Management and Educational Perspective

Abstract Abstract
The aim of this study is to design an insightful leadership model based on organizational excellence in the educational system. The research method is applicable in terms of its purpose, and grounded theory (systematic design) in terms of data type. The statistical population of the study includes 16 heads of departments of the General Directorate of Education in the cities of Alborz province, and the samples were selected as research samples according to the course of theory formation and based on the rule of theoretical saturation. Semi-structured interviews were used to collect data. Coding in three stages of open, axial and selective coding was used to analyze the data. The results of the study are according to the grounded theory method, in which each model includes 6 main components, including causal categories: the factor of recognizing the vision and foresight, the factor of paying attention to improving human resources, the factor of developing participation in affairs, and the factor of quality management and evaluation; intervening conditions: human resource challenges and internal-external organizational challenges; central category: attention to human resources and organizational structure, change management and organizational improvement, and transparency of the organization's vision and strategy. The contexts of this model include: human resources improvement contexts and organizational contexts. The strategies include: systemic and decentralized strategies, human resources empowerment strategies, and evaluative and supervisory strategies. The consequences also include: individual consequences and organizational consequences.
Introduction
At the crack of the new century, when organizations, especially educational institutions, are faced with a global competitive environment, there is always a need for radical changes and work creativity; global competitive forces have forced today's organizations to adopt new work methods after decades of continuing their fixed work methods and procedures, in such a way that organizations do not have work stability and enjoy a kind of relative stability. And in order not to fall behind the competition, most of these organizations have turned their attention to organizational leaders and are trying to create fundamental changes within the organization with particular courage and audacity, because leadership deals with creating change (Gonzales & Yango, 2022) and in other words, the most fundamental factor in creating favorable conditions for achieving educational goals is the administrators of the educational system, managers and leaders (Golafshani & Salehi, 2019). Also, over the past few decades, new approaches to leadership in organizations have emerged, which researchers call neocharismatic theories of leadership and inspirational approaches in the field of leadership. One of these approaches is visionary leadership. This type of leader is someone who, through their speech, thoughts and behaviors, inspires and encourages their followers (Rania, 2021). The main emphasis of visionary leadership is on creating a vision, communicating and transmitting it to followers, and empowering them by the leader to realize and implement this vision (AlAjmi, 2022).
Visionary leaders are people who primarily have the power of foresight and visualization of the future. They have such intelligence that they develop a correct, realistic, and inspiring vision for their organization, considering the economic, political, cultural, and technological aspects of the environment. This vision motivates and encourages people to realize it, and in this regard, the communication and emotional skills of visionary leaders also play an important role (Nancy, 2021). It should be noted that the issue of visionary leadership is debatable at all levels of individual, organizational, and national analysis. At the individual level, every person who envisions an attractive and achievable future for themselves has actually played the role of a visionary leader and created a vision for themselves that they are obligated to pursue in order to realize it. At the organizational level, it is clear that every organization, in order to survive and sustain, must explore the future and forthcoming opportunities and determine its place in the future by designing a coherent plan that is carried out through the vision. This is certainly done through visionary leaders who, by creating these visions, encourage their followers to achieve them (Tahmasbi, 2022). Therefore, the existence of these issues and the need for comprehensive improvement in the educational system prompted the researcher to answer the question, based on the concept of visionary leadership and organizational excellence: what is the appropriate model of visionary leadership based on organizational excellence in the educational system?
Theoretical Framework
Academic Performance
Academic performance refers to the ability of students to answer questions related to a specific subjects predicted for an educational course (Sepehvandi, 2017).
Educational Simulation
Simulation is a version of some real devices or work situations and attempts to represent some behavioral aspects of a physical or abstract system through the behavior of another system (Bruschi et al, 1999). In simulation, by using a simulator in a fictitious situation, the real effects of some possible conditions can be recreated (Nouri, 2015). In fact, simulation software provides the learner with environments most similar to the real one and at the same time are not as costly and risky as facing the real environment. This can be used effectively in education (Swain et al, 2008).
Academic Goal Orientation
Academic goal orientation is one of the approaches that have attracted the attention of theorists and researchers in the field of motivation for achievement as a "cognitive-social" approach in which the concept of goal and goal orientation play a central role (Bejnordi Shligani & Suleiman Pourimran, 2018).
Academic self-efficacy
Self-efficacy is confidence in one's ability to control thoughts, feelings, and activities; and therefore affects the outcome of actions. Self-efficacy expectations affect individuals' actual performance, emotions, behavioral choices, and ultimately the amount of effort expended on an activity (Zamani Amir, 2018)
Mohammadi et al, (2023) studied the evaluation of factors affecting the development of cloud-based accounting education and students' academic performance. This study determines the acceptance of cloud computing methods in accounting courses and its effectiveness in the education process by Iranian university students through using the effect of external variables; namely human factors, economic and technological factors, and cultural and social factors, on the development of cloud accounting education and students' academic performance. The results of the study indicate that human, economic, and cultural factors have a significant positive effect on the development of cloud-based accounting education and students' academic performance.
Penalo (2023) investigated the effect of the pre-explanation-explanatory educational strategy of virtual simulation on nursing students' self-efficacy and virtual simulation performance. The results showed that the effect of the pre-explanation-explanatory educational strategy of virtual simulation on students' self-efficacy and virtual simulation performance is positive and significant.
Research Methodology
The research method is applicable in terms of its purpose, and grounded theory (systematic design) in terms of data type. The statistical population of the study includes 16 heads of departments of the General Directorate of Education in the cities of Alborz province, and the samples were selected as the research sample according to the course of theory formation and based on the theoretical saturation rule. A semi-structured interview was used to collect data.
Research findings
To analyze the data, coding was used in three stages: open, axial, and selective coding. The results of the study are according to the grounded theory method, in which each model includes 6 main components, including causal categories: the factor of recognizing the vision and foresight, the factor of paying attention to improving human resources, the factor of developing participation in affairs, and the factor of quality management and evaluation; intervening conditions: human resource challenges and internal-external organizational challenges; central category: attention to human resources and organizational structure, change management and organizational improvement, and transparency of the organization's vision and strategy. The contexts of this model include: human resources improvement contexts and organizational contexts. The strategies include: systemic and decentralized strategies, human resources empowerment strategies, and evaluative and supervisory strategies. The consequences also include: individual consequences and organizational consequences.
Conclusion
The present study was conducted with the aim of designing a visionary leadership model based on organizational excellence in the educational system. The results of this study are consistent with the results of Sabirah et al, (2023), Taghvaei et al, (2023), Ahmadi Keshtali et al, (2022), Kim et al, (2022), Pribudhianaa et al, (2020), Abbasian Esfarjani et al, (2020), Mascareño et al, (2020), Kurniadi et al, (2020), and Azadfarzin (2020). Abbasian Esfarjani et al, (2020) showed that visionary leadership, with an emphasis on personality, value, motivational, and behavioral characteristics can affect the performance of high school principals, and it is necessary to be careful in selecting middle and senior education managers and to select people for these positions who have the characteristics and skills of insightful leadership, including self-leadership, effective human relations, trustworthiness, and motivation.
Based on the results of this study, the following suggestions were made:
It is suggested that insightful leaders empower employees to transform ideas into action and tacit knowledge into explicit knowledge.
It is suggested that leaders create an atmosphere of trust in the organization to create conditions for promoting ideas.

Abstract Abstract The purpose of the current research was to investigate and explain the factors affecting the marketing agility of educational services in Iran. According to the purpose, the research method was applicable, and in terms of the implementation method, it was mixed (qualitative-quantitative of sequential type); in such a way that the first step was a systematic review of research literature (library studies) to identify factors affecting the marketing agility of educational services in Iran, and the second step was to use the Delphi method, relying on the opinion of experts, to examine and adjust the factors revealed in the first step. The research population in the first step consisted of domestic and foreign research published in reliable databases in the 30-year period ending in 2023, and the sampling method in this section was purposeful. The statistical population in the second step consisted of academic experts and experienced managers of the Ministry of Education. In order to select the sample in this stage, the purposeful sampling method was used. Also, the analysis method in the first step was to analyze the content of relevant research indexed in reliable scientific databases; and in the second step, Delphi analysis using the questionnaire tool; and the research findings showed that there are 7 factors and 24 components regarding the marketing agility of educational services in Iran are effective: dynamics and adaptability (4 components), technology (3 components), culture of change (3 components), organization management (5 components), information and communication management (2 components), dynamic environment (4 components) and resource competence and empowerment (3) component). At the end, a comprehensive dendrogram of the factors, components and measures of marketing agility of educational services in Iran was presented, and appropriate solutions were proposed. Introduction Among the organizations and companies that provide services, research shows that educational services activists, like a significant number of production and service industries, do not have the ability to respond to the diverse needs of society and dynamics in providing educational services to their clients. As a matter of fact, with the changing of the type of skills needed in the labor market, many learners do not see a match between what they learn in the formal body and the informal body of the educational system and what are the required and basic skills of the present age. Managers and researchers have realized that the traditional approaches and actions are no longer responsive, and the organization and the surrounding environment as well as the market and customers should be looked at in a new way. Therefore, the current environment has prompted marketers to use agile methods to shorten time, increase flexibility, and intensify competition in order to quickly coordinate and adapt to the market (Khan, 2020). Current conditions require a transition from traditional marketing to an agile one, and marketing agility is an example of a dynamic capability that has a significant impact on conventional capabilities that leads to superior financial performance (Vaillant & Lafuente, 2019). In fact, with the increase in competition between educational institutions to attract the audience, it has become necessary to apply marketing principles to gain success and achieve organizational goals (Chiramba & Maringe, 2020); Therefore, one of the approaches that can be used to face this unstable and unpredictable environment is the use of agility in the field of service marketing (Tabataba'i-Nasab et al, 2019). Agile marketing is a new approach in marketing that focuses on rapid development, and is considered as a key priority to achieve marketing excellence. Regarding the wide challenges facing the field of educational services such as increasing pressures on governments and reduction of government budgets in recent years, increase in the number of graduates, declining population pyramid, increasing unemployment and employment crisis for young people: especially educated ones, change in expectations, competition, changing needs of the market, responsibility and accountability to people in the society, evolution in traditional education and trend towards new education and applicable research, and considering the upcoming challenges in the field of education and learning and the changes and developments of the current society of Iran, which is typically in a transition stage, needs to be agile in providing educational services in accordance with the wishes and needs of customers in the way of surpassing competitors, dealing with threats and using the opportunities created more than ever; therefore, the current research is trying to answer the question: what are the factors affecting the marketing agility of educational services in Iran? Theoretical framework Educational marketing agility In today's competitive era, companies need to be proactive in order to measure and invest in opportunities and not lose values. In order to achieve this agility, companies must identify their capabilities and avoid myopia of capabilities (Battistella et al, 2017). Meanwhile, marketing agility has been identified as a factor that enables companies to identify the opportunities and respond quickly to market changes; and as a result, to effective dynamic competition (Vaillant and Lafuente, 2019). Marketing agility in the academic system (as a service provider) is the ability to recognize and respond to environmental opportunities and threats with ease, speed and skill. Intra-organizational partnership to produce science, inter-organizational cooperation to distribute and disseminate wealth creation for universities, organizational speed and precision to respond faster to the needs of academic stakeholders, flexibility, response to demand and culture of academic