Management and Educational Perspective

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

Abstract Over the past two decades, Non-Governmental Organizations (NGOs) have become pivotal pillars of welfare systems in many countries; however, there remains a lack of a clear theoretical and empirical formulation of the direct and indirect functions of these institutions. The present study was conducted with the aim of providing a comprehensive model of NGO roles within Iran’s social welfare and social security system. Adopting a qualitative approach within an interpretivist paradigm, data were collected through semi-structured interviews with 12 experts, including NGO managers, legal advisors, and faculty members. Data analysis was carried out using the thematic analysis method based on the Attride-Stirling (2001) model, which ultimately led to the extraction of 29 open codes and 5 basic themes. The findings indicate that NGO roles can be categorized into two levels: first, direct service-providing and empowering roles, including health and welfare service delivery, bridging service gaps, and empowering vulnerable groups; and second, indirect advocacy and supervisory roles, such as monitoring health rights, fostering transparency, needs assessment, policy innovation, and inter-organizational networking. The study concludes that NGOs in Iran have been largely reduced to direct, executive roles and, due to significant structural barriers—such as the lack of supportive legislation, financial dependence on the government, and the absence of a unified database—have failed to perform indirect monitoring and policy-making functions. Ultimately, achieving an efficient hybrid welfare system requires a fundamental redefinition of the relationship between the government and NGOs, alongside the establishment of supportive institutional, legal, and financial frameworks.

Abstract  Choosing a field of study is one of the most important decisions that students make during their studies so that it can determine their career prospects. The aim of the present study was to investigate the factors affecting students' choice of educational field in Noshahr. The research method was descriptive and the statistical population consisted of both male and female high school students studying in three fields of high school mathematics physics, empirical sciences and humanities in the academic year 2015-2016. 200 subjects were selected according to the Krejcie and Morgan table using stratified random sampling. The research instrument used in this study is a researcher-made questionnaire of factors affecting educational field choice. Data were analyzed using one-sample t-test and Friedman test. The findings of this study showed that the opinion of the educational advisor, student interest, educational background, family opinion, and academic aptitude were effective in choosing the field of study in Noshahr city (P <0.05). Also, the opinion of the family has the highest rating and the opinion of the secretary and the academic advisor is the lowest.

Abstract The present study was conducted to investigate the role of school atmosphere and emotional intelligence in the entrepreneurial self-efficiency of female students in Mashhad vocational schools and was descriptive-correlational. The statistical population of the study included all female students of Mashhad vocational schools in the year 1398-99; 335 students were selected as samples by cluster sampling method according to Morgan table. Data collection was performed using school atmosphere scale of Zolig et al. (2010), emotional intelligence scale of Bradbury-Graves (2005) and entrepreneurial self- efficiency scale of Wilson et al. (2007). The research hypotheses were tested using structural equations modeling. The findings of this study showed that the entrepreneurial self- efficiency of female students in Mashhad vocational schools can be explained and predicted from the school atmosphere and emotional intelligence (P <0.05). There was also a significant relationship between emotional intelligence and entrepreneurial self- efficiency and between school atmosphere and entrepreneurial self- efficiency of female students of Mashhad vocational schools (P <0.01). The results of this study showed that by reforming the school atmosphere and reviewing the academic evaluation in order to foster students' creativity and self- efficiency, their entrepreneurial ideas should be strengthened and applied to increase entrepreneurial self- efficiency.

