enriches the theoretical literature of human resource management and organizational behavior but also provides a foundation for designing effective policies and managerial strategies to enhance employee motivation, commitment, and engagement. Therefore, the present research seeks to address the fundamental question: What are the factors influencing the formation of quiet quitting among employees in government organizations? Theoretical Framework Quiet Quitting The concept of quiet quitting emerges when an employee “leaves” their employer mentally while remaining on the payroll. To clarify, quiet quitting can be defined as a state where an employee is physically present at the workplace but behaves as if they have resigned, performing only the bare minimum required to avoid termination (Zhang et al., 2025). Quiet quitting can be summarized as employees mentally abandoning their jobs as a form of “rebellion” against routine work life (Dowlatabadi et al., 2025). The factors that trigger quiet quitting and lead to employee discouragement and detachment include: lack of career development opportunities, perceived lack of organizational value for employees, decreased employee engagement, lack of autonomy, and the erosion of organizational trust (Mahand et al., 2023). Yu et al. (2026), in a study titled “Quiet Quitting of Employees Using Spatial Econometric Methods,” confirmed the existence of intersections and spillover effects in quiet quitting behaviors within organizations. The generalizability of this methodological framework can further contribute to understanding a wide range of organizational behaviors by accounting for social interactions in the workplace. Xu et al. (2026), in their research titled “Mindfulness and Small Talk: Unlocking Engagement and Quiet Quitting in the Workplace,” utilized Interaction Ritual Theory to examine the roles of mindfulness and workplace small talk in shaping job engagement and quiet quitting among hospitality employees in the United States. Using three waves of data collection, the results fully supported the hypotheses: mindfulness enhances job engagement, and workplace small talk boosts engagement specifically for employees with lower levels of mindfulness. Higher levels of job engagement, in turn, were associated with lower levels of quiet quitting and mediated the relationship between mindfulness and quiet quitting. Research Methodology Given the nature of the subject and the research objectives, this study employs a qualitative research design based on the Grounded Theory approach. The target population consisted of employees and managers of public organizations who possessed direct experience within government work environments. Sampling was conducted through purposive and theoretical sampling techniques. The participant selection process continued until theoretical saturation was achieved, which was ultimately reached after 17 in-depth, semi-structured interviews. Data analysis was conducted simultaneously with data collection by the three-stage coding method, including open, axial, and selective coding. 1. In the open coding stage, initial concepts were extracted from the interview transcripts; after refining and merging similar concepts, primary and secondary open codes were established. 2. During the axial coding stage, the relationships between codes and categories were identified and organized into sub-categories and axial categories. 3. In the selective coding stage, the axial categories were integrated into a coherent paradigmatic model, and the core phenomenon of the research was identified. The software MAXQDA 10 was utilized for the systematic organization and analysis of the data. Research Findings The findings indicate that quiet quitting is the result of a complex interaction between: · Causal Conditions: including organizational injustice, inappropriate leadership styles, limited career growth opportunities, and excessive workload. · Contextual Factors: such as an unfavorable organizational culture and rigid bureaucratic structures. · Intervening Conditions: including individual employee characteristics and the level of social support. In response to these conditions, employees adopt certain strategies, such as reducing job effort, organizational silence, and shifting focus toward personal interests. These strategies lead to consequences such as decreased job satisfaction, burnout, and diminished organizational productivity. The results of this study not only contribute to theory development in the fields of organizational behavior and human resource management but also provide a strategic framework for designing managerial policies aimed at mitigating quiet quitting and enhancing employee commitment and motivation within government organizations. Discussion and Conclusion The research findings indicate that deficiencies in human resource management processes—such as payment discrimination and the absence of clear promotion criteria—are among the most fundamental factors shaping quiet quitting in government organizations. When employees perceive that their efforts go unrecognized and that rewards are based on personal connections (nepotism) rather than merit, they become psychologically detached from the organization. This finding is consistent with Arar et al. (2023), who argue that flaws in managerial frameworks are the primary drivers of quiet quitting. Furthermore, Mahand et al. (2023) emphasize that a weak reward system transforms potential opportunities for commitment into opportunities for withdrawal. In this study, authoritarian leadership and a lack of managerial support were identified as key causal factors. In public structures, managers who focus solely on top-down directives and fail to provide positive feedback foster an atmosphere of mistrust. This result aligns with the findings of Yogurtcu et al. (2024), who demonstrated that in educational and administrative environments, non-supportive leadership styles lead directly to decreased motivation and the performance of only minimum duties. Regarding workload and burnout, the results showed that high job demands, coupled with staffing shortages and time pressure, lead to job burnout. In such cases, quiet quitting serves as a “defense mechanism” to preserve mental health. These results corroborate the findings of Zhang (2024), who specifically highlighted this relationship between burnout and quiet quitting. Additionally, Sürmeli & Boy (2024) maintain that in sensitive sectors, burnout resulting from excessive workload poses a significant risk to the overall performance of the system. Data analysis further revealed that the discrepancy between the organization’s initial promises and the existing realities causes disillusionment among employees. This gap leads individuals to feel that their “psychological contract” with the organization has been violated. Fomical et al. (2024) view this situation as a “paradigm shift” in the post-pandemic world, where employees are no longer willing to go beyond their written obligations for an organization that fails to fulfill its promises. The findings also indicated that the lack of effective interactions and poor information flow in government organizations result in role ambiguity and employee isolation. When feedback systems are absent, employees feel ignored. This finding is consistent with the results of Yu et al. (2026). Furthermore, the analysis suggests that successive management changes and the prevalence of temporary contracts within the public sector have created a sense of mental instability. In response to this uncertainty, employees reduce their effort to conserve energy for potential opportunities outside the organization. This situation aligns with the findings of Nouri et al. (2025). Finally, the research findings confirmed that rigid hierarchies, extreme centralization, and complex regulations in government organizations inhibit creativity and dynamism. In such structures, employees feel like mere “cogs in a large machine” with no power to effect change. This finding is consistent with the theory proposed by Samnani et al. (2025).

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

Abstract Abstract This study aimed to examine the structural relationship between quality of life and teaching career acceptance among student-teachers at Farhangian University in East Azerbaijan Province. The research was applicable in purpose, quantitative in nature, and descriptive-correlational in design, conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). A sample of 500 participants was randomly selected from a population of 5,000 student-teachers. Data were collected using two questionnaires: The Teaching Career Acceptance Scale by Richardson and Watt (2006), consisting of 14 items across four dimensions (teaching ability, intrinsic value of the profession, job satisfaction, and shaping the future of children and adolescents), and the Quality of Life Scale by Ainley and Bourke (1992), consisting of 10 items across three dimensions (overall satisfaction, achievement, and opportunity). Data analysis was conducted using SmartPLS version 3. Results indicated that quality of life had a positive and significant effect on teaching career acceptance (β = 0.673, p=0.001<0.05). Specifically, overall satisfaction (β = 0.340) and achievement (β = 0.423) exerted positive and significant effects, whereas the opportunity dimension showed a non-significant effect (β = -0.051, p=0.480>0.05). Findings suggest that enhancing quality of life, particularly overall satisfaction and a sense of achievement can strengthen motivation and commitment to the teaching profession. Accordingly, it is recommended that educational and welfare programs at Farhangian University focus on improving students’ mental health and living conditions to foster the development of competent and committed teachers. Introduction Occupation constitutes a fundamental aspect of individual and social identity. Beyond financial income, individuals expect meaning, satisfaction, and psychological security from their profession. Within teaching, two concepts; career acceptance and quality of life, play pivotal roles. Career acceptance refers to the degree of satisfaction and willingness to engage in teaching, while quality of life reflects subjective perceptions of well-being across multiple dimensions. Internal factors such as interest, service motivation, and academic success, alongside external factors such as salary, job security, and social status, influence teaching career acceptance. Previous studies have demonstrated that a favorable quality of life enhances job satisfaction, reduces stress, and improves instructional performance, whereas poor quality of life accelerates attrition. International experiences highlight the necessity of financial, psychological, and social support to improve teachers’ quality of life. In Iran, supportive educational environments and institutional backing during teacher training are critical for retention. The relationship between teaching career acceptance and quality of life is reciprocal: a positive quality of life fosters favorable attitudes toward teaching, while challenges such as low salaries and limited resources diminish motivation. Educational policymakers must combine material and non-material supports to make teacher training more attractive. The novelty of this study lies in its structural analysis of the relationship between quality of life and career acceptance during initial teacher education using SEM. The main research question is: Does quality of life significantly relate to teaching career acceptance among student-teachers? Theoretical Framework Teaching Career Acceptance Teaching career acceptance, as a key construct in educational and human resource management literature, refers to the process by which individuals choose and remain in the teaching profession for personal, social, and organizational reasons (Amobi, 2003). It overlaps with career orientation, job-person fit, and professional identity. Holland’s career choice theory emphasizes the congruence between personality type and work environment in shaping satisfaction and career choice (Bariga, Salameh, & Ayoubi, 2023). Similarly, the professional identity dynamics approach underscores the importance of early educational experiences and social interactions in fostering positive attitudes toward teaching (Zhou, Slemp, & Vella-Brodrick, 2024). Quality of Life Quality of life refers to an individual’s subjective evaluation of their position in life within the context of personal goals and values, encompassing both subjective and objective dimensions such as physical and mental health, autonomy, and social interactions (Arabaci & Deveci, 2022). Expectancy-Value Theory posits that individuals’ motivation to enter and remain in a profession depends on their expectations of success and the value they assign to its outcomes (Damani et al., 2021). In educational settings with favorable quality of life, the perceived value of teaching increases, leading to more stable career acceptance (Ghavami Rad et al., 2015). Recent studies reinforce this perspective. Modarresi et al. (2025), drawing on Social Capital Theory, demonstrated that positive interactions and supportive networks in educational environments enhance teachers’ career attitudes and professional motivation. Assaf and Antoun (2024) found that job satisfaction positively correlates with quality of life and teaching acceptance among Lebanese teachers. Dotta et al. (2024), in a systematic review, identified economic conditions, external opportunities, and alternative career paths as critical determinants of teaching career choice. Garmabi and Seyedi-Niasar (2023) showed that improving livelihood conditions, in-service training, and organizational participation enhance teachers’ quality of life and career acceptance. Kashani and Shafieifar (2023) reported that positive quality of life during teacher training directly influences future professional attitudes. Mahmoudi et al. (2021) highlighted the role of financial, psychological, and educational support during training in sustaining teaching career acceptance post-graduation. Methodology This study was applicable research in purpose, quantitative in nature, and descriptive-correlational in design. The statistical population comprised all student-teachers at Farhangian University in East Azerbaijan Province (Allameh Tabataba’i and Al-Zahra campuses), totaling approximately 5,000 individuals. Using Krejcie and Morgan’s table, a sample size of 500 was determined and selected through simple random sampling. Data were collected using two standardized questionnaires: Richardson and Watt’s (2006) Teaching Career Choice Questionnaire, and Ainley and Bourke’s (1992) Quality of Life Questionnaire. Findings Structural equation modeling using PLS-SEM (Smart-PLS v3) revealed a positive and significant relationship between quality of life and teaching career acceptance. Specifically, overall satisfaction and achievement dimensions significantly predicted career acceptance, while the opportunity dimension did not exert a meaningful effect. Overall, favorable quality of life, satisfaction with living conditions, and academic success emerged as key drivers of motivation and commitment to teaching. Conclusion This study examined the relationship between quality of life and teaching career acceptance among student-teachers at Farhangian University. Findings confirmed that quality of life, particularly overall satisfaction and achievement, positively and significantly influences career acceptance, whereas the opportunity dimension was non-significant. These results align with prior studies of Modarresi et al. (2025); Assaf & Antoun (2024); Kashani & Shafieifar (2023); and Mahmoudi et al. (2021), underscoring the importance of satisfaction and achievement in career choice and persistence, consistent with psychological and expectancy–value theories. Within the context of Farhangian University, where employment is guaranteed, internal factors such as well-being, satisfaction, and self-efficacy outweigh external opportunities in shaping career decisions. Educational policy should therefore prioritize enhancing psychological health, supportive environments, teaching skills, and resilience among student-teachers. Ultimately, improving quality of life can strengthen acceptance and sustained commitment to teaching, fostering the preparation of capable and dedicated educators. It is recommended that Farhangian University prioritize welfare and educational programs aimed at improving students’ living conditions and mental health, thereby ensuring higher-quality instruction and long-term retention in the teaching profession.