change and development are the capabilities of agile universities. Research methodology This research is applicable in terms of its purpose, descriptive-analytical in terms of its nature, and in terms of methodology, it is among mixed researches (qualitative-quantitative of sequential type); which have been done through 2 steps: the exploratory approach and systematic review of past literature (library studies relying on the review and revision of domestic and foreign researches) to identify the factors affecting the marketing agility of educational services in Iran, and also using the Delphi method relying on the opinion of experts familiar with the research topic to review and possibly adjust the factors affecting the marketing agility of educational services In Iran, related to the first step. The population of this research, in the first step, is valid domestic and foreign research related to the research topic in a 30-year period ending in 2023, and the sampling method in this part is non-probability of a purposeful type; and the statistical population in the second step is a group of academic experts and managers experienced in the field of the Ministry of Education (as a Delphi panel). After identifying the factors affecting the marketing agility of educational services in Iran in the first step, the analysis of distributed Delphi questionnaire was analyzed in the second step with the mean difference of opinions and Kendall's correlation coefficient. Research findings The identification of the most important factors of marketing agility led to 397 measures in the form of 86 components, which after a comprehensive review of the identified measures and components, finally 7 main factors were considered as the main categories, and 30 components resulting from the review and integration of the components of the previous stage as main codes, and the initial 397 measures (which were reduced to 148 after removing the similar, mergeable and unrelated items) as sub-codes. In the Delphi analysis, the results of W. Kendall's correlation test for five repetitions (all measures) with values ​​higher than 0.5 showed the homogeneity of opinions and confirmed the accuracy of the received information. Conclusion The findings of the research, after performing two steps of content analysis and Delphi analysis based on receiving the opinions of experts in different rounds, showed that the agility model of educational services marketing in Iran can be based on 7 factors and 24 components, including dynamism and adaptability (4 components), technology (3 components), change culture (3 components), organization management (5 components), information and communication management (2 components), dynamic environment (4 components) and resource competence and empowerment (3 components). The findings of the present research are aligned with the results of Hoseini et al, (2023), Foltean et al, (2022), Kalaignanam et al, (2021), Vagnoni and Khoddami (2019), Zhou et al, (2019), Battistella et al, (2017), Golmohammadi et al, (2021), Arjmandi et al, (2019), and Khavari et al, (2019). Based on the research results, the following suggestions are presented: - Managers of educational service centers should evaluate the current status of marketing their services and, while analyzing the gap, gain an understanding and awareness of the status of their marketing style. - Creating a suitable database of all the components identified in this research in order to use them optimally in the organization and help managers to make decisions in dynamic situation. - The performance evaluation of the activities and employees of the educational services department (marketing and non-marketing) should be included in the agenda of the managers so that, while knowing the existing strengths and weaknesses, the need assessment for the necessary training should be done in a practical way in order to improve skills (multi-skilling) of human resources, the possibility of better utilization of employees in suitable jobs will be provided. Interested researchers can pursue the following research in future research: 1- Conducting research similar to the current research in a wider society to improve the generalizability of the findings of this research; 2- A study based on the application of other research methods, including the methods under the qualitative research strategy to deepen the findings; 3- Comparative study of the findings of the current research model with other existing models at the level of leading countries in the field of marketing agility of educational services. 

Abstract Abstract The aim of the current research is to identify and rank the growth indicators of students' leadership. This research is applicable in terms of its purpose, exploratory-mixed in terms of approach, and in terms of strategy; content analysis in the qualitative part, and survey in the quantitative part. The participants in the research in the qualitative part were 19 educational management experts and principals of secondary schools in Kerman, who were selected by purposive sampling. The statistical population of the quantitative part was formed by the directors of the education department and the directors of secondary schools in Kerman, which was determined using the non-probability sampling method, with a sample size of 69 people. The tool for collecting information was a semi-structured interview in the qualitative part, and a researcher-made questionnaire in the quantitative part; the validity and reliability of which was confirmed using the CVR index, Cohen's kappa test, and retest. Qualitative part data analysis was done using open and axial coding method and using MAXQDA2020 software, and quantitative part data analysis was done using fuzzy Delphi technique. The analysis of the data from the exploratory interviews led to the identification of 24 indicators of student leadership growth. Then by extracting these indicators, they were ranked through quantitative research. The results of the research show: networking, recognition of the new generation, perceived organizational support, and talent management are the most important indicators of student leadership growth. Introduction In the current educational landscape, cultivating leadership skills among students is increasingly recognized as an essential element in preparing them for future roles in society. However, despite the increasing emphasis on leadership development in educational settings, there is a lack of agreement regarding the key indicators that contribute to student leadership development. Existing literature often provides fragmented insights, which create challenges for implementing effective leadership development programs in schools (Kuroda, 2022). Ambiguity surrounding these indicators prevents educational institutions from cultivating the essential leadership skills students need. The education system of countries has a central role in the development and enrichment of human capital, and the result of effective strategies for guiding and developing students can lead to extensive changes (Sodirjonov, 2020). The need to cultivate capable leaders who can properly manage the society under their management in various crises is a concern that leads us to think about finding a workable solution. Weak leadership in many social, economic, cultural and scientific educational centers has caused us great problems. From when and by which centers should education and training of leaders take place and how people are identified and prepared for this responsibility is one of the concerns of this field (Hermino & Arifin, 2020). This research seeks to address this gap by identifying and prioritizing key indicators of student leadership development, thereby providing a structured framework that educators can use to enhance leadership development efforts in educational settings. The general purpose of this research is to provide a comprehensive understanding of the factors that contribute to the development of student leadership, especially in the context of secondary education in Kerman. Using a mixed method, this study integrates quantitative and qualitative data to examine and rank the most important indicators of leadership development. The purpose of this research is to inform educators and policy makers about the most effective strategies for cultivating leadership qualities in students. The main question of the research: What are the important indicators of student leadership growth and which indicators have more priority? Theoretical framework Fundamentals of leadership development The theoretical framework of this study is rooted in the fundamental concepts of leadership development, which emphasizes the multidimensional nature of leadership skills. Leadership development is not just about acquiring technical skills, but involves a holistic approach that integrates cognitive, emotional and social dimensions. This study is based on the theory of transformational leadership, which focuses on the ability of leaders to inspire, motivate and enhance the potential of their followers. Transformational leaders are those who go beyond interactive interactions and create an environment where students can develop their visionary thinking and intrinsic motivation. This perspective emphasizes the importance of cultivating leadership qualities that enable individuals to lead with integrity, insight, and a deep sense of responsibility toward others (Lee et al., 2022). Social and organizational learning Another important aspect is the role of social learning and organizational behavior in leadership development. Social learning theory holds that leadership skills are often developed through observation, imitation, and interaction in a social context. In educational settings, students learn leadership behaviors by observing peers, teachers, and instructors. This study emphasizes that leadership development is a social process in which interactions within society play an important role. Additionally, schools as an organization should create environments that encourage leadership through supportive measures, positive reinforcement, and opportunities for students to take on leadership roles (Hermino & Arifin, 2020). Integrated approach to leadership skills This research supports an integrated approach to developing leadership skills, in which individual, social, and organizational elements are integrated seamlessly. This discussion argues that effective leadership development cannot happen in isolation, but requires a structured program that includes real-world experiences, reflective practices, and continuous feedback. This integrated approach is particularly relevant in educational settings, where leadership development must be tailored to meet the diverse needs of students. By integrating these elements, the theoretical framework provides a comprehensive model that educators can use to develop leaders ready to face future challenges (Allen et al., 2021). Noori (2021) investigated "Students' experiences of developing their leadership through the topic of leadership taught at the University of Technology of Malaysia" in a research. This study aims to investigate the experiences of Afghan graduate students in their leadership development through the leadership course taught at the Malaysian University of Technology. A quantitative research design was used in this research. An online survey questionnaire with 19 items was used to collect data. The findings showed that the students had a positive understanding of the leadership course. Rastegar et al., (2024) conducted their research using a qualitative method to collect data, and apply their findings in practice. Their method was a case study focusing on 18 faculty members, staff and experts of Fars Islamic Azad University. In this research, the data-based theory method has been used to identify and analyze the dimensions and components of sustainable human resource management, which begins with interviews and proceeds through data collection and coding. Research methodology The participants in this research were 19 educational management experts and principals of secondary schools in Kerman city, who were selected for the qualitative stage through purposive sampling. These experts were selected based on their extensive experience and knowledge in the field of educational leadership, ensuring that the opinions collected were both relevant and informed. The qualitative phase consisted of semi-structured interviews with these experts, which allowed for an in-depth exploration of their perspectives on student leadership development. The data obtained from these interviews have been analyzed using open and axial coding techniques and with the help of MAXQDA2020 software. In the quantitative phase, a survey was conducted among 69 directors of education departments and directors of secondary schools in Kerman. The fuzzy Delphi technique was chosen for its ability to obtain expert consensus on complex issues, making it particularly suitable for the purposes of this study. Research findings Qualitative data analysis led to the identification of 24 key indicators of student leadership development. Then these indicators were analyzed and ranked in a quantitative stage. The findings show that networking, recognizing the new generation, perceived organizational support, and talent management are among the most important indicators of student leadership growth. The results of this research are consistent with the researches of Palatic et al., (2021), Chethana et al., (2023), and Persada et al., (2019). Networking: This index appeared as the most important factor in the growth of student leadership, with a high consensus among experts. Networking is recognized for its essential role in leadership development, as it enables students to access diverse resources, perspectives, and support systems. Recognizing the new generation: this study also highlights the importance of knowing and understanding the views of the new generation. Leaders attuned to the values ​​and cultural shifts of younger cohorts are better equipped to make informed decisions that resonate with these cohorts. Perceived organizational support: Leaders who perceive adequate support from their organization feel empowered to innovate, take initiative, and effectively implement strategic initiatives. Talent management: Talent management and development in an organization is known to be critical for leadership development. Leaders who excel at talent management are those who can identify, nurture, and leverage the strengths of their team members. Conclusion This research concludes that student leadership development is a multifaceted process that requires attention to a wide range of indicators that each uniquely contribute to the overall development of leadership skills. The findings of this study emphasize the need for educational institutions to adopt a holistic approach to leadership development, one that goes beyond teaching leadership theories and focuses on cultivating practical skills and behaviors. The high importance of networking and organizational support shows that leadership growth should be embedded in the social context of the educational environment. Schools should actively create opportunities for students to collaborate with their peers and participate in leadership roles. Additionally, identifying generational changes and talent management in the educational environment is critical to ensure that leadership development is relevant and responsive to the needs of the future workforce. According to the results, the following suggestions can be considered: Evaluation of leadership programs using thematic coding, fuzzy Delphi and social network analysis to understand and strengthen students' networking skills through quantitative and qualitative assessments. Organizational support and perceived leadership outcomes be investigated using narratives, psychometric tools, coding, fuzzy Delphi, and latent class analysis to classify support levels and leadership behaviors. To study generational understanding in leadership using interviews, focused groups, assessments, coding, fuzzy Delphi and experience sampling method to collect real-time interaction data.

Abstract Abstract The purpose of this research is to investigate the degree of penetration and dependence of factors affecting organizational forgetfulness using the interpretive structural modeling (ISM) approach. The type of research is applied in terms of purpose and descriptive-survey in terms of data collection. The statistical population of this research consisted of 10 experts and specialists in the fields of educational management, human resources, and organizational behavior, who were purposefully selected from among the experts. The research measurement tool was the ISM questionnaire. Data analysis was conducted using interpretive structural modeling, which is part of systems analysis and examines the interactions between system elements. Therefore, to identify the components, a review of past literature was conducted, and the model and findings were drawn using the six stages of interpretive structural modeling. The results led to the compilation of four levels for interpretive structural modeling. The first and most important level is related to the technology component, the second level is dedicated to culture building and human resources management components, the third level refers to the components of competition, stakeholder factors, employee characteristics, and strategy, and the fourth level includes the components of transformational leadership and organizational structure. Additionally, the most influential index in the influence-dependency matrix is the "technology" component, and the most dependent component is "transformational leadership." Therefore, it is suggested that the organization of industry, mining, and trade should act on their long-term plans in the field of organizational forgetfulness based on this perspective. Introduction What distinguishes the present era from other eras is the scientificization of organizations, societies, and individuals. The success of countries depends on their knowledge, and successful organizations are those that have knowledgeable employees (Hislop, Bosua, & Helms, 2018). However, the accumulation of knowledge without modification reduces its value, reminding managers that new knowledge cannot be acquired until old ways are forgotten and previous learning is abandoned (Mariano, Casey, & Olivera, 2018). Organizational forgetting is, in fact, a form of reverse learning where individuals accidentally or intentionally discard their previous learning and replace it with new learning (De Holan & Phillips, 2011). Organizational forgetting is defined as a process where an individual or organization discards knowledge or information that leads to the loss of something in order to make way for new, more effective responses (Alzahrani & Woollard, 2013). Some experts state that forgetting is a common, important, and vital phenomenon that may be accidental or intentional, and in both cases, it affects organizational performance and learning (Adcock, 2012). Forgetting at both organizational and individual levels increases the capabilities of individuals and organizations, enabling them to acquire new knowledge and insights (Aydin & Gormus, 2015). Over time, innovation and the replacement or forgetting of old knowledge is necessary to prevent futile activities at the individual and organizational levels, thus providing an opportunity to learn new knowledge. In fact, old knowledge hinders the learning of new knowledge (Barber, 2002). Forgetting must be accompanied by organizational learning and innovation so that the organization can dominate the market, produce better, and remain competitive (Birmingham, 2015). Undoubtedly, creating desirable changes and achieving a desirable future in the field of humanities and management requires predicting the future by understanding the factors affecting changes in this field. Identifying value-creating areas in organizational management, estimating knowledge transfer spaces in the future, recognizing the needs of future users of humanities, and adapting in a timely manner to changes are only part of the requirements for understanding the future. Despite the importance of organizational forgetting in modern management, this issue has not been addressed so far, and conducting this research can help with the future management of organizations in this field. Therefore, with structural modeling, it is possible to create specific programs for managers and organizational employees in the future, which, by strengthening relevant factors, will improve organizational purposeful forgetting and reduce unconscious forgetting of useful knowledge, helping the rapid progress of the organization. For example, the organization of industry, mining, and trade is one of the key organizations in the country's economy and future. Improving the performance and progress of this organization can have a significant impact on the country's economy and people's lives. On the other hand, identifying the most influential and effective components in organizational forgetfulness, as well as identifying the components related to other components of organizational forgetfulness in industry, mining, and trade can help in realizing the short-term and long-term plans of this organization. Therefore, the main question of the research can be stated as follows: What is the interpretative structural model of the effective factors in organizational forgetting? Theoretical Framework
Organizational Forgetting and Its Dimensions
Organizational forgetting, contrary to organizational learning which adds to the storage of organizational knowledge, causes the reduction and loss of organizational knowledge. From the perspective of de Holan and Phillips (2004), organizational forgetting is the voluntary or involuntary loss of organizational knowledge (Mashbaki & Rabia, 2009).
Past research suggests that some relatively distinct conceptualizations of forgetting have already been developed, and they approach forgetting in different ways (Casey & Olivera, 2011; de Holan, 2011). However, these concepts are largely theoretically unrelated and have not been empirically evaluated. These concepts are not related in the sense that there has been no attempt to create a single model or theory that would allow the derivation of hypotheses and propositions about how forgetting occurs or can be avoided. Instead, this field has diversified, with different concepts of forgetting (e.g., accidental, inadvertent, or intentional) existing alongside each other. So far, research on organizational forgetting processes has focused on ideas of learning, replacement, neglect, rearrangement, or deletion. It is assumed that the concept of not learning or unlearning supports the goal of replacing old routines with new ones (Fiol & O'Connor, 2017; Reese, 2017; Starbuck, 2017; Tsang, 2017; Visser, 2017). Researchers believe that forgetting refers to the removal of routines that no longer serve the organization’s goals, allowing the 'installation' of new routines that support organizational objectives (Tsang, 2017). Selective forgetting, ignorance, and awareness of not knowing (Roberts, 2013) means that individuals and teams within organizations actively decide to stop investing resources in storing a defined set of information. In this context, forgetting means temporarily suppressing irrelevant information. Voluntary forgetting (de Holan, 2011) facilitates change, particularly when current knowledge is perceived as a barrier or competitor to new knowledge. Rearranging information (de Holan, 2011) aims to abstract and generalize existing knowledge, freeing it from unnecessary details. If an organization wishes to reorganize, it must make decisions about future scenarios and contexts, as future contexts must be anticipated. Deletion (Akgün et al, 2006) as an organizational forgetting process means that an organization essentially discards old, useless, or even incorrect/false information. It can also mean the removal of information that has become irrelevant due to environmental changes or incorrect data. Methodology
The research methodology was qualitative in nature, applied in terms of its goal, and descriptive-survey in terms of data collection. The participants of this study consisted of 10 experts and specialists in the fields of educational management (4 individuals), human resources (4 individuals), and organizational behavior (2 individuals), selected purposefully from among experts. The measurement tool used in the study was the Interpretive Structural Modeling (ISM) questionnaire. The ISM method inherently includes validity and reliability. The MICMAC software was also used for data analysis. Findings
The results led to the identification of four levels in the interpretive structural modeling. The first and most important level pertains to the technology component. The second level includes the components of culture-building and human resources management. The third level refers to components such as competition, stakeholder factors, employee characteristics, and strategy. The fourth level includes the components of transformational leadership and organizational structure. Furthermore, the most influential component in the influence-dependency matrix was "technology," while the most dependent component was "transformational leadership." Therefore, it is suggested that the organization of industry, mining, and trade incorporate this perspective into their long-term plans regarding organizational forgetfulness. Conclusion
This study aimed to examine the degree of penetration and dependence of factors affecting organizational forgetfulness using the interpretive structural modeling (ISM) approach. The findings of this research align with the results of studies by Mohammadpour & Kamalian (2017), Barati et al. (2019), Bahadori et al. (2018), Moqaddaei (2017), Harris et al. (2021), Bongso (2020), Agrawal et al. (2020), Shen et al. (2020), Blagov & Shcherban (2019), and Becker et al. (2010). Based on the findings, the following suggestions are provided: The results showed that the "technology" component is the most crucial and key component in organizational forgetfulness. Therefore, it is recommended that significant attention be given to utilizing "technology" for knowledge management and organizational forgetfulness in the industries of mining and trade. Using modern technologies in this area, as well as forming a strong human resources group to share knowledge using these technologies through organizational websites and specific platforms, is suggested. The results also indicated that, after the "technology" component, the "human resources management and culture-building" component holds high importance. Therefore, it is recommended to employ capable and knowledgeable managers in the human resources field and use their expertise. Additionally, by organizing various courses and seminars, employees should be familiarized with the consequences of organizational forgetfulness. By holding these courses and involving different thinkers, a culture of adaptability and change can be institutionalized in the organization.

Abstract Abstract The purpose of the current research is the model of the process of reducing organizational anti-citizenship behavior with the approach of explaining the dignity of employees in government organizations. According to its purpose, the research method is applicable; and in terms of implementation, it is qualitative, using the data-based method. The statistical population includes university professors, experts and human resource specialists and managers of government organizations in Ardabil province as many as 16 people, of which 10 people declared their readiness to participate in answering the questions, and were interviewed and selected by purposeful sampling. The data collection tool includes semi-structured interviews. Data analysis was carried out using coding and of data-based method and MAXQDA software. Based on the findings of the research, causal conditions consisted of 2 main categories and 11 sub-categories. The main categories include organizational factors and individual factors. Strategies were identified and confirmed with three categories (organizational measures, human resource measures, and individual measures); background conditions (management weaknesses, occupational factors, factors related to laws, and political factors), intervening factors (environmental-administrative factors and family factors) consequences (occupational consequences, individual consequences, and organizational consequences). Introduction The citizenship behavior of employees includes optional behaviors of employees that are not part of their official duties and are not directly considered organizational rewards by the official system, but they increase the effectiveness of the organization. This definition is based on three main features: first, this behavior must be voluntary; that is, it is neither a predetermined task nor a part of one's official duties. Second, this behavior has an organizational aspect. And the third characteristic is that employee citizenship behavior has a multifaceted nature (Godarzi et al, 2017). This is contrary to the behavior of organizational citizenship, which leads to the effective improvement of tasks and roles in organizations (Mahdiuon et al, 2012). Occurrence of anti-citizen behaviors has a negative impact on both organizational performance and employee relationships and morale (Golipour et al, 2009). Organizational anti-citizen behaviors include slight behavioral deviations, contrary to organizational norms based on mutual respect, and aim to hit the other party with an unknown and vague intention. These behaviors are characterized by rudeness, inattention and disrespect to others, and in most of these behaviors there is some kind of attempt to harm (Raisi & Nasti Zadeh, 2019). Therefore, it is necessary to find the roots of anti-citizenship behaviors in order to increase the efficiency and effectiveness of the organization by controlling the factors that create them and strengthening the factors that cause citizenship behaviors. One of the influencing factors on anti-citizen behavior in the organization that is considered in the present study is the explanation of the dignity of employees. Considering that nowadays the role and place of human in organizations is undeniable; and according to the thinkers of this field who believed that "employees themselves and their skills, abilities and experience along with their ability to use these for the benefit of the organization, first of all, a great contribution in success of the organization, and secondly, it is an important source for competitive advantage" (Amstrang, 2012); it is tried in this research to present the model of reducing organizational anti-citizenship behavior in the government organizations of Ardabil province with the approach of explaining the dignity of employees. Therefore, the main question is: what is the model of reducing organizational anti-citizenship behavior with the approach of explaining the dignity of employees in government organizations of Ardabil province? Theoretical framework Organizational anti-citizenship behavior Organizational anti-citizenship behaviors include misbehavior that, contrary to organizational norms of mutual respect, aims to hit the other party with unknown and ambiguous intentions (Kazemzadeh et al, 2021). Anti-citizen behaviors are behaviors that some have considered as a type of employee misbehavior that reduces his work efficiency. Anti-citizenship behavior is more worthy of attention from the point of view that the people of the organization, who are the most important assets of an organization, can also be the most important erosive factors of the organization's assets, so that if anti-citizenship behaviors widespread in the organization instead of adopting organizational citizenship behaviors, the organization will suffer erosion and failure instead of strengthening and growing. In other words, anti-citizen behavior is a type of misbehavior on the part of an individual that can hinder the organization's functioning (Farhadi & Faridpour, 2023). Mousavifard (2024) investigated the effect of intellectual capital and strategic leadership on organizational citizenship behavior with the moderating role of professional ethics of employees in the General Department of Education of Kermanshah province. The findings showed that intellectual capital has a significant and positive effect on organizational citizenship behavior by 66%. Strategic leadership predicted changes in organizational citizenship behavior by 46%; Also, the moderating role of professional ethics of employees between intellectual capital and strategic leadership with organizational citizenship behavior was confirmed, and the moderating rate of this variable was equal to 5% and 3.2%, respectively. The results showed that intellectual capital has a greater effect on organizational citizenship behavior than strategic leadership. Therefore, it is necessary to pay more attention to intellectual capital in order to improve organizational citizenship behavior in the organization. Farhadi & Faridpour (2023) stated in a research titled identifying organizational anti-citizen behaviors (a case study of military organizations) that anti-citizen behaviors include a wide range of behaviors including two dimensions of "organizational" and "individual" anti-citizen behaviors. Anti-organizational citizenship behaviors are behaviors that a person commits directly in relation to the organization and can be divided into two parts: "functional deviation" (production) and "financial deviation". Individual anti-citizen behaviors are behaviors carried out in relation to the people of the organization and can be classified into two dimensions: "personal attack" and "political deviation". Research methodology According to its purpose, the research method is applicable; and in terms of implementation, it is qualitative, using the data-based method. The statistical population includes university professors, experts and human resource specialists and managers of government organizations in Ardabil province as many as 16 people, of which 10 people declared their readiness to participate in answering the questions, and were interviewed and selected by purposeful sampling. The data collection tool includes semi-structured interviews. Research findings Data analysis was carried out using coding and of data-based method and MAXQDA software. Based on the findings of the research, causal conditions consisted of 2 main categories and 11 sub-categories. The main categories include organizational factors and individual factors. Strategies were identified and confirmed with three categories (organizational measures, human resource measures, and individual measures); background conditions (management weaknesses, occupational factors, factors related to laws, and political factors), intervening factors (environmental-administrative factors and family factors) consequences (occupational consequences, individual consequences, and organizational consequences). Conclusion The current research was conducted with the aim of the model of the process of reducing organizational anti-citizenship behavior with the approach of explaining the dignity of employees in government organizations. The results of this research are in agreement with the results of Mousavifard (2024), Farhadi & Faridpour (2023), Safarinejad et al, (2022), Ebadifar & Mesbahi (2022), Khobyari & Fathizadeh (2021), Aloustani et al, (2020), Moin & Rafieinejad, (2020), and Huang (2019). Farhadi & Faridpour (2023) showed that anti-citizenship behaviors include a wide range of behaviors that include two dimensions of "organizational" and "individual" anti-citizenship behaviors. Anti-organizational citizenship behaviors are behaviors that a person commits directly in relation to the organization and can be divided into two parts: "functional deviation" (production), and "financial deviation". Individual anti-citizen behaviors are behaviors that are carried out in relation to the people of the organization and can be classified in two dimensions: "personal attack" and "political deviation". According to the obtained results, the following suggestions are presented:  In general, to prevent the formation of anti-citizen behaviors, it is necessary for the authorities and the society to pay serious attention to the above and try to provide suitable conditions for the growth and future development of the society. Verbal and physical abuse, as well as gossiping and bullying are serious problems in the work environment that must be seriously considered. Using strong policies and procedures to manage bad behavior and prevent gossip can improve these issues. Also, organizations can launch training programs for their employees in the field of kind and respectful behavior, and creating a healthy and friendly work environment.

Abstract Abstract
The aim of the present study is to model the third generation human resources education in medical universities of the country. This study is applicable-developmental in terms of its purpose, and descriptive-survey in terms of its data collection method. The participant society of thequalitative part of the study includes the managers of the country's medical universities, who were selected using purposive sampling. In the quantitative part, the perspectives of 384 experts from the country's medical universities were used. The data collection tools are semi-structured interviews and a researcher-made questionnaire. The content analysis method was carried out by MaxQDA 20 software to analyze the expert interviews. The partial least squares method with Smart PLS software was used to validate the model. The results showed that governance, politics and legislation, religion and culture, security and defense factors have an impact on social and economic factors. Social and economic factors also affect structure, readiness and infrastructure, interactions and communications, and research and technology. These factors also affect executive management, and executive management affects physical characteristics, scientific, intellectual, psychological, behavioral, spiritual and moral qualifications. These factors also affect educational leadership and management, and ultimately lead to the training of third-generation human resources in medical universities.
Introduction
One of the most important elements for the optimal use of human resources in any society is the challenge of employing individuals in various activities. The issue of employment, and on the other hand, unemployment, are among the most important elements that must be given more attention by individuals to create a prosperous society; because the necessary condition for growth and development in any society is the creation of employment in it (Khorsand et al., 2021). In the meantime, the higher education system plays an important role in employment and the labor market. Developed countries have moved towards third-generation universities to empower graduates and train efficient human resources that are in line with the needs of the labor market (Pietrzyk et al., 2023). In fact, it can be claimed that the dominant model of a successful higher education system in the present era is third-generation universities, which are also known as entrepreneurial universities (Meissner et al., 2022). It must be said that transforming first- and second-generation universities into third-generation ones is not only a basic necessity for all countries, but ignoring it will have adverse consequences. This issue is doubly important given the issue of unemployment among the educated class (Meshki Hasanabad et al., 2022). Unemployment among university graduates is a fundamental problem for all countries, including Iran; according to the results of the labor force survey by the Statistical Center of Iran in the spring of 2023, the unemployment rate in the age group of 18 to 35 years (who are mainly university graduates) has increased to the point that 16.6% of the active population of this age group is unemployed. Also, seasonal changes in the unemployment rate of these individuals show that this rate has increased by 1% compared to 2022 (Saba et al., 2023).
Theoretical foundations of the research
An entrepreneurial university is a university in which knowledge and science entrepreneurship has been created as a force for economic growth and competition in global markets. Entrepreneurship is a focal element of the third-generation university and has occupied many fields of study (Alvin, 2022; Centobelli et al., 2018). Entrepreneurship is a process in which a new idea is transformed into a new product or service, and can lead to increased productivity, wealth creation, welfare, and job creation. On the other hand, entrepreneurship is an educational, nurturing, and long-term process that requires planning in the educational and research system. The implementation of entrepreneurship programs starts at the family and school levels and continues to the university and organizational levels (Kislyakov et al., 2021).
In fact, the fundamental role of universities in the world in training a skilled workforce has caused fundamental changes and developments in different countries, especially developed countries. Although it cannot be admitted that an entrepreneurial university is always profit-seeking or that a traditional university never seeks profit; it should be known that the important feature of an entrepreneurial university is its economic aspect, efficiency aspect, and competitiveness aspect compared to other universities (Klofsten et al., 2019). In fact, an entrepreneurial university is more responsive to economic and social needs than a traditional university. In knowledge-based societies, universities are expected to be more flexible in order to play their important role in social progress and to engage in more interactions with society, create innovation, transfer science and knowledge, and exploit scientific studies in order to increase welfare and economic competitiveness (O’Reilly et al., 2019; Lee et al., 2023). Job, employment, and unemployment of young people in society, due to the lack of mastery of the skills required by the labor market, are considered one of the main economic challenges of countries. To face these challenges, the world's economic systems have moved towards third-generation universities (Mohammad Shafi'i et al., 2020). The entrepreneurial university is a place where new jobs are created. This university provides educational, financial, and marketing support to entrepreneurs, and provides them with employment conditions (Ja'fari et al., 2020). However, it seems that the reductionist and applicable approach to entrepreneurship in the educational system has led to the emergence of a small level of self-employment in society. This issue is considered an important challenge in the field of academic entrepreneurship, which is due to the unbalanced development of science and knowledge and a misunderstanding in the correct understanding of the third-generation university in the country. Third-generation universities were formed with the emergence of applicable and need-based studies, and are entrepreneurial and based on entrepreneurship and solving societal problems with a systematic and scientific approach in interaction with the surrounding environment (Calvo et al., 2019). One of the key perspectives of the aforementioned university is the development of individual job skills, professional development and competencies, and empowerment of students and professors in line with the national development process and solving societal challenges in a scientific way (Dalmarco et al., 2018).
Research Method
Type of Research: This research is an applicable-developmental research in terms of its purpose, and seeks to model the education of third-generation human resources in the country's medical universities. Based on the data collection method, it is a non-experimental (descriptive) research conducted using a cross-sectional survey method. Research sample and sampling method: Participants in the qualitative part of the research include theoretical experts (university professors) and empirical experts (directors of medical universities in the country). Sampling was carried out using a purposive method and continued until theoretical saturation. Accordingly, 19 people participated in the qualitative part of the research. The statistical population of the quantitative part includes experienced experts in medical universities. The sample size was estimated at 384 people using the Cochran formula, and sampling was carried out by cluster-random method.
Research data collection tools: Semi-structured interviews and a researcher-made questionnaire were used to collect research data. And to analyze the expert interviews, thematic analysis method was used with MaxQDA 20 software. To validate the model, the partial least squares method was used with Smart PLS software.
Research Findings
The results of the interviews were analyzed using qualitative thematic analysis based on the six-step method of Attride-Stirling (2001). In the open coding stage, 356 codes were identified. Finally, through axial coding, 4 overarching themes, 17 organizing themes, and 71 basic themes were obtained. Also, GOF in this study was obtained 0.631, which is higher than 0.36. The RMS-theta index was obtained 0.100; less than 0.12. SRMR index was also obtained 0.050; less than 0.08; therefore, the model fit is favorable.
Conclusion
This study was conducted with the aim of modeling the training of third-generation human resources in the country's medical universities. Currently, the issue of examining and evaluating the educational needs of employees in the scientific and applicable system and their training, which is a large segment of the workforce employed in universities, has been recognized as an essential issue, and action must be taken to resolve it. Training is a set of planned efforts by a university to facilitate the learning of its employees about their job competencies. These competencies include skills, knowledge, and behaviors that are essential for successful job performance. The results of the present study are consistent with the results of the studies of Mirjavani Zanganeh et al., (2021), Saba et al., (2023), Meshki Hasanabad et al., (2022), Mijani et al., (2022), Mousavi et al., (2017), Khosravi et al., (2021), and Ramezani et al., (2018). The results of the study of Al Jubouri (2023) showed that there is a strong relationship and influence of transformational leadership in the training process and in all dimensions except employee empowerment and materials. In fact, by understanding the dimensions of the research, in addition to preparing a catalog including the materials in which training is provided, trust between employees, management, and trained employees can be increased. The value of the study focuses on adding some knowledge to leaders, practitioners and managers, transformational leadership and the education process.
According to the results of the study, the following suggestion is made:
Regarding security and defense factors, it is suggested that in addition to establishing offensive and defensive management of health hazards, attention should also be paid to the occupational safety of human resources. Creating economic security is an important element in reducing their stress, and by increasing environmental security, the goals of third-generation human resource education can be achieved more quickly.
Regarding religion and culture, it is suggested that, considering Islamic and cultural values ​​in the field of science and technology, the words of religious elders in this field should also be interpreted. Third-generation human resource education requires the position of religious cultural structures in the field of science and technology, and this can be achieved by honoring and venerating the elders of the scientific and technological elite.
Regarding policy and legislation, it is suggested that by increasing the quality and quantity of policy/law formulation in science and technology, the important and essential needs and elements in this area should be identified, and necessary measures regarding the quality and quantity of policy/law implementation in science and technology should be taken.
Regarding governance, it is suggested that while improving the structures of government, public and international institutions; stability and governance also be created. What is important in the education of third-generation human resources is the administrative-executive coordination between the three branches to develop educational, research and technological infrastructure; because achieving technological goals in medical universities depends on strengthening infrastructure and improving technology-based systems. 

Abstract Abstract
The aim of this study is to provide a model for explaining and applying coaching for school administrators. This research is qualitative. The research population includes academic experts, experts at the management levels of education and training, and school administrators. Based on the purposive and accessible sampling method, after a semi-structured interview with 15 people, theoretical saturation was achieved and the interview was stopped. Validity in this study achieved through consultants and experts in the field of educational management; and to determine reliability, the research colleague confirmation strategy was used; and accordingly, validity and reliability were confirmed. The analysis method used in the present study was the content analysis method, which was carried out using Maxqda software version 20. Based on the results of the interviews, 25 themes were identified in the form of 8 concepts of strategic human resource management (employee participation, empowerment, etc.), organizational health (employee responsibility and organizational trust), organizational improvement (employee training, educational planning, etc.), knowledge management (sharing, dissemination, and organization of knowledge), organizational support (management of friendly relationships, organizational empathy, etc.), organizational communication management (strengthening communication skills and improving intra-organizational interactions), and organizational ambidexterity (emphasis on organizational productivity, strengthening creativity, and organizational flexibility). Accordingly, it is suggested that school administrators consider the model developed in this study as a criterion for their work in order to improve their management in schools.
Introduction
The continuity and survival of any society requires that its set of beliefs, values, behaviors, attitudes, knowledge, and skills be transferred to new generations. The mechanism of this transfer is education and training. One of the important pillars of education, which is actually the main institution for providing the necessary training, is the school (Taghiani et al, 2023). Effective school management and leadership play a vital role in improving the quality of teaching and learning in the educational environment (Blackmore et al, 2024). One of the main reasons always been raised about poor school results is the inability of principals to have the necessary skills and training to properly manage and lead the school (Matthew, 2021). One of the important variables for improving human resource management, including school management, is coaching. However, unlike training, which usually involves a group of people and has a time limit, coaching is a focused and individual method that can be implemented at any time and every day. Also, unlike some forms of training that are immediate and fleeting, coaching has a lasting and long-term impact on the individual and the organization (Jones & Newland, 2022). Organizational coaching is a process that aims to increase the profitability of the entire organization, strengthen the professional skills of managers and employees, and create job satisfaction and success in the employees of that organization (Park et al., 2020). The role of the education system in the growth and progress of societies is outstanding and undeniable (Mohammadi et al., 2024); for this purpose, education as one of the vital areas of society, given the fundamental role it plays in educating young generations and providing the country's human resources, requires the use of effective and up-to-date management systems. Therefore, developing and presenting an appropriate coaching model for school administrators seems necessary and even inevitable. Accordingly, the present study seeks to answer the basic question: what the coaching model for school administrators is like and how it can be applied in schools?
 
Theoretical Framework
School Management
Among educational institutions, education plays an important role in society, with a very old background; and for better education, the management system in education is of great importance. Therefore, among the types of management in education, school management is the most important, most effective and most delicate type of management (Laleh et al, 2023). School administrators face many challenges such as limited resources, diverse and extensive needs, diverse teachers and students, less applicable educational content, poor development of a participatory culture, etc. Therefore, developing the skills of school administrators is necessary and inevitable so that they can guide schools towards professional and specialized educational organizations, and pave the way for the growth and development of society (Ponsombut et al, 2014). Human resources are the most important and vital resource in today's organizations, and, compared to competing organizations, these resources can maintain and enhance the organization's position or cause it to decline. (Toyama et al, 2023) Today, education and its management are considered an important factor in the development of countries, and efficient and effective management in education and training organizations can improve teachers' job satisfaction, create a strong bond between parents and students, strengthen the parent-teacher association, reduce academic dropout, promote innovation and creativity, flourish students' talents, and achieve optimal utilization of human resources (Montecinos et al, 2018). Today, the goal of school management is not only to manage, organize, supervise, guide, and discipline, but in addition to them, the lofty goal of school management is to realize professional ethics and create an environment for growth and development. (Emamdoust et al, 2020).
Coaching
In the 1950s, coaching was first introduced to the management field by Mis (2008), who initially defined it as a management tool for guiding and developing employees (Gregory & Levy, 2016). In recent years, coaching has emerged as a significant development intervention in schools in countries such as Australia, the United Kingdom and the United States; and is used to help develop managers, teachers and students while supporting school improvement and development (Butler, 2024). The International Coaching Federation defines coaching as: “Coaching is an ongoing partnership between a coach and a client in which the coach helps the client to achieve desired outcomes in their personal or professional lives by engaging them in thought and awakening their inner creativity” (Kameron & Ebrahimi, 2017). Another goal of coaching is to draw solutions to problems from within the coach, thus enabling the coach to find appropriate solutions to the issues presented to them (Butler, 2024). A coaching manager is a manager who uses coaching methods in his daily affairs and in his communication with subordinate employees, and the key element of this is, compared to other managers, the way he communicates with employees (Unnu, 2020).
Research Methodology
This research is fundamental in terms of purpose, and exploratory in terms of data collection. The research was conducted qualitatively. Qualitative data was collected using library studies and semi-structured interviews. The statistical population of this research included academic experts, experts at the management levels of education and training, and school administrators; and the theoretical saturation index of data was used to determine the sample size. The sampling method was purposeful and accessible method. By this process, 15 experts were identified as sufficient for interviews.
Research findings
Data analysis was conducted using thematic analysis method and MAXQDA 20 software. After finalization and consensus of the participants in the final stage, the coaching model for school administrators was developed based on the answers to the research questions. This model was provided to experts and finalized after making amendments. Based on the results of the interviews, 25 themes were identified in the form of 8 concepts of strategic human resource management (employee participation, empowerment, etc.), organizational health (employee responsibility and organizational trust), organizational improvement (employee training, educational planning, etc.), knowledge management (sharing, dissemination and organization of knowledge), organizational support (management of friendly relationships, organizational empathy, etc.), organizational communication management (strengthening communication skills and improving intra-organizational interactions), and organizational ambidexterity (emphasis on organizational productivity, strengthening creativity and organizational flexibility).
Conclusion
The increasing need of organizations for organizational coaching because of reasons such as stagnation due to poor organizational performance and the importance of reducing organizational costs, the lack of responsiveness of conventional training such as face-to-face and one-sided virtual classes and the need to pay attention to feedback and student-centered training, the prevalence of coaching in organizations and the importance of expertise and analysis in them, the purification of organizations from weak forces and the increasing reliance on valuable forces, the increase in competition and speed in business and the need for change leaders in organizations and individuals adaptable to change, the influx of young and talented people into organizations and the importance of their development needs (talent management), the emergence of the sublime idea of ​​knowledge management and the importance of preserving and expanding organizational knowledge, and the increasing importance of the issue of transforming knowledge into wisdom as a management-cultural category, have led to the importance of the role of coaching in organizations. The results of this study are consistent with the results of the research of Dastgerdi et al., (2021), Qarlaqi et al., (2021), and Ellinger and Ellinger (2020).
According to the results obtained, the following suggestions are made:
- In the organizational decision-making process, the ability of employees should be used more, and a kind of organizational coaching process should be carried out with their participation in important organizational processes.
- Using the organizational coaching process, efforts should be made to increase and improve the adaptability of individuals and employees of the organization.
- Encouraging individuals to carry out activities and team work (becoming extroverted) can increase the spirit of responsibility of individuals and contribute to organizational health.
- Increasing employees' information about coaching using scientific and applicable conferences and workshops.

Abstract Abstract The aim of the present study is to identify the dimensions and components of spiritual leadership based on extra-role behaviors. The research method is applicable-developmental in terms of its purpose, qualitative in terms of its implementation method, and of content analysis type. The statistical population of this study includes 10 academic experts as well as managers and experts in the industrial field of Kerman province with at least 10 years of management experience and a minimum of a master's degree. The sampling method in this study was purposive and the snowball method (chain referral). A part of the statistical population that was available and possible to communicate with was selected as a sample. This sampling continued until theoretical saturation was reached. The research collection tool is a semi-structured interview. Data analysis was carried out using the content analysis method, which includes open and axial coding with MAXQDA 2018 software. The results of the study showed that spiritual leadership is based on extra-role behaviors consisting of 10 dimensions and 26 components, which include: altruism, chivalry, faith, conscientiousness, membership, organizational commitment, performance feedback, dutifulness, civic virtue, respect, and honor. Introduction Neil & Biberman (2003) reported a sudden increase in books, conferences and workshops on spirituality in the workplace since around 1992, and an academic discipline in spiritual leadership has emerged. In recent years, there has been increasing attention to spiritual leadership and its significant benefits for individuals, groups, organizations and communities. Spiritual leadership can be seen as an emerging construct of a broader understanding of spirituality in the workplace (Sanaei & Khalaji, 2019). Spiritual leadership is a process in which leaders and followers influence each other in parallel, as relationships evolve over time. Spiritual leadership is also a process that has the power to change social systems and reform institutions (Javaherizadeh, 2016). Spiritual leadership, by creating sensitivity to oneself, others, and the supernatural in the individuals of the organization, makes them interested in their jobs and work; then motivates them to their work duties; and as a result, provides for their spiritual survival (Thakur & Singh, 2016). Lack of attention to the psychological aspects of the organization causes reluctance to accept individual differences and lack of attention to interpersonal relationships; meanwhile, lack of control over one's own emotions, lack of control and management of one's own and others' emotions, lack of attention to organizational extra-role behaviors, and lack of participation of individuals in decision-making jeopardize the interests of the organization (Mohammadi & Ghasemi, 2020). Extra-role behavior is perceived as a concept and in the role domain, it is closely linked to the behavioral performance of citizenship, and whatever these behaviors are perceived as behaviors within the role domain, better citizenship behavior is seen by individuals, and when employees define citizenship behavior as behavior beyond the role and participate in increasing relationships with others and generally act beyond the scope of their assigned duties, the result of this process is the progress and promotion of the organization, provided that they perceive regulatory justice to a large extent in the organization (Narenjithani et al, 2018). Accordingly, the researcher addresses the main question: what are the dimensions and components of spiritual leadership based on extra-role behaviors? Theoretical Framework of Spiritual Leadership  Spiritual leadership is the set of values, attitudes, and behaviors used to motivate oneself and others in a way that fosters spirituality and individual well-being through meaning, purpose, and belonging to oneself and others. Therefore, it requires, first, creating a vision in which the leader and followers feel meaning, purpose, and importance; and second, establishing and creating an organizational culture based on the values ​​of altruism, whereby the leader and followers feel a sense of belonging, being understood, being appreciated, being referred to, being cared for, and being appreciated by themselves and others (Khari & Sinha, 2018). Extra-role behaviors The concept of extra-role is one of the oldest political and social concepts, and has been the focus of many political and social thinkers since the time of ancient Greece. Different theorists may have different views on the importance of this concept, but in any case, its special place in the human intellectual system indicates its outstanding importance (Buil et al, 2022). Extra-role behaviors include a set of behaviors that have been called, in various ways, pro-social behaviors, organizational citizenship, helping, or combined performance (Haji et al, 2023). Extra-role behaviors are a set of behaviors considered outside the scope of mandatory behaviors of individuals in the environment. However, they play a fundamental and pivotal role in creating the desired psychological and social space in the workplace. These behaviors have become a broad and extensive field in organization and management research for at least the past 28 years (Buil et al, 2022). Ghanbarzadeh & Jafarian Yasar (2024) investigated the role of spiritual leadership in social responsibility and social capital of first-year secondary school teachers in Dareh Shahr city. The findings showed that spiritual leadership has a direct and significant relationship with social responsibility and social capital of teachers and is able to explain 25.3 percent of the variance in social responsibility and 13 percent of the variance in social capital of teachers. Other findings also showed that there was a direct relationship between spiritual leadership and social responsibility (r=0.392) and between spiritual leadership and social capital (r=0.242), at a level lower than 0.05. The result is that strengthening spiritual leadership in schools increases teachers' responsibility and social capital; education officials and planners should hold classes and courses to promote spiritual leadership knowledge for teachers. Mousavi (2023) conducted a study entitled Investigating the Relationship between Spiritual Leadership Dimensions and Job Motivation from the Perspective of Shahrekord Education and Training Staff. The findings showed that there is a significant relationship between the seven dimensions of spiritual leadership (vision, altruism, faith in work, meaningfulness in work, and organizational membership) and the job motivation of education and training staff, but there is no relationship between the other two dimensions of spiritual leadership, namely organizational commitment and performance feedback, and employee motivation. In fact, the more spiritual leadership components are applied at a higher level in the atmosphere of an educational organization and the decisions, procedures, policies, and educational missions are formulated and implemented based on the spiritual leadership dimension, the higher the level of job motivation among the employees of this educational organization. Research Methodology The research method is applicable-developmental in terms of its purpose, qualitative in terms of its implementation method, and of content analysis type. The statistical population of this study includes 10 academic experts along with managers and experts in the industrial field of Kerman province with at least 10 years of management experience and a minimum of a master's degree. The sampling method in this study was purposive and the snowball method (chain referral). A part of the statistical population that was available and possible to communicate with was selected as a sample. This sampling continued until theoretical saturation was reached. The research collection tool is a semi-structured interview. Research findings Data analysis was carried out using the content analysis method, which includes open and axial coding with MAXQDA 2018 software. The results of the study showed that spiritual leadership is based on extra-role behaviors consisting of 10 dimensions and 26 components, which include: altruism, chivalry, faith, conscientiousness, membership, organizational commitment, performance feedback, dutifulness, civic virtue, respect, and honor. Conclusion The present study was conducted with the aim of identifying the dimensions and components of spiritual leadership based on extra-role behaviors. The results of this study are consistent with the results of Ghanbarzadeh & Jafarian Yasar (2024), Mousavi (2023), Davari et al, (2023), Haji et al, (2023), Ramezani et al, (2022), Nazari & Moosavi (2022), Fallah et al, (2022), Yusefi et al, (2022), and Vu & Fry (2020). Ramezani et al, (2022) showed that the identified components had a significant relationship with spiritual leadership style. Also, the indicators of faith, virtues, spiritual atmosphere, motivation, cultural and structural were ranked first to sixth in the antecedents of spiritual leadership. Regarding the consequences of the spiritual leadership style, the indicators of moral climate, organizational health, commitment, and content were ranked first to fourth, and finally, the development of divine spirituality, the development of sustainable organizational spiritual health, the development of sustainable global spiritual health, the development of sustainable human spirituality, and the development of existential spirituality were ranked first to fifth among the new strategies of the spiritual leadership style. Considering the results obtained, the following suggestions are presented: - Investing in technical and management training, providing internship and coaching opportunities, and encouraging the acquisition of professional certificates. - Clearly and precisely defining the procedures and criteria for hiring, promoting, rewarding, and disciplining employees and ensuring their fair implementation. - Defining the organization's core values ​​(such as honesty, trustworthiness, and responsibility) and including them in the organization's code of ethics.

Abstract Abstract The aim of this research is to present a model of factors affecting the establishment of organizational strategies aimed at national sustainable development. The present research is applicable in terms of purpose, and mixed in terms of implementation (qualitative-quantitative) with a data-based approach, and descriptive-survey type in terms of nature. The statistical population of the research in the qualitative part includes 12 experts active in the field of non-governmental organizations as well as managers of these organizations, and sampling was carried out using the snowball method; and the statistical population in the quantitative part includes 20 people selected by the judgmental and purposeful sampling method. The research collection tool is semi-structured interviews and questionnaires. MAXQDA software was used to analyze data in the qualitative part of the data-based method, and Expert Choice software in the quantitative part. The results in the qualitative section showed that the identified components were categorized into six categories of causal conditions, strategies, actions, context, intervening conditions, and consequences; and the results in the quantitative section showed that community acceptance and support with a score of 0.117 had the greatest impact on the establishment of NGO policies. Also, setting specific goals for NGO organizations with a score of 0.116 and using skilled and experienced people with a score of 0.107 were the next priorities. Among the indicators examined, the least impact was related to human resource empowerment and community member participation with a score of 0.02. These results show that factors related to social acceptance and setting specific goals play a pivotal role in the success of NGO policies. Introduction Undoubtedly, the most important issue that countries, especially developing ones, are facing is achieving sustainable development. Achieving sustainable development has always been one of the important complexities in less developed societies. Many advances and developments in today's world lack sufficient credibility (Koch & Parellada, 2017). In fact, in today's world, a type of development that has credibility and a desirable position is one that is sustainable. Sustainable development means a process that envisions a desirable future for human societies in which living conditions and resource use meet human needs without harming the integrity, beauty, and stability of vital systems (Grant, 2019). According to the above definition, it can be seen that development is not sustainable in many cases. We achieve sustainable development when cultural beliefs, social, economic, and political institutions in society are fundamentally transformed to reflect the known vital capacities and, in this process, the level of welfare of the society is improved without harming or impairing the resources of future generations (Driscoll, 2014). Given the global trend of shrinking governments and the transfer of many activities to the third sector of society, namely civil society organizations, and also considering that governments cannot perform completely well in all areas, especially in market-related mechanisms, civil society organizations can play a key role in this area (Tallberg et al, 2018). Civil society organizations can have a strong supervisory role over various organizations in society by increasing their influence on the thinking and powers of the general public, and in this regard, they can provide significant assistance to governments in achieving sustainable development in various areas (Grant, 2019). Civil society organizations, through their influence on societies, especially the general public, can exert various pressures, especially on the economic, political, and social sectors of the country, to comply with desirable standards, thereby creating a basis for achieving sustainable development (Hsu et al, 2017). In policy-making, attention should be paid to ensuring that the institutions are also accountable for their activities in order to increase transparency in the institutions' actions. This issue can play a prominent role in improving trust in the institutions in society. On the other hand, the lack of experts, especially those with management approaches, has caused the activities of the institutions to not only be ineffective in some cases, but also have negative consequences, considering the resources that have been collected. Therefore, the main question of the research is: What is the pattern of factors affecting the establishment of organizational strategies with the aim of national sustainable development? Theoretical framework Organizational strategies Organizational strategy is located at the intersection of goals and the structure of the organization. The organizational structure of any business shows the relationships between the resources of that complex. Accordingly, it can be said that organizational strategy means the correct arrangement of resources in order to achieve the organization's long-term goals (Salmanpour Sohi et al, 2021). Sustainable development Sustainable development is a process that envisions a desirable future for human societies in which living conditions and resource use meet human needs without harming the integrity, beauty, and stability of vital systems (Grant, 2019). Vandersmissen & Georgen (2023) reviewed Strategic Planning in Public Organizations: A Review of 35 Years of Research. Drawing from a systematic review of 75 studies through the lens of strategy as action, this article contributes to public management theory, research, and practice in three important ways. First, it provides a structured synthesis and integration of a growing and heterogeneous body of literature, providing a roadmap for future research on strategic planning in public organizations. Second, it proposes a mid-range theoretical framework that captures the complex and dynamic nature of strategic planning in public organizations, and provides insight into how strategic planning is implemented and why it may or may not work in specific contexts. Finally, it provides practical relevance for public managers and other public professionals by providing an overview of the different strategic planning options available and how they can be optimized given unique contexts and desired outcomes. Jamshidi et al, (2021) in a study explained the model of public policy implementation in state-owned companies. The findings of the study show that the successful implementation of public policy is measurable in light of criteria such as efficiency, effectiveness, meeting expectations, adequacy in problem solving, distributive justice, and adaptation to the conditions of the oil industry. The framework obtained indicates that the successful implementation of public policies leads to increased public trust and satisfaction, as well as the promotion of corporate legitimacy among stakeholders. Research Methodology The present study is applicable in terms of purpose, and mixed in terms of implementation (qualitative-quantitative) with a data-based approach, and descriptive-survey type in terms of nature. The statistical population of the research in the qualitative part includes 12 experts active in the field of NGOs as well as managers of these organizations, and sampling was carried out using the snowball method; and the statistical population in the quantitative part includes 20 people selected by the judgmental and purposeful sampling method. The research collection tool is semi-structured interviews and questionnaires. Research findings MAXQDA software was used to analyze data in the qualitative part of the data-based method, and Expert Choice software was used in the quantitative part. The results in the qualitative part showed that the identified components were categorized into six categories: causal conditions, strategies, actions, context, intervening conditions, and consequences, and the results in the quantitative part showed that community acceptance and support, with a score of 0.117, has the greatest impact on the establishment of NGO policies. Also, setting specific goals for NGOs with a score of 0.116 and using skilled and experienced people with a score of 0.107 were the next priorities. Among the indicators studied, the least impact was related to human resource empowerment and community member participation with a score of 0.02. These results indicate that factors related to social acceptance and setting specific goals play a pivotal role in the success of NGO policies. Conclusion The present study was conducted with the aim of providing a model of factors affecting the establishment of organizational strategies with the aim of national sustainable development. The results of this study are consistent with the results of Pourkarimi & Azizi (2024), Wu et al, (2023), Vandersmissen & Georgen (2023), Jamshidi et al, (2021), Salmanpour Sohi et al, (2021), Ahadzadeh et al, (2021), Henry et al, (2019), Grant (2019), Harangozó & Zilahy (2015); who pointed out the importance of the persuasive role of NGOs and their interactions with governments. Grant (2019) shows that the level of government distrust is shown to determine what conditions exist for an NGO to be effective in implementing effective and sustainable development policies over a government institution. This research states that if NGOs can carry out their activities at the lower levels of society in a persuasive manner, it can be expected that governments will be able to perform better in implementing their policies in the field of sustainable development. According to the results obtained, the following practical suggestion was made: It is suggested that common digital platforms be designed for interactions between NGOs and the government to achieve greater coordination and transparency in the implementation of policies.

Abstract Abstract The present study aims to present a human resources productivity model based on employees' political behaviors with a structural-interpretive approach. The method of this research is applicable in terms of purpose. The statistical population of the research includes 15 expert university professors as well as senior managers of public sector organizations in Iran whose scientific and experimental background is in the field of human resource management and organizational behavior. The data collection method was carried out by questionnaire. The interpretive structural modeling approach was used to analyze the findings, and the MICMAC software was used for influence and impact. The results showed that the category of "human resource productivity consequences" is at the first level of the model, which means that this category is the most influential factor that is affected by all other factors and does not affect any factor. Also, the category of "Human Resource Productivity in the Public Sector" is located at the second level, which affects the first level category and is affected by the third level category. At the same time, the category of "Human Resource Productivity Actors" and the category of "Political Behaviors" are located at the third level of the model, which affect the factors in the second level and are affected by the factors in the fourth level. At the fourth level, the category of "Political Behavior Drivers" is located, which are the most influential factors among the factors in the research model. Introduction Today, it is clear that the main goal of organizations is to optimally use existing resources, including land, capital, human resources, technology, and management, to achieve maximum productivity. Various definitions of productivity have been presented in various scientific sources, with perhaps the simplest definition of productivity being the ratio of output to data or the ratio of outputs to inputs (Delmas & Pekovic, 2018). On the other hand, productivity is divided into four levels in terms of the level at which it is analyzed: productivity at the human resource level, productivity at the organizational level, productivity at the level of a sector of the economy such as industry and agriculture, and productivity at the national level (Khaksar et al, 2020). In the meantime, productivity at the human resource level is dedicated to analyzing, measuring, and improving human resource productivity, and the topic of discussion at this level of analysis is promotion and improvement of human resource productivity, including direct labor and indirect labor of organizations (Mirmohammadsadeghi et al, 2019). In this regard, the researcher seeks to answer the questions: what is the relationship between political behaviors and human resource productivity? What factors play a role in the emergence of political behaviors that can play a role in human resource productivity? How should these factors and political behaviors be managed? How can a model for improving human resource productivity be presented that also covers the political behaviors of employees? In this regard, given the importance of the issue of human resource productivity and the increasing attention and need of companies and organizations to this area and the lack of a comprehensive and complete model of the characteristics required by managers, the question of this research is: What is the human resource productivity model based on the political behaviors of employees with a structural-interpretive approach? Theoretical Framework Human Resource Productivity Productivity is both a concept and a suitable criterion for evaluating the performance of phenomena whose purpose is to spend resources to achieve goals. Improving productivity is the main task of managers and they should play the greatest role in this regard. The most important factor or main lever for reducing or increasing productivity is human resources, which, with wisdom, have the ability to transform thought into product; because the basis of productivity in an organization is productivity in thought. The human resource factor, as a factor in the production of goods and services, which on the one hand directly participates in production and on the other hand is known as a conscious factor and coordinator of other production factors, has a special place among other production factors. Today, given the importance of human resources as one of the most important production resources in organizations and its unparalleled role in the organizational field, paying attention to the role and performance of this huge, complex and expensive resource can undoubtedly be the solution to many organizational challenges (Faraji Marjanloo et al, 2017). Political Behavior Political behavior consists of influence tactics designed to enhance personal or organizational interests, and its main goal is to reconcile and effectively manage such potentially competing interests. Political behavior tactics can be divided into two groups: 1. Influence tactics; 2. Political tactics. Influence tactics are a subset of political behavior used by a social actor to influence other social actors in order to achieve organizational or common interests. Influence on individuals is one of the most important processes in effective management (Soltani Fath et al, 2022). Khazaei et al, (2025) examined the presentation of a model of political behavior based on shadow management theory in the public sector using a meta-synthesis method. Based on the research findings, political behavior in the public sector has 72 components in three different dimensions: the white political behavior dimension with 28 components, which has a practical function and is based on political behavior knowledge and helps to achieve organizational goals; the black political behavior dimension has 26 components harmful and act in favor of groups under the supervision of shadow managers and prevent the achievement of the organization's goals; and the gray political behavior has 18 components that may be both beneficial and detrimental to the organization's goals. Managers should provide a capable organizational structure that provides freedom of expression, compliance with the law, and meritocracy in the organization, considering the factors identified in this study. Izadi et al, (2024) studied the design and explanation of the political behavior model of managers in government organizations. The results of the findings showed that 11 main categories were identified in 6 levels. The findings also showed that at the sixth level, the socio-cultural gap and personality traits of individuals had the greatest impact compared to other factors. Of course, cultural weakness was the most effective factor. At the fifth level of the model, there is public belief. At the fourth level, there are political will of individuals and management of organizational imagery and evaluation. At the third level, there is individual power of individuals. At the second level are organizational processes and elections and organizational appointments, and at the last level are the pattern of laws and regulations and the structure of government organizations. Research Methodology The method of this research is applicable in terms of purpose. The statistical population of the research includes 15 expert university professors as well as senior managers of public sector organizations in Iran whose scientific and experimental background is in the field of human resource management and organizational behavior. The data collection method was carried out by questionnaire. Research Findings The interpretive structural modeling approach was used to analyze the findings, and the MICMAC software was used for influence and impact. The results showed that the category of "human resource productivity consequences" is at the first level of the model, which means that this category is the most influential factor that is affected by all other factors and does not affect any factor. Also, the category of "Human Resource Productivity in the Public Sector" is located at the second level, which affects the first level category and is affected by the third level category. At the same time, the category of "Human Resource Productivity Actors" and the category of "Political Behaviors" are located at the third level of the model, which affect the factors in the second level and are affected by the factors in the fourth level. At the fourth level, the category of "Political Behavior Drivers" is located, which are the most influential factors among the factors in the research model. Conclusion The present study was conducted with the aim of presenting a human resource productivity model based on the political behaviors of employees with a structural-interpretive approach. The results of this study are consistent with the results of Khazaei et al, (2025), Izadi et al, (2024), Khazaei Poul et al, (2023), Mohammadpour et al, (2023), Sanaie et al, (2023), Feezell et al, (2021), Selajgeh & Rostakhiz (2021), Lyons et al, (2020), Hern (2020), and Pourpanahi Kaltapeh et al, (2022). Khazaei Poul et al, (2023) showed that six causal and strategic variables including individual, environmental and structural factors were identified and analyzed. The results showed that environmental factors are the basis of the model and affect other variables, while individual and structural factors also have important effects on freedom of expression, adherence to the law, and meritocracy; and recommend that managers reduce the negative effects of political behaviors and increase organizational efficiency by creating capable organizational structures and providing a suitable environment. Based on the research results, the following suggestions were made: (In order to improve the components of political behaviors, necessary action should be taken to improve the internal components, constructive participation and cooperation, trust and empathy, healthy and effective competition, convergence in goals and programs, management of perceptions, organizational loyalty, avoiding pretense, flattery and hypocrisy, and in line with the external components, including facilitating trans-organizational communications, national and sectoral convergence, emphasis on national interests, and social and charitable participation.

Abstract Abstract This research was conducted with the aim of analyzing the dimensions and components of educational marketing in the education organization. The qualitative research method focuses on a data-based approach. The statistical population included specialists, professors, and knowledgeable experts in the fields of business management and educational management, 13 of whom were selected through purposive and judgmental sampling. The data collection tool was a semi-focused interview, which was analyzed using MAXQDA software and the coding method. The analysis of the interview texts provided 41 indicators that were included in the framework of the pillars of the paradigmatic model of educational marketing in the education system. The findings showed that the concept of educational marketing in the education system included the components of the rupture of the demand for education market, the suppression of the supply of education market, the increase in the class gap, the increase in the intergenerational gap, the rupture of hope for the future, the increase in the intragenerational gap, politicization, the focus on customer personas, the production of customer-oriented content, the reconfigurable education system, relationship marketing, participatory marketing, the disappearance of the program-oriented education system, and the emergence of the market-oriented education system. Also, educational marketing itself was affected by causal conditions (4 concepts in the form of 2 categories), contextual factors (4 concepts in the form of 2 categories), intervening factors (7 concepts in the form of 3 categories), pivotal factors (13 concepts in the form of 3 categories), strategic factors (8 concepts in the form of 2 categories), and consequential factors (5 concepts in the form of 2 categories). Introduction Education in its general and specific sense plays a major role in the development of human capital, as it can be noted that one of the fundamental factors in the growth and development of a country is education; if there is growth in its quantity and quality, the development of the country can be expected; but the duration of these factors depends on management companionship (Haji Rasouliha et al., 2021). Educational organizations, as the most important, most effective and widespread organizations that are responsible for the formal education and training of individuals in society, and are of particular importance as providers of human resources for other organizations (Nur Rohim, 2019). In this regard, schools and institutes, as the basic pillars of formal education, strive to achieve the goals of education and training. Educational organizations and schools of every society, like other organizations, pay special attention to it in order to achieve the goals of their organizations, and this issue provides the basis for investigation and study (Hoy, 1985; Barati, 2018). Whenever the word competition becomes more prominent in an industry, the issue of marketing will also be more important there. The country's education industry is no exception to this rule; and with the increase in the potential of education in recent years, competition among the players in this industry has also increased (Lim et al, 2020). A review of existing research shows that marketing in the field of education in general and especially in education has received less attention and has also been neglected in domestic research. On the other hand, according to the report of the Higher Education Committee of the Islamic Consultative Assembly, due to the negative population growth, we will face severe vacant seats in schools in the coming years (Haji Rasouliha et al., 2021). Therefore, considering that non-governmental schools are run based on the per capita tuition they charge students, they need to attract as many students as possible and market themselves. Therefore, non-profit, online, and smart schools should seize this opportunity and compete with other schools in attracting students and educational marketing (Arab, 2016). The present study aims to present the criteria for selecting schools by students and the factors affecting educational marketing (causal, contextual, and intervening conditions, etc.) in the form of a model, and to identify the information sources used by students to select schools and to provide solutions for better competition in the field of education. Accordingly, this study attempts to answer the question: What are the dimensions and components of educational marketing in the education organization? Theoretical foundations Educational marketing: The role of educational marketing in education as an institution that has the largest share of education in society from different ages in the most basic concepts seems very vital and necessary (Babaee Kasmaee & Nadi, 2018). In the future, educational marketing is definitely an important aspect of educational management. Currently, much literature in the field of educational marketing is characterized by ideas, suggestions, guidelines and strategies that are determined based on marketing models formed from non-educational environments. Education can be seen as a service (Abbasi Niko, 2015). Educational organizations, given that they are service organizations in nature, were lagging behind in the field of marketing or did not use it and considered it unnecessary or costly. Apart from this, educational organizations are increasing their problems by using traditional marketing methods (Haqtalab, 2010; Ramezani et al., 2019). As competition among different organizations, including services, has increased, productivity and quality have increased; reforming and improving the marketing system is inevitable. Educational organizations are faced with three important tasks in the field of marketing. They must increase their competitive differentiation, service quality and productivity as much as possible (Watson, 2008; Teräs et al., 2020). Talebi et al., (2023) in a study explained human resource competencies with an educational services marketing approach. The findings showed that the competencies of "time management" and "creativity and innovation" had the highest effect extent of 0.584 and 0.538, respectively, and the competencies of "listening skills" and "analytical power" had the lowest effect of 0.285 among the key competencies. Al-Hayaari (2022) also conducted a comparative study of the opinions of managers and customers of educational services in his study. The results obtained indicated that there is a significant difference between the views of managers and customers in five dimensions of the marketing mix factors. In particular, in the product mix, it was observed that customers, contrary to the managers' opinion, considered the suitability of the course to the needs and the instructor's brand to be more important than the institution's brand; and in the price mix, considered the method of payment to be more important than the discounts offered. Research methodology The research method is qualitative. A purposive sampling method was used to select the sample. The sampling method was snowball. The experts were experts in the fields of business management, strategic management, and educational management. Sampling adequacy was achieved based on data saturation. The data-based method was used to analyze the data. To calculate the reliability of the interview with the intra-subject agreement method of two coders, one of the professors familiar with the data-based technique was asked to participate in the research as a secondary coder. Research findings Based on the analysis conducted, out of 13 interviewees, 11 were male and 2 were female. The majority of the individuals (53.9%) were in the age range between 40 and 50 years. Most of the individuals had work experience between 11 and 20 years. Individuals with a doctoral degree (15.4%) and individuals with a master's degree (84.6%) constituted the causal conditions of the model. 4 subcategories in the form of 2 main categories: disruption of the demand for the education market and suppression of the supply for the education market formed the underlying factors of the model. 7 subcategories in the form of 3 main categories: disruption of hope for the future, increasing the intergenerational gap, and politicization formed the interfering factors of the model. 13 subcategories in the form of 3 main categories of customer persona focus, customer-centric content production, and reconfigurable education system formed the core category of the model. 8 subcategories in the form of 2 main categories of relationship marketing and collaborative marketing formed the educational marketing strategies. 5 subcategories in the form of 2 main categories of the disappearance of the program-oriented education system and the emergence of the education system formed the consequences of educational marketing. Conclusion This research was conducted with the aim of investigating and identifying the dimensions and components of educational marketing in the education organization. The existence of gaps and discontinuities in the demand for education among students causes different behavioral tendencies to arise at different levels of education. This stems from the decrease in demand for essential education services. The decrease in the supply of essential education services is also one of the limitations that has provided the basis for the formation and creation of demand for educational marketing. The use of experienced and educated professors in this field is one of the main methods of attracting audiences and customers, which is of great importance in this sector. Producing customer-oriented content can play an effective role in attracting audiences. Expanding education supervision in students' lives and expanding education communications with students' parents allows important information to be collected about students' academic and personality needs. These results are consistent with and supported by the findings of Ramezani et al., (2019) and Abin & Sujianto (2022). They acknowledged in their research that the gap in the supply of educational services has caused students to adjust their demand for educational services. On the other hand, school educational policies can have a significant impact on reducing this trend. The results of the present study were obtained solely by relying on the views and experiences of experts in the target statistical population, which may limit the theoretical generalizability of the research findings to the entire country. Therefore, this problem can be resolved by obtaining the scientific opinions of other experts.

Abstract Abstract The purpose of this research is to design a curriculum based on entrepreneurial thinking (case study: second secondary schools in the west of Gilan province). According to its purpose, the research method is applicable, with an inductive approach; and in terms of the method of implementation, it is qualitative, based on thematic analysis method. The statistical population of the research includes 10 principals of second secondary schools in the west of Gilan province. The sample size was carried out with the purposeful sampling method, and the interviews continued until reaching theoretical saturation. A semi-structured interview was used to collect information. Thematic analysis and MAXQDA 20 software were used to analyze the data. Research findings show the impact of factors, appropriate educational resources, experts and entrepreneurs, encouraging creative thinking and innovation, providing practical opportunities, regular evaluation and feedback, cultivating communication and cooperation skills, training time and resource management, problem-solving ability, Technical and specialized skills training, and encourage critical thinking. Introduction Curriculum based on entrepreneurial thinking is an educational program that helps students understand and develop entrepreneurial skills and innovative thinking. These programs are usually designed to promote ideas, develop skills, and strengthen students' motivation and creativity. In addition to helping students develop their entrepreneurial skills, these programs also prepare them for startups and manage their own businesses. These programs can act as a bridge between school and industry, and help students to turn their ideas into action and be successful in the field of entrepreneurship (Kimencu, 2021). One of the basic components in the education system is the curriculum based on entrepreneurship. Curriculum refers to formal and informal content, and overt and hidden training, through which students under the guidance of the school acquire the necessary knowledge, acquire skills, and change their attitudes and values. Researchers believe that the curriculum based on entrepreneurship is a small part of what schools teach. A large part of students' entrepreneurship is the result of their dynamic interaction with the culture or the set of relations and relationships, rules and regulations and the atmosphere that governs the school, which is from unintentional and mainly value-based, normative and attitudinal learning, and is considered a part of the a hidden lesson programs (MoazemiGodarzi, 2015). Curriculum can help students to understand its existence and potential impact (Neve et al, 2018). Curriculum is one of the most important tools and elements for the realization of educational goals and missions; therefore, efforts are made to transfer different types of knowledge and skills to students through the design and formulation of a specific curriculum, and prepare them to assume their roles and responsibilities. When it comes to the curriculum, there is always the impression that the teacher and students work hard in designed learning, with the hope that students will become entrepreneurial human beings (Nourozichegini et al, 2018). The main question of the research: How is the curriculum based on entrepreneurial thinking in the second secondary schools in the west of Gilan province? Theoretical framework Curriculum planning The process-oriented curriculum tends to be student-centered, and the teacher and the student have new roles in it. As an expert and a small thinker, the student is a decision-maker, he is a self-leader in the process of learning, a communicator, a negotiator and a responsible person in order to work in group work. He supports other members of his group; therefore, he shows human traits in action (Savin & Major, 2014). Entrepreneurial thinking Entrepreneurial thinking is not only a skill, but also a spirit and attitude that encourages people to identify and take advantage of opportunities and create value. This type of thinking helps people to create and improve opportunities by themselves instead of growing in existing situations. An entrepreneur can work in any field; from starting a new business to making changes and innovations in existing products and services. To have an entrepreneurial mindset, people must have characteristics such as creativity, initiative, perseverance, flexibility and tolerance for mistakes. They should be able to see challenging situations as opportunities for growth and development, and look for innovative solutions to various problems (Tiberius et al, 2023). Curriculum and entrepreneurship education The curriculum and entrepreneurship education consists of different steps that allow students to acquire the necessary skills to start and manage a business. An introduction to entrepreneurship is provided so that students get to know the concept and importance of entrepreneurship and learn about the successes of great entrepreneurs and their impact on society. Students are taught basic entrepreneurