Management and Educational Perspective

Abstract Abstract The aim of this research is to analyze the causes and consequences of the phenomenon of isomorphism in universities in the country using the fuzzy cognitive map method. The present research is applicable in terms of data collection, and is classified as exploratory research. This research is also a mixed research type; based on qualitative and quantitative research. The statistical population of the research is university professors selected using a purposive sampling method and based on the principle of theoretical adequacy. The data collection tool in the qualitative part is an interview, the validity and reliability of which was confirmed by content validity and theoretical validity and the method of intra-coder and inter-coder reliability measurement. Also, the data collection tool in the quantitative part is a questionnaire, the validity and reliability of which was confirmed by content validity and test-retest reliability. Qualitative data were analyzed using content analysis and coding with MAXQDA 2020 software, and quantitative data were analyzed using fuzzy cognitive mapping. The findings of this study indicate that the attempt to impose disciplinary functions on the academic sector, the transformation of managers from facilitators of creating an atmosphere of deep learning and deep thinking to administrative controllers, and the university's departure from educational and research axes to administrative and executive axes are the most important factors in the emergence of the isomorphism phenomenon in universities. In addition, the disappearance of the flow of innovation, dynamism, and creative spirit of universities, the transformation of academics into a tool for expanding bureaucracy, and the lack of effective involvement of the academic community in the country's problems were identified as the most important consequences of the isomorphism phenomenon in universities. Introduction The current era is an era of continuous and rapid change (Riahi & Porshams, 2023), and all organizations, considering the changing external environment, must change their performance to adapt or cope with changes for development and survival (Haghani & Hafezian, 2020). On the other hand, today's world is full of complexities that have faced organizations with many problems in terms of growth and progress (Mejia et al., 2020). Although today's organizations have certain characteristics such as rapid changes, scientific and technological advances, they are more dependent on focusing on the environment and environmental changes than on their own organizational values ​​and assets (Bakhsh chenari et al., 2016), and the movement towards coordination among organizations is particularly booming (Safarzadeh, 2021). In recent decades, the configuration of large university systems around the world has been continuously changing in response to numerous external pressures and changing government policies (Croucher & Woelert, 2016), and the sum of these pressures has meant a transformation of the governance and internal organization of the university, as well as the ways in which academic institutions interact with their external environment (Nawaz & Guribi, 2020). Therefore, researchers in recent years have sought to examine the nature of these changes to identify and analyze the patterns of this institutional response. Based on the institutional theory presented by DiMaggio and Powell, the situation where increasing external pressures and uncertain environmental variables in some cases lead organizations, including universities, to exhibit broad convergence characteristics in terms of organizational structures with their environment is called isomorphism (Boxenbaum & Jonsson, 2017). Isomorphism in organizations such as universities has caused these organizations to become trapped in bureaucratic structures and, like other organizations, to go through the bureaucratic process, rather than moving towards their predetermined goals, including education and research, and to pursue the path of growth and promotion of their scientific and research positions (Mejia et al., 2020). Of course, this has happened despite the fact that most governments around the world are seeking greater diversity in the characteristics of providers and missions in their higher education systems (Lewis et al., 2020), which ultimately leads to the loss of employee creativity and lack of flexibility, and prevents the achievement of goals and the progress and excellence of universities on their path of growth (Mejia et al., 2020). The phenomenon of isomorphism sometimes leads to the blind imitation of each other's bureaucracy, in such a way that it looks attractive and modern but is empty in terms of desirable performance and efficiency (Mejia et al., 2020). As societies and their institutions progress, there is a tendency towards bureaucratization in the long term, and each organization, based on the type of activity and organizational structure, gradually follows it in a process of growth and adaptation, and universities are no exception to this rule (Ahanchian & Aref, 2013). Ultimately, bureaucracy, by emphasizing more on laws and regulations, causes the professional role of organizations to be diminished, and it also minimizes the size and complexity of organizations such as universities and the extensive responsibilities they have, although it requires a high degree of delegation (Delkhosh & Barghi, 2022). On one hand, universities are the main pillar of science and research (Sepahvand et al., 2022) and the foundation of the political, economic, and social growth of any society. Therefore, university managers and presidents must always pay special attention to issues related to their organization (Babaei & Rahimi, 2020). Considering the aforementioned and the necessity and importance of paying attention to this issue, and on the other hand, it was also revealed by reviewing the research that no independent study has been conducted on the phenomenon of organizational isomorphism, which indicates the novelty of the research topic. Therefore, the present study seeks to reduce this gap and seeks to answer the question of why universities are trapped in bureaucracy and resemble institutions with bureaucratic structures rather than having structural similarities to research institutes and scientific institutions, and to explain the consequences of this isomorphism phenomenon in universities. Based on what has been said, the main question of the present study: is what are the causes and consequences of the isomorphism phenomenon in universities? Theoretical Framework Isomorphism This process of homogenization in organizations is known in the literature as isomorphism (Dimaggio & Powell, 1991) and explains the causes of rapid and sudden changes in developing countries to resemble developed countries (Pricope, 2016). Isomorphism, which is a limiting process, states that unit A with a given population is bound to be similar to other units with the same set of environmental conditions (Dimaggio & Powell, 1983). Isomorphism emphasizes social and political pressures as drivers of change (Scapens, 2006). As Weber previously stated, the iron cage of rationality and competitive forces in society pressure organizations to be similar in structure and practice (Boxenbaum & Jonsson, 2017) and its purpose is to explain why some organizations are similar to each other in a particular context (Scapens, 2006). Isomorphism characterizes organizational functions and policies in a given environment (Dimaggio & Powell, 2004), therefore it provides a very useful approach to identify how organizations tend to conform to what they have from the expectations of their surrounding environment (Dimaggio & Powell, 1983). So, if an organization wants to succeed or a government wants to increase its legitimacy and enhance its authority, it must respond quickly to such issues (Dimaggio & Powell, 1991). Research Methodology This research is a mixed data type and is based on qualitative and quantitative research, classified as inductive deductive research in terms of research philosophy. Therefore, the present research is applicable in terms of purpose, and exploratory in terms of data collection. The statistical population of the present research is university administrators in the country along with university professors, which was conducted using a purposive sampling method and a number of 48 people. The data collection tool is an interview in the qualitative part and a questionnaire in the quantitative part, whose validity and reliability were confirmed using content validity and theoretical validity and intra-coder and extra-coder reliability methods for the interviews, respectively. Content validity and test-retest reliability for the distributed questionnaires have been confirmed. It is necessary to explain that since the present study is a mixed research with an exploratory approach, a qualitative study must be conducted prior to a quantitative study. Therefore, qualitative data were examined using the opinions of 48 experts and until information saturation and theoretical adequacy were achieved. Qualitative data were analyzed with MAXQDA 2020 software and content analysis method, and quantitative data were analyzed with fuzzy cognitive map method. Research findings Research findings indicated that the imposition of academic regulatory functions was identified as the most important factor in the emergence of the isomorphism phenomenon. After that, the transformation of managers from the state of facilitators of creating a deep learning and deep thinking environment to administrative controllers was identified as the second factor in the emergence of the isomorphism phenomenon. The university's departure from educational and research axes to administrative and executive axes was also identified as the third factor. Also, the loss of innovation, dynamism, and the spirit of creativity in universities was identified as the most important consequence of the isomorphism phenomenon. The transformation of academics into a tool for the expansion of bureaucracy was identified as the second consequence of the isomorphism phenomenon. Also, the lack of effective involvement of the academic community in the country's problems was identified as the third consequence of the isomorphism phenomenon. Conclusion The present study was conducted with the aim of identifying the causes and consequences of the isomorphism phenomenon in universities. The results of this study are consistent with the results of Mejia et al. (2020), Dimaggio & Powell (1991), Boxenbaum & Jonsson (2017), Pricope (2016), and Croucher & Woelert (2016). Dimaggio & Powell (1991) showed that isomorphism determines organizational functions and policies in a given environment. Therefore, this approach is very useful for identifying how organizations tend to conform to what they expect from their surrounding environment. So, if an organization wants to be successful or a government wants to increase its legitimacy and enhance its authority, it must respond quickly to such issues. According to the research results, the following suggestions were made: The selection of university administrators should be done with the direct participation of professors, trainers, researchers and investigators and without non-scientific interference from local factors and governments so that scientific centers and universities are protected from environmental damage. Senior and university administrators should improve the quality level (scientific and executive capacity) and quality of life of human capital of faculty members and staff and seek continuous development and improvement of staff skills and expand the multiple skills of human capital; finally, evaluations should be made on this basis.

Abstract Abstract The aim of this research is to validate and prioritize the organizing themes of the competency model of professional managers in the General Directorate of Education of Kerman Province. The present research is fundamental-applicable in terms of its purpose, and quantitative in terms of its implementation, and it is a survey research in terms of data collection. The statistical population of the present research includes all employees of the General Directorate of Education of Kerman Province, numbering 1048 people, of which 428 people (research model validity check) were selected using the systematic random sampling method and a questionnaire was distributed among them. The collection tool in the present research is a questionnaire. For data analysis, SPSS version 26, SMART PLS version 3, and EXCEL version 2019 software were used, and multi-criteria decision-making techniques (analytic hierarchy process) were utilized to prioritize the organizing theme of the variable model of the competencies of professional managers based on management in the Martyr Hajj Qasem Soleimani School. The results showed that the themes of "self-management and individual competence", "change-seeking in the organization", and "value competencies" had the most explanations in relation to the competencies of professional managers based on management in the Martyr Hajj Qasem Soleimani School in the General Directorate of Education of Kerman Province. Also, the organizing theme of "transformation in the organization" with a relative weight of 0.143 is in first place, the organizing theme of "acquiring jihadi culture" with a relative weight of 0.137 in second place, and the organizing theme of "self-management and individual competence" with a relative weight of 0.115 in third place of the importance of the competency model of professional managers based on management in the school of Martyr Hajj Qassem Soleimani. Introduction Managers, as the main decision-makers in dealing with organizational issues and problems, play a decisive and significant role in the success or even failure of their organization. Accordingly, all organizations, especially educational organizations, must use the most qualified people in the most appropriate job positions because this organization plays a decisive and sensitive role in the education and training of the country's future generations (Nosrati et al., 2021). Therefore, the recklessness, inefficiency, and incompetence of professional managers in education can cause irreparable damage to the country and jeopardize education and training, and most importantly, the cultivation of a creative and innovative future (Madani et al., 2022). Today, managers need a set of knowledge, skills, and personal characteristics to face the challenges facing business, and in an era of rapid change, new skills and competencies are needed for changing roles in organizations, and competency models provide a tool for determining what is needed now and in the future (Amirnajad & Mostafavi, 2022). The competencies of professional managers lead to productivity and cost reduction in the organization, and it should be acknowledged that the management and development of competencies are vital tools for increasing competitiveness in organizations, and the goal of the competency-based approach is to: determine the competencies required by superior individuals in key positions throughout the organization, try to eliminate competency gaps through effective selection and training, and ensure that worthy performance is recognized and rewarded (Rostami et al., 2023). Given the need for a standard and indigenous model, given the developments in the cultural, political, social, and industrial environments surrounding the Ministry of Education, in the present study, an attempt is made to design and develop a competency model for professional managers based on management in the school of Martyr Hajj Qasem Soleimani in the Ministry of Education, in order to professionalize managers, with the cooperation of experts in this profession, so that not only the country's experts and stakeholders can develop their knowledge and skills, but also qualified and competent individuals can be selected for important positions in the Ministry of Education (Alimardani & Pourkarimi, 2020). Therefore, this issue and question arises: how is the organizing themes of the competency model for professional managers in the General Directorate of Education of Kerman Province validated and prioritized? Theoretical Framework Managerial Competence Professional managerial competence is a tool that represents a set of skills, knowledge, and personal characteristics along with managerial behaviors that are required for the effective functioning of a role or organization to achieve strategic business goals. Professional managerial competence represents the competencies required to achieve complete success or exemplary performance in a job, role, or organization. It is also an important decision-making tool in human resource management for recruitment, selection, training, and development processes, and performance management (Abbas Pour et al., 2020). Saleh et al. (2025) studied the dimensions and components of the competence of managers in government organizations based on the iceberg model. The results showed that after integrating 30 different components, they were identified as the competence components of managers in government organizations and classified into 5 main dimensions of the iceberg model of competence, namely knowledge (with 4 components), skills (11 components), self-concept (3 components), personality traits (9 components) and motivations (3 components). Using an appropriate competency model and framework for selecting, developing and evaluating managers in government organizations paves the way for development at the organizational and national levels. Samadi et al. (2024) studied the presentation of a model of managerial competencies for women in industry (case study: Sabah Food Company). Based on the results of the qualitative analysis, six main categories of factors including contextual factors, causal conditions, pivotal phenomena, intervening factors, strategies, and consequences were identified as the main components of women's competency development. In this study, the establishment of women's management culture was reported as the most important background condition for women's competency development. Based on the results obtained, it was determined that the "glass ceiling" phenomenon was the most important intervening factor in the development of women's managers' competencies, women's empowerment was the most important strategy for developing women's managerial competency, and gender equality and women's career advancement were reported as the most important outcomes of developing women's competency, which is of great importance in terms of organizational management.  Research Methodology The present study is fundamental-applicable in terms of purpose, quantitative in terms of implementation, exploratory in terms of data collection, and a survey study. The statistical population of the present study includes all employees of the General Directorate of Education of Kerman Province, numbering 1048 people, of which 428 people (validation of the research model) were selected using the systematic random sampling method and a questionnaire was distributed among them. The collection tool in the present study is a questionnaire. Research findings SPSS version 26, SMART PLS version 3 and EXCEL version 2019 software was used to analyze the data, and multi-criteria decision-making techniques (analytical hierarchy process) was used to prioritize the organizing theme of the variable of the competency model of professional managers based on management in the Shahid Hajj Qasem Soleimani School. The results showed that the themes of "self-management and individual competence", "change-seeking in the organization" and "value-based competences" had the most explanations in relation to the competences of professional managers based on management in the school of Martyr Hajj Qasem Soleimani in the General Directorate of Education of Kerman Province. Also, the organizing theme of "change-seeking in the organization" with a relative weight of 0.143 ranked first, the organizing theme of "acquiring a jihadi culture" with a relative weight of 0.137 ranked second, and the organizing theme of "self-management and individual competence" with a relative weight of 0.115 ranked third in the importance of the competency model of professional managers based on management in the school of Martyr Hajj Qasem Soleimani. Conclusion The present study was conducted with the aim of validating and prioritizing the organizing themes of the competency model of professional managers in the General Directorate of Education of Kerman Province. The results of this study are consistent with the results of Saleh et al. (2025), Samadi et al. (2024), Rasouli et al. (2024), Deci (2023), Rezaei Yazdeli et al. (2023), Rostami et al. (2023), and Sargazi & Hoshyar (2022). Rasouli et al (2024) showed that the professional competency model of managers includes the enablers of skill competency, management competency, and professional ethics and behavior competencies, manager development, social characteristics of managers, establishment of working groups to improve performance and green competency, attitudinal competencies, knowledge competencies, educational competencies, competencies for commercialization of knowledge-skills and technology, high-performance spirit, reforming the consumption pattern, participating in development, and moving towards national authority, which lead to the realization of the results of high-performance spirit, reforming the consumption pattern, participating in development, moving towards national authority, managing diversity and abundance, and strengthening the relationship between humans and nature. It is recommended that the managers of the General Directorate of Education of Kerman Province, in order to develop the competencies of professional managers based on the management of the Commander of Hearts, Hajj Qasem Soleimani, should include unity-building, creating a consultative atmosphere, bargaining power to resolve conflicts, avoiding negative competition, observing ethics in interacting with subordinates, serving the people, avoiding luxuries, generosity and kindness, honesty and truthfulness, decisiveness and courage, contentment and simplicity, keeping promises and conforming to speech, and the influence of speech and spirit-raising on their agenda.

Abstract The aim of this research is to present a model of effective factors of e-learning with a strategic approach of teaching-learning in the educational system of Mazandaran Province universities. The present research is applicable in terms of its purpose, and descriptive-survey in terms of its nature and method. The statistical population of the present research included 200 members of all academic staff in Mazandaran Province in 2024 as a sample, selected using the available sampling method. The collection tool in the present research included a questionnaire. The structural equation modeling method and AMOS software were used to analyze the data. According to the results of exploratory and confirmatory factor analysis, all factors were confirmed as effective indicators of e-learning with a strategic approach of teaching -learning. According to the results, it can be said that the results of exploratory factor analysis showed that the questionnaire indicators are influenced by 10 underlying factors and these 10 factors can explain more than 78 percent of the variability (variance) of the variables. The results of confirmatory factor analysis showed that the factor loading values ​​of all items are greater than 0.4 and are acceptable. The results of the significance examination of the t-statistic values ​​showed that the t-statistic values ​​for all items were reported to be greater than 2.58. This means that the relationship between the items and their respective latent variable was accepted at a confidence level of 99 percent.
Introduction
The use of new and transformative technologies has paved the way for the creation of new teaching-learning approaches in educational institutions, and as a result, a new method called e-learning has been formed, which is gradually developing (Hejazi et al., 2021). Today, after the outbreak of the coronavirus, attention has increased more than ever to the use of information and communication technology tools and the use of strategic learning-learning approach environments. However, the strategic approach of e-learning has advantages such as facilitating and strengthening teaching and learning flexibility in time and space, easy access to resources (Ishkakova, 2024), the possibility of participation of working students and people with physical disabilities due to spatial flexibility, increasing communication channels between students with each other and with professors, the possibility of increasing deep learning by taking advantage of multimedia educational tools (Al Rawashdeh et al., 2022), etc. Due to problems such as reduced communication between colleagues, problems related to practical and laboratory lessons, spending a lot of time in front of a computer screen, mobile phone or other devices (Stecuła et al., 2022), insufficient physical and mental activity, students' inability to manage time, frustration and anxiety of some students, time-consuming and costly for the university, difficult software and term problems, digital divide and unequal distribution of software (Dhawan et al., 2020), low speed internet connection and insufficient bandwidth, lack of the necessary ability for self-management, unfavorable assessments of privacy and security issues (Rajesh et al., 2020) and ... have failed to meet many of the basic needs of key stakeholders in the learning environment. Hence, the need to form and develop a new solution called the strategic learning approach that can compensate for the disadvantages and shortcomings of face-to-face and electronic learning methods and maintain the advantages of both methods has become apparent (Khanifar & Ghofrani, 2020). E-learning is activities that are carried out using electronic tools, including audio, video, computer and virtual (Nabavi et al., 2023). E-learning is a type of purposeful use of electronic and computer systems to support the learning process, and education, due to its advantages such as its availability everywhere and at any time, makes this method a useful and reliable tool for instructors for quality education (Ruiz, 2006). In the meantime, in defining this important matter, it should be stated that e-learning is active and intelligent learning that, while transforming the teaching and learning process and knowledge management, plays a fundamental and pivotal role in expanding, deepening and sustaining culture. According to information and communication technology experts and specialists, by 2020, e-learning will be the standard educational method in the world (Al Rawashdeh et al., 2021).
Theoretical framework of e-learning
E-learning is the use of the Internet for learning, which can be achieved at any time or place through an Internet connection and a web browser. E-learning is a new type of education that does not require students to attend scheduled classes. In fact, it is a virtual learning environment on the network (Dimulescu, 2023).
Heydari Zadeh & Jahan (2025) investigated the effects of e-learning environment on collaborative learning and academic self-efficacy in Payam Noor University students. The results show that e-learning environment has a significant relationship with collaborative learning, academic self-efficacy, and e-learning environment improves collaborative learning and academic self-efficacy. The e-learning environment, with the opportunities and resources it provides to students, allows them to improve their learning by using these components, form broader relationships and interactions, and have greater satisfaction with education.
(Ebrahimi et al. (2023) identified and explained teaching-learning strategies appropriate to the generational characteristics of today's undergraduate students. By structural and interpretive analysis of the data and through a three-stage process of extracting semantic units, sub-themes and main themes, teaching-learning strategies appropriate to the generational characteristics of today's undergraduate students were identified, including seven e-learning, self-directed, project-based, participatory, dialogue-based, problem-solving and originality teaching-learning strategies. Based on this research, it is concluded that the success of instructors in effective teaching-learning of today's generation of undergraduate students requires the application of these strategies in a combined manner and according to the situation and conditions.
Research Methodology
The present study is applicable in terms of purpose, and descriptive-survey in terms of nature and method. The statistical population of the present study included 200 members of all academic staff in Mazandaran province in 2024 as a sample and was selected using the available sampling method. The collection tool in the present study included a questionnaire.
Research findings
The structural equation modeling method and PLS software were used to analyze the data. According to the results of exploratory and confirmatory factor analysis, all factors were confirmed as effective indicators of e-learning with a strategic learning-learning approach. According to the results, it can be said that the results of exploratory factor analysis showed that the questionnaire indicators are influenced by 10 underlying factors and these 10 factors can explain more than 78 percent of the variability (variance) of the variables. The results of confirmatory factor analysis showed that the factor loading values ​​of all items are more than 0.4 and acceptable. The results of the significance examination of the t-statistic values ​​showed that the t-statistic values ​​for all items were reported to be more than 2.58. This means that the relationship between the items and their respective latent variables was accepted at a confidence level of 99 percent.
Conclusion
The present study was conducted with the aim of presenting a model of effective factors of     e-learning with a strategic teaching-learning approach in the educational system of universities in Mazandaran province. The results of this study are consistent with the results of Heydari Zadeh & Jahan (2025), Ebrahimi et al. (2023), Zandi et al. (2023), Antony et al. (2022), Bani Hashemi & Malek (2022), Al-Hunaiyyan et al. (2021), Jafari (2021), and Mohseni (2020). Heydari Zadeh & Jahan (2025) showed that the e-learning environment has a significant relationship with collaborative learning and academic self-efficacy, and the e-learning environment improves collaborative learning and academic self-efficacy. The e-learning environment, with the opportunities and resources it provides to students, allows them to improve their learning by using these components, form broader relationships and interactions, and have greater satisfaction with education.
According to the research results, the following suggestions were made:
Increasing transparency and public trust through ethics, creating strategies in the organization to implement, and use e-learning in different sectors.
Creating a flexible organizational structure to develop the use of e-learning and create virtual structures in different sectors. 

Abstract Abstract The aim of the present study was to investigate the role of employee laxity in organizational isolation with an emphasis on the mediating role of self- effacement and organizational silence. This study was applicable in terms of its purpose, survey in terms of its method, and of causal type. The statistical population of the study was all employees of the executive agencies of Ardabil province. Considering the size of the population; about 40,000 people according to the latest statistics, the sample size was determined as 380 people using the Cochran formula and selected from the statistical population using a simple random method. Data collection was carried out using four questionnaires (titled "laxity", "organizational isolation", "show", and" organizational silence"). Validity was confirmed by confirmatory factor analysis, and reliability was confirmed using Cronbach's alpha. Data analysis was performed using structural equation modeling, by SPSS 26 and Smart-PLS 3 software. The findings showed that since the t-statistic is greater than 1.96 at the 95% confidence level and according to the path coefficients, laxity has a positive and significant effect on organizational isolation, self-effacement, and organizational silence. Also, self-effacement has a positive and significant effect on organizational isolation. In addition, organizational silence has a positive and significant effect on organizational isolation. It is worth mentioning that since the Z-statistic is greater than 1.96 at the 95% confidence level and according to the path coefficients, self-effacement and organizational silence play a mediating role in the relationship between laxity and organizational isolation. The results of this study lead organizations to make greater efforts to reduce the laxity behaviors of their employees in order to prevent their organizational isolation. Introduction In recent years, the field of management has been increasingly concerned with another type of isolation that belongs to the professional class, takes place in the workplace, and is completely different from the previous concept of isolation. This type of isolation, called “organizational isolation,” is defined as a lack of support from colleagues and employers and a lack of opportunities for social and emotional interaction with group members, leading to serious management and social problems (Yang & Lu, 2023). It seems that one of these factors is “laxity,” which means an action or activity in support of one or more social issues that can only be characterized by a small amount of time, effort, or commitment; and that is also an action that simply generates more personal satisfaction (for the person acting) than its social impact (Kriushin, 2021). At the heart of laxity are complex motivations that compel individuals to engage in seemingly superficial activities. A primary driver is the need to express identity and mark value. However, laxity, in turn, leads to a pervasive sense of isolation that is increasingly common in contemporary society (Zohouri et al., 2020). On one hand, it seems that various types of laxity activities can lead to “show-off.” Show-off is a ploy to construct a persona in which an individual wants others to perceive them as such (Nathawat & Mahadevaswamy, 2023). On the other hand, employees may engage in laxity by involving in activities that require little effort but believe that they are contributing to organizational change. This perceived involvement may reduce their motivation to express concerns directly and inadvertently lead to a phenomenon called “organizational silence” (Foster et al., 2019). Organizational silence refers to a situation in which an employee refrains from talking about work-related issues due to concerns that their boss will misinterpret the issue, which may negatively affect their relationship with their colleagues (El-Abdou et al., 2022). Based on the above, it seems that there are shortcomings in examining the role of laxity in the emergence of organizational isolation, especially considering the mediating effect of self-disclosure and organizational silence among studies, especially internal studies. Therefore, the need for this study is felt. It is expected that by conducting the present study, managers can be helped to become familiar with some of the factors affecting the occurrence of organizational isolation (here, laxity along with organizational self- effacement and silence is considered) and to try to reduce it. Accordingly, the main purpose of conducting this study is to investigate the role of employee laxity in organizational isolation with an emphasis on the mediating role of organizational self- effacement and silence. Therefore, the main question is whether laxity can play a role in the occurrence of organizational isolation through organizational self-promotion and silence.  Theoretical Framework Laxity Laxity is defined as “doing something to achieve political or social change using the Internet, as well as taking actions that are thought to require little effort or time” (Nagyova, 2022). Laxity can involve actions taken by the general public or include behaviors such as clicking a “like” icon, joining a Facebook group, or retweeting a hashtag (Foster et al., 2019). Organizational Isolation One type of isolation is organizational isolation, which is defined as “a feeling of separation from the information and resources provided by the organization.” Here, the employee may feel unseen or unknown by management, which affects his or her chances of career advancement and appreciation (Safaa & Al Bayati, 2024). Self- effacement Self- effacement is defined as an attempt by an individual to influence the perceptions of others about him or her (Kumar & Tripathi, 2022). It is assumed that in self- effacement, individuals transmit information to others or create or modify an image of themselves in the eyes of their audience (Zimmermann et al., 2025). Organizational Silence Organizational silence means “the refusal of individuals to express beliefs, ideas, information, or concerns that start at the individual level and may affect members of the organization” (Zohra & Sabrina, 2022). The motivation for this type of silence is the person’s fear of providing information (Khosravi et al., 2024). Research Background Durrah et al., (2023) in a study titled “The Cost of Silence, Isolation, and Pessimism: Impact on Job Dissatisfaction,” found that organizational isolation and organizational pessimism have a significant impact on job dissatisfaction, while organizational silence does not have a significant impact. Thus, reducing organizational isolation and organizational pessimism in the workplace can help reduce job dissatisfaction. In addition, it was found that organizational silence leads to isolation in the workplace. Smith (2023) in a study titled “Exploratory Analysis of the Relationship between Problematic Facebook Use, Loneliness, Isolation, and Self-Esteem: The Mediating Role of Extraversion and Showmanship” has reached the following conclusions: Loneliness and isolation have a positive relationship with problematic Facebook use, while self-esteem has a negative relationship with it. In addition, extraversion and showmanship play a mediating role in the relationship between problematic Facebook use, loneliness, isolation, and self-esteem. Daamen (2021) in a study titled “The Impact of Laxity on Feminist Movements” has reached the conclusion that due to laxity, movements cannot have as wide an audience as they should, and this ultimately causes those who hold powerful positions to remain silent. Hogben & Cownie (2017) in a study titled “Investigating laxity: Does social observability of online charity participation act as a mediator for future behavioral goals?” concluded that individuals’ participation in laxity-related charity activities can lead to a kind of self-promotion in individuals and the creation of stable behaviors. Research Methodology This research is applicable in terms of its purpose, descriptive-survey in terms of its method, and of causal type. The statistical population of the research is all employees of the executive agencies of Ardabil province. Simple random sampling method was used for sampling, and Cochran’s formula was used to determine the sample size. Considering the size of the statistical population, which was about 40,000 people according to the latest statistics, the sample size was determined to be 380 people. Information and data were collected through library studies as well as field methods (using questionnaires). The research data were analyzed using structural equation modeling using SPSS 26 and Smart-PLS 3 software. Research findings The findings showed that since the t-statistic is greater than 1.96 at the 95% confidence level and according to the path coefficients, laxity has a positive and significant effect on organizational isolation, self-effacement, and organizational silence. Also, self-effacement has a positive and significant effect on organizational isolation. In addition, organizational silence has a positive and significant effect on organizational isolation. Also, since the Z-statistic is greater than 1.96 at the 95% confidence level and according to the path coefficients, self-effacement and organizational silence play a mediating role in the relationship between laxity and organizational isolation. Conclusion Today, the phenomenon of isolation has increased significantly. So that it can even be observed in organizations and workplaces, which is known as organizational isolation. Various factors can be effective in the occurrence of organizational isolation; based on the research findings, it can be concluded that laxity, self- effacement, and organizational silence are all effective in the occurrence of organizational isolation. In addition, laxity can also lead to the occurrence of organizational isolation through self- effacement and organizational silence. These results are somewhat consistent with the results of Ralston (2024), Durrah et al., (2023), Smith (2023), Sun & Linag (2022), Daamen (2021), Mohammadi Nosoudi (2020), Rahimi & Bikarnlou (2020), Beyran Nejad et al., (2017), and Hogben & Cownie (2017). According to the results of the research, the following suggestions are made: • Inviting employees to participate in brainstorming sessions, workshops, and group projects; • Providing rewards for effective employee actions; • Providing feedback to employees to improve behavior; • Institutionalizing a culture of criticism in the organization; • Setting up a box for employees to express their opinions anonymously;