Abstract Abstract The present study is applicable-developmental research in terms of its purpose, and seeks to design and validate a strategic digital human resources management model in public institutions in the country. In order to achieve the goal, a mixed exploratory (qualitative-quantitative) research design was used. In terms of data collection, non-experimental (descriptive) research was conducted using a cross-sectional survey method. In the qualitative part, data were collected through semi-structured interviews with 12 experienced managers, senior human resources managers, and information technology managers of the Islamic Revolution Foundation of the Oppressed using purposive sampling. In the quantitative part, the statistical population included managers and experts of the foundation, and 130 people were selected by simple random selection using the Cohen power analysis formula and G*Power software. The data were analyzed using the content analysis method and MAXQDA software, and the partial least squares (PLS) method with SmartPLS software. The results showed that the organization's digital leadership components, technical infrastructure, and digital transformation management infrastructure have a direct impact on digital HRM processes and financial and non-financial performance. Also, the operational dimensions of HR including digital recruitment and hiring, digital deployment, digital improvement, and digital retention of HR systematically lead to the realization of strategic digital HRM. Introduction Digital transformation in recent years has emerged as one of the most significant global trends in organizational management, influencing not only technological industries but also broader economic, social, and cultural sectors (Butt et al., 2024). Public organizations have increasingly realized that mere digitization is insufficient and that a fundamental rethinking of traditional public management approaches is necessary. In this context, emerging technologies such as artificial intelligence, mega-data, the Internet of Things, and cloud computing act as driving forces of innovation (Ferreira & Santos, 2025). Scholars argue that digital transformation is not merely a tool for enhancing efficiency but rather a foundational approach to redefining organizational value creation (Karaminiya et al., 2024). The implications of this transformation extend beyond technology to include organizational structures, culture, and decision-making processes (Pourmoghaddam et al., 2025), encouraging organizations to develop dynamic capabilities and foster continuous learning. Consequently, digital transformation has become a strategic necessity for public organizations as well (Karimi et al., 2024). Among the various organizational domains, human resource management has been most affected by digital transformation. As the primary capital of organizations, human resources require redefinition in the digital age (Akramian et al., 2024). Traditional HRM, which was mainly focused on administrative and recruitment tasks, must now assume a strategic role in creating competitive advantage. In this trajectory, digital tools for recruitment, evaluation, training, and retention have gained increasing importance in enhancing both efficiency and organizational effectiveness (Alexandro, 2025). Hence, the present study addresses the key question: how the strategic digital human resource management model can be designed and validated for public organizations in the country. Theoretical Framework Strategic Digital Human Resource Management: Strategic human resource management is an approach that aligns human resource policies and practices with the organization’s overall strategy. This approach is based on the principle that human capital is the most important competitive advantage of organizations in today’s dynamic and competitive environment (Armstrong, 2021). The aim of strategic human resource management is to establish a systematic link between business strategies and employee-related decisions. Within this framework, the processes of digital recruitment, training, retention, and development should be designed in a way that supports the organization’s overall goals (Mirsepasi, 2023). Digital Transformation: The concept of “digital transformation” was first introduced by Patel and McCarthy (2000) and later expanded by Westerman et al. (2011) (Habibi, 2015). This concept goes beyond the digitization of existing processes and emphasizes a fundamental rethinking of business models, organizational structures, and stakeholder experiences in light of emerging technologies (Safdari-Ranjabr et al., 2024). In this framework, technologies such as artificial intelligence, meag-data, the Internet of Things, blockchain, and cloud computing are not merely supportive tools but act as driving forces of innovation and value creation (Wiener et al., 2025). Research Methodology This study was conducted within the paradigm of pragmatism and designed with an inductive–deductive approach, being classified as applicable–developmental research. Data collection was non-experimental (descriptive) and implemented through a cross-sectional survey, using a sequential exploratory mixed-methods strategy to achieve the objectives. In the qualitative phase, data were collected through semi-structured interviews with 12 experts, including experienced managers, senior human resource managers, and IT managers of the Foundation of the Oppressed of the Islamic Revolution, using purposive sampling; the data were then coded through thematic analysis with MAXQDA software. In the quantitative phase, a researcher-made questionnaire was developed based on the qualitative findings, consisting of 10 main constructs and 60 items measured on a five-point Likert scale. Content validity was confirmed through expert judgment as well as CVR and CVI indices, while reliability was verified using Cronbach’s alpha and composite reliability (CR), all of which yielded acceptable values. The statistical population consisted of managers and experts of public organizations, and based on Cohen’s power analysis formula with G*Power software, a sample size of 140 respondents was determined. The collected data in the quantitative phase were analyzed using the Partial Least Squares (PLS) method with SmartPLS software. Findings
The results of the model fit analysis indicated that the GOF index was 0.646, higher than 0.36, confirming a strong model fit. The RMS_theta index was 0.095, which is lower than the threshold of 0.12, demonstrating the model’s convergent validity. The SRMR index was obtained as 0.049, less than 0.08, showing an appropriate fit. The NFI index was reported as 0.706, higher than 0.6, indicating acceptable model adequacy. The normed Chi-square index was calculated as 2.928, which is below 5, and collectively these results confirm the model’s good fit and sufficient validity. Conclusion
The findings revealed that organizational digital leadership, technical infrastructure, and managerial infrastructure of digital transformation exert a direct and positive influence on digital HRM processes as well as on the financial and non-financial performance of public organizations. Digital human resource development plays a crucial role in strengthening strategic digital HRM, and investment in digital training and skill enhancement of employees contributes to improving HR strategies. Furthermore, digital deployment, recruitment, selection, and retention systematically support the realization of strategic digital human resource management and improve organizational efficiency. A comparison with previous studies showed a strong alignment, as Hosseini et al. (2025) emphasized the importance of digital training and technological tools in HRM, consistent with the present findings. Similarly, Tayebi-Khorami et al. (2025) highlighted the necessity of designing localized indicators and validating managerial tools in digital transformation, which aligns with this study’s emphasis on managerial infrastructures. Moreover, Jezni et al. (2024) stressed the role of redesigning organizational structure and culture in achieving digital transformation, consistent with the impact of digital leadership found here. At the international level, Pham et al. (2025) confirmed that digital tools enhance flexibility and work–life balance, which corresponds to the positive role of digital deployment in organizational performance.

Abstract Abstract The aim of the present study is to level the themes of the employee status model with an interpretive structural approach. The research method is fundamental-applicable in terms of its purpose, and qualitative in terms of its implementation method. The statistical population of this study included 10 university professors, experts in the field of human resources, and senior managers of the General Directorate of Prisons who were selected through a purposeful theoretical sampling method. In order to level the themes, the interpretive structural modeling (ISM) and MICMAC methods were used. The results showed that the themes of "cohesion and existence of effective relationships", "respect and appreciation for employees" and "human resource planning" were placed at the first level. In other words, the aforementioned themes receive the greatest influence compared with the other themes of the study. At the second level of the model, five themes are included: “alignment of individual and organizational goals”, “job autonomy”, “improvement of social status”, “career advancement path”, and “systematic participation of employees in decision-making”. The themes at the second level influence the themes at the first level and are influenced by the themes at the third level. At the third level, the theme is “organizational justice” and at the fourth level, the theme is “individual status of employees”, which has the greatest impact on the themes at the lower levels. Introduction It is the need within the individual that compels him to act and work. Among the essential human needs, which have a major impact on the psyche and subsequently on human performance if not satisfied, is the need for respect, the main source of which is status. If a person has status, he achieves the result of self-respect and seeing respect from others, both of which are high-level needs of human needs (Salehi Nezhad Emrei et al., 2018). Also, if people achieve self-esteem, their performance is also affected and they achieve progress in various dimensions. Correctly identifying the dimensions affecting the status of individuals can help them achieve self-esteem, because if it is not satisfied, it leads to consequences such as frustration, depression, and ultimately his complete destruction. From an organizational perspective, one of the dimensions of job satisfaction is the prestige or status of employees, and if it is inappropriate, it causes a decrease in job satisfaction and other individual and organizational problems (Gurtoo, 2019). Also, today, human societies have come to the conclusion that society, or organizations on a smaller scale, cannot be managed only with laws and regulations, but they need another tool in addition to them, which is called employee dignity. Paying attention to preserving the human dignity of individuals in the organization and protecting their dignity are among the new thoughts that have been raised about paying attention to human values ​​in the organization (Kim et al., 2019). Human dignity is an issue that various religions and schools of thought, including philosophical, anthropological, psychological, legal, and political, have addressed and emphasized its importance, and today, in various speeches and writings related to human rights, the status and value of man and his dignity have been referred to (Salehi, 2022). The issue of preserving human dignity is an issue that has been stipulated in the Constitution and other laws of the country, and it is necessary to observe it in various aspects of public administration (Mirgol et al., 2019). Various articles of the Universal Declaration of Human Rights also emphasize the dignity and worth of the human person and the equality of all human beings in the enjoyment of fundamental human rights and freedoms, regardless of race, color, language, belief, religion, social status, birth, ethnicity, etc. (Bahrami et al., 2020). The main question of the research is as follows: How is the hierarchy of the contents of the employee status model with an interpretative structural approach? Theoretical Framework Job Status Job Status is the employees' perception of how the outside world sees their organization and their job. Most people tend to work in organizations that have socially valuable features. In this regard, employees receive various messages from the environment outside the organization, which can create a thought and belief in them about how the external environment of the organization sees them. Regardless of whether this belief or thinking is true or not, it can affect how employees interact with the organization, this phenomenon is called perceived external prestige or prestige (Soleimani et al., 2020). Elmi Hoseini et al. (2025) examined the process pattern of reducing organizational anti-citizenship behavior with the approach of explaining employee status in government organizations. Based on the research findings, causal conditions were composed of 2 main categories and 11 subcategories. The main categories include organizational factors and individual factors. Strategies were identified and confirmed with three categories (organizational actions, human resource actions, and individual actions), contextual conditions (management weaknesses, job factors, legal factors, and political factors), intervening factors (environmental-administrative factors, and family factors), and consequences (job consequences, individual consequences, and organizational consequences). Rezaei et al. (2022) investigated the assessment of speaker politeness and unequal and equal social status in the university environment with respect to the gender variable. The results of this study showed that the amount of politeness used by female and male students is affected by the social status of the conversational audience, and as the social status of the audience decreases, the use of politeness towards them also decreases. Comparing the amount of politeness used by girls and boys showed that girls and boys use almost the same amount of politeness towards their audiences. In single-sex interactions, there was no significant difference between the use of politeness between girls and boys, but both groups were more polite when dealing with boys. Research Methodology The research method is fundamental-applicable in terms of its purpose, and qualitative in terms of its implementation method. The statistical population of this study included 10 university professors, experts in the field of human resources, and senior managers of the General Directorate of Prisons, who were selected using a purposive sampling method. Research findings In order to level the themes, the interpretive structural modeling (ISM) and MICMAC methods were used. The results showed that at the first level, the themes of "coherence and existence of effective relationships", "respect and appreciation of employees" and "human resource planning" were placed. In other words, the aforementioned themes are most influenced by other research themes. At the second level of the model, five themes of "alignment of individual and organizational goals", "job independence", "improvement of social status", "career advancement path", and "systematic participation of employees in decision-making" were placed. The themes placed at the second level affected the themes of the first level and were influenced by the themes of the third level. At the third level, the theme of "organizational justice" and at the fourth level, the theme of "individual status of employees" were placed, which had the greatest impact on the themes of the lower level. Conclusion The present study was conducted with the aim of leveling the themes of the employee status model with an interpretive structural approach. The results of this finding are consistent with the results of research by Elmi Hoseini et al. (2025), Rezaei et al. (2022), Moladoost & Najafi (2022), Nosratzehi et al. (2021), Mohamadi & Tajik Esmaeili (2021), Boudlaie et al. (2021), Mollaei et al. (2021), Bahrami et al. (2020), Falsafi et al. (2020), Benjamin & Kristen (2019). Boudlaie et al. (2021) showed that the eight key areas identified are (1) short-term versus long-term relationships. (2) the interaction between employees and the business environment of an organization. (3) the multiplicity of success criteria; (4) the promotion of employee well-being, health, and livelihood; (5) employee empowerment; (6) employee spiritual management; (7) employee performance management and development, and (8) development and organizational culture based on customer orientation. According to the results of the research, the following suggestions were made: - It is suggested to the managers of the General Directorate of Prisons of Lorestan Province to pay more attention to matters in order to develop job independence, individual status of employees, improve social status, cohesion and existence of effective relationships, career advancement path, respect and appreciation of employees, systematic participation of employees in decision-making, organizational justice, and human resource planning. - It is suggested to the managers of the General Directorate of Prisons of Lorestan Province to have more attention to matters in order to have a dynamic organization, functional order of the organization, resolve the organization's budget problems, manage organizational conflict, implement motivational and effective leadership, administrative health of the organization, approve diversity management laws, avoid politicization of the organization, avoid personal bias, try to solve the problems of the families of prisoners, accept and manage differences, avoid prejudice and stereotyping, and prepare the ground for the growth of employees.

Abstract Abstract The main objective of the present study is to identify factors affecting intra-organizational social capital with a grounded theory approach. This study used an interpretive and constructivist approach and grounded theory. The participants of the study included 15 employees, pilots, and flight attendants, whose sampling method was purposefully conducted. The data collection tool was a semi-structured interview, and the researcher reached theoretical saturation in the data. Grounded theory and open, axial, and selective coding were used to analyze the research data. The results of the study showed that the decrease in the organization's social capital was due to low wages and fear of layoffs due to economic crises and the possibility of another war. These problems are due to the structural conditions prevailing in the country, which has involved the airline in numerous problems due to the country's long-term exposure to sanctions and increasing inflation. Finally, the selective code of the concept of “long-term structural instability of the production of social capital of stakeholders” was obtained. The sources of social capital of the company depend on the individual resources of the employees and their relationships on one hand, and on the reputation of the company on the other, which has caused the persistence of individuals in the company despite the difficulties. Introduction The rapid development of information technology, increasing customer expectations, and the need for flexibility have caused organizations to pay attention to organizational social capital. The impact of social relations on economic activity has been the main topic of the social capital literature. Looking at the definitions of social capital, it is clear that in general, this concept focuses on social relations and its main elements include social networks, civic participation, norms of mutual interaction and public trust. In general, it is defined as a collective asset in the form of shared norms, values, beliefs, trust, networks, social relations and institutions that facilitate cooperation and collective action for mutual benefits (Erices-Ocampo et al., 2024). The term social capital was introduced into management research by the theoretical studies of Nahapit and Ghoshal (1998). They incorporated the social capital literature in sociology and introduced this concept to organizational research. Definitions of social capital are numerous and vague, and there is no basic indicator for its definition and measurement (Durante et al., 2025; Adams & Vinita Fitch, 2023). Social capital refers to the structure and quality of social relationships that individuals, social groups, and society can benefit from. Most researchers agree that social capital is a multidimensional resource created through interpersonal interactions and includes network ties and shared values, such as trust and reciprocity, which can facilitate cooperation and collective action (Mahmoudi & Pourshahabi, 2023). Social capital represents the outcome of interactions and connections that are continuously formed over time in social environments. The absence of this capital for organizations indicates a lack of benefits (Gerami et al., 2021). Studies have shown that little attention has been paid to the way in which organizational social capital is created. Also, most of the studies conducted in this regard consider social capital as an independent variable, and few studies have examined social capital as a dependent variable. Currently, there is a research gap to analyze the most relevant factors affecting social capital in organizations. In practice, the formation of social capital cannot be the result of the action of a single variable, but is a complex and multidimensional concept whose factors and symptoms remain largely unknown in large and medium-sized companies. Research conducted on social capital in domestic airlines (Sadegh Rai Moghadam, 2013; Sayad, 2012) has studied social capital as an independent variable and examined its impact on variables such as performance. Since the first step to developing social capital in an economic enterprise is to identify the status of social capital within its organization, and no comprehensive study has been conducted to determine the status of social capital in an airline company, given the importance of this topic in airline companies, the aim of the present study is to understand and identify the conditions, situations, and contexts that have led to the emergence of social capital within the organization in Taban Airlines. Accordingly, the researcher addresses the main question: what are the factors affecting social capital within the organization with a grounded theory approach? Theoretical Framework Social Capital Social capital is a comprehensive concept that considers the social aspect of human interaction as a whole and allows members of an association or network to access resources due to their membership in the association (Christy et al., 2021). Social capital refers to the characteristics of social organization such as trust, norms, and networks that can improve the efficiency of society by facilitating coordinated actions (Salisua et al., 2019). Odoch et al. (2025) examined the increasing financial resilience of women-owned small and medium-sized enterprises in the post-COVID-19 pandemic: the role of social capital. The results showed that social bonding through personal connections and shared responsibility contributed to the resilience of women entrepreneurs during the Corona era. Lauer et al. (2025) examined social infrastructure, social organizations, and friendship formation. The results showed that the drivers of the formation of friendship networks in organizations are: (1) the importance of structured programs and activities as drivers for communication, (2) creating spaces for informal interactions, and (3) creating interactions based on similarities and differences. Research Methodology This study used an interpretive and constructivist approach and grounded theory. The participants of the study included 15 employees, pilots, and flight attendants, whose sampling method was purposefully conducted. The data collection tool was a semi-structured interview, and the researcher reached theoretical saturation in the data. Research Findings The grounded theory method and open, axial, and selective coding were used to analyze the research data. The results of the study showed that the decrease in the organization's social capital was due to low wages and fear of layoffs due to economic crises and the possibility of another war. These problems are caused by the structural conditions prevailing in the country, which have involved the airline in numerous problems due to the country's long-term exposure to sanctions and increasing inflation. Finally, the selective code of the concept of "long-term structural instability of the production of social capital of beneficiaries" was obtained. The company's social capital resources depend on the individual resources of employees and their relationships on the one hand, and on the other hand, on the reputation of the company, which has caused people to remain in the company despite the difficulties. Conclusion The present study was conducted with the aim of identifying the factors affecting intra-organizational social capital with a grounded theory approach. The results of this study are consistent with the results of Odoch et al. (2025), Lauer et al. (2025), Ben-Hador & Hopkins (2025(, Ashayeri et al. (2025), (Fathi Bajestani et al. (2025), Mahmoudi & Pourshahabi (2023), Stefanidis et al. (2023), and Saadati (2023). Odoch et al. (2025) showed that social bonding through personal connections and shared responsibility contributed to the resilience of female entrepreneurs during the Corona era. Considering the results of the study, the following suggestions were made: (Creating a clear promotion path for ground forces: Designing a “career path map” and training-development programs to reduce the perceived gap with flight crew and increase motivation. (Rethinking the pay system with an emphasis on transparency: focusing on targeted non-cash benefits (training, loans, insurance) and forming a joint salary review committee to increase satisfaction and reduce turnover.