Abstract Extended Abstract
Abstract
The aim of this study was to investigate the relationship between teachers 'communication skills and academic well-being with emphasis on the mediating role of students' academic adjustment. The research method was descriptive-survey. Teachers (143 persons) were selected based on Krejcie and Morgan table by simple random sampling method and 371 students(371 persons)  were selected by cluster random sampling method as a statistical sample. In the present study, the educational welfare questionnaires of Peternin et al. (2014), Baker and Cyriac (1984) academic adjustment questionnaires and communication skills of Queen Dam teachers (2004) were used. Their validity was confirmed by academic experts and their reliability by means of Cronbach's alpha coefficient test was obtained 0.76, 0.89 and 0.72, respectively, and approved. In order to analyze the data, structural equation technique was applied using Lisrel statistical software and Spss26 statistical software. Quantitative results obtained from hypothesis testing of the study showed that there is a positive and significant relationship between teachers 'communication skills and students' academic adjustment and academic well-being. There is a positive and significant relationship between students 'academic adjustment and their academic well-being, and academic adjustment in the relationship between teachers' communication skills and Students' academic well-being has played a mediating role.
Introduction
Today, education, specifically or generally. is an important part of every person's life, in addition, the quality and quantity of this education also plays an important role in the individual's future life. Therefore, for nearly a century, psychologists have been widely involved in Attempts to identify predictor factors of the academic achievement. Awareness of students' psychological aspects can act as a powerful teaching aid tool. For example, understanding how students behave in certain situations can lead to an increase the effectiveness of educational tools as well as teacher's teaching methods and the education system and ultimately the progress of students (hamedinasab and asgari, 2020).
Academic well-being is one of the most important and influential variables on academic performance. It is derived from the basis of positive psychological theory, and those who possess dejected behavior and negative excitements such as anger, disturbance and sorrow; more than others are subject to education drop and drop-out.(Jahani and etal, 2018). Teachers are the most important variable in students' learning. In other words, the most important factor in the educational system is not the teaching materials or teaching methods, but the teachers themselves; and due to this importance, over the years, researchers have examined the internal and external factors effective on the performance of teachers and therefore the performance of students (Teymoriyan and etal, 2018). Communication skills Refers to behaviors through which a person can communicate with others in a way that leads to positive responses and avoid negative ones (Nakagawa and etal, 2019). Given the importance of communication skills and educational adaptation in improving the academic well-being of students, recognizing its affective factors is one of the main necessities of our country's educational system.
Therefore, because the researches concern with the above-mentioned variables and their effective amount on the student's educational well-being have not much fulfilled, in the present study, the researcher decided to address the relationship between these variables in the girls' high schools in Kashmar. Therefore, this study examines the question of whether there is a significant relationship between teachers' communication skills and students' academic well-being by emphasizing the mediating role of academic adjustment in girls' high schools in Kashmar.
Case study
In this study, all teachers and students of girls' secondary schools in Kashmar city have been studied as a case study.
Theoretical framework
Ardalan and Hosseinchari in a study showed that communication skills can predict students' academic adjustment (Ardalan and Hosseinchari, 2010). Research results have shown that there is a direct relationship between communication skills variables with students' academic well-being and self-efficacy. Accordingly, with increasing and developing teachers' communication skills, students' well-being and self-efficacy will improve (Baezat and Rahimi, 2015). Another study on academic adjustment showed that there is a positive relationship between communication skills and academic adjustment and motivation (Bahadori Khosroshahi and Habibi Kelibar, 2017). Another study has shown that teachers 'communication skills can develop students' self-efficacy and ultimately their academic well-being (Baezat and Rahimi, 2015). Research has shown that friendly and effective communication in the classroom has an effective role in improving the academic atmosphere and academic adjustment of students. Accordingly, academic adjustment will improve academic conditions and lead to high academic performance (Cheong and etal, 2019).
Methodology
This research is of descriptive-survey type. The study population includes teachers and students of girls' secondary schools in Kashmar. Based on this, 143 teachers were selected by simple random sampling and 371 students were selected by combined cluster random sampling as the sample size. Piternin et al.'s (2014) Academic Welfare Questionnaire, Queen Dam's Teachers' Communication Skills (2004) and Baker's and Cyriac's (1984) Academic Adjustment Questionnaires were used for data collection.
Discussion and Results
The first hypothesis of the research is to measure the relationship between teachers' communication skills and students' academic adjustment. The strength of the relationship between communication skills and academic adjustment is calculated to be equal to (0.62), which indicates a favorable correlation. The t-test of the test was obtained (7.60), which is greater than the critical value of t at the level of error of 5% (1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a positive and significant relationship between teachers' communication skills and students' academic adjustment.
The second hypothesis of the research has investigated the relationship between students' academic adjustment and their academic well-being. The strength of the relationship between academic adjustment and academic well-being has been calculated equal to (0.68), which indicates a favorable correlation. The t-test of the test was obtained (7.66), which is more than the critical value of t in the error level of 5% (1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a positive and significant relationship between students' academic adjustment and their academic well-being.
The third hypothesis of the study analyzed the relationship between teachers' communication skills and students' academic well-being. The strength of the relationship between communication skills and academic well-being has been calculated equal to (0.39), which indicates a favorable correlation. The t-test of the test was obtained (4.37), which is more than the critical value of t at the level of 5% error (1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a positive and significant relationship between teachers' communication skills and students' academic well-being.
The fourth hypothesis of the study examines the relationship between teachers' communication skills and students' academic well-being with the mediating role of academic adjustment. In order to examine the meditative effect of the academic adjustment in the hypothesis under discussion, the direct effect of the two structures in comparison with the indirect effect when the academic adjustment variable interferes should be examined so that if the effect increases, the mediating effect of the link with the school can be considered acceptable. In the present hypothesis, the power of the direct relationship between communication skills and academic well-being is (0.39). The indirect effect if there is a mediating variable of academic adjustment is:  (0.42) = (0.68) * (0.62)
Due to the lower effect of direct path than indirect paths, therefore, the existence of the mediator variable of academic adjustment increases the strength of the relationship and the mediating role of academic adjustment in the present hypothesis is confirmed.
Conclusion
The results of the first hypothesis of the research showed that there is a positive and significant relationship between teachers' communication skills and students' academic adjustment. This hypothesis is explained by the fact that students try to give more explanations to those of their classmates who are less absorbant and have difficulty in understanding the curriculum, and help them understand class topics (Yazdani and Soleimanpouromran, 2018). These results are consistent with and supported by research findings (Nakagawa and etal, 2019; Alizadeh and Jouybari, 2016; nasri and etal, 2017). Based on this, the first hypothesis of the research is confirmed.
The results of the second hypothesis of the study showed that there is a positive and significant relationship between students' academic adjustment and their academic well-being. In explaining this hypothesis, it can be said that a positive attitude intensifies the desire to continue communication and learning (Badri and etal, 2019). With high ability to distinguish emotions and improve mood in students it is exceptable that their academic engagement status will lead to a successful and evolved identity (Oinas and etal, 2021). These results are consistent and supported by the research findings (Razavi Alavi and etal, 2018, Nasri zadeh and Nargesian, 2019, Nair and etal, 2021). Based on this, the second hypothesis of the research is confirmed.
The results of the third hypothesis of the study showed that there is a positive and significant relationship between teachers 'communication skills and students' academic well-being.This hypothesis is explained by the fact that improving the learning conditions in the classroom causes Students can be satisfied with the effective teaching in the classroom and look forward to the educational content (Lebares and etal, 2021).  These results are consistent with and supported by research findings (Behroozi and etal, 2018, Hoferichter and etal, 2021). Based on this, the third hypothesis of the research is confirmed.
The results of the fourth hypothesis of the study showed that there is a significant relationship between teachers' communication skills and students' academic well-being with the mediating role of academic adjustment. This hypothesis is explained by the fact that students who take the initiative to learn, in comparison with the students who passively attend in class and receive instruction, learn more and better (Ghomi and etal, 2017). These results are consistent with and supported by research findings (Razavi alavi and etal, 2018, Delgado and etal, 2018). Based on this, the fourth hypothesis of the research is confirmed.