Abstract Abstract The present study aims to examine the psychological–organizational roots and consequences of professional marginalization in Iranian higher education—a hidden yet influential phenomenon that undermines the human capital of universities and affects their scientific and social functions. A qualitative approach with an interpretive phenomenological strategy was employed. Participants included 18 faculty members and academic experts from several public universities, selected through purposive sampling until theoretical saturation was reached. Data were collected using in-depth semi-structured interviews and analyzed through inductive coding with MAXQDA 2020 software. The findings indicated that professional marginalization in universities is reproduced more by institutional structures and culture than by individual failures. Centralized bureaucratic structures, quantity-oriented culture, formalistic evaluation based on scoring, and a numbers-driven system indifferent to the social impact of knowledge were identified as the main organizational factors contributing to this phenomenon. These conditions lead to consequences such as a sense of meaninglessness, existential burnout, professional isolation, reduced collegial interactions, decreased self-confidence, disintegration of academic identity, and decline in the social status of academics. Overall, professional academic marginalization is a structural and lived experience in Iranian higher education, necessitating reconsideration of university structures, academic culture, and evaluation systems. Introduction In the modern tradition, the university is not merely an educational institution; it serves as a space for cultivating rationality, professional identity, and the meaningful engagement of individuals in scholarly life. However, contemporary experiences indicate that universities are increasingly trapped within bureaucratic structures and rigid disciplines, resulting in the overshadowing of meaning and humanity by rules and institutional frameworks. This situation leads to a growing gap between individuals and their professional roles—a phenomenon referred to in higher education literature as academic professional marginalization, which operates as a silent process eroding motivation and gradually undermining professional identity (Kovtunenko et al., 2022). In its authentic sense, the university should be a home of thought and a space for self-cultivation, where students are regarded not merely as future professionals or skilled laborers, but as seekers of meaning and truth (Salimi, Ghobadi & Aminibagh, 2025). However, when higher education is reduced to a rule-bound, compliance-oriented mechanism, professional identity is weakened and intrinsic motivation declines, ultimately leading to the withering of the spiritual life of academic professions (Pride, Began, MacLeod, & Sibbald, 2024). In contemporary Iran, higher education faces challenges such as the dominance of quantitative metrics, increasing bureaucracy, and weakening human relationships—conditions that particularly facilitate the emergence of professional marginalization in public universities and institutions affiliated with formal authorities (Salimi, Mohammadi Lalabadi & Aminibagh, 2025). In this context, mechanical evaluation systems, limited participation in decision-making, and dehumanized interactions contribute to mental and psychological disengagement of students and faculty from their desired professional identity (Karabulut & Özdemir, 2020). Feelings of ineffectiveness, perceptions of educational injustice, and reduced agency are among the key psychological roots of this phenomenon (Maringe & Morley, 2023). Given these considerations, it must be acknowledged that the multi-layered investigation of academic professional marginalization in Iranian public universities is a complex issue—a problem-driven yet impactful phenomenon arising from the intersection of rigid bureaucratic structures and the psychological vulnerability of young students, resulting in a deep disconnect between individuals and their future professional roles. In this situation, students not only lose a sense of belonging and confidence in their professional identity, but also experience motivational erosion, distrust, and psychological silence within institutions that should be centers for fostering thought, meaning, and commitment. This issue is not an individual problem but a structural challenge whose consequences extend beyond the qualitative decline of higher education, negatively affecting human capital efficiency, collective mental health, and the future social capital of the country. Therefore, understanding the organizational and psychological roots of this phenomenon is an urgent necessity; if universities fail to nurture professional identity within the student experience, human capital risks withering even before entering the professional arena. Accordingly, the primary research question of this study is: How does professional marginalization emerge in Iranian public universities, and what organizational and psychological mechanisms contribute to its persistence and intensification? Theoretical Foundations Professional marginalization represents the link between restrictive organizational structures and the psychological state of faculty and researchers, functioning like an underground current that slowly erodes scholarly spirit and identity. Feelings of meaninglessness, existential burnout, professional isolation, and chronic frustration constitute the psychological pillars of marginalization (Sadeghian et al., 2025). Although faculty members continue to attend classes and laboratories, they often perceive themselves as detached from the active flow of knowledge production; their voices are not heard in decision-making processes, and perceptions of injustice undermine both their self-confidence and academic identity. Moreover, a quantity-oriented culture fosters hidden anxiety, disillusionment, and self-doubt among academics. Researchers may no longer perceive themselves as agents of knowledge, but rather as cogs in an administrative machine, expected to act solely for survival and career advancement rather than for truth or societal service. In such an environment, the academic psyche becomes trapped between scholarly passion and administrative compulsion, rendering marginalization seemingly inevitable (Pride, Beagan, MacLeod & Sibbald, 2024). Methodology A qualitative approach with an interpretive phenomenological strategy was employed. Participants included 18 faculty members and academic experts from several public universities, selected through purposive sampling until theoretical saturation was reached. Data were collected using in-depth semi-structured interviews and analyzed through inductive coding with MAXQDA 2020 software.  Findings Indicated that professional marginalization in universities is reproduced more by institutional structures and culture than by individual failures. Centralized bureaucratic structures, quantity-oriented culture, formalistic evaluation based on scoring, and a numbers-driven system indifferent to the social impact of knowledge were identified as the main organizational factors contributing to this phenomenon. These conditions lead to consequences such as a sense of meaninglessness, existential burnout, professional isolation, reduced collegial interactions, decreased self-confidence, disintegration of academic identity, and decline in the social status of academics. Overall, professional academic marginalization is a structural and lived experience in Iranian higher education, necessitating reconsideration of university structures, academic culture, and evaluation systems.  Discussion and Conclusion The findings of the study indicated that professional marginalization in higher education is a multi-layered and structural phenomenon, fueled by exhausting bureaucracy, incomplete decentralization, the sanctification of metrics, and the superficialization of the academic mission. This phenomenon has its roots in organizational mechanisms that replace synergy with conformity, meaning with numbers, and participation with obedience. The consequences of this situation manifest as a range of psychological and professional harms, including scientific alienation, chronic existential fatigue, the breakdown of collegial bonds, and a sense of professional powerlessness. The findings of this section of the study shown considerable alignment with previous researches. In particular, the results are consistent with the studies of Minez (2022), Choudhary (2023), and Novak et al. (2025), which demonstrated that rigid bureaucratic structures, lack of transparency, and the dominance of a score-oriented logic create conditions conducive to feelings of exclusion and professional marginalization in universities. A clear alignment is also observed with the analyses of Maringe and Morley (2019), who emphasize that formal and inflexible university policies, disregarding the human and identity dimensions of actors, lead to professional alienation. Tomas et al. (2023) further corroborate these findings. Based on the findings of the present study, practical and managerial recommendations are proposed in an integrated and concise manner as follows. In response to scientific alienation, it is recommended that university research policies be redesigned to promote academic independence, diversify research topics, and emphasize the meaning and societal impact of knowledge, enabling actors to restore their identity connection with science. To address persistent existential fatigue, university management should adopt a supportive approach by balancing workloads, clarifying professional expectations, and providing psychological support services to prevent chronic burnout among staff. Regarding the disruption of collegial connections, it is advised to strengthen collaborative structures, interdisciplinary projects, and team-based reward systems to revitalize the social capital of the university. 

