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 The present study aims to review the undergraduate accounting curriculum with an approach to adapting to the needs of the labor market. The method of this study is applied in terms of purpose and mixed (qualitative-quantitative) in terms of implementation. The statistical population of the study includes 16 university experts with a doctoral degree and professionals working in the accounting profession who were 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 exploratory model of the study has 13 factors. Accounting adapted to the needs of the labor market with strong theoretical knowledge factors, professional abilities, practical applied 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 syllabus 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.

Abstract The purpose of this study was to develop a managerial competency model considering the generational characteristics of upper secondary school students. The research was applied in purpose, mixed-methods in nature, and exploratory in design. In the qualitative phase, a grounded theory approach was employed, while the quantitative phase adopted a descriptive–correlational method. The qualitative population consisted of experts in educational sciences in Ardabil Province, from whom 20 participants were selected through theoretical purposive sampling until theoretical saturation was reached. In the quantitative phase, the population included principals of boys’ and girls’ upper secondary schools and upper secondary school students in Ardabil Province. Using a census method, 100 principals were selected, and 100 students were chosen through non-probability convenience sampling. The findings indicated that the proposed managerial competency model, aligned with students’ generational characteristics, comprised several core dimensions: principals’ generational understanding and adaptability; technological and digital leadership; instructional and transformational leadership; participatory management and social communication; learning management and educational quality; innovation and creativity in schools; empowerment and professional development management; crisis management, health, and educational sustainability; human and emotional management; management of justice, diversity, and professional ethics; and strategic and future-oriented school management. The results of model validation demonstrated a satisfactory level of fit and statistical significance (p<0.05). Overall, the findings suggest that effective school leadership requires managerial competencies that are responsive to the generational needs of upper secondary school students. It is recommended that the proposed model be used as a practical and comprehensive framework to guide the development and evaluation of managerial competencies among upper secondary school principals.

Abstract The aim of the current research is the model of narcissism management of academic staff with thematic analysis approach. The research method is qualitative in terms of implementation, thematic analysis type. The statistical population of this research includes 15 university professors and managers and public administration experts. Sampling method in this research was purposefully selected as a sample. This sampling continued until theoretical saturation was reached. The research collection tool is a semi-structured interview. Data analysis was done using thematic analysis method and MAXQDA software. The results of the research 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: ethical guidance, managerial intervention, individual training, professionalism and ethical self-management. In general, managing the narcissistic behavior of academic staff in organizations requires simultaneous attention to ethical guidance, managerial intervention, individual training, professionalism and ethical self-management. These five dimensions provide a coherent framework for promoting ethical actions at individual and organizational levels.

Abstract The aim of the present study is to design a participatory leadership model in government departments of Kerman city. The research population includes 21 managers and experts in the field of participatory leadership, faculty members, managers and experts of government departments of Kerman city, who were 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 (organizing) and 26 basic themes and 86 primary codes are the components and categories of participatory leadership. The themes (organizing) were presented in the form of 10 dimensions, which are: "Organizing 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 focuses on the experiences and characteristics of leaders in creating and developing their capabilities, and pays special attention to social justice and the inclusiveness of the personality of female leaders in the organization, and through it, the basic knowledge of leadership in the organization can be developed.

Abstract The aim of the present study is to investigate the modeling of the effect of self-leadership and strategic thinking on organizational setup with the mediating role of adaptability and individual-organization fit. The method is applied in terms of its purpose, quantitative in terms of its implementation method, and causal in terms of its research-survey nature. The statistical population of the study includes 216 employees of the General Directorate of Sports and Youth Organization, of which 139 were calculated as a statistical sample of Cochrane performance and selected randomly by stratified sampling. To collect data, standard questionnaires of self-leadership (Neck and Houghton, 2006), strategic thinking (Lydka, 1998), organizational fit (Elzabek, 1994), adaptability (Denison, 1996), and individual-organization fit (Scroggins), 20. Structural solutions model and partial least squares methods (PLS3) were used to analyze the data. The result showed that self-leadership, with the mediating role of adaptability and individual-organization fit, has a significant effect on organizational initiation. Also, strategic thinking, with the mediating role of adaptability and individual-organization fit, has a significant effect on organizational legitimacy. As a result of the research results, it can be concluded that investing in the development of self-leadership skills and improving the power of strategic thinking can provide the basis for improving adaptability and improving the level of individual fit with the organization, and in this way, significantly increasing legitimacy among employees and stakeholders. This can lead to strengthening internal cohesion, increasing organizational trust, and improving the status of the organization both internally and externally.

Abstract The aim of this study is to investigate 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 present study is of applied 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 1401-1402 with a statistical population size of 1300 people, of which 207 people were selected as a statistical sample using 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 resource flexibility has a direct effect on organizational innovation of university employees. Human resource 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 with the mediating role of job turnover of university employees.

Abstract The current research was conducted with the aim of designing a training model for Maskan Bank personnel with the learning organization approach. This research was done for the purpose of application-development and with a qualitative approach of inductive content analysis. The participants of the research were 16 academic and executive experts (managers and deputy heads of the subject-matter expert Maskan Bank) as key informants who were selected using the purposeful sampling method and the snowball method, taking into account the theoretical saturation discussion. The method of data collection included semi-structured interviews with the participants and the study of documents. were used To analyze the data, the three-stage coding of Attride-Stirling (2001) and the method of theme analysis and theme network analysis used MaxQDA software. After analyzing the data, the network of topics for staff training of Maskan Bank was formulated with the approach of learning organization with 36 concepts (basic topics), 9 organizing topics and 2 comprehensive topics. The findings of the research showed that the characteristics of the learning organization include personal capabilities and abilities, systemic thinking, common vision, mental models and team learning, and the process of training employees including needs assessment and setting goals, educational planning. , implementation of training and evaluation. In general, it can be said that paying attention to the learning organization in the training of employees in the form of a comprehensive and comprehensive model designed in the present research has a good implementation capability in the Maskan Bank, and with its implementation, we can witness the improvement of the quality of personnel training and gain a competitive advantage.

Abstract The aim of this study is to compare the effectiveness of group reality therapy and positive attitude training on academic procrastination of 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 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 people in the first experimental group, 30 people in the second experimental group, and 30 people in the control group). The research tool is the Solomon and Roth Bloom Procrastination Questionnaire. The first group received group reality therapy using Glasser's (1999) training for 7 sessions, and the second group received positive attitude training (Quilliam, 2003) 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 reduced academic procrastination in female students, and group reality therapy reduced academic procrastination more than positive attitude training.

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.