Abstract The aim of the present study was to investigate the application of educational technology components in the main sources of curriculum planning. This research was of content analysis type and its statistical population included all the main sources of curriculum planning at the university level. Nine books were selected as the research sample by the deliberate sampling method. Data collection tools were the check list of educational technology components. Data analysis was performed by means of descriptive statistics. The research findings showed that in the case of each component of educational technology to some subscales such as summary; the use of color in titles, text, image, and cover, the appropriate location for visual materials, and the avoidance of visual bias are not considered in any of the nine main sources of curriculum planning. Furthermore, the use of other subscales has been different in the main sources of curriculum planning; So that in some sources they have been used and in others they have not. Therefore, there is a need for a serious overhaul of the application of educational technology components in the main sources of curriculum planning for future editions.

Abstract The main purpose of the present study was to investigate the "scale" of the effect of intellectual scaffolding on educational management in the application of new educational technologies on academic motivation and academic achievement in the science course for fifth grade elementary school girls. The study method was quasi-experimental. The statistical population included fifth grade elementary school girls in Districts 1 and 2 of Tehran. The sample size was 297 students based on the Morgan Curriculum Table, of which 148 in the experimental group and 149 in the control group. The measuring instrument was Harter's Educational Motivation Questionnaire (1981). After pre-test, model of management education based on the scaffold rational management of training in the use of new technologies training in science for experimental and traditional teaching methods applied to the control group, and at the end of the test both control and experimental groups were controled. The results of t-test showed that the intellectual scaffolding of educational management in the application of new educational technologies is effective on motivation and academic achievement in the science course of fifth grade elementary school girls (p <0.01). The results of this study showed that this teaching model is applicable to increase motivation and academic achievement in science.

Abstract The aim of this study was to determine the relationship between classroom management practices and communication skills with the academic achievement motivation of elementary school students in Chabaksar. The research method was descriptive-correlation. The statistical population of this study included teachers and male and female elementary school students in Chabaksar. 80 teachers and 200 students were selected using simple random sampling and cluster random sampling. Teachers answered the questions of the Communication Skills Questionnaire (Quindam, 2004) and teaching style (Gerash, 1996), and students answered the questions of the Academic Achievement Motivation Questionnaire (Walrand, 1992). Data analysis using stepwise regression method showed that the variables of classroom management practices and listening skills are the best predictors for the variable of academic achievement motivation, and there is a relationship between classroom management practices and communication skills with students' academic achievement motivation (P <0.01). As a result, teachers can benefit from effective classrooming styles and communication skills to increase motivation for academic achievement and prevent student burnout.

Abstract Paying attention to learning styles and its determining components [determinants] for students plays a crucial role in teaching and education of today’s world. Therefore, the current study’s goal was to explore the relations between learning styles (with respect to its basic components) and language learning skills (English language). For this purpose, statistical population of this research is a total of 1260 male students from high schools in Chalous province among which 154 subjects are selected randomly, by Morgan-Krejcie’s Table. This research is conducted based on Vermont and Rijswijk’s theory (for assessment of learning styles) and language learning skills (the skills of listening, speaking, reading and writing) in English language. Main tool for data collection is standardized questionnaire of learning styles, and data analysis of current research is done by using of Pearson coefficient and stepwise regression. Results from this research indicate that all learning styles have a positive and direct relationship with language learning skills, but two types of learning styles, namely decentralized with a coefficient of 0.497 and meaning and goal based learning style with a coefficient of 0.283 has got the highest importance. Hence it can be said that for as much enhancement and comprehension as possible, if educational system considers decentralized and meaning and goal based learning styles, it will be more helpful for students to achieve the language learning skills. In the other word, importance of learning styles’ role recognition in anticipating of students’ language learning skills is confirmed.