Abstract Abstract The present study aims to validate the model for mitigating the career plateauing of human resources in the Water and Wastewater Company. In terms of its purpose, the research is fundamental; regarding its paradigm, it is positivist; in terms of implementation, it is quantitative; and in terms of data collection, it is descriptive-survey. The statistical population of the study consists of 800 managers and experts of the Water and Wastewater Company of Sistan and Baluchestan Province, selected through simple random sampling. Cochran’s formula was utilized to determine the sample size for distributing the final questionnaire, resulting in a statistical sample of 262 individuals. Data collection was conducted through a structured questionnaire, the validity and reliability of which were verified. SPSS and PLS software were employed for data analysis. The results of the factor loading analysis indicate that all items of the socio-environmental dimension had factor loadings above 0.7, effectively measuring each component. Furthermore, the t-statistic for all dimensions of mitigating human resource career plateauing was greater than 1.96. This demonstrates that all dimensions of mitigating human resource career plateauing (individual, organizational, occupational, and socio-environmental factors) are in a favorable state. Introduction With the flattening of organizational structures, career advancement in terms of competitive vertical promotion has recently become difficult. Consequently, most employees often reach a career plateau before achieving their career goals. Career plateau is not a new phenomenon; however, the concerning issue is the speed of its prevalence in many organizations (Salami, 2020). Many managers of organizations and corporate systems have become aware that their most important asset is human resources, which is considered a highly effective indicator in the path of an organization’s progress and success, and no organization or company will be able to achieve its goals without considering these resources (Jalil Tahmasbi, 2021). Organizations are constantly seeking effective solutions for managing the career paths of their employees (Karimi Manjarmooi, 2020). On the other hand, new organizational structures are rapidly changing, and in addition to the increasing complexity of interpersonal relationships, career paths have also undergone changes (Karim Dadi, 2021). It can be said that the prevalence of downsizing and organizational restructuring in today’s environment of organizations and companies, which seeks to reduce costs, improve efficiency, and maintain an acceptable level of profitability for shareholders by carrying out human resource reduction activities, has led to a decrease in management levels and, consequently, fewer opportunities for employee promotion and advancement. Furthermore, organizational structures have become flatter, and this uniformity means that individuals, due to less vertical mobility, are likely to remain in their current positions for a long time (Eghbalfar, 2017). Most people agree that the most frustrating and demotivating work experience is getting stuck in a job or having one’s career advancement path blocked. This experience is defined as a stage that some individuals encounter when the probability of future promotion is unlikely. Individuals experiencing a career plateau generally report unfavorable emotional consequences such as lower job satisfaction and sense of well-being, as well as adverse work outcomes related to lower job performance, organizational commitment, and a greater intention to leave (Yang et al., 2023). The career plateau perceived by employees has become a source of increasing concern for organizations (Jing et al., 2022). Therefore, considering what has been stated, the main question of the present research is: What is the validation of the model for mitigating human resource career plateauing in the Water and Wastewater Company? Theoretical Framework Career Plateau Career plateauing refers to a point in an individual’s organizational career at which further job advancement or promotion becomes impossible. It is a relatively longstanding concept that has been examined by various researchers. Different types of career plateauing have been identified. First, a distinction can be made between two levels of career plateauing: structural plateauing (hierarchical plateauing) and content plateauing (Huaman & Lahlouh, 2022). Ghasemi Zargar et al. (2025) examined the antecedents and consequences affecting career plateauing among school employees in Tehran. The results indicated that the occurrence of career plateauing in schools involves 11 influential factors, including school policies and the education system, ineffective management, inappropriate reward and promotion systems, undesirable evaluation systems, unhealthy interactions among colleagues, lack of organizational dynamism, financial issues, inappropriate structures and regulations, individual characteristics, socio-economic conditions, job characteristics, and individual consequences. It was concluded that reducing career plateauing requires focused attention on these factors. Hurst et al. (2024) investigated stress, organizational citizenship behaviors, and coping by comparing plateaued employees with non-plateaued (normal) employees. The findings indicate that structural plateauing creates stressful conditions for employees, and the stress and its adverse effects are greater than those associated with content plateauing. The study also found a negative relationship between content career plateauing and time-related organizational citizenship behaviors. Furthermore, a negative relationship between career plateauing and job performance was reported. Research Methodology In terms of its purpose, this study is fundamental; based on the positivist paradigm, quantitative in its implementation, and descriptive-survey in its data collection method. The statistical population of the research consists of 800 managers and experts from the Sistan and Baluchestan Province Water and Wastewater Company, selected by simple random sampling. Cochran’s formula was utilized to determine the sample size for the distribution of the final questionnaire, resulting in a statistical sample of 262 individuals. Data collection was conducted by a structured questionnaire, the validity and reliability of which have been verified. Research Findings SPSS and PLS software were utilized for data analysis. The results of the factor loading analysis indicate that all items in the socio-environmental dimension had factor loadings above 0.7 and measured each component well. In addition, the t-statistic for all dimensions of reducing human resource career plateauing was greater than 1.96. This indicates that all dimensions of reducing human resource career plateauing—individual, organizational, occupational, and socio-environmental factors—were in a favorable condition. Conclusion The present study was conducted with the aim of validating the model for mitigating human resource career plateauing in the Water and Wastewater Company. The findings of this study are consistent with the results of Ghasemi Zargar et al. (2025), Hurst et al. (2024), Penker & Agrawal (2024), Najm al-Dini (2023), Darling & Cunningham (2023), Kwon (2022), Paryar et al. (2022), Farjam et al. (2022), and Mehraban (2021). Ghasemi Zargar et al. (2025) demonstrated that the occurrence of career plateauing in schools involves 11 influential factors, including school policies and the education system, ineffective management, inappropriate reward and promotion systems, undesirable evaluation systems, unhealthy interactions among colleagues, lack of organizational dynamism, financial issues, inappropriate structures and regulations, individual characteristics, socio-economic conditions, job characteristics, and individual consequences, which must be focused on to mitigate career plateauing. Based on the research findings, the following recommendations are proposed: · It is recommended that a precise design be developed for evaluation indicators regarding the progress of human resource career plateauing mitigation, with the goal of obtaining feedback and modifying relevant policies and executive processes. Furthermore, training opportunities should be identified to reduce career plateauing, and appropriate tools and equipment should be utilized in this area. · It is suggested that policymakers increase employees’ understanding of career plateauing mitigation and the measures they can take to reduce organizational career plateauing by organizing training workshops and utilizing the experiences of other successful organizations or countries.

Abstract Abstract This study investigated the effect of colleagues' rudeness on knowledge concealment through the mediation of work involvement and intention to leave, and the moderating role of staff pessimism in Valiasr Hospital in Bafgh. This is a causal-effectual, descriptive-survey and applicable research conducted with a field method and by a standard questionnaire. Data were collected from employees of Valiasr Hospital in Bafgh and analyzed by descriptive and inferential statistical methods (including structural equation modeling based on the partial least squares method). Analyses were performed by SPSS27 software for preliminary calculations and SmartPLS4 for structural modeling. The results showed that in Valiasr Hospital in Bafgh, rudeness of colleagues significantly reduces job involvement, increases intention to leave the service, and ultimately strengthens knowledge concealment; so that job involvement and intention to leave the service play a significant sequential mediating role. The moderating role of employee cynicism was not confirmed. These findings indicate that in the small environment and close relationships of this city government hospital, rudeness of colleagues has a significant effect on reducing the motivation to share knowledge. Therefore, strengthening job involvement and improving interpersonal relationships in Valiasr Hospital in Bafgh can reduce knowledge concealment and improve the organizational performance. Introduction Knowledge concealment, as an intentional attempt by employees to hide all or part of their required knowledge from others, is considered one of the key challenges in organizations (Valikhani Dehaghani & Mohammadi, 2022). This behavior not only hinders knowledge sharing and undermines teamwork and organizational productivity, but in healthcare settings it can also negatively impact patient safety and lead to medical errors, treatment delays, and reduced patient satisfaction. In small and medium-sized hospitals such as Valiasr Hospital in Bafgh, which face human resource constraints and challenges in retaining expert staff, knowledge hiding is a serious issue because the clinical and empirical knowledge of employees directly affects the quality of patient care. One of the main factors associated with knowledge hiding is coworker rudeness (Mahdikhani & Elhami, 2025). Meanwhile, work engagement and turnover intention can play a mediating role, and employee cynicism can play a moderating role. The main objective of this study is to investigate the effect of coworker rudeness on knowledge concealment through the mediation of work engagement and turnover intention and the moderating role of employee cynicism in Valiasr Hospital in Bafgh. Theoretical Framework Knowledge Concealment: Knowledge is divided into two types: tacit (based on individual skills) and explicit (descriptible and transferable) (Yazdipour & Sabouni, 2022). Knowledge concealment refers to a deliberate attempt to conceal requested knowledge, and its forms include fooling around, avoidance, and rational concealment (Imani et al., 2022). Coworker incivility: Coworker incivility refers to low-intensity disrespectful behaviors with vague intent to harm that violate norms of mutual respect. (Rahimi Koloor et al., 2023) This behavior can be verbal or nonverbal and carries high psychological costs. (Mahdikhani & Elhami, 2025). Work engagement: Work engagement is a positive psycho-behavioral state including high energy, focus, and a sense of belonging. (Sharei & Abbasi Darreh Bidi, 2025). This concept has cognitive, emotional, physical-psychological, social, and moral-value dimensions. (Karami et al., 2025) Turnover intention: Turnover intention is an individual’s subjective desire to leave the organization within a given period of time, influenced by factors such as job security and organizational justice (Sadeghi, 2023; Zamanipour et al., 2025). Employee cynicism: Employee cynicism is a negative attitude toward the organization, including a belief in a lack of integrity, negative emotions, and critical behaviors (Zamanipour et al., 2025). According to the Conservation of Resources (COR) theory, coworker rudeness, as a stressor, drains employees' psychological resources and leads to reduced work engagement and increased turnover intention, and ultimately knowledge concealment. The research background shows that Agarwal et al. (2024) concluded that rudeness increases knowledge concealment by reducing work engagement and increasing turnover intention. Also, Jabbari et al. (2023) showed that organizational cynicism mediates the relationship between rudeness and organizational silence. Research Methodology This study is applicable in terms of purpose; quantitative in terms of data nature; and descriptive-survey of causal-effectual type in terms of implementation method. The statistical population consisted of 450 official and contractual employees of Valiasr Hospital in Bafgh. The sample size was calculated based on the Cochran formula for the limited population as 210 people (with a confidence level of 95% and an error of 5%). Sampling was done by simple random sampling. The data collection tool was a standard five-point Likert questionnaire including: the Coworker Incivility Questionnaire (Cortina et al., 2001) with 7 questions, the Knowledge Concealment Questionnaire (Badar et al., 2023) with 3 questions, the Work Involvement Questionnaire (Islam & Chaudhary, 2024) with 7 questions, the Intention to Leave Questionnaire (Badar et al., 2023) with 3 questions, and the Employee Pessimism Questionnaire (Durrah et al., 2019) with 7 questions. Content validity was confirmed by experts and the supervisor. The reliability of the tool was reported to be higher than 0.70 by calculating the Cronbach's alpha coefficient in an initial sample of 30 people for all variables (Incivility: 0.845, Concealment: 0.708, Involvement: 0.092, Intention to Leave: 0.866, Pessimism: 0.899). Data were analyzed by SPSS version 27 for descriptive analysis (mean, standard deviation, skewness, and kurtosis) and SmartPLS version 4 for structural equation modeling based on the partial least squares method (PLS-SEM). In the inferential section, the measurement model (factor loadings, composite reliability, convergent validity with AVE, and divergent validity with the Fornell and Larker matrix), the structural model (β path coefficients, R² coefficients, redundancy criterion, and t-statistics), and overall model fit (GOF) were evaluated. Research findings Out of 210 respondents, 133 (63.3%) were male and 77 (36.7%) were female. The modeling results showed: (1) Rudeness has a negative effect on engagement (β = -0.585, t = 7.238). (2) Involvement has a negative effect on intention to quit (β = -0.484, t = 7.058). (3) Intention to quit has a positive effect on concealment (β = 0.622, t = 13.271). (4) Pessimism did not have a moderating role (β = 0.063, t = 1.206). (5) The chain mediation of involvement and intention to quit was confirmed (β = 0.176, t = 5.011). R² for concealment (0.387), involvement (0.349) and intention to quit (0.234) was at a strong level. Conclusion The findings of this study showed that rudeness of colleagues reduces work engagement by draining employees' psychological resources (based on the conservation of resources theory). This decrease in engagement, in turn, increases the intention to leave the service and, ultimately, employees resort to knowledge concealment to preserve their knowledge capital. This causal chain shows that abnormal interpersonal behaviors in the healthcare environment not only drain employees' psychological resources, but also lead to defensive behaviors such as knowledge concealment by weakening job enthusiasm and creating a desire to leave. The findings of this study are consistent with the studies of Agarwal et al. (2024), Anand et al. (2023), Mahdikhani & Elhami (2025), and Jabbari et al. (2023), that have confirmed the role of rudeness, work engagement and pessimism in knowledge concealment. In this study, the moderating role of employees' pessimism was not confirmed; this finding is in contrast to the results of Agarwal et al. (2024) and Anand et al. (2023) who reported pessimism as an aggravating or mediating factor. However, it is consistent with the findings of Akhlaghimofrad & Farmanesh (2021) and Sadeghi (2023) who reported pessimism as having no moderating or mediating role. Contrary to the conservation of resources (COR) theory, pessimism did not have a moderating effect in this study. This is likely due to the low level of pessimism in the sample (mean 2.1 out of 5) and the prevalence of the medical professional culture (moral commitment to patients) that neutralizes the negative effects of rudeness. Based on the results, practical suggestions include: holding communication skills workshops (active listening and conflict management) several times a year, developing a code of ethics and organizational behavior, creating a confidential reporting system, monthly recognition of exemplary employees with a plaque and cash bonus, developing a clear career path map, holding weekly meetings to share clinical experiences, and holding responsibility transfer meetings for knowledge transfer in the final months of employees' service. For future research, it is recommended to examine different dimensions of knowledge concealment (foolish play, avoidance, and rational concealment), consider other mediators such as emotional exhaustion and interpersonal distrust, conduct longitudinal studies in larger hospitals, and examine the role of cultural variables such as ethical leadership or organizational support as moderators.

Abstract Abstract The present study aimed to design a paradigmatic model for overcoming bias to enhance organizational performance among secondary school principals. Philosophically, this research is based on the interpretivist paradigm and was conducted using an inductive approach. It is classified as an applicable-developmental study in terms of purpose, and descriptive in terms of method and data collection timeframe. To achieve the research objectives, a nest research design was employed. The participants included educational management professors and secondary school principals. Using theoretical sampling until reaching theoretical saturation, a total of 21 individuals participated in the study. Data collection tools consisted of semi-structured interviews and a decision matrix-based questionnaire. The validity of the interviews was confirmed through four criteria: credibility, transferability, confirmability, and dependability, while the reliability of the qualitative section was evaluated using Holsti’s coefficient (0.754) and Cohen’s Kappa coefficient (0.692), indicating acceptable levels. Data analysis was performed using grounded theory for qualitative data and the SWARA method for quantitative data. The research model revealed that causal conditions (individual biases, social biases, and a culture of bias) affect the core phenomenon (organizational bias). This core component, along with contextual conditions (professionalism and empowerment of school principals) and intervening conditions (bureaucratic school structure), influences strategies and actions (strategies for overcoming bias). Ultimately, these factors lead to outcomes including improved individual performance of principals, enhanced school performance, and better student performance. Introduction One of the destructive organizational phenomena that requires a critical and problem-focused examination is organizational bias. Organizational bias, as an organizational dysfunction, can pose a serious obstacle to dynamism, innovation, and justice within work environments (McLaren et al., 2024). This phenomenon occurs when extreme attitudes and one-sided tendencies dominate decision-making, policymaking, and organizational interactions. Its negative consequences include reduced cognitive diversity, internal conflicts, resistance to change, weakening of organizational culture, and decreased employee motivation (Di Marzio, 2025). Organizational bias is also present in the educational system and represents one of the greatest threats within schools. Childhood and adolescence are formative periods when many behaviors become ingrained; therefore, managing this phenomenon within schools and the educational system is crucial and sensitive (Zembylas, 2022). In schools, such bias can lead to ignoring diverse viewpoints, reducing teacher and student participation in educational processes, and lowering management quality. Accordingly, identifying and controlling organizational bias is essential for maintaining organizational health and improving performance (Childs & Wooten, 2023). Given that Iran is a diverse country ethnically, racially, religiously, and politically, bias and related behaviors constitute a significant threat to organizations, especially schools. In this context, presenting a model for overcoming organizational bias by identifying its roots and proposing corrective strategies can contribute to better decision-making, enhancement of organizational culture, and increased productivity in educational settings. This model guides managers toward a more open mindset, acceptance of diverse perspectives, and participative management, thereby improving the quality of educational management and staff satisfaction. Overcoming bias is an effective tool to prevent negative behavioral consequences among managers and unlocks potential improvements in both behavioral and academic performance of students. Conversely, bias among secondary school managers can create closed environments, reduce creativity, undermine organizational justice, and foster resistance to necessary changes. Therefore, this study addresses the central question: “How can a paradigmatic model for overcoming bias be designed to improve the organizational performance of secondary school managers?” Theoretical Framework Organizational Bias: The term "bias" refers to a state in which an individual exhibits emotional and affective reactions toward a subject without considering logical and rational criteria. This phenomenon stems from a deep attachment and intense feelings toward a particular issue (Akbarnejad et al., 2020). The first psychological study on bias was conducted in 1925, focusing on racism, and it gained increased attention during the 1930s and 1940s. In 1954, Gordon Allport linked bias to categorical thinking in his renowned book The Nature of Prejudice. During the 1990s and early 21st century, the concept of organizational bias expanded significantly within organizations and social sciences (Quaia & Vernuccio, 2022). Organizational Performance: Organizational performance is a key management indicator reflecting the extent to which goals are achieved, resources are utilized efficiently, and value is created for stakeholders. This performance is influenced by organizational structure, prevailing culture, leadership style, employee commitment, and the presence or absence of organizational bias. Prominent models such as the Open Systems Model, Denison’s Model, and the EFQM Excellence Model examine factors affecting performance within different frameworks (Zhang et al., 2025). Research Methodology This study is classified as applicable-developmental in terms of purpose, and descriptive regarding data collection methods. The main part of the research was conducted qualitatively, and in the final phase, a quantitative method was applied to prioritize indicators as a supplementary component. Data were collected from 21 educational management professors and secondary school principals. Data analysis for developing the paradigmatic model was performed using grounded theory based on the systematic approach of Strauss and Corbin in MaxQDA 20 software. Additionally, the SWARA method was employed in Excel software to rank the indicators. Research Findings Based on grounded theory analysis conducted through three stages of open, axial, and selective coding, a total of 6 dimensions, 11 main categories, and 71 subcategories were extracted. The prioritization results indicated that the most important indicator was strengthening the technical skills required for task performance; followed by career advancement based on employee creativity and innovation in second place; enhancing employees' cognitive abilities to deal with difficult situations in third; developing multi-skilling to manage diverse conditions in fourth; and the ability to act effectively and proactively during challenges ranked fifth. Conclusion
The findings indicate that organizational bias is rooted in individual, social, and cultural biases. Individual biases stem from the unconscious beliefs and cognitive distortions of managers, often reinforced through mental mechanisms such as confirmation bias and personal heuristics. Social biases, shaped by collective norms and values, perpetuate stereotypical thinking and reinforce inequality in organizational interactions. Meanwhile, cultural biases are embedded in organizational culture through practices like unmeritocratic selection and resistance to change, sustaining a cycle of institutional bias. Organizational bias manifests as favoritism and discrimination in key decision-making processes, undermining social capital, trust, and perceived fairness, and thus limiting organizational dynamism. In contrast, professionalism and the empowerment of school principals—through impartiality, meritocracy, and skills development—help reduce bias and promote participatory and effective behaviors in schools. The bureaucratic structure of schools is identified as a major barrier to organizational transformation. Its reliance on rigid hierarchies, centralized control, and inflexible regulations restricts innovation and creativity, leaving even reform-minded principals constrained in implementing foundational changes. This structure reproduces institutional bias and diminishes schools' adaptive capacity. Counter-strategies to organizational bias include anti-bias training, development of fair evaluation systems, transparency in decision-making, strengthened accountability, and promotion of participative leadership. These measures not only reduce bias at both individual and collective levels but also transform schools into ethical and learning-centered institutions. The outcomes of these strategies are observed at three levels: improved individual performance of principals through heightened self-awareness and job satisfaction; enhanced school performance through reduced conflict and increased collaboration; and ultimately, improved student performance by fostering a safe, just, and motivating learning environment. These findings highlight the effectiveness of the proposed model in driving cultural, structural, and performance-based transformation in secondary schools.

Abstract Abstract The aim of this study is to identify the key drivers of human resources development in the traffic police with a foresight approach. This study was applicable-developmental in terms of purpose, and qualitative in terms of research method, and was conducted through thematic analysis. The statistical population of the study included 14 traffic police managers selected through purposive sampling based on at least 10 years of management experience and complete familiarity with this field. The data collection tool was a semi-structured interview, and the interview with the participants continued until the theoretical saturation stage. The analysis method was carried out via thematic analysis (basic, organizing, and overarching themes). The coding and text analysis process of the interviews was carried out in MAXQDA 2018 software. The research findings showed that the key drivers of traffic police human resources development with a foresight approach include: new traffic police technologies, behavioral and social changes of drivers, economic policies of traffic police, revision of traffic police laws, global convergence in traffic management, demographic and aging challenges, development of traffic culture, public demands on traffic police, management of traffic police emergencies, road traffic safety, and sustainable development of traffic management. Introduction In the knowledge-based economy, human resources are recognized as a fundamental force for the success and survival of organizations. Human resources play an important role in competition at the governmental and organizational levels and are considered a central driving force for growth (Boadu et al., 2021). Therefore, the success of companies largely depends on the competence of human resources, which enables them to be flexible and adapt to rapid changes in the environmental arena (Xie et al., 2022). Training and development has been considered by researchers and practitioners as a major tool for improving human resource competence (Staller et al., 2023). Training and development is an important necessity in today's organizations. Training is defined as "an organized method of learning and development that increases the effectiveness of an individual, group, and organization." According to Dowling & Welch (2004), the goal of training is to improve current work and behavior, while the goal of development is to increase capabilities related to a future job or position, especially a managerial role (Dixit & Sinha, 2020). Achieving a professional human resource and, as a result, a sustainable competitive advantage is the goal of all institutions, including the police force. Therefore, training in the police force is of great importance (Husnurofik et al., 2019). The overall vision of police training is to develop the skills necessary for officers to safely and effectively deal with operational police tasks, which can include conflict situations (Rajakaruna, 2017; Nota & Huhta, 2019). Police recruits are required to participate in mandatory training programs to prepare for various situations. To motivate human resources, activities should be designed that are aligned with what human resources want from training (Staller et al., 2023). However, there is a growing debate on issues related to police training and development (Körner et al, 2018; Husnurofik et al, 2019). The lack of constructive alignment of training modules and learning tasks, traditional linear approaches to training, and the ineffectiveness of existing training content have created problems with low participation rates in police training and development programs (Staller et al., 2023). On the one hand, given that police training is mandatory, it is important to understand the wants and needs of learners. A lack of alignment of wants and needs may reduce motivation and, in turn, hinder skill acquisition (Honess, 2020). Training and development programs should respect the differences between employee groups, situations, and individual needs of employees (Harel et al, 2021). However, in the field of police training, only a few studies have sought to understand the demands of learners (Staller et al., 2023; Honess, 2020). Weakness and deficiency in identifying areas of future prediction and lack of proper insight into the future have led to sectional and variable planning that undermines the readiness of human resources in traffic police in the face of unknown events. Given the importance of the topic and the existing research gap, human resource managers need an appropriate model compatible with the needs and demands of human resources with an emphasis on the future to ensure its effectiveness. Given the above, this research seeks to answer the question: What are the key drivers of human resource development in traffic police with a foresight approach? Theoretical Framework Human Resource Development One of the main tasks and processes in the human resource cycle is human resource development. Human resource development is a set of activities and actions carried out within a specific time frame to change the behavior or skills of employees (MiriQamsari et al., 2020); Human resource development is a set of individual and organizational actions that aim to increase the potential contribution of individuals to the organization. In new management texts, human resource development is considered a complex idea that emphasizes the processes of learning before, during and after work (Rakhshani et al., 2020). Rajabi Farjad et al. (2025) studied the identification and prioritization of human resource management challenges in the digital age. The research findings showed that the sub-indicators of the need for a revolutionary change in society and organization, digital investment, promoting value creation, sharing information, and facilitating organizational change ranked first in the research. In addition, the sub-indices of understanding the need for behavioral change, customer communication and interaction, human resources as a business partner, promoting innovation, the ability to work with digital tools, and designing organizational change processes are the factors that have the least impact on the challenges of human resource management in the digital age, respectively. Lotfollahi Haqi et al. (2025) conducted a study aimed at quantifying the impact of human resource information systems on human resource management with the mediating role of empowering law enforcement managers. The findings showed that the impact of human resource information systems on the empowerment of police headquarters managers was acceptable with a path coefficient of 0.540 and a t-statistic of 10.731; and the impact of empowering police headquarters managers on the effectiveness of human resource management was also confirmed with a path coefficient of 0.318 and a t-statistic of 4.564. Research Methodology This research was conducted applicable-developmental in terms of purpose, and qualitative in terms of research method, using the content analysis method. The statistical population of the study includes 14 traffic police managers selected through purposive sampling with at least 10 years of management experience and complete familiarity with this field. The data collection tool is a semi-structured interview, and the interview with the participants continued until the theoretical saturation stage. Research findings The analysis method was carried out through the content analysis method (basic, organizing, and comprehensive themes). The coding and text analysis process of the interviews was carried out in MAXQDA 2018 software. The research findings showed that the key drivers of the development of traffic police human resources with a foresight approach include: new traffic police technologies, behavioral and social changes of drivers, traffic police economic policies, revision of traffic police laws, global convergence in traffic management, demographic and aging challenges, development of traffic culture, public demands on traffic police, management of traffic police emergencies, road traffic safety, and sustainable development of traffic management. Conclusion The present study aimed to identify the key drivers of human resource development of traffic police with a foresight approach. The results of this study are partly consistent with the findings of Rajabi Farjad et al. (2025), Lotfollahi Haqi et al. (2025), Reza Alizadeh et al. (2025), Mehraban et al. (2025) Shariati et al. (2025), Staller et al. (2023), Gheiravani et al. (2023), Pourrshidi (2021), Vahabi et al. (2019), and Ahmadi Moghaddam et al. (2019), and confirm the results of this study. Staller et al. (2023) stated that police training is an important part of their education, which they believe is relevant to preparing them for future duties and performance tests. Prominent motivational aspects included a sense of competence and being challenged holistically. Unstructured training and constant repetition were demotivating factors. It is believed that the police trainer plays a prominent role in learning, and recruits want police trainers to (a) have thorough knowledge of the content being taught. (b) effectively deliver the training content, and (c) be sensitive to individual differences. Based on the findings of the study, it is recommended that: use artificial intelligence to analyze historical data (accidents, weather, traffic) to identify hot spots and proactively deploy officers. Also, use drones equipped with thermal cameras to cover blind spots and monitor violations on less accessible roads. Implement media campaigns focusing on “empathetic driving” and use psychological feedback to reduce driving aggression. Install electronic signs that record positive driver behaviors (such as maintaining a safe distance) with encouraging messages.

Abstract Abstract The aim of this research is to integrate augmented reality and virtual reality in curriculum design. The present research is applicable in terms of its purpose, and quantitative in terms of the nature of the data, with a descriptive-analytical approach. The statistical population of the present study includes 800 teachers, university professors, curriculum designers and students of fields related to educational sciences and educational technology, of which the sample size was 264 people selected by a random sampling method based on the Cochran formula. The collection tool in the present study includes a researcher-made questionnaire. SPSS software was applied to analyze the findings. The results showed that variables such as perceived usefulness, ease of use, technological skills, quality of digital content and institutional support have a positive and significant effect on the level of integration of augmented reality and virtual reality in the curriculum. The findings also indicate that the use of immersive educational environments increases learner participation, improves understanding of complex concepts and enhances experiential learning. However, barriers such as limited infrastructure, lack of digital skills, and high equipment costs remain major challenges to the deployment of these technologies in educational settings. According to the research results, achieving effective integration of augmented reality and virtual reality requires simultaneous attention to technological, educational, and organizational factors, as well as the development of policies and operational guidelines for curriculum designers and teachers. Introduction In recent years, the digital transformation in educational systems has led to the recognition of emerging technologies as key tools for improving the quality of learning. Among these technologies, augmented reality and virtual reality have gained a special place in educational research due to their ability to create interactive learning environments, complex simulations, and immersive experiences (Radianti et al., 2020). These technologies allow the combination of real environments with digital elements or the creation of completely virtual environments, and in this way, they can provide learners with abstract and complex concepts in a visible and experiential way. Numerous studies have shown that the use of learning environments based on augmented reality and virtual reality can significantly increase the understanding of concepts, the motivation of learners, and their active participation in the learning process. For this reason, many educational systems in the world are exploring solutions to integrate these technologies into formal curricula (Burak & Aysegul, 2024). Despite the significant educational potential of augmented reality and virtual reality technologies, the main challenge in the field of education is not simply the use of these technologies, but how to effectively integrate them into curriculum design. As the core of the educational system, the curriculum provides a framework for determining learning objectives, content, teaching methods, and assessment methods (Sala, 2022). Therefore, if emerging technologies are introduced into the educational environment without considering the principles of curriculum design and learning theories, they may not be able to have a real and sustainable impact on learning. Many studies show that the use of immersive technologies is most effective when it is aligned with educational approaches such as experiential learning, constructivist learning, and problem-based learning; and is systematically integrated into the curriculum structure (Asoodar et al., 2024). On the other hand, studies have shown that the use of augmented reality and virtual reality in education can bring several benefits, including increasing the understanding of complex concepts, promoting practical skills, improving learners' interaction with content, and creating more realistic learning experiences. Especially in fields such as medicine, engineering, architecture, and experimental sciences, where learning based on experience and observation plays an important role, simulated environments based on virtual and augmented reality can create valuable educational opportunities (Masoumian Hosseini et al., 2025). The aim of this study is to identify key variables affecting the successful integration of these technologies in educational environments and to examine the relationships between them through data analysis and educational modeling methods. The results of such a study can help curriculum designers, educational policymakers, and teachers to design and implement more effective strategies for using augmented reality and virtual reality technologies in the teaching and learning process and to benefit from the capacities of these technologies to improve the quality of education. Therefore, the main question of the present study is: what is the integration of augmented reality and virtual reality in curriculum design? Theoretical Framework Augmented Reality and Virtual Reality Technologies Augmented reality and virtual reality technologies have been proposed as key tools in the transformation of digital learning, and research has shown that these technologies can transform learning from a passive knowledge transfer process to an interactive, exploratory, and immersive learning experience (Burak & Aysegul, 2024). Heidar Sarlak (2025) examined the potential of using augmented reality and virtual reality technologies in improving the quality of practical jurisprudential education. The research findings show that augmented reality and virtual reality technologies have significant potential to transform practical jurisprudential education. These technologies can improve learners' understanding and learning by creating simulated environments, providing interactive experiences, and providing the possibility of practicing in virtual spaces. Also, the use of these technologies can help increase students' motivation and active participation. However, challenges such as the need for technical infrastructure, teacher training, and adapting educational content to these technologies have also been identified. This study provides solutions for the successful implementation of virtual reality and augmented reality in jurisprudence education, paving the way for future empirical studies in this area. Ghazi et al. (2025) investigated the effect of using augmented reality and virtual reality on reverse learning, academic motivation, and cognitive performance of junior high school students in experimental science courses. The findings showed that the data distribution is normal and there is a significant difference between the mean learning and motivation scores of the experimental group after the intervention and the control group. The results indicate that the use of augmented reality and virtual reality leads to a significant increase in cognitive engagement, information retention in long-term memory, and interest in deeper learning. Research Methodology The present study is applicable in terms of purpose, and quantitative in terms of the nature of the data, with a descriptive-analytical approach. The statistical population of the present study includes 800 teachers, university professors, curriculum designers, and students of fields related to educational sciences and educational technology, and the sample size was 264 people selected via a random sampling method based on the Cochran formula. The collection tool in the present study includes a researcher-made questionnaire. Research findings SPSS software was used to analyze the findings. The results showed that variables such as perceived usefulness, ease of use, technology skills, digital content quality, and institutional support have a positive and significant effect on the level of integration of augmented reality and virtual reality in the curriculum. The findings also indicate that the use of immersive educational environments increases learner participation, improves understanding of complex concepts, and enhances experiential learning. However, obstacles such as limited infrastructure, lack of digital skills, and high cost of equipment continue to be major challenges in the path of deploying these technologies in educational environments. Based on the research results, achieving effective integration of augmented reality and virtual reality requires simultaneous attention to technological, educational, and organizational factors, as well as the development of policies and operational guidelines for curriculum designers and teachers. Conclusion The present study was conducted with the aim of integrating augmented reality and virtual reality in curriculum design. The results of this study are consistent with the results of Heidar Sarlak (2025), Ghazi et al. (2025), Mohammad Hasani & Ahmadi Sharif (2025), Fattahi et al. (2025), Malki et al. (2025), Junaidi Jafari & Ghanimati (2025), Seyedi (2025), Shahmohamadi et al. (2023), and Mahmudi & Karimi (2023). Seyedi (2025) showed that without a holistic approach by educational administrators to align these technologies with curricula and provide sustainable resources, the educational potential of augmented and virtual reality will not be realized. This study provides solutions for policymakers and school administrators to facilitate the process of integrating these technologies. Finally, the results of this study show that augmented and virtual reality have significant potential to transform teaching and learning methods and can help create interactive, experiential, and student-centered learning environments. However, the full realization of this potential requires careful planning, investment in educational infrastructure, and the development of curriculum frameworks compatible with new technologies. Therefore, it is suggested that future research should develop comprehensive models for designing curricula based on immersive technologies and examine their long-term effects on the quality of education.

Abstract Abstract This study was carried out with the purpose of creating a job crafting model for the faculty members of Persian Gulf University. This research is qualitative in and based on the data-driven theory and the data were collected through a series of semi-structured interviews with 17 faculty members. For sampling, the snowball sampling method was utilized, and the data analysis was conducted using Strauss and Corbin’s grounded theory with a focus on a selective and pivotal approach. In order to better validate and ensure reliability, the data were reviewed by peers and experts, and coding was conducted by two independent researchers. Our findings also show that our proposed model includes 58 key concepts, which can be categorized into five main groups, including antecedents, strategies, intervening factors, underlying causes, and consequences. This model indicated that job crafting leads to both personal and the professional development of faculty members. Furthermore, job crafting increases creativity, motivation, and productivity within the academic environment. The results of this study can aid university policy-making as well as the management by contributing to the creation of agreeable conditions for enhancing job crafting and improving the quality of education and research. Introduction In an unstable working environment, employees’ skills, creativity and proactive job changes play a pivotal role when it comes to organizational innovation and survival (Dewi & Harahap, 2024). Therefore, researchers emphasize the importance of designing flexible jobs where employees have the ability to proactively change their roles and tasks (Zhang & Parker,2019). Job crafting refers to the countless ways through which employees can alter and personalize their jobs (Weisman et al,2022). Job crafting is a rather unorthodox concept that challenges our traditional view of human resource and our knowledge regarding job design. Job crafting in an academic setting can be characterized by the active redesign of roles by employees to better align with their abilities and personal preferences. Job crafting can play a functional role in enhancing job satisfaction, well-being, and productivity, and is reinforced by a supportive learning environment and effective leadership (Melhem & Yakoub, 2023). With this being said, universities, as institutions which hold pivotal roles in development, play a fundamental role in advancing the scientific and social growth of communities by relying on faculty members as key human resources (Mehmood & Noureen, 2024). Recent studies also indicate that the human capital of faculty members is closely related to different aspects of their jobs, and its development is crucial for the success of universities. Emphasizing on compensation, especially when it comes to non-financial aspects, plays a key role in maintaining and enhancing human capital. Therefore, designing a job crafting model can help with improving faculty performance, enhancing the quality of higher education, as well as promoting sustainable development. For instance, a study by (Melhem & Yakoub,2023) examined the antecedent and consequences of job changes in an academic setting and revealed that supportive learning environments coupled up with learning-enhancing leadership have a positive impact on job crafting, which as a result leads to faculty job satisfaction. Despite numerous international studies, comprehensive research on designing a job crafting model for faculty members has yet to be conducted in Iran; this study aims to fill this gap by identifying the key elements of the model through a literature review. The findings of this study can help policy makers, universities and even faculty members to better leverage opportunities to enhance job crafting. Based on this, the present research seeks to answer the question: What does the job crafting model of university faculty members in Iran look like? Theoretical Framework Job Crafting Among University Faculty Members Higher education institutions, because of their focus on delivering high quality services, are heavily interested in maintaining their faculty members' commitment to help enhance performance and promote progress (Oppong & Oduro-Asabere, 2025; McNaughtan et al., 2022). This tendency is particularly supported by the notion that faculty members tend to show greater loyalty to their field of study and profession rather than to the institution in which they serve (Lawrence et al, 2012). Job crafting in university professors leads to increased work engagement as well as performance. Using role expansion strategies as well as social communication strategies enhances faculty members’ commitment and social service behavior (Ortega-Egea et al, 2024). Faculty members can participate in their job redesign by utilizing task strategies, relational strategies, and cognitive strategies, and due to the professional nature of their work, they usually possess high levels of job autonomy (Grant et al,2017). Job crafting can also have positive effects on work engagement and help better facilitate participative behaviors and work interaction through increased autonomy and task independence (Baka & Prusik, 2025). The findings also emphasize the significance of job crafting as an effective strategy for enhancing job satisfaction as well as well-being among university faculty members. Through the active modification of tasks and roles, supported by a conducive learning environment and effective leadership, this process also contributes to increased productivity. This process can also increase productivity through actively altering tasks and roles and the support by a conducive learning environment and effective leadership (Melhem & Al-Yakoub,2023). A study by (Ortega-Egea et al,2024) examines how utilizing approach and avoidance strategies in faculty members' job crafting can have results on humanitarian behaviours. Results indicate that approach strategies enhance humanitarian behavior, while avoidance strategies have a negative impact on humanitarian behaviour. Furthermore, job commitment plays a critical mediating role, which can help better highlight the importance of supporting faculty members to strengthen their commitment and service-oriented behavior. Methodology This study is qualitative and is also based on the grounded theory approach, which is designed to develop native (domestic) theories from field data. Furthermore, the data were collected through 17 semi-structured interviews with faculty members at Persian Gulf University. For the sampling, the purposive and snowball methods were utilized, and data analysis was performed through open, axial, and selective coding based on Strauss and Corbin’s method, with the MaxQDA 2020 software. To help ensure the study’s validity and reliability, independent coding by two researchers as well as text reviews, and careful supervision of the analysis process was performed. Research Findings The present study utilized the grounded theory method, and was performed in four stages: At first, the data were collected through a set of semi-structured interviews which were executed with 17 faculty members at Persian Gulf University. Then, through open, axial, and selective coding, 880 initial concepts were categorized into 58 subcategories and ultimately into 5 main categories. These five main categories include career growth, innovation, culture, and performance improvement. In the following stages, the relationships between units were thoroughly analyzed and a theoretical framework was then developed. Furthermore, the demographic characteristics of the sample were examined to provide a comprehensive framework for faculty job crafting. Conclusion The present study was completed in order to create a job crafting model for faculty members. The findings, presented in this study is in line with several other studies, namely (Almasradi et al., 2022; Laguía et al., 2024; Ortega-Egea et al., 2024) (Melhem & Yakoub, 2023) and (Mukherjee & Dhar, 2022) (Grant et al,2017; Melhem,2019) (Rózsa et al,2023; Mülder et al, 2022; Almasradi et al, 2022)). Job crafting can be viewed as an innovative approach to redefining professional roles and responsibilities. By utilizing individual capabilities and creativity, job crafting plays a critical role in improving the quality of educational and research performance of faculty members. Unlike traditional job designing models, through fostering self-management, self-motivation, and active interaction with the organizational environment, job crafting enables creative job redesigning. Furthermore, this study also indicates that job crafting is influenced by predecessors such as individual characteristics, motivations, professional capabilities, social culture and values, and lastly organizational environment. Additionally; this study also indicated that job crafting faces challenges such as psychological, structural, financial, and cultural ones. Moreover, Contextual factors such as organizational structure, culture, management, training, resources, and technology play a key role in advancing or hindering this process. Various strategies such as structural changes, training, teamwork, motivation, and resource support can have positive effects on developing job crafting. This process can have several positive outcomes, such as career growth, improved service quality, personal and organizational development, satisfaction and motivation between faculty members, mental health and scientific progress. Faculty members play a pivotal role in scientific progress and improving educational quality as the foundations of the academic system and in order to attain sustainable development, it is necessary to provide practical solutions to improve their performance. The present study offers several suggestions such as developing educational programs, creating supportive environments, providing financial resources, continuous evaluation, encouraging innovation, and strengthening connections with industry in order to improve academic quality. Moreover, this study also names factors such as interdisciplinary collaborations and connections with the labor market to help facilitate innovation and the adaptation of education. Despite setbacks such as a small sample group and geographic focus, this study stressed the fact that career creativity is essential for improving educational quality, job satisfaction, and sustainable development of both universities and society. Lastly, this study suggests for future studies to be conducted, especially in the field of new technologies.

Abstract This study was conducted with the aim of identifying the dimensions and components of competency-based human resource recruitment at the Islamic Azad University of Bushehr Province. The present research is descriptive-correlational in nature and was carried out as a cross-sectional study in 2025 among all employees of the Islamic Azad University of Bushehr Province, whose total number was 270. From this population, 159 individuals were selected based on simple random sampling using Cochran’s formula.To collect the data, a researcher-made questionnaire on competency-based human resource recruitment was used. The validity and reliability of the questionnaire were measured at 0.91 and 0.93, respectively. Data analysis was performed using SPSS version 26 and SMART PLS version 3 software.The results of the data analysis showed a significant relationship among the dimensions and components of competency-based human resource recruitment, including factors affecting human resource recruitment, the importance of selecting and appointing competent personnel, outcomes of recruiting qualified employees, mechanisms for recruiting competent personnel, indicators of competent human resource recruitment, barriers to recruiting competent human resources in the modern era, and sources of recruiting competent human resources at the Islamic Azad University of Bushehr Province.The findings suggest that human resources are considered the most essential and valuable asset of any organization; therefore, human resource supply and recruitment processes should be aligned with the specific characteristics of each organization and the conditions of today’s competitive market.

Abstract The purpose of this research is the role of education and preventive protection of vulnerable groups based on neighborhood-based security governance. The research method is applied in terms of its purpose and qualitative in terms of implementation and data-driven approach (grand theory). The statistical population of the research includes 18 participants, including experts in the field of social security and criminology (university professors, urban security researchers), local activists (members of neighborhood social councils, local trustees, civil activists), and officials of executive and law enforcement institutions related to urban security, who were selected using a purposeful snowball sampling method. The data collection tool is semi-structured interviews with experts in the field of social security, local officials, and citizens living in high-risk areas, which continued until theoretical saturation. Grounded data theory was used to analyze the data. The findings show that neighborhood-based security governance with its three main components of "multi-level participation", "neighborhood data-driven management" and "local institutionalization" can provide the basis for active, rapid and effective protection of vulnerable groups. By utilizing neighborhood-based structures, it is possible to support vulnerable groups before crises occur and take action to enhance neighborhood resilience through proactive policymaking.

Abstract The purpose of this study is to design and validate a conceptual model of factors influencing competitive advantage in applied education centers. This research is applied in nature and adopts a descriptive–survey design with a quantitative approach. In the model development stage, the expert opinions of 15 specialists in higher education and management were utilized to identify an initial set of variables. Following consensus, 32 final variables were extracted and categorized into four main groups: process-related, service-related, customer-oriented, and support-related factors. To validate the proposed conceptual model, confirmatory factor analysis (CFA) was conducted using AMOS software. Data were collected through 188 completed questionnaires from managers, instructors, and experts working in applied higher education centers offering MBA and DBA programs. The analysis results indicated that the final model demonstrated an acceptable level of goodness-of-fit, and the identified variables play a significant role in enhancing competitive advantage. The proposed model can serve as a scientific framework to guide strategic decision-making in applied education centers.

Abstract The overall objective of this research was to discover and present a framework for organizational capability in the context of strategic change. 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 technical and vocational education systems, who were selected using a purposive sampling method of the criterion type, taking into account the theoretical saturation issue.Data collection was done through semi-structured interviews. Data analysis was done using thematic analysis method and MAXQDA 2020 software. The results of the study showed that the organizational capability framework consisted of four dimensions (cohesion, effectiveness, responsiveness, and desirable external image), each of which consisted of 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 practical guide for educational system managers in the theoretical and operational fields.

Abstract This current study was conducted using a qualitative approach and employed the meta-synthesis method, following the seven-step model proposed by Sandelowski and Barroso (2007). The study population comprised 360 articles published between 2021 and 2025. After applying Acceptance criteria, 36 articles were selected for final analysis. Data analysis was performed using MAXQDA software (version 2020) through open, axial, and selective coding methods. Using the data analysis software, 275 open codes were initially extracted. Axial coding was then carried out in two phases: 25 axial codes were identified in the first phase, and 7 axial codes were specified in the second phase. Finally, 3 selective codes were identified as the key skills for leaders.The findings demonstrated that the skills of organizational leaders in the Age of Artificial Intelligence are categorized into three main groups: Soft Leadership Skills, which encompass individual, social, cognitive-analytical, and continuous learning and personal development skills. Hard Skills, such as technical skills and managerial skills.Hybrid Skills, such as creative and agile leadership skills.The results of this research clearly indicate that with the expansion of digital transformation and the increasing penetration of Artificial Intelligence into organizational structures, the nature of leadership has undergone a fundamental transformation. In such environments, leaders can no longer effectively guide their organizations by relying solely on traditional management skills; rather, they must cultivate an integrated set of soft, hard, and hybrid skills to acquire the capacity to confront and manage the complexities of the AI era.