Abstract Abstract The main objective of the present study was to measure the effect of the use of artificial intelligence and smart learning on strategic thinking skills and academic performance of management students with the moderating role of individual ethics. The paradigm of the present study was positivism, its approach was quantitative, and its method was descriptive-survey. The statistical population of management students at Tehran University of Research Sciences was 10,000 students, of which 374 students were selected as a sample by cluster random method. The results obtained show that the use of artificial intelligence tools has a positive effect on strategic thinking (systemic thinking, creative thinking, forward-looking thinking, and critical thinking), smart learning, and academic performance. The mediating role of strategic thinking (critical thinking and forward-looking thinking) was confirmed in the relationship between the use of artificial intelligence and academic performance, as well as in the relationship between smart learning and academic performance. On the other hand, personal ethics, in addition to having a positive effect on smart learning, also has a moderating role in the relationship between smart learning and strategic thinking (systems thinking, critical thinking, and forward-looking thinking). The present study provides insights into the use of artificial intelligence tools in developing strategic thinking skills and performance for the first time, which researchers, managers, students, and organizations can benefit from. Introduction Strategic thinking skills are now considered as a key cognitive skill of managers in dealing with environmental uncertainties and succeeding in designing effective strategies (Goldman & Casey, 2010; Bonn, 2001). On the other hand, the field of education in recent years has focused on developing essential competencies and practical skills of students (Vázquez-Parra et al., 2024). Students who use artificial intelligence tools have a higher understanding of complex problems (Huang et al., 2022; Lee & Yeo, 2022). Artificial intelligence can improve academic performance through self-directed learning experiences, simplified operations, and targeted support mechanisms (Yu, 2023). In parallel with academic performance; smart learning, as a new approach to the education process, emphasizes active, self-directed, and deep learning using technological tools (Shahzad et al., 2024). The integration of artificial intelligence tools in educational environments plays an important role in transforming the landscape of learning and education (Seifi, E et al., 2024; Pourshahabi, 2023). On the other hand, with the widespread use of artificial intelligence applications in the field of education and research, one of the main concerns is the development of ethical frameworks and ethics-based educational strategies (Ayanwale et al., 2024). A review of previous studies shows that there is a gap in the existence of a study that empirically evaluates the effectiveness of the use of artificial intelligence tools in developing students' strategic thinking skills, taking into account ethical factors. Therefore, based on the gap in studies in the field of: 1. The effect of the use of artificial intelligence and smart learning on the development of strategic thinking skills; 2. The effect of strategic thinking on the development of performance of management students; and 3. The role of personal ethics in the use of artificial intelligence, the main objective of the present study is to determine the effect of the use of artificial intelligence tools and smart learning on strategic thinking and performance of management students with the moderating role of personal ethics. Theoretical framework Application of artificial intelligence tools The use of artificial intelligence tools expresses how students use artificial intelligence-based tools for learning activities, innovation, creativity and experience improvement (Dahri et al., 2024). Improving decision-making and reducing costs are some of the beneficial results of using artificial intelligence tools for managing organizations and businesses. Information quality is also significant in problem solving and satisfaction, attracting students' trust and engaging them with artificial intelligence tools (Almulla, 2024; Dahri et al., 2024). Artificial intelligence as an emerging technology can play an important role in improving students' cognitive skills. Studies show that AI can help enhance critical thinking, problem-solving, and learning in students (Vázquez-Parra et al., 2024). Smart Learning Smart learning, as an educational paradigm, leverages advanced technologies such as AI and social media to enhance students’ learning experiences and improve learning outcomes (Shahzad et al., 2024). Learning involves acquiring new knowledge or skills, while thinking involves applying that knowledge to make judgments, decisions, or solve problems (Bonn, 2005). Strategic Thinking The focus of strategic thinking in this article is on creative thinking, forward-looking thinking, systems thinking, and critical thinking. Creative thinking is the ability to develop new and distinctive concepts by considering other perspectives, challenging standard approaches, and anticipating the potential value of an idea from the outset. This involves imagining new possibilities, seeking alternatives, and breaking free from limiting assumptions and beliefs. Forward-looking thinking is a cognitive skill that enables individuals to have a clear sense of purpose and direction. They have the ability to envision a distinct future, even in the face of uncertainty and limited information. These individuals have the ability to see the big picture, visualize the future, and chart a clear path toward a desired outcome (Geier, 2024). Systemic thinking takes a holistic approach to analyzing how the components of a system relate to each other, as well as how systems function over time (Vázquez-Parra et al., 2024). Systemic thinking is an important dimension of strategic thinking for business management and vision (Pisapia et al., 2011; Vázquez-Parra et al., 2024). Critical thinking is the ability to judge what should be done or the ability to believe along with thinking (Facione, 2000). Academic performance The use of AI tools, especially those that generate content, such as ChatGPT, has a positive impact on academic performance (Almulla, 2024; Dahri et al., 2024; Shahzad et al., 2024). These tools offer self-directed learning experiences, adaptive assessments, and intelligent instructional systems that cater to the individual needs of students and create a more engaging learning environment. Personal Ethics The role of ethically minded students in improving the use of artificial intelligence and reducing its negative consequences is very important, personal ethics can guide students towards the ethical and responsible use of artificial intelligence in education (Elbaz et al., 2024). Research Methodology The paradigm of the present study is positivism; the approach is quantitative; and the research strategy is descriptive-survey. Also, the research tools were library studies (extensive search in reliable databases) and questionnaires. The statistical population was 10,000 students of the management department of Tehran University of Science and Research, of which 374 were selected by cluster random sampling. The collected data were first analyzed by SPSS software (IBM SPSS Statistics for Windows, 2019). In the inferential statistics section, the hypotheses were tested in the form of a structural and measurement model using SmartPLS version 4 software (Ringle, C. M., Wende, S., and Becker, J.-M., 2024). Research findings The results of this study showed that the use of artificial intelligence tools has a positive effect on four dimensions of strategic thinking (systemic thinking, critical thinking, creative thinking, and forward-looking thinking). Also, the two dimensions of critical thinking and forward-looking thinking play a mediating role in the relationship between the use of artificial intelligence tools and academic performance and the relationship between smart learning and academic performance. Smart learning has a significant positive effect on the four dimensions of strategic thinking and the most effect on the dimensions of systemic thinking and critical thinking. Also, smart learning has a mediating role in the relationship between the use of artificial intelligence tools and the four dimensions of strategic thinking. Strategic thinking (except for the dimension of creative thinking) has a positive effect on the academic performance of management students. Among other results that were obtained for the first time in this study was the role of personal ethics, which has a moderating role in the relationship between intelligent learning and strategic thinking (except for the creative thinking dimension) and also has a positive effect on intelligent learning. Conclusion This study showed that the use of artificial intelligence tools increases the academic performance of management students, and smart learning also has a mediating role. These findings are consistent with the study of Shahzad et al., (2024) that measured the impact of artificial intelligence and social networks on students' academic performance. Artificial intelligence tools can have a significant impact on their academic performance by creating an interactive learning experience for students (Pang, 2024). Smart learning also gives students access to educational resources, interactive platforms, and a personalized feedback loop, and as a result, strengthens their self-directed learning (Samaha & Hawi, 2016). The positive impact of the use of artificial intelligence tools on strategic thinking was also confirmed. In this regard, previous research showed that artificial intelligence training at high educational levels leads to the development of critical thinking, computational skills, and problem solving (Heras et al., 2023). In this study, it was shown that smart learning has a positive effect on strategic thinking, and the role of smart learning as a mediator in the relationship between the use of artificial intelligence tools and the dimensions of strategic thinking was also confirmed. Therefore, it can be said that students who are placed in a smart learning environment and seek to use artificial intelligence tools acquire more strategic thinking skills. In this regard, previous research has shown that self-directed learning has a positive effect on computational thinking, which is the core of artificial intelligence and is useful for students to better understand artificial intelligence (Zhong et al., 2024). The effect of individual ethics on smart learning was also confirmed, which is consistent with the study of Shahzad et al., (2025) that examined the effect of justice and ethics of artificial intelligence on learning performance. The results of this study showed that information quality has a positive impact on the use of AI tools, which is consistent with previous studies (Almulla, 2024; Dahri et al., 2024), which emphasize the need for accurate, reliable, and relevant information provided by AI tools. Based on the results of the present study, the following practical suggestions are presented: - Special attention to the development of smart learning environments to engage students with this type of learning in order to improve student performance. - Intelligent use of AI tools in the classroom of students, management and preparation of the hard and soft infrastructures required for the development of the use of these tools. - Training students in obtaining correct and appropriate information and the correct and appropriate use of AI tools. - Development of ethical frameworks for the use of AI in the educational system in parallel with the widespread use of these tools.

Abstract Abstract The present study aims to design and present a sustainable human resources management model with a meritocracy promotion approach in the seven education districts of Mashhad. The research is of mixed type and the research strategy is content analysis in the qualitative part and survey in the quantitative part. The statistical sample in the qualitative stage was 16 university experts selected as the sample size using the saturation principle and the purposeful and judgmental sampling method. In the quantitative part, all the principals of girls' and boys' schools in the seven education districts of Mashhad were 1327 people. The data collection method is in-depth and semi-structured interviews in the qualitative part and questionnaires in the quantitative part. Data analysis in the qualitative part was done using Maxquda software, SPSS software in the quantitative part, and AMOS in structural equations. The findings in the model of sustainable human resource management with a meritocracy promotion approach include 5 dimensions and 24 components, which include competency-based recruitment, competency-based improvement of sustainable human resources, competency-based human resource retention, sustainable and competency-based human resource performance evaluation, and performance-based payment system. In the quantitative part, the results showed that the aforementioned model has the necessary validity. According to the results of the research, managers of the seven education regions of Mashhad can promote meritocracy in the organization through the development and strengthening of sustainable human resource management. Introduction Today, human resources are considered the most valuable and important assets of organizations. Given the changes and developments of the present era and with the entry of organizations into the knowledge-based economy, human resources are considered the most vital strategic element and the most fundamental way to increase the effectiveness and efficiency of the organization (Rastegar et al., 2024). Therefore, in the era of globalization and increasing technological progress, human capital is recognized as the most important and valuable asset of organizations and the only factor in achieving sustainable competitive advantage. In this regard, financial resources and technologies alone cannot guarantee the advantages of organizations; rather, the presence of talented and capable managers can effectively compensate for the lack or deficiency of other resources (Zibarras & Coan, 2024). The existence of extensive and continuous developments in the social, economic and cultural fields greatly increases the responsibility and duties of social institutions and organizations; and education, as the most important institution emerging from the context of society and at the same time constructive and evolving it, has a significant impact on the progress of society (Maleki Hassanvand et al., 2023). If education in a country is dynamic and lively, that country will naturally be prosperous and developed. For this reason, investment in education has been considered a strategic investment by governments, and neglecting it will face serious challenges for any country (Mohammadi &Tooraani, 2023). Paying attention to meritocracy in the selection, appointment, and selection of educational managers will not only improve management quality, but will also pave the way for the creation of a dynamic and efficient educational system (Rouzbahan et al., 2022). If the criteria for selecting and promoting managers are the necessary expertise and competencies, managers will also pay attention to the effects of applying the aforementioned competencies in advancing goals (Hosseini et al., 2024). This approach provides a suitable basis for all facilities and resources available in the organization to be used optimally and lead to the greatest possible sustainability and productivity of the education system and the realization of its lofty goals in the long term (Rezapour et al., 2024). Therefore, considering the stated problem, this research seeks to answer the question: How is the design and validation of a sustainable human resource management model with a meritocracy promotion approach in the seven education and training districts of Mashhad? Theoretical framework Sustainable human resource management Sustainable human resource management refers to all activities related to the continuous development, implementation, and maintenance of a system that aims to create employees of a sustainable organization. In fact, this concept is that aspect of human resource management that is interested in transforming ordinary employees into sustainable employees so that they can achieve the organization's environmental goals and ultimately make a significant contribution to environmental sustainability (Rastegar et al., 2024). Meritocracy Meritocracy is a management philosophy and attitude in which human resources are placed and developed according to their inherent effort and ability. Meritocracy means granting status based on merit and not granting status based on being bright or being a social class. In the meritocracy style, the organization seeks to expand justice It means that it does the right things correctly, selects and promotes competent people in a reasonable and logical manner, and pays attention to both individual and organizational interests, and the individual's rightful values ​​are not subject to the unreasonable demands of the majority (Aeinehchi et al., 2024). Dolatyari & Tavakoli (2025) investigated the identification of barriers to green human resource management in order to increase organizational sustainability. They concluded that the absence of necessary green structures, processes, and tools plays the greatest impact on the failure to increase organizational sustainability. Also, factors such as lack of leadership support, challenges in attracting green talented employees, and lack of green competencies are other influential factors. The interactions presented using the matrix of relationships between barriers in implementing green human resource management help human resource professionals visualize the power of the factors' influence on the entire system and focus on important barriers. It is expected that this study can enlighten human resource managers in the optimal use of company resources. Hosseini et al. (2024) investigated the factors affecting the implementation of sustainable human resource management in the oil industry. The results showed that 4 concepts were identified as causal conditions, 19 concepts as intervening conditions, and 33 concepts as background conditions for the implementation of sustainable human resource management. Research methodology The research is of mixed type and the research strategy is content analysis in the qualitative part and a survey in the quantitative part. The statistical sample in the qualitative stage was 16 university experts selected as the sample size using the saturation principle and the purposeful and judgmental sampling method. In the quantitative part, all the principals of girls' and boys' schools in the seven education and training districts of Mashhad were 1327 people. The data collection method was in-depth and semi-structured interviews in the qualitative part and questionnaires in the quantitative part. Research findings Data analysis in the qualitative part was done using Max Quda software and in the quantitative part, SPSS software and structural equations using AMOS were used. The findings in the sustainable human resource management model with the approach of promoting meritocracy include 5 dimensions and 24 components, which include competency-based recruitment, improvement based on the development of sustainable human resource competency, human resource retention with a competency approach, sustainable and competency-based human resource performance evaluation, and a performance-based payment system. In the quantitative part, the results showed that the aforementioned model has the necessary validity. According to the results of the research, managers of the seven education districts of Mashhad can promote meritocracy in the organization by developing and strengthening sustainable human resource management. Conclusion The present study was conducted with the aim of designing and presenting a sustainable human resource management model with the approach of promoting meritocracy in the seven education districts of Mashhad. The results of this part of the research are aligned with the findings of Movahedizadeh et al. (2022), Zairhojghan et al. (2021), Tafarjkhah et al. (2021), Rouzbahan et al. (2022), Kakeman et al. (2021), Tafarjkhah et al. (2021), Sharma et al. (2022), Gunawan et al. (2021), Ahmadbeighi et al. (2021), Jaskeviciute et al. (2021), Mohammadi et al. (2023), Jalal Kamali et al. (2023), Moradibarouji et al. (2023). According to the results of the research, the following suggestion was made: Education organizations should implement the necessary infrastructure, including the establishment of a real and effective suggestion system, to strengthen innovation and initiative of employees, including the creation of incentive mechanisms for innovative and creative employees and the implementation of its guidelines. 

Abstract Abstract The present study aims to revise the accounting undergraduate curriculum with an approach to adapt to job market needs. The method of this research is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of implementation. The statistical population of the study includes 16 university experts with a PhD degree and professionals working in the accounting profession, selected by purposive sampling using the snowball technique. The data collection method was conducted by interview and questionnaire. Interpretive structural modeling (ISM) was used to analyze the findings and MICMAC software was used for ranking. Based on interpretive structural analysis, the research exploratory model has 13 factors. Accounting adapted to job market needs with strong theoretical knowledge factors, professional abilities, practical applicable skills, and professional ethics, which are at the first level of the model, are the most effective and dependent factors of the model. At the second level, the variable of cooperation with industry is placed with the factors of compulsory internship, cooperation with professional accountants and joint projects with industry, which affect higher-level factors and are affected by lower-level factors. At the third level, the variable of emphasis on soft skills is placed with the factors of communication skills, teamwork and critical thinking and problem solving, which affect higher-level factors and are affected by lower-level factors. At the last level (level four), revision of curriculum topics is placed with the factors of updating course content, increasing practical hours and adding new courses, which are the most effective and influential factors of the model. Introduction The job market is defined as a dynamic and interactive environment in which the supply of labor from job seekers and the demand for labor from employers meet. This market is a concept that, in addition to being directly related to employment and wages, indicates the balance between the capabilities of the labor force and the economic needs of a society. In fact, the job market is a space where individuals with their skills and abilities seek job opportunities appropriate for them, and employers seek the labor force they need with specific conditions and capabilities. This interaction can affect the unemployment rate, labor productivity, and income levels, and play a key role in the economic development of society. The revision of the accounting undergraduate curriculum with an approach to adapting to the needs of the job market is intended to provide a platform for graduates to enter the job market with up-to-date and applicable skills and knowledge. In recent years, changes in new technologies such as artificial intelligence, blockchain, and digital financial technologies have highlighted the need to reform accounting educational content. These revisions should reduce the gap between university curricula and the practical needs of the job market and increase the ability of graduates to face emerging technologies and challenges (Zarei et al., 2025). Recent studies have shown that many accounting curricula in universities are not yet fully aligned with new technologies and current job market needs. According to research, existing curricula at this level have inadequate coverage in areas such as artificial intelligence and blockchain, which are now recognized as the most key technologies in the digital transformation of accounting. This mismatch has reduced the employability of graduates and has created a demand for serious revisions in the education system. Revising the undergraduate accounting curriculum with an approach to adapting to job market needs is a vital matter that must be carried out based on technological developments, changes in the economic environment, and new market expectations. The job market is an interactive space in which labor supply and labor demand act simultaneously and reciprocally, shaping the quality of the labor force and the economic needs of society. In accounting, this market is changing rapidly and requires specialists who, in addition to strong theoretical knowledge, are proficient in new technologies such as artificial intelligence, data analytics, and digital financial technologies (Taylor & Lee, 2022). Considering the above, the main research question is: How does the review of accounting undergraduate curriculums with an approach to adapting to job market needs look like? Theoretical Framework Accounting Education One of the potential benefits of the presence of computers in all areas was stated by Boyce as follows; Computer-based education can be a positive contribution to optimizing accounting education and thereby address many of the concerns raised. Internet-based simulation is another solution that has two specific advantages: first, it can develop general education and strengthen transferable skills. Second, no additional software is required to use this online tool, and the desired program can be easily copied using only a server bandwidth. In addition, web-based simulation can facilitate teamwork. Finally, this tool can recreate a real-life experience of an accountant (Brown et al., 2017). Zarei et al. (2025) in a study titled Measuring the Compliance of Accounting Education Topics with the Needs of New Technologies examined the compliance of accounting education topics with new technological requirements and identified gaps between curricula and job market needs. The results showed that work experience has a significant positive relationship with the perception of the need for change. While a significant negative relationship was observed between the age of the respondents and the perception of the importance of technologies. Beik Boshrouyeh et al. (2023) investigated the causes of the gap between undergraduate accounting education and the needs of the profession in Iran. The final model of the gap between undergraduate accounting education and the needs of the profession in Iran was presented in the form of causal conditions, contextual conditions, intervening conditions, strategies, and consequences. Based on the research findings, the identified causal conditions and factors creating the gap are: new legal and regulatory requirements governing the country; rapid technological changes; globalization of the accounting profession; qualitative factors of education, such as not changing and updating the syllabus and educational texts quickly due to changes in the economic and financial environment, as well as the lack of updating of some university professors regarding the needs of the profession. Research Methodology The method of this research is applicable in terms of purpose, and mixed in terms of implementation (qualitative-quantitative). The statistical population of the research includes 16 university experts with a PhD degree and professionals working in the accounting profession, selected by purposive sampling using the snowball technique. The data collection method was conducted by interview and questionnaire. Research findings Interpretive structural modeling (ISM) was used to analyze the findings and MICMAC software was used for ranking. Based on interpretive structural analysis, the research exploratory model has 13 factors. Accounting that meets the needs of the job market with strong theoretical knowledge factors, professional abilities, practical applicable skills, and professional ethics, which are at the first level of the model, are the most effective and dependent factors of the model. At the second level, the variable of cooperation with industry is placed with the factors of compulsory internship, cooperation with professional accountants and joint projects with industry, which affect higher-level factors and are affected by lower-level factors. At the third level, the variable of emphasis on soft skills is placed with the factors of communication skills, teamwork and critical thinking and problem solving, which affect higher-level factors and are affected by lower-level factors. At the last level (fourth level), revision of curriculum is placed with the factors of updating curriculum content, increasing practical hours and adding new courses, which are the most effective and influential factors of the model. Conclusion The present study was conducted with the aim of revising the curriculum of the undergraduate accounting degree with an approach to adapting to the needs of the job market. The results of this study are consistent with the results of Zarei et al. (2025), Beik Boshrouyeh et al. (2023), Namazi & Salehi (2022), Carvalho & Almeida (2022), Wolcott & Sargent (2021), Piri Sagharloo et al. (2021), and Jamei (2018). Namazi & Salehi (2022) showed that the use of active learning methods leads to the effectiveness of education in the field of accounting. Knowledge enhancement: It is expected that the methods identified in this study will lead to improved effective education in the field of accounting and, as a result, the gap between the needs of society and the skills of accountants will be reduced. The results of this study can also be of great help to the accounting planning committee, professors of this field, and university educational committees in order to improve the quality of education, especially in the field of accounting. Given the importance of practical experience, universities should design mandatory and structured internships in collaboration with accounting firms and organizations so that students can become directly familiar with the duties and responsibilities of an accountant in the workplace.

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

Abstract Abstract The aim of the present study is to study the knowledge staff narcissism management model with a content analysis approach. The research method is qualitative in terms of implementation method, and is of the content analysis type. The statistical population of this study includes 15 university professors and managers and experts in public administration. The sampling method in this study was purposive. This sampling continued until theoretical saturation was reached. The research collection tool is semi-structured interview. Data analysis was carried out using the content analysis method and MAXQDA software. The results of the study showed that the data were systematically coded and in the first stage, 254 initial codes were extracted and classified in the form of 62 basic themes and 20 basic organizing themes. Finally, five overarching themes were identified as the main dimensions of the research conceptual model, which are: moral guidance, managerial intervention, individual training, professionalism, and moral self-management. In general, managing narcissistic behavior in knowledge workers in organizations requires simultaneous attention to ethical guidance, management intervention, individual training, professionalism, and ethical self-management. These five dimensions provide a coherent framework for promoting ethical actions at the individual and organizational levels. Introduction Today, narcissism has become one of the most important topics in the field of organizational behavior (Ren et al., 2024). This behavior is observed more often among knowledge workers than in other occupational groups (Mohd et al., 2023). Narcissism, as a personality trait, refers to an individual's desire to receive praise and exaggeration about themselves (Sarfarazi et al., 2021). Maccoby (2021) defines narcissism in employees as personality traits in which an individual tends to see themselves as superior to others and needs approval and admiration from others. Narcissists tend to seek attention and approval and may be insensitive to the needs of others in their social and professional interactions. This trait can manifest itself in both positive and negative ways in the workplace. While some aspects of narcissism, such as self-confidence and leadership ability, can be beneficial, its negative aspects include a lack of empathy and difficulty in teamworking. Accordingly, narcissists tend to have undesirable traits such as exploitativeness, lack of empathy, aggression towards critics, and disregard for expert advice. Interestingly, narcissistic knowledge workers may initially be positively evaluated and noted for both their popularity and leadership abilities. However, these positive perceptions of these individuals diminish over time as others gradually become aware of their undesirable traits. According to social influence theory, people who are more skilled in influence management tactics will be more successful in conveying a certain self-image to others. For example, an employee with high knowledge skills can convey an image of competence and likability to others through self-promotion. In contrast, an employee with low knowledge skills may present a neutral and passive self-image to his or her supervisors and colleagues (Chen et al., 2024). Narcissism can become a very important indicator of positive and negative organizational behavior. Isfahan Petrochemical Company (Isfahan Petrorefining Holding) is a public company that was established with the aim of producing aromatic products including benzene, toluene, orthoxylene, paraxylene, and mixed xylene (Hosseini, 2023). One of the most important reasons for choosing the Isfahan petrochemical industry as the context for the study is that this company needs to maximize the potential of its workforce due to the complex and competitive nature of the industry. The number of knowledge workers in this company is 700 people with diverse organizational abilities. Knowledge workers in this industry usually face numerous technical and managerial challenges that require effective cooperation and interaction between team members. Since narcissism can prevent healthy and effective communication between individuals, effective management of narcissism of knowledge workers in the petrochemical industry should be considered as a vital element for maintaining competitiveness and success in the market. According to the contents, the main question of the present research is: What is the management model of employee narcissism in the petrochemical industry? Theoretical framework Employee narcissism Narcissism is a phenomenon that has existed in human societies for a long time; narcissism is an innate and fundamental human personality trait that may be intensified in a way that dominates other personality traits depending on the type of genetic background of individuals, family upbringing, growth conditions, and social and environmental conditions (Tang et al., 2018). Zheng et al. (2025) examined the relationship between grandiose narcissism and creativity: A study of Chinese high-tech companies. The results showed that participants with grandiose narcissism reported significantly higher levels of creativity and psychological well-being in creative performance than those with vulnerable narcissism. Bali et al. (2024) examined the design of a narcissism model for sports managers with a qualitative approach. They showed that the narcissism model of sports managers includes positive dimensions (leadership and inspiration ability, high self-confidence, motivation and ambition, creativity and innovation), and negative dimensions (grandiose and excessive pride, self-centeredness and disregard for others, intolerance of criticism and criticism, dominance and control, lack of empathy and understanding of others, refusal to accept failure and mistakes).  Research Methodology The research method is qualitative in terms of implementation, of the type of content analysis. The statistical population of this study includes 15 university professors, managers and experts in public administration. The sampling method in this study was purposive. This sampling continued until theoretical saturation was reached. The research collection tool is a semi-structured interview.  Research findings Data analysis was carried out using the content analysis method and MAXQDA software. The research results showed that the data were systematically coded and in the first stage, 254 initial codes were extracted and classified in the form of 62 basic themes and 20 basic organizing themes. Finally, five overarching themes were identified as the main dimensions of the conceptual model of the research, which are: moral guidance, managerial intervention, individual training, professionalism and ethical self-management. In general, managing narcissistic behavior in knowledge workers in organizations requires simultaneous attention to ethical guidance, management intervention, individual training, professionalism, and ethical self-management. These five dimensions provide a coherent framework for promoting ethical actions at the individual and organizational levels. Conclusion The present study was conducted with the aim of developing a model of managing narcissistic behavior in knowledge workers using a content analysis approach. The results of this study are consistent with the results of Zheng et al. (2025), Bali et al. (2024), Hassanzadeh & mehdinia (2022), Sayidi (2022), Al Behbahani (2022), Pashazadeh Kahaq et al. (2022), Shariatinejad et al. (2022), Fahim Talebi et al. (2021), and Klimchak et al. (2016). Zheng et al. (2025) showed that participants with high narcissism reported significantly levels of creativity and psychological well-being in creative performance compared to those with low narcissism. According to the results of the study, the following suggestions were made: Ethical guidance increases employee trust, reduces conflicts, and promotes empathy and cooperation in the workplace, and plays an important role in preventing narcissistic and harmful behaviors. Management intervention includes providing feedback, continuous monitoring, and timely intervention in the event of behavioral deviations or decreased performance. It is suggested that unproductive and self-centered employee behaviors are identified and corrected and organizational processes are directed towards common goals. 

Abstract Abstract The aim of the present study is to design a collaborative leadership model in government offices in Kerman. The research population includes 21 managers and experts in the field of collaborative leadership, faculty members, managers and experts in government offices in Kerman, selected based on purposive sampling and using the data saturation technique. The data collection tool is a semi-structured in-depth interview. Thematic analysis method was used to analyze the data. The findings of the thematic network analysis showed that 10 themes (organizers) and 26 basic themes and 86 primary codes are components and categories of collaborative leadership. The themes (organizing) were presented in the form of 10 dimensions, which are: "organizational trust, organizational justice, organizational innovation and creativity, improving commitment and job satisfaction, promoting individual and organizational performance, responsible behavior with employees, emotional and psychological support, positive feedback and individual growth, strengthening group synergy, and administrative transparency." The theory of collaborative leadership is effective in creating and developing leaders' capabilities and pays special attention to social justice and the comprehensiveness of the personality of female leaders in the organization, and through it, basic leadership knowledge in the organization can be developed. Introduction A study of the historical history of women's presence at the top level of organization management over recent decades shows that they have always been kept from advancement because they have held positions at lower levels of the organization that have forced them to perform repetitive tasks. Also, they often worked in staff positions and as assistants to line managers and rarely held the responsibilities of line managers (Syafri et al., 2025). Therefore, women have been less involved in line tasks in organizations, and since they have mainly worked in staff jobs, they have not been able to gain much power in organizations and interfere and influence organizational decision-making (Syafri et al., 2025). Thus, they have been assigned fewer high management levels in organizations. However, in order to survive and compete in uncertain environments, today's organizations must have more mature and sustainable human capital by creating growth, development, and equal opportunity for all human capital, including women, regardless of gender, using women's synergistic capacity, and by abandoning the traditional view and negative mentality regarding women's managerial role. This is because if there is a more supportive atmosphere in organizations regarding women's management and their organization at management levels, the level of maturity of employees' capabilities increases (Mokhtari & Rasek, 2024). The collaborative leader increases the level of maturity of employees by considering employees' needs, environmental requirements, pluralistic approaches, delegation, empowerment, multicultural, democratic, and nurturing approaches. Organizations with a collaborative or collaborative leader will have more mature employees, and this is a positive effect of increasing the presence of women at the management level that is worth considering (Ghaderi Sheikhiabadi et al., 2022). The limited opportunities and career fields for women and the difference in the rate of achievement in job positions, especially in high management levels, between women and men with similar education, indicate that our society has not created a suitable space and conditions for the active presence of women and has ignored their motivations, interests, and needs. This can also cause many problems and challenges for both working women and organizations. As a result, not paying attention to the demands and needs of employees, especially female employees in government organizations, can endanger the future of the country (Dabbaghi ​​& Esmaeili, 2024). Therefore, given the newness of the issue of participatory leadership in Iranian society, and also considering the need for women to study and work on the one hand and the importance of paying attention to their needs and motivations to maintain and improve their physical and mental health, and on the other hand, which has a major contribution to the realization of family welfare, childrearing, job efficiency, and societal progress, the present study is considered to be on the list of very important research topics for specialists (Charkhab & Gholamifar, 2024). Also, by presenting a participatory leadership model, a basis for decision-making and judgment about the performance of women working in organizations to occupy managerial positions can be provided and a major step can be taken towards improving the quality level of government organizations in the country. Therefore, in this study, the researcher seeks to answer the question: What is the participatory leadership model in government offices in Kerman city?  Theoretical Framework of Consolidation Leadership Consolidation is the infinitive of the word "to consolidate". and means narrowing, coming together, scarcity, and the like (Dehkhoda Vocabulary Book). Among the range of leadership theories and methods derived from them, there is a theory called consolidation leadership theory and consolidation leadership style, the experiences and characteristics of female leaders have been very effective in its formation and growth. Consolidation leadership is one of the new approaches in leadership literature that has received serious attention from researchers since the mid-2010s. This approach emphasizes the ability of the leader in the organization to simultaneously manage organizational conflicts such as control and independence, stability and change, or the intimacy and authority of women's leadership in the organization. Consolidation leadership is one of the new approaches in leadership studies that was first proposed by (Zhang et al., 2015). Beigi Nasrabadi et al. (2025) conducted a study titled Women’s Leadership in Future Organizations. The results of this study showed that women’s leadership challenges stem from the characteristics of future organizations, such as facing difficult and contradictory expectations. Strategies were also found in two main categories: women’s leadership enabling strategies, such as a supportive structure and culture, and women’s growth strategies, including thinking big and setting big goals. Ali Emran & Elhony (2025) conducted a study titled The Role of Inclusive Leaders in the Era of Digital Transformation. The results of this study confirmed a positive and strong relationship between the existence of inclusive leadership and the digital transformation process in universities. It also showed that the existence of regulations and laws governing digital transformation, as well as comprehensive strategic plans, will help promote this process and achieve significant successes. This research recommends increasing investment in digital infrastructure and modern technologies, increasing the technical capabilities of higher education institutions, improving the legislative and legal framework, and developing comprehensive strategic plans for digital transformation at the level of higher education institutions. Research Methodology The research community includes 21 managers and experts in the field of participatory leadership, faculty members, managers and experts from government departments in Kerman city, who were selected based on purposive sampling using the data saturation technique. The data collection tool is a semi-structured in-depth interview. Research Findings Thematic analysis was used to analyze the data. The findings of the thematic network analysis showed that 10 themes (organizers), 26 basic themes, and 86 primary codes are components and categories of participatory leadership. The themes (organizing) were presented in the form of 10 dimensions, which are: "Organizational trust, organizational justice, organizational innovation and creativity, improving commitment and job satisfaction, improving individual and organizational performance, responsible behavior with employees, emotional and psychological support, positive feedback and individual growth, strengthening group synergy, and administrative transparency." The theory of participatory leadership is effective in creating and growing leaders' capabilities and pays special attention to social justice and the comprehensiveness of the personality of female leaders in the organization, and through it, basic leadership knowledge in the organization can be developed. Conclusion The present study was conducted with the aim of designing a participatory leadership model in government offices in Kerman city. The results of this finding are consistent with the results of Soheili et al. (2024), Foladi & Fateh Elahi Nargese (2024), and Beigi Nasrabadi et al, (2025). In explaining and justifying this question, it can be said that future research on organizations and leadership has shown that the trends in women's role-playing are moving in a direction where in the future, women will take over the leadership of organizations and society and be introduced as leaders of the 21st century. The course of developments in women's role-playing as leaders in organizations is such that although in the past they were mainly active at the operational levels of organizations, over time they have entered the levels of supervision and middle management. In the future, along with increasing influence at middle levels, we will witness their greater activity and influence at the highest levels of organizations and business leadership, even in developing countries. According to the results of the research, the following suggestions were made: According to the results of the research, it is suggested that one of the most important obstacles for women to managerial positions is women's limited access to informal spaces in the organization, and that senior managers of organizations can reduce these limitations by creating new and diverse informal spaces.

Abstract Abstract The aim of this study is to investigate the modeling of the effect of self-leadership and strategic thinking on organizational legitimacy with the mediating role of adaptability and individual-organization fit. The research method is applicable in terms of its purpose, quantitative in terms of its implementation method, and descriptive-survey in terms of its nature, and of causal type. The statistical population of the study includes 216 employees of the General Directorate of Sports and Youth Organization, of which 139 people were estimated as a statistical sample based on the Cochran formula and selected randomly. Standard questionnaires of self-leadership (Neck and Houghton, 2006), strategic thinking (Lydka, 1998), organizational legitimacy (Elzabek, 1994), adaptability (Denison, 1996), and person-organization fit (Scroggins, 2008) were used to collect data. Structural equation modeling and partial least squares (PLS3) were used to analyze the data. The results showed that self-leadership, with the mediating role of adaptability and person-organization fit, has a significant effect on organizational legitimacy. Also, strategic thinking, with the mediating role of adaptability and person-organization fit, has a significant effect on organizational legitimacy. In line with the research results, it can be concluded that investing in the development of self-leadership skills and enhancing the strategic thinking capacity of employees can provide the basis for improving adaptability and improving the degree of individual fit with the organization, and in this way, significantly increase the perceived legitimacy among employees and stakeholders. This can lead to strengthening internal cohesion, increasing organizational trust, and improving the organization's position in internal and external environments. Introduction Organizations that have high legitimacy, while having easier access to vital resources, benefit from broader social support, and appear more resilient to crises and environmental changes (Wu et al., 2023). Legitimacy finds meaning not only in compliance with laws and legal requirements, but also in the moral, cultural, and social perception of the organization's actions and can play a decisive role in the continued existence and effective performance of the organization (Zheng et al., 2023). Among these, self-leadership, as one of the new individual competencies, plays an important role in promoting organizational legitimacy. Unlike common leadership styles that emphasize symbolic behaviors of leaders and their impact on employees, self-leadership focuses on achieving self-direction and self-motivation using a set of behavioral and cognitive strategies (Liu et al., 2023). Self-leaders use strategies such as personal goal setting, intrinsic reward, self-observation, and challenge seeking, and demonstrate responsible and effective behaviors. Such behaviors not only improve individual performance, but also represent the ethical and professional values ​​of the organization and have a positive impact on stakeholders' perceptions of the organization's credibility and competence (Krampitz et al., 2023). Meanwhile, strategic thinking, as an advanced cognitive competency, represents the ability to understand complex relationships, analyze future-oriented issues, and make decisions in line with the organization's long-term goals. People who have strategic thinking can understand the long-term consequences of decisions and actions, analyze environmental opportunities and threats, and develop appropriate strategies to achieve the organization's macro goals (AlQershi, 2024). In this regard, one of the positive consequences of self-leadership and strategic thinking at the individual level is increased ability to adapt to changing and complex organizational conditions. Adaptability refers to an individual's ability to deal with unstable conditions, organizational changes, and new challenges (Hessari et al., 2025). Adaptable employees can quickly adapt to new technologies, structures, or procedures and use these changes as an opportunity for learning and growth (Nakra & Kashyap, 2023). People who have the ability to self-lead usually have more intrinsic motivation, self-awareness, and self-control, which increase their adaptability in complex situations (Nurimansjah, 2023). On the other hand, today, a large part of the success and competitive advantage of organizations depends on the performance of human resources. With the increasing importance of human resources, managers have become more sensitive in selecting people, and the concept of "individual-organization fit" has become one of the main criteria in recruiting. This fit can have positive consequences for the organization and employees (Bai & Bai, 2024). Therefore, the main question of the present study is: what is the effect of self-leadership and strategic thinking on organizational legitimacy with the mediating role of adaptability and individual-organization fit in the General Directorate of Sports and Youth of East Azerbaijan Province? Theoretical Framework Self-leadership Self-leadership refers to the process of influencing oneself, during which an individual achieves the self-direction and intrinsic motivation necessary to get things done (Liu et al., 2023). Strategic Thinking Strategic thinking is the ability to look simultaneously at the past, present, and future to make effective decisions at the macro-organizational level (Valisoltani et al., 2023). Organizational Legitimacy Following Max Weber, Parsonez (1951) developed the concept of legitimization and emphasized that organizations must have a legitimate demand for limited resources. In addition, the goals that organizations pursue must be aligned and compatible with the values ​​of the broader social environment in which they operate (Salehi et al., 2024). Adaptability Adaptability is one of the key components for individual and organizational success in complex, dynamic, and constantly changing environments (Yen et al., 2023). Person-organization fit Person-organization fit is a concept that refers to the degree to which an individual's values, goals, beliefs, attitudes, and personality traits are consistent with the culture, values, and needs of the organization (Mehtap et al., 2024). Bamiri et al. (2025) in a study examined the relationship between self-leadership and organizational culture with the quality of work life of education employees in Lordegan. The results showed that there is a relationship between self-leadership and the quality of life of education employees in Lordegan, and there is a relationship between organizational culture and the quality of work life of education employees in Lordegan. Ghoreishi et al. (2025) studied the presentation of a native model of organizational self-leadership with an emphasis on education in non-governmental organizations, using a grounded theory approach, in the Teacher Insurance Company. Based on the results obtained, the native model of organizational self-leadership was calculated. In the output of the model fitting, the CMIN/DF index was obtained as 1.515. The comparative fit indices were more than 90 percent and the economic indices were also calculated as greater than 0.5. The RMSEA index was also 0.043, which is less than 0.05. Therefore, the structural model of the research was confirmed.  Research Methodology The research method is applicable in terms of its purpose, quantitative in terms of its implementation method, and descriptive-survey in terms of its nature, and of causal type. The statistical population of the research includes 216 employees of the General Directorate of Sports and Youth Organization, of which 139 people were estimated as a statistical sample based on the Cochran formula and selected randomly by stratified sampling. Standard questionnaires of self-leadership (Neck and Houghton, 2006), strategic thinking (Lydka, 1998), organizational legitimacy (Elzabek, 1994), adaptability (Denison, 1996) and person-organization fit (Scroggins, 2008) were used to collect data. Research findings Structural equation modeling and partial least squares (PLS3) were used to analyze the data. The results showed that self-leadership, with the mediating role of adaptability and person-organization fit, has a significant effect on organizational legitimacy. Also, strategic thinking, with the mediating role of adaptability and person-organization fit, has a significant effect on organizational legitimacy. In line with the research results, it can be concluded that investing in developing self-leadership skills and enhancing the strategic thinking capacity of employees can provide the basis for improving adaptability and enhancing the degree of individual fit with the organization, and in this way, significantly increase the perceived legitimacy among employees and stakeholders. This can lead to strengthening internal cohesion, increasing organizational trust, and improving the organization's position in internal and external environments. Conclusion The present study was conducted with the aim of investigating the modeling of the effect of self-leadership and strategic thinking on organizational legitimacy with the mediating role of adaptability and individual-organization fit. This finding is consistent with the results of Bamiri et al. (2025), Hessari et al. (2025), Aghababaei (2024), Tenschert et al. (2024), Inam et al. (2023), Bagheri et al. (2025), Wuryaningrat et al. (2024), AlQershi (2024), Rasoulzadeh & Roshan Qalb Deylami (2023), Yen et al. (2023), and Bitektine & Song (2023). Considering the results of the research, it is suggested: It is suggested that organizations use psychological assessment tools to identify the level of self-leadership and flexibility of employees at the beginning of employment and design workshops with a positive psychology and resilience approach for existing employees. Also, the creation of "intra-organizational learning networks" can help share successful experiences of self-leadership in changing situations, thereby enhancing the adaptability of individuals and ultimately the legitimacy of the organization. It is suggested that the performance appraisal and human resource development processes be redesigned in a way that benefits from two-way feedback (employees to the organization and vice versa) to promote mutual understanding of shared expectations, values, and priorities. 

Abstract Abstract The aim of this research is to study the effect of human resources flexibility on organizational innovation with the mediating role of job turnover among employees of Kermanshah University of Medical Sciences. The present study is of applicable type in terms of purpose, and descriptive-correlational in terms of nature. The statistical population of this study includes employees of Kermanshah University of Medical Sciences in the academic year 2022-2023, with a statistical population size of 1300 people, of which 207 people were selected as a statistical sample through the Morgan table and stratified random sampling method. To collect research data, a questionnaire on flexibility, organizational innovation, and job turnover was used. Data analysis was performed using SPSS and PLS 2016 statistical software. The results showed that human resources flexibility has a direct effect on organizational innovation of university employees. Human resources flexibility has a direct effect on job turnover. Job turnover has a direct effect on organizational innovation. Human resource flexibility has an indirect effect on organizational innovation by mediating the career turnover of university employees. Introduction In today's competitive world, given the progress of science and technology, society needs to cultivate people who can face problems in an original and creative way and try to solve them. To achieve this, the need for education, strengthening creativity, and creating new ideas is of great importance to attain a flourishing society (Estanesti & Sholibour, 2020). Organizational innovation is the adoption of an idea or behavior that is new to the general environment of the organization. The tendency towards organizational innovation can occur in the human resources sector, behavioral and psychological studies of employees and recognition of their values ​​and abilities; or in the technical and technological sector, modernized equipment and new techniques; or in the structural sector, which includes a set of rules, methods, norms, and criteria (Eyni, 2020). Organizations need flexibility and adaptation to environmental uncertainty in many aspects; in particular, from the human resources perspective, this adaptation is achieved through a variety of forms, which are generally defined as human resource flexibility (Kether & Sett, 2009). Among the influential factors that cause change and transformation in organizations is human resource flexibility. Human resource flexibility includes a wide range of organizational designs and management models and theories such as: socio-technical system theory, self-organization, lean manufacturing, and just-in-time production management. Human resource flexibility is considered as a tool to improve production performance because it creates several strategic advantages (Heydari Gojani et al, 2021). Another influential variable in this study is job rotation. Job rotation is a systematic, purposeful and principled movement for employees from one job to another; job rotation also includes horizontal transfers that enable employees to work in different jobs and gain managerial knowledge and experience. Job rotation can reduce work fatigue and increase employee motivation through various activities, and also increase the vitality of organizations; because employees become familiar with a wide range of skills and will have high flexibility in work management (Bastani & Ghorban Hosseini, 2020). Hence, the main research question is: does human resource flexibility affect organizational innovation by mediating job rotation among employees of Kermanshah University of Medical Sciences? Theoretical Framework Flexibility The flexibility of human resource activities also refers to effective, rapid, and sustainable actions of the human resource department in adapting and implementing new human resource processes and structures (AmirNejad, 2022). Skill flexibility refers to the speed and ease of acquiring new skills and abilities of employees. Employee behavioral flexibility is the ability to demonstrate a variety of behavioral roles in different situations (Seyed Naghavi et al, 2012). Organizational Innovation Innovation is more than just popular creativity in the commonly accepted sense. Innovation is a process that can move towards customer satisfaction through the creation and application of new ideas (Azizifar, 2014). The concept of organizational innovation can be defined as the successful implementation of new ideas, which includes changes in the structure and processes of an organization in order to apply new management, work and operational concepts (Junga et al, 2019). Job rotation Job rotation is the movement of people in a range of other jobs in order to increase their interest and motivation in the work environment (Ebrahimzadeh, 2015). Eini Nargeseh (2024) investigated the effect of factors affecting human resource flexibility in government organizations using the fuzzy cognitive map method. The results of this study indicate that commitment-oriented human resource management practices, positive organizational culture, and organizational intelligence are the most important factors affecting human resource flexibility in government organizations. Sonmez et al, (2024) investigated the effects of organizational innovation and knowledge management strategy in information technology companies in research and development departments on service quality and product innovation. The results showed that both knowledge management strategies and organizational innovation have a positive effect on the success of service quality and product innovation in information technology companies with research and development departments. At the same time, as a result of the analysis, it can be explained that innovation capability has both an independent and a mediating variable. Research Methodology The present study is of applicable type in terms of purpose, and descriptive-correlational in terms of nature. The statistical population of this study includes employees of Kermanshah University of Medical Sciences in the academic year 2022-2023, with a statistical population size of 1300 people, of which 207 people were selected as a statistical sample through the Morgan table and stratified random sampling method. To collect research data, a questionnaire on flexibility, organizational innovation, and job turnover was used. Research findings Data analysis was performed using SPSS and PLS 2016 statistical software. The results showed that human resources flexibility has a direct effect on organizational innovation of university employees. Human resources flexibility has a direct effect on job turnover. Job turnover has a direct effect on organizational innovation. Human resource flexibility has an indirect effect on organizational innovation by mediating the career turnover of university employees. Conclusion The present study was conducted with the aim of investigating the effect of human resource flexibility on organizational innovation with the mediating role of job turnover among employees of Kermanshah University of Medical Sciences. The results of this study are consistent with the results of Eini Nargeseh (2024), Sonmez et al, (2024), AmirNejad (2022), Effat& Saeedi (2021), Eyni (2020), Hisham & Ahmad (2020), Ketabchi (2020), Davidescu et al, (2020), and Huang et al, (2019). AmirNejad (2022) showed that employee skill flexibility and employee behavior flexibility have an effect on adaptive culture, and the effect of adaptive culture on service innovation and process innovation was also proved. The results also indicate the mediating role of adaptive culture in the relationship between employee skill flexibility and employee behavior flexibility with service innovation and process innovation. According to the research results, the following suggestions are made: It is suggested that human resources processes (recruitment, training, etc.) be designed for employee flexibility so that employees can grow and develop more flexibility in the organization. It is suggested that human resources flexibility can be increased in view of changes in the external organizational environment, and to create it, it is necessary to create a special attitude in managing the culture of adaptability in employees. In today's changing and unstable environment, it is necessary for organizations to use their human resources flexibility as a culture in order to maintain and survive, so that they can take an important step in their workplace with these changes.

Abstract Abstract The present study was conducted with the aim of designing a personnel training model for Maskan Bank with a learning organization approach. This research was applicable-developmental in terms of its purpose, and was conducted with a qualitative approach of content analysis. The target population consists of academic experts in the field of educational management and banking. The research participants were 16 executive experts (subject-specific experts, managers and vice-presidents of Maskan Bank) as key informants, selected by purposive sampling and snowball method considering theoretical saturation. The data collection tool included semi-structured interviews with participants and document study. For data analysis, Atride-Sterling's (2001) three-stage coding was used utilizing MaxQDA software. After analyzing the data, the network of the themes of the staff training of Maskan Bank with the learning organization approach was formulated with 36 concepts (basic themes), 9 organizing themes, and 2 comprehensive themes. The research findings showed that the characteristics of the learning organization included personal capabilities and abilities, systemic thinking, shared vision, mental patterns and models, and team learning; and the staff training process included needs assessment and goal setting, training planning, training implementation, and evaluation. In general, it can be said that considering the learning organization in training employees in the form of a comprehensive and inclusive model, the improvement of the quality of staff training and the acquisition of competitive advantage could be anticipated. Introduction Training is included as one of the sub-categories of staff development and promotion in the human resource development model in an organization. Therefore, one of the basic measures that make organizations efficient is the continuous development of human capital through training. In fact, training and development are the main conditions for the progress and success of any organization and contribute to competitiveness in a competitive environment (Noe, 2019). Therefore, the strategic position and importance of education in the survival and development of the organization is undeniable (Islampanah & Alvani, 2017); because through education, are the job needs of employees met and the need of employees to acquire new skills and knowledge is possible (Nazari Daulatabad & Gholami Chenaristan, 2023); and in this regard, Nzimakwe & Utete (2024) have considered the education and learning of employees in a learning organization the reason of employee performance increasing. However, in the banking system as one of the parts of the competitive business environment, its successful growth depends on the learning organization; and commercial banks need trained and efficient employees (Lameck, 2022) to deal with the challenges of modern business. Nonetheless, it must be said that the quality of banking depends on the level of education and learning of its employees (Alavi Sang Cheshme, 2018). Undoubtedly, the most specialized and main prerequisites for training are, first of all, the development of a suitable training model, which, if not properly developed and implemented, will have undesirable effects on other training processes. Therefore, one of the leading issues for training managers is the issue of achieving a suitable training model for employees, which, according to research history, has not been researched as much in this area as in other banks such as; National Bank, Tejarat, Sepah and other banks. This issue therefore poses the most important question for the leading study, which is: what is the training model for Maskan Bank personnel with a learning organization approach? Theoretical Framework Human Resource Training with a Learning Organization Approach Today, training is recognized as a tool through which organizations strengthen and improve their human assets as sustainable capital (Mohsen, 2020). Whenever the issue of poor employee performance is raised, the issue of providing employee training has been in the spotlight (Nzimakwe & Utete, 2024). Therefore, employee training is a pre-planned study of an organization with the aim of learning and developing the competencies, skills, knowledge and behavior of employees in their daily operations at the level required by the organization (Parent-Lamarche et al, 2023). With these theoretical considerations, learning organizations are a phenomenon whose pioneer founders are Schon and Argiris who proposed this issue in 1950. Following this, another expert named Senge in 1990, adapting the theories of Schon and Argiris to make it clearer and more practical, presented new principles about learning in organizations. His theory, entitled “The Fifth Discipline”, which introduced the learning organization as an organizational format relevant to the growing economic environment, was welcomed. He believed that the learning organization is actually a transition from a “mechanical” view of organizations to an organic, fluid view, requiring rapid and adaptive change in order to survive (Gronhaug & Stone, 2012). In Senge’s 1990 model, the learning organization has five general principles or components, which are: personal mastery, mental models, shared vision, team learning, and a systematic approach. Each of these components provides a vital direction to the organizational structure that is able to truly learn; to continuously expand its capacity to realize the highest aspirations and desires (Senge, 2009). In the present study, an attempt has been made to consider the main and fundamental model of the learning organization in developing the employee training model and to examine the relationships between its dimensions and components with employee training in order to discuss a system of integration of the dimensions of the learning organization and employee training and to clarify the systematic view that Senge referred to as the fifth discipline. Research Methodology The present study was a fundamental and exploratory study and; in terms of data collection, a qualitative study of the type of content analysis. The target population consists of academic experts in the field of educational management and banking. The research participants were 16 executive experts (subject-specific managers and vice-presidents of Maskan Bank) as key informants, selected through the purposive sampling method and the snowball method, taking into account the theoretical saturation issue. The data collection tool included semi-structured interviews with participants and document study. Research findings MAXQDA2018 software was used to analyze the data. The findings indicate that the Maskan Bank personnel training model with a learning organization approach has 36 concepts (basic themes), 9 organizing themes, and 2 comprehensive themes of understanding formulation. The research findings showed that the characteristics of the learning organization included personal capabilities and abilities, systemic thinking, shared vision, mental patterns and models, and team learning; and the employee training process included needs assessment and goal setting, educational planning, training implementation, and evaluation. In summary, it can be said that considering the learning organization in employee training in the form of a comprehensive and inclusive model, the improvement of the quality of staff training and the acquisition of competitive advantage could be anticipated. Conclusion The present study was conducted with the aim of presenting a model for training personnel at Maskan Bank with a learning organization approach. The results of this study are consistent with the findings of Gharib Navaz (2019), Hamidi et al, (2023), Atiku et al., (2022), Najafpour et al, (2020), Damirchi et al, (2020), and Sembera (2016). In line with these findings, Nzimakwe & Utete (2024) have acknowledged that employee training is considered as the main and central driving force for effective and efficient job performance. In their opinion, today, in the human resource development model of every organization, training is considered as one of the sub-categories of employee development and promotion. Also, it should be said that employee training and development is a strategic action at the individual level that makes the individual valuable, at the organizational level improves and develops the organization, and at the national level leads to increased productivity and subsequent results (Noe, 2019). With this theoretical perspective, and in accordance with the findings, Gharib Navaz (2019) has acknowledged that the learning organization approach is effective in employee training by referring to the main categories of effective training with the learning organization approach and the interactive role of this approach to the core of training in the organization. Also Hamidi et al, (2023) has acknowledged that employee training with the knowledge and learning management approach is considered a major part of every job, and meanwhile, employees learn from each other and teach others, and the knowledge needs of employees and the organization can be successfully met. In this regard, in another study, Sembera (2016) has acknowledged in a study in the banking industry in Uganda that knowledge management and organizational learning work better than organizational training in gaining competitive advantage (cited in Hamidi et al, 2023). With these interpretations, from the participants' point of view, if the employee training process is integrated with the characteristics of a learning organization, it will help Maskan Bank in its development goals; therefore, the professional development of employees with their personal capabilities and abilities should be integrated in the form of team learning, and individual learning may be effective for an individual, but team learning with a shared perspective and systemic thinking is more effective and leads to individual and team productivity. It is suggested that, considering the importance of teachers' influence on students and considering that knowledge and skills can be acquired, learned, and transferred, it is necessary to seriously discuss and examine the characteristics and methods of training teachers in order to develop and improve their competence, so that more justified principles and programs can be developed for training competent teachers who are up-to-date and compatible with rapid developments. Based on the explanation of the results obtained, the following suggestions are presented: 1- Banks, especially Maskan Bank, need to train their employees with a learning organization approach in order to overcome complex environmental conditions due to their environmental and local conditions. 2- One of the ways for banks to excel over other competitive and commercial organizations is to pay attention to continuous and comprehensive learning, and the learning organization approach with its dimensions can help create a competitive advantage. 3- Paying attention to the dimensions of the learning organization in training Maskan Bank personnel, including; common ideals, attention to individual capabilities, consideration of systemic thinking and mental models in employee learning with a view to team learning can motivate employees. 

Abstract Abstract The aim of this study is to compare the effectiveness of group reality therapy and positive attitude training on academic procrastination in female high school students with academic burnout in Ardabil city. The present research method is experimental (pre-test-post-test design with control group). The statistical population of this study includes 400 female high school students in the second year of the Ardabil city in the academic year 2024-2025. The academic burnout questionnaire was randomly distributed among them, and among the students who scored high in this questionnaire and had academic burnout, 90 people were randomly assigned to three groups (30 in the first experimental group, 30 in the second, and 30 in the control group). The research instrument is the Solomon and Roth-Bloom Procrastination Questionnaire. The first group received Glasser (1999) group reality therapy training for 7 sessions, and the second group received Quilliam (2003)positive attitude training for 8 sessions, and then the third group, the control group, did not receive any intervention. In the following stages, all three groups answered the research questionnaires again, and then the data were collected and analyzed using SPSS statistical software. The results showed that group reality therapy and positive attitude training reduce academic procrastination in female students, and group reality therapy reduces academic procrastination more than positive attitude training. Introduction Education is the foundation of the progress of human society, and as the core of this system, students play an important role in promoting and improving the state of society (Sheikh-ul-Islami et al., 2015). Therefore, the educational policies of the education institution, in addition to scientific development and expanding the level of literacy and information, should also include the growth and development of the mental health of the community. Children and adolescents spend the best years of their lives in school, and experiencing any failure or success during this period has a profound impact on their positive or negative attitude towards themselves and their abilities (Soltani Majd et al., 2014). Psychological harms in society in general and among students in particular arise from defective and imperfect infrastructures and contexts, which require intervention and research in this area. These harms can be explained among students in three specific areas: individual, organizational, and family (Sharififard et al., 2020). Among the psychological harms that negatively affect students' academic performance is academic burnout. It causes adverse physical and psychological effects on students (Fallah Madvari et al., 2019). Procrastination is a common human behavior that has been widely studied over the years. It is often viewed as negative because it can lead to missed deadlines and other consequences (Zhu, 2023). Procrastination is defined as a lack of self-regulatory function and a behavioral tendency to delay doing what is necessary to achieve a goal (Ellis & Knass, 2013). Soroushnia (2022) in his research showed that positive-oriented education has an effect on academic procrastination in students. Positive psychology is one of the newest branches of psychology. This specific field of psychology focuses on human success. While many other branches of psychology focus on abnormal and disordered behaviors, positive psychology focuses on helping people become happier and more fulfilled. Therefore, given the lack of studies and the gap in the subject area of ​​this study, the researcher was motivated to conduct this research in order to investigate this situation more precisely. He is faced with the basic question: Is there a significant difference between the group reality therapy intervention and positive attitude training in their effectiveness on the aforementioned variable of academic procrastination in female students with academic burnout? Theoretical Framework Group Reality Therapy Group reality therapy, which is considered one of the most innovative approaches to counseling and psychotherapy, is based on the theory of choice and control, and considers the cause of psychological problems to be in individuals' choices and the individual's lack of responsibility in satisfying their needs; in this treatment, efforts are made to enable individuals to meet their basic needs through better choices (Karimi et al., 2020). Positivity Positive psychological states are a sample of human abilities that constitute the main theme of positive psychology: happiness, enjoyment, flexibility, resilience, self-control, optimism, optimistic explanatory style, hope, sense of efficacy, goal setting, meaning, love of knowledge, wisdom, originality, ability to be psychological, autonomy (Farnam & Madadizade, 2017). Academic procrastination Procrastination is a pervasive behavioral pattern observed among individuals in society and at different levels, from laypeople to educated scientists; procrastination has a negative impact on education due to its importance in the field of education (Ayadi et al., 2021). Academic burnout Burnout means the emergence of negative attitudes, behaviors, and feelings in the face of severe psychological pressures related to work or education. In fact, academic burnout causes adverse physical and psychological effects on the student. The most important symptoms of academic burnout include emotional exhaustion, depersonalization, and decreased personal performance (Khojasteh & Abdoli, 2023). Khojasteh & Abdoli (2023) investigated the effectiveness of positive thinking intervention on academic burnout and academic engagement of students. The findings of the implementation of two questionnaires showed that positive thinking training has a significant effect on academic burnout and academic engagement of students; therefore, it can be concluded that positive thinking training has improved academic burnout and academic engagement of students. Also, positive thinking training in students has eliminated negative thoughts and fostered positive thoughts, increased the energy and empowerment levels of students, and provided the opportunity for students to free themselves from negative thinking, turn failure into success, and turn threats into opportunities. Zhu (2023) in a study titled Positive and Negative Aspects of Procrastination in College Students showed that, on the positive side, aggressive procrastination can help increase productivity and creativity as deadlines approach. This last-minute rush can also lead to feelings of accomplishment and pride in completing tasks under pressure. How to empower students to overcome negative procrastination behaviors and how to use positive procrastination behaviors to improve students’ learning and productivity are discussed in this literature review. There are also limitations in recent studies, such as small sample sizes, future studies should incorporate these factors into the experimental design. This study can provide insights for designing relevant college intervention programs. Research Methodology The present research method is experimental (pretest-posttest design with control group). The statistical population of this study included 400 female students of the second year of secondary school in Ardabil in the academic year 2024-2025. The academic burnout questionnaire was randomly distributed among them. Among the students who scored high in this questionnaire and had academic burnout, 90 people were randomly assigned to three groups (30 in the first experimental group, 30 in the second experimental group, and 30 in the control group). The research tool was the Solomon and Roth Bloom procrastination questionnaire. The first group received group reality therapy using Glasser's (1999) training method during 7 sessions, and the second group received positive attitude training intervention (Quilliam, 2003) during 8 intervention sessions. Then the third group, the control group, did not receive any intervention, and in the following stages, all three groups answered the research questionnaires again. Research findings Data were collected and information was analyzed using SPSS statistical software. The results showed that group reality therapy and positive attitude training reduced academic procrastination in female students, and group reality therapy reduced academic procrastination more than positive attitude training. Conclusion The present study aimed to compare the effectiveness of group reality therapy and positive attitude training on academic procrastination in female students with academic burnout in high school in Ardabil. The results of this hypothesis are consistent with the findings of the studies of Khojasteh & Abdoli (2023), Zhu (2023), Abron et al. (2023), Hassani et al. (2023), Dehghani et al. (2022), Soroushnia (2022), Sheikhi et al. (2022), Lambert et al. (2021), and Kotera et al. (2021). In this regard, Soroushnia (2022) showed that positive education is effective on academic meaning, academic motivation and academic procrastination in male students of the second year of secondary school in Tehran at the α=0.01 level. According to the results of the study, the following suggestion was made: - if group reality therapy and positive education are included as an optional course unit in the students' curriculum, this can greatly improve the psychological state, rebuild social relationships and resolve problems more logically in students.

Abstract The aim of this study is to investigate the meta-analysis of key indicators affecting the establishment of the civil participation system in the Iranian Martyrs' Foundation. The present study is quantitative in terms of purpose, application, and implementation method with an inductive approach and a philosophy of evidence-based philosophy. The population studied in this study consists of articles published in scientific research journals in the field of establishing the civil participation system of knowledge sharing from 2009 to 2013, which were conducted within the country. Sampling was carried out based on the criteria required to enter the meta-analysis process, and 22 items were selected accordingly. The meta-analysis method and CMA software were used to analyze the data. The findings of this study show that the aforementioned variables act as key indicators of the civil participation system and have a mutual effect on each other. Strengthening these factors can lead to improving the quality of civil participation and creating a democratic and sustainable society. In this regard, paying attention to these variables in social and economic policymaking and planning is of particular importance.

Abstract The purpose of this research is to design a school integration model for secondary school students: a qualitative study based on the Delphi technique. The research method is applied in terms of its purpose and qualitative in terms of its implementation method. The statistical population of the research includes 20 experts who have characteristics such as having managerial experience in secondary schools, having a university degree in the field of educational planning, teaching experience in universities and secondary schools, and published articles or books in the relevant field. The sample size was determined by purposive sampling. Semi-structured interviews were used to collect information, and the interviews continued until theoretical saturation was achieved. The Delphi method was used to analyze the data. The results showed that the components of school integration for junior high school students are: 7 components: 1) teaching style (12 indicators), 2) motivation (11 indicators), 3) self-efficacy (4 indicators), 4) responsibility (4 indicators), 5) parental involvement (2 indicators), 6) communication (social) skills (6 indicators), 7) school atmosphere (15 indicators).

Abstract The aim of this study is to investigate the effect of educational management on students' academic success, teachers' job satisfaction, school efficiency, and parental interaction in schools in the Kianparsh region of Ahvaz city. The present study is applied in terms of its purpose and is a correlational research. Its statistical population includes students, teachers, and parents of secondary schools, of whom 320 people were selected as samples using stratified random sampling. The data collection tool was structured questionnaires with a five-point Likert scale, and their reliability was confirmed by Cronbach's alpha coefficient between 0.85 and 0.9. SPSS software was used to analyze the data. The research findings showed that educational management has a positive and significant correlation with students' academic success (r = 0.65), teachers' job satisfaction (r = 0.6), school efficiency (r = 0.7), and parental interaction (r = 0.55) (Sig < 0.01). Multivariate regression also showed that educational management is able to explain 42% of the variance in academic achievement, 36% of the variance in job satisfaction, 49% of the variance in school efficiency, and 30% of the variance in parental engagement, respectively. Also, the ANOVA test confirmed that there is a significant difference between different levels of educational management and dependent variables (Sig < 0.001). These results indicate that educational management plays a key role in improving academic performance, job satisfaction, school efficiency, and parental involvement. Therefore, it is suggested that educational administrators and policymakers create an optimal learning environment for students by implementing targeted management programs, improving teachers' professional skills, and encouraging parental involvement.

Abstract The purpose of this study is to present and analyze a pathology model of social capital in organizations. In terms of purpose, the present research is exploratory. Regarding the time dimension, it is cross‑sectional, and in terms of the theoretical approach, it is inductive. The statistical population of the study consisted of 86 managers and experts from the Tehran Municipality, who were selected through non‑probability and non‑random sampling. A questionnaire was used to collect the research data. Data were analyzed using SPSS and AMOS software.The results showed that the pathology model of social capital in organizations consists of six categories: causal conditions (3 components), contextual factors (4 components), the central phenomenon (6 components), intervening factors (3 components), strategic factors (10 components), and consequences (8 components). The results of confirmatory factor analysis indicate that the factor loadings of all items are above 0.4 and none were removed from the model; therefore, the indicators are appropriate measures for the identified factors. Furthermore, based on the results of structural equation modeling, the significance level of the indicator paths is less than 0.05, indicating that the relationships among the variables are statistically significant. The path coefficients also show that positive relationships exist among all variables.

Abstract The aim of the present study is to examine a model for enhancing knowledge management based on intellectual and professional capital in the banking industry.According to its purpose, this research is applied‑developmental, and in terms of implementation, it follows a mixed (qualitative‑quantitative) approach.The statistical population in the qualitative section consists of 18 university professors, managers, and experts from Qarz‑ol‑Hasaneh Mehr Iran Bank, selected through purposive sampling.In the quantitative section, the statistical population includes managers and experts of the same bank in Tehran; based on Morgan and Krejcie’s table, the sample size was determined as 235 individuals, selected through simple random sampling.Data collection was conducted through semi‑structured interviews (qualitative) and questionnaires (quantitative).For data analysis, thematic analysis was used in the qualitative phase, and SPSS and PLS software were employed in the quantitative phase.Qualitative findings revealed that knowledge management in organizations comprises six main dimensions:smart knowledge infrastructures, knowledge empowerment, internal value creation, external value creation, comprehensive knowledge support, and knowledge culture.Confirmatory factor analysis indicated that the proposed model possesses appropriate structural validity and convergence across all dimensions, with high and significant factor loadings.As a practical recommendation, organizations are advised to strengthen flexible knowledge infrastructures and promote a continuous learning culture. By effectively utilizing employees’ experience and knowledge, they can enhance knowledge management and achieve sustainable development of intellectual capital.