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

Abstract Abstract
The purpose of this research is to analyze the dimensions and components of the developed model of successor training based on competence in education-oriented organizations with a meta-composite approach. This research is applicable in terms of purpose, qualitative in terms of the method of data collection, and with a meta-composite approach in terms of the research implementation method. The statistical population of the research includes all studies conducted in the period of time for Latin research from 1990 to 2022, and for Persian research from 2005 to 2022. In this regard, 282 researches were evaluated in the field of the subject and ultimately 41 articles were selected purposefully. Extraction of components and indicators was obtained from background investigation and theoretical foundations, and then coding was used for analysis. To analyze the data, the meta-composite method was used, and then through open, axial, and selective coding; and MAXQDA 2020 software was used. The results showed that 7 codes, 53 concepts, and 24 categories were determined and identified, which codes include key competences and abilities, determination of successor training policy, value foundation, organizational support, strategic planning in the field of successor training, identification of talents and forming a fund of talents, training and improvement of talents.
Extended abstract
Introduction
Today, all organizations compete with each other to attract qualified human resources, and as soon as these people feel that their merits are not recognized and appreciated in an organization, they choose another organization to work; therefore, identifying, recruiting, cultivating, promoting and maintaining competent human resources with the aim of optimizing the organization's ability to face new changes is undoubtedly the main concern of today's organizations (Aref & Moradi Shirazi, 2017). Successor training as a system in the field of human resources management creates the confidence in the organization that the circulation of human resources does not have an erosive and destructive effect on the organization. In simpler terms, succession management and planning assures the organization that it will have the right and competent employees to take on the jobs they deserve and at the right time. Also, successor training planning can be seen as an attempt to design a plan for an appropriate and competent number of managers and employees with key skills in such a way that they will be suitable successors at the time of retirement, death, illness, and promotion of other employees and even new positions that are created in the future plan of the organization (Azar & Khorrami, 2020). Therefore, considering the importance of competencies in formulating the successor training system, the aim of this research is to identify the dimensions and components of the developed model of successor training based on competence in education-oriented organizations in the field of human resources management, which can cause mutual reinforcement between each of the human resource management sub-systems of education-oriented organizations based on merit, which will improve the performance of the organization and establish succession management. Therefore, according to the issues raised, the current research intends to answer the question: what are the dimensions and components of the developed model of competency-based successor training in education-oriented organizations with a meta-composite approach?
 Theoretical Framework
Succession
Successor training is not a secret strategy to quickly replace people in specific positions; it is a systematic process whereby professional and personal development is aligned with the strategic plan to ensure that there are people, with the skills and the right attitudes at the right time, ready to fill any vacant position. Organizational successor training means the transfer of an organization due to the owner's desire to retire or leave the organization for numerous reasons. Succession can include the transfer of position to family members, employees, or outside buyers. Successor training is a flexible, long-term and growing approach in future recruitment. Organizational successor training planning is a type of planning that regularly nurtures both leadership successors and the next generation (Amini Dehaghi et al, 2023).
Amini Dehaghi et al, (2023) conducted a research with the aim of analyzing the phenomenon of managerial successor training in women's championship sports. The model obtained in total included 16 components as the phenomenon of managerial successor training in women's championship sports in two stages of interactionism and structuralism. Therefore, in order to institutionalize successor training in women's sports management, the interests and mindset of women towards managerial positions should be evaluated, the managerial activities of women in sports should be monitored, people inclined to managerial positions should be identified, and finally the performance mrthod of women in managerial positions to provide positive feedback and strengthen positive image of women's management should be reviewed and reflected.
Rahimi & Sadeqiarani (2023) conducted a research with the aim of designing and explaining the successor training management system in Kashan water and sewage industry. The type of research was applicable in terms of purpose, and qualitative-quantitative in terms of measurement. This research was done in several phases; the first two of which were qualitative, and the rest were quantitative. The first phase included the identification of competencies from university scientific sources as well as water and sewage company resources, and eighty competencies were identified in this phase. In the second phase, the identified indicators were evaluated by the managers and elites of the water and sewage company, and the competency model of the managers of the water and sewage company was designed by using the Delphi research method; with 33 competency indicators, which includes individual, managerial and occupational. In the third phase, according to forty management positions in the company, the competencies identified for prioritization were polled, and prioritization was done for each position by using the TOPSIS multi-criteria technique. Also, the general situation of Kashan Abfa Company based on individual competencies and management-organizational competencies shows that Kashan Abfa has the highest score in the competencies of belonging and organizational loyalty, moral intelligence, and work commitment; and the lowest score in the competency of successor training and people management, performance management and project management.
Research Methodology
This research is applicable in terms of purpose, qualitative in terms of the method of data collection, and with a meta-composite approach in terms of the research implementation method. The statistical population of the research includes all studies conducted in the period of time for Latin research from 1990 to 2022, and for Persian research from 2005 to 2022. In this regard, 282 researches were evaluated in the field of the subject and ultimately 41 articles were selected purposefully. Extraction of components and indicators was obtained from background investigation and theoretical foundations, and then coding was used for analysis.
 
Research findings
To analyze the data, the meta-composite method was used, and then through open, axial, and selective coding; and MAXQDA 2020 software was used. The results showed that 7 codes, 53 concepts, and 24 categories were determined and identified, which codes include key competences and abilities, determination of successor training policy, value foundation, organizational support, strategic planning in the field of successor training, identification of talents and forming a fund of talents, training and improvement of talents.
Conclusion
The present research was conducted with the aim of analyzing the dimensions and components of the developed model of competency-based successor training in education-oriented organizations with a meta-composite approach. According to the obtained results, the present research is aligned with the results of Amini Dehaghi et al, (2023), Rahimi & Sadeqiarani (2023), Ismailzadeh et al, (2023), Mohammadi Dayani et al, (2022), Milaninejad & Jalalundi (2023), Janahmadigol et al, (2022), Teimouri et al, (2022), Bano et al, (2022), Ghazali et al, (2021), and Dahlan Gunawan et al, (2021). Ghazali et al, (2021) showed that the cultivation of talent along with competence in higher education institution is an important part of successor training planning. Even if an institution has a well-organized plan, successor training planning will not progress smoothly unless the institution has a willing, able, and fully prepared successor. Competency-based successor training planning models provide a blueprint for building the necessary competencies now and in the future, as well as a benchmark for assessing academic leadership requirements.
According to the obtained results, the following suggestions are provided:

Clarity and transparency of the organization's strategy regarding the successor training plan in such a way that the capabilities, skills and competence of the managers who must realize the goals of the programs can be extracted and determined, which of course requires a positive and optimistic view and understanding by the senior managers of the organization about this matter.
Using the positive and successful records and experiences of other organizations in implementing new ideas and techniques of successor training management in recent years, such as the proposal system of Kaizen problem solving teams and the appointment of middle and senior managers within the organization.

Abstract Abstract The present study was conducted with the aim of identifying the dimensions and components of organizational black holes in the educational system of medical universities in 2024. 20 semi-structured interviews were conducted with faculty members and education managers in medical universities. The purposeful sampling method was used with maximum diversity and continued until data saturation. The interviews lasted between 30 and 90 minutes. The results were analyzed using the qualitative content analysis method and MAXQDA 2020 software. The assessment of the validity and reliability of the information was carried out based on the Lincoln and Guba criteria. From the analysis of the interviews, codes were extracted and 23 initial concepts were formed. By merging concepts with similar meanings, eight main categories of knowledge black holes were created as follows: human resources, non-human resources, management, complex organizational structure, autocratic and unresponsive policymaking, laws and guidelines, and cultural vacuum. The research findings indicate that various black holes are influential in the inefficiency of the educational system of medical universities, and ignoring them has led to the waste of various public resources, both financial and human, and has slowed down the growth and development process in our country. Therefore, identifying them and formulating desirable and efficient policies requires a systematic approach by managers and experts in the field of education. Introduction The mission of medical universities is to train specialized human resources to respond to the needs of society and provide health and medical services to all levels of society (Shakiba & Nadi, 2023). Therefore, continuous evaluation of this valuable and effective system is considered a strategic necessity in order to identify its existing damages and then take action based on a targeted and comprehensive plan to eliminate them. (Farhadi, Moghaddasi, & Nasri, 2022) Some of the damages in the educational system of medical universities can be imagined in the form of black holes, where the manager is unable to see the root cause of the problem, but its destructive effects gradually appear in the organization. Organizational black holes are hidden and chronic challenges that consume the organization's resources inefficiently and require radical interventions and structural changes. Studies indicate the existence of numerous challenges and problems in medical universities, focusing on which leads to the existence of black holes in this educational system. Dissatisfaction of faculty members with salaries and benefits (Mehrabian et al., 2021) and the high tendency of students and professors to emigrate (Haghdoost, 2022) are among the issues that, if ignored, lead to the gradual elimination of faculty members, students, and organizational resources. It is difficult to identify black holes in medical universities, and management often deals with its apparent consequences instead of addressing the root cause of the problem. Some administrators and faculty members also knowingly or unwittingly contribute to the continuation of these black holes by behaviors such as denying the problem. Traditional approaches to identifying organizational problems have been ineffective; therefore, a systematic approach to understanding educational organizations and the ability to identify, locate, prevent, and control such problems in a timely manner is a real opportunity for organizational improvement (Yanez, Uruburu, Moreno, & Lumbreras, 2019), and improving the quality of education. Various studies warn about the existence of black holes in educational environments and their destructive effects. However, no study has been found that comprehensively identifies organizational problems as the first step in comprehensive planning to resolve them. In the present study, the educational system of medical universities is systematically examined, and all groups that play a role in the educational process, decision-making, and improvement of medical universities are considered. In the present study, the researcher seeks to answer the following research question: “What are the dimensions and components of organizational black holes in the educational system of medical universities?” Theoretical framework Organizational black holes are a metaphor transferred from astrophysics to the field of organizational management. In management literature, organizational black holes refer to phenomena that absorb organizational resources without having proper efficiency, cause waste of energy and power of the organization, are difficult to identify, and usually stabilize over time. In medical universities, organizational black holes can manifest themselves in the form of redundant bureaucracies, inefficient educational processes, or disjointed management structures. In the educational system, black holes refer to problems that may arise due to a lack of transparency, poor management, or ineffective management and educational methods, which reduce the quality of student education and learning. Several studies have examined the challenges of the educational system of medical universities, of which a few relevant studies are mentioned below: (Haghdoost et al., 2022) showed in their study that the desire to migrate among students and healthcare professionals is very strong due to socio-economic issues. Ahmadi (2021) also pointed out in their study that medical students have a higher than average desire to migrate. The results of Mehrabian et al. (2021) study showed that faculty members at Gilan University of Medical Sciences are interested in their jobs in terms of their nature, but have moderate satisfaction with their salaries and benefits, psychological conditions, job security, and opportunities for promotion and personal growth. Yaghobi et al., (2017) reported in their study that medical students are very little satisfied with the quality of education provided. Students expect much more from educational services than what is available, and a large gap is observed between the quality of educational services in the current situation and the desired situation. Although these studies indicate the existence of problems in medical universities, there is no research that systematically examines organizational black holes in medical universities. This study uses the metaphor of a black hole to comprehensively analyze the challenges of the educational system. Research Methodology The present study aimed to “identify the dimensions and components of organizational black holes in the educational system of medical universities” through qualitative content analysis method and semi-structured interviews. Participants included 20 faculty members, specialists, and managers in the field of education at universities and medical schools in 2024. In this study, a purposive sampling method with maximum diversity (in terms of age, gender, management experience, and educational experience) was used and continued until data saturation. Inclusion criteria included having teaching, planning, and management experience in the field of education, and exclusion criteria included not cooperating in conducting interviews and providing information. Interviews lasted between 30 and 90 minutes. Data analysis was performed using MAXQDA software version 2020, and with a conventional qualitative content analysis approach (Granheim and Landman) in an inductive manner. The validity and reliability of the information were assessed based on Lincoln and Guba criteria. Research findings In this study, 20 interviews were conducted with experienced managers in the field of education and faculty members. The average work experience of the participants was 11.45 ± 6.04 and their average age was 43.3 ± 8.36. The participants were faculty members of universities/faculties of Iran, Alborz, Ahvaz, Rasht, Gorgan, Mashhad, Neyshabur, Ardabil and Bojnourd medical sciences. After conducting interviews and after implementing and analyzing the information, codes were extracted and 23 basic concepts were formed by analyzing the integration of these codes. After putting together and merging items with similar meanings, eight main categories of knowledge black holes; human resources, non-human resources, management, complex organizational structure, autocratic and unresponsive policymaking, laws and guidelines and cultural vacuum were obtained. Conclusion This study aimed to identify the dimensions and components of organizational black holes in the educational system of medical universities. The results of the research of Rahbari & Abdolmohammadi (2021), Rajabi & Abdollahi (2021), and Aghaei Hashjin & Farrokhi (2024) confirm the results of the present study. The present study shows that weak knowledge management, exhaustion of human and non-human resources, and short-term policies have created major challenges in medical universities. Also, the complex structure of medical universities, consisting of educational, therapeutic, and health units, makes coordination difficult, so that the separation of these units leads to the creation of black holes in the educational system. To reduce these challenges, it is necessary for universities to take effective steps to improve the educational system by reviewing the management structure, clarifying policies, developing human and non-human resources, amending laws, and strengthening organizational culture. These reforms not only increase the internal efficiency of universities, but also provide the basis for improving the quality of medical education and better responding to the needs of society. It is further suggested that future research should examine organizational black holes in more depth, conduct comparative studies between medical universities and other universities, and provide practical solutions such as designing flexible management models, reviewing policies, and strengthening organizational culture. Also, using mixed methods (qualitative-quantitative) and longitudinal studies to measure the impact of structural and managerial changes, as well as examining the role of technology and artificial intelligence in reducing knowledge and resource black holes, can be considered as effective new research areas.

Abstract Abstract The present study was conducted with the aim of designing a systems thinking curriculum model with the heutagogy approach in the first year of secondary education. This research was applicable in terms of its purpose, and mixed with an exploratory design in terms of its implementation method, carried out in two qualitative and quantitative parts. In the qualitative part, 8 experts in educational sciences and psychology were interviewed using purposive sampling and until theoretical saturation. The data were examined using the content analysis method, and basic and organizing themes were extracted. In the quantitative part, the statistical population included first year secondary education teachers in Alborz province in the academic year 2023-2024. Sampling was done in a multi-stage cluster manner and the data collection tool was a researcher-made questionnaire derived from qualitative findings. The validity of the tool was confirmed by the internal consistency method and reliability with Cronbach's alpha of 0.98. Descriptive indices, single-group T-test, and structural equation modeling with SPSS and Amos software were used to analyze the data. The results showed that 26 basic themes were identified in 7 organizing themes in the "curriculum" dimension, 15 basic themes were identified in 5 organizing themes in the "implementation requirements" dimension, and 23 basic themes were identified in 8 organizing themes in the "implementation effects" dimension. Also, from the teachers' perspective, the most importance was given to foresight, process management, and understanding complexity, respectively among the dimensions of the heutagogic systems thinking curriculum. The functional dimensions, understanding educational and structural relationships were the most important in the implementation requirements, and the growth of academic capabilities, promotion of students' types of thinking, and improvement of teachers' teaching competence were the most prominent results in the implementation effects. Introduction The concept of learning has changed in the information age and how learning is considered, and this new learning emphasizes the development of learners' ability to transform information into knowledge. The new era demands new education. Education appropriate to the present era must be based on customer orientation. To meet this need, a paradigm called the learning-centered paradigm is proposed in which, instead of focusing on providing educational materials, attention is focused on meeting the needs of the learner. In this approach, learning is nonlinear, multidimensional, and networked and is formed based on the needs, interests, previous experiences, and cultural and social context of the individual. From this perspective, learning focuses more on the development of capabilities rather than just skills. Capabilities are a combination of knowledge, skills, attitudes, and the ability to use them in new and complex situations (Ghalandari et al., 2023). Saeedavi et al. (2024) conducted a study titled "Identifying and Explaining the Strategic Facilitating Factors of Hyatagogy in Managerial Education" using a descriptive-analytical method and a researcher-made questionnaire. The results showed that six strategic factors including learning leadership, flexible executive-educational structures, creating an electronic infrastructure and platform, managers' ability to use electronic equipment, creating an organizational climate for knowledge sharing and feedback are among the most important factors facilitating the implementation of the hyatagogy approach, which explain 64.75% of the total variance. Nikmohammadi et al. (2023) conducted a study titled "Identifying the Dimensions and Components of Hyatagogy Curriculums in the Second Period of Secondary Education" using a descriptive-analytical method. The findings showed that the main dimensions of the heutagogic curriculum include flexibility in goals and programs, comprehensive goal-setting framework, production of applicable and skill-based content, self-determined learner, creative collaborative participation, heutagogic teacher skills, technological classroom, systems thinking, critical thinking, and heutagogic assessment. Research Method In this study, a mixed method with an exploratory design and an instrument development model was used, so that data were collected sequentially and with equal importance through a combination of qualitative and quantitative data. In the qualitative section, the research community included 8 experts and university professors in the fields of curriculum planning and educational psychology, which was done with purposive sampling. The validity of the qualitative findings was measured with the criteria of reliability, transferability, relevance, and confirmation. In the quantitative part, a questionnaire consisting of 64 items in 20 dimensions and 4 main factors was designed based on the indicators obtained from the qualitative phase and distributed online among 178 secondary school teachers. Responses were collected on a 5-point Likert scale. The validity of the questionnaires was confirmed by experts and their reliability was examined with Cronbach's alpha coefficient, which was 0.96 for the variables of the curriculum and implementation requirements and 0.97 for the implementation effects. The collected data were analyzed using SPSS software and descriptive and inferential statistics methods, and Amos software was used to draw the model. Findings The research findings showed that the curriculum model of systems thinking with a heutagogy approach includes the components of structural reform, process management, modern education, research, application of technology, foresight, and understanding of complexities; and these elements synergistically increase the quality of learning and self-management of students. Also, the implementation requirements included structural, legal, functional, holistic aspects, and understanding of educational relationships; and the effects of program implementation were identified, including the growth of students' social, psychological, and thinking capabilities. The results showed that reforming the educational structure and managing processes with student participation and self-reflection, modern education and teacher facilitation, the use of technology and a research environment, and a focus on foresight provide the basis for the realization of systems thinking. The findings are consistent with previous studies in the field of heutagogy and constructivist education and show that the combination of these approaches strengthens the agency, self-management, and analytical and systemic skills of students. Discussion and Conclusion The results showed that “educational structure reform” through decentralization, structural reengineering, and constructivist design is the main prerequisite for institutionalizing systems thinking in schools. This approach transforms the structure of education from hierarchical models to a participatory and dynamic system. The present result is consistent with the findings of Saeedavi et al. (2024) who considered structural flexibility and learning leadership as strategic factors for implementing the heutagogy approach. It is also consistent with the results of Nikmohammadi et al. (2023) who introduced “flexibility in goals and program management” as essential components of the heutagogy classroom. Therefore, structural reform not only contributes to the equitable distribution of power in decision-making, but also provides a platform for the emergence of student self-determination and agency. Managing educational processes centered on student participation, self-reflection, independence, and choice was a key element of the proposed model. This component is deeply linked to the philosophy of heutagogy, because in it the learner is responsible for his or her own learning path. The findings are in line with the results of Ebili et al. (2021), who considered self-learning and self-direction as central components in e-learning platforms. It is also consistent with Handayani et al. (2022), who showed that heutagogy increases the self-efficacy and independence of learners. As a result, managing processes in a participatory and open manner can strengthen the spirit of self-management and feedback in the teaching-learning process. Modern education in this model includes components such as teacher facilitator, holistic view, active teaching, and flexible content. This finding is consistent with the results of Alfares et al. (2024) and Alzubi et al. (2024) who introduced the role of the teacher in constructivist education as “guide and facilitator”. In this study, the emphasis on interaction, feedback, and learning design based on the real needs of the learner creates a synergistic approach between systems thinking and heutagogy. Therefore, modern education plays a fundamental role in transforming the classroom into a self-organizing, dynamic, and multidimensional environment in which the teacher is no longer just a source of knowledge, but also a facilitator of learning. The results showed that creating a digital research environment and research foresight are effective paths in realizing systems thinking. The findings are consistent with the study of Goode et al. (2023) who introduced research-based learning as a factor in increasing students’ analytical and problem-solving abilities. It also has a clear coherence with the view of Nikmohammadi et al. (2023), who considered “research and learner agency” as key components of heutagogy. In this model, research is not simply a scientific activity but also a tool for cultivating a networked and multidimensional view of phenomena. The use of mobile learning technologies and virtual scientific networking is a requirement of the systems thinking curriculum. This finding is in line with the research of Ebili et al. (2021), who emphasized the role of technology in enhancing self-learning and self-direction. In the context of heutagogy, technology is not only a teaching tool but also a platform for systemic interactions and continuous feedback. This allows students to practice thinking, analysis, and modeling through online platforms. The present model emphasizes teaching foresight skills, teachers’ capacity for future-oriented thinking, and creating developmental thinking in students. These findings are consistent with the research of Shafiey et al. (2021), who introduced a future-oriented understanding of the difficult but crucial components of learning systems thinking. In this regard, combining heutagogy with foresight allows learners to see themselves as participants in the design of their educational future, rather than simply consumers of knowledge. Teachers’ understanding of complex environments and their holistic view of relationships within the education system were important findings of the research. This is consistent with the findings of Yaylor et al. (2020), who considered systems thinking to be a multilevel process involving sensitivity, literacy, and capability.

Abstract Abstract
The present study was conducted with the aim of designing a model for applying artificial intelligence in elementary school students' learning. This study was applicable in terms of its purpose, and mixed and exploratory in terms of the type of data; in such a way that the qualitative part was conducted using the paradigmatic grounded theory method and the quantitative part was conducted using a survey method. Participants in the qualitative part included academic experts and scholars from the Ministry of Education selected through conscious sampling and the snowball method; and in the quantitative part, 319 education managers and elementary school principals in Tehran were determined based on the Cochran formula. Data collection in both parts was conducted using the field method; semi-structured interviews were used in the qualitative part and a researcher-made questionnaire was used in the quantitative part. The validity and reliability of the instruments were confirmed in both parts. Qualitative data were analyzed by theoretical coding, and quantitative data by confirmatory factor analysis. The findings showed that the AI ​​application model consists of 19 components and 106 indicators in the form of six dimensions of the paradigm model. In this model, the central phenomenon includes learning enrichment and learning individualization; causal factors include technical infrastructure, intelligent support, and technology growth in the family; contextual factors include learning management, learning content, and teacher capabilities; intervening factors include ethics, information security, and educational technology; strategies include personalization of education, feedback, intelligent evaluation, content quality, and learning assistant; and outcomes include deep learning, improving teacher efficiency, high-quality evaluation, and educational innovation. Finally, the obtained model was quantitatively evaluated with confirmatory factor analysis, and the fit indices showed that the model was confirmed.
Introduction
The rapid advancement of computing and information processing methods has accelerated the expansion of AI applications, with the aim of enabling computers to perform their tasks by simulating intelligent human behaviors such as inference, analysis, and decision-making (Duan, Edwards & Dwivedi et al., 2019).
AI in education has great potential to enhance learning, teaching, and assessment by suggesting or providing personalized or tailored learning to learners, developing teachers’ understanding of the learning process, and providing anywhere-anytime search engines and immediate feedback (Xia et al., 2022). AI in learning helps learners actively construct their own knowledge by exploring and manipulating elements of the learning environment (Randhawa et al., 2020).
AI helps to increase the quality of education and not only assists in the learning process but also provides facilities such as tutoring, grading, lesson planning, and feedback to students (Mondal et al., 2019). Timms stated that collaborative robots are used in collaboration with teachers to teach everyday tasks such as spelling, pronunciation, and adjusting students’ abilities (Timms et al., 2016). Artificial intelligence helps personalize content to meet the demand for education, so it plays a significant role in the organization of course materials (Mondal et al., 2019). Therefore, it can be said that it is one of the most important phenomena in education that will be used more in the future (Rezaei et al., 2024). According to the US Department of Education, it is estimated that artificial intelligence in education in this country will increase by 47.5% from 2017 to 2021, which is expected to see a significant growth in companies developing artificial intelligence in education (Liang et al., 2020). During the emergence of Corona, educational technologies, especially artificial intelligence, were used in many countries, but in Iran, very little of artificial intelligence has entered the field of education. Despite the fact that the use of modern educational and training equipment and technologies in line with the goals of education has been considered in the document on the fundamental transformation of education, artificial intelligence has been taken for granted; and only education and training, teachers, and students use virtual spaces as modern educational technologies; while artificial intelligence has spread around the world and provides significant help to teachers and students. Accordingly, the researcher in this study seeks to answer the question: What is the model for using artificial intelligence in learning for elementary school students in Tehran province?
Theoretical foundations
Infrastructure and technological background
Educational developments based on artificial intelligence require appropriate technical infrastructure and access to modern technologies for families. Infrastructure includes servers and network storage, educational software and applications, appropriate bandwidth, multimedia tools, and information processing equipment that enable smart education and active student interaction (Li et al., 2020). In addition, parental mental preparedness, family economic and cultural status, and the use of artificial intelligence tools in daily life are effective contexts for the acceptance and use of smart systems (Chen et al., 2020).
Smart support enables access to content at any time and place, personalized services, and active student interaction with content, complementing the teacher's role in the education process, which is in line with the active learning theory (Rezavan et al., 2022).
Learning Management and Educational Content
Learning management involves identifying student needs, continuously monitoring the learning process, providing feedback and continuous evaluation; and improves the quality of education (Tsai et al., 2019). Learning content should be in line with educational objectives, utilize interactive tools such as games and videos, and enhance students’ academic achievement. Teachers’ ability to use artificial intelligence for teaching and content production has a direct impact on the effectiveness of education (Zhu et al., 2020).
Content personalization strategies, providing immediate feedback, and intelligent assessment facilitate individual and active learning and take into account individual student differences (Popenici & Kerr, 2017).
Intervenors and Ethics in Smart Education
The use of smart technologies in education is associated with ethical and security considerations. Respecting privacy, trustworthiness in the use of content, and developing security infrastructures are critical components (Livingstone, 2012). Educational technology, including artificial intelligence tools, media, and virtual reality technology, acts as an intermediary between the student and the learning process and enables continuous and personalized learning through timely intervention and resource management.
Implications of Smart Learning
The use of artificial intelligence leads to deep learning, improved teacher efficiency, accurate evaluation, and educational innovation. Deep learning is possible by strengthening cognitive skills, increasing the ability to analyze and solve problems, active student participation, and repeating material until complete learning. By continuously monitoring student progress and utilizing smart evaluation, teachers can provide timely corrections and feedback, and improve learning outcomes by combining face-to-face and virtual methods and producing multimedia content (Li et al., 2020).
Sun (2024) examined various uses of artificial intelligence in education in a study titled "Applications of Artificial Intelligence in Education." The research method of this study was a review and analysis. The results showed that AI can improve personalized learning, adaptive learning, virtual reality technology, and teaching assessment, and change the traditional learning system by providing new teaching methods and assessment systems.
Alam et al. (2024) analyzed the future role of AI in education in a study titled "Future Applications and Prospects of AI in Education". The research method of this study was analytical and descriptive. The results showed that AI, with active participation in data analysis, virtual classrooms, adaptive assessments, and personalized learning, can create more effective and efficient educational experiences and requires the participation of educators and legislators to fully realize this potential.
Research Methodology
This research is applicable in terms of purpose, and mixed exploratory (qualitative and quantitative) in terms of data. The qualitative stage was conducted based on systematic data, and the statistical population included 19 academic experts, educational technology specialists, and education managers, of which 16 interviews were used as the basis for the analysis. The quantitative phase was conducted as a cross-sectional survey with a statistical population of 1880 school principals and educational districts in Tehran, and 319 people were selected by stratified random sampling. Qualitative data were collected through semi-structured interviews and library studies, and quantitative data were collected with a researcher-made questionnaire consisting of 19 components and 106 indicators. The validity and reliability of the tools were confirmed by test-retest methods, model reliability test, and inter-coder test, respectively, at 80–86%
Research findings
The research findings showed that the application of artificial intelligence in elementary school students' learning has several basic dimensions that interact with each other in a systematic way. On one hand, technical infrastructure and intelligent support enable active, personalized, and continuous learning, and on the other hand, teacher empowerment and content management ensure that the education process proceeds with quality and effectiveness. Ethical considerations and information security, along with educational technologies, as intervening factors, ensure the safe and sustainable use of systems. Content personalization strategies, feedback, smart assessment, and learning assistants enhance students' individual and collaborative learning, leading to outcomes such as deep learning, educational innovation, improved teacher effectiveness, and quality assessment. 
Discussion and Conclusion
The research findings show that implementing smart learning in Tehran elementary schools requires appropriate technical infrastructure and families’ access to modern technologies. Servers, bandwidth, software, and multimedia tools enable smart learning and active student interaction with content (Chen et al., 2020; Rezavan et al., 2022). The readiness and support of teachers and families, especially a positive attitude towards educational technologies, play a key role in the success of smart learning (Valeri et al., 2024; Alam et al., 2024).
In learning and educational content management, identifying student needs, providing continuous feedback, and regular evaluation improve the quality of education (Tsai et al., 2019). The use of interactive tools and multimedia content enhances students’ active participation and academic achievement (Zhu et al., 2020; Sun, 2024). Teachers’ ability to utilize AI for teaching and content production also has a direct impact on learning effectiveness (Chen et al., 2022).
Ethical and security considerations, including protecting students’ privacy and developing security infrastructure, are essential for the successful implementation of smart technologies (Wang et al., 2024; Omar et al., 2024). Educational technologies, through media, content production tools, and virtual reality, enable interactive and personalized learning and reduce teachers’ workload (Sun, 2024).
The implications of using AI in learning include enrichment, individualization, and active learning. Providing diverse examples, simulating real-world situations, and purposeful exercises facilitates deep and active learning (Valeri et al., 2024; Sun, 2024). Content personalization strategies, immediate feedback, and intelligent assessment enable effective learning that is responsive to individual differences (Chen et al., 2022; Zhu et al., 2020).
Finally, AI can help improve the quality of learning, increase student engagement, improve teacher efficiency, and innovate in education (Alam et al., 2024; Wang et al., 2024). This technology enables a more effective, efficient, and personalized learning experience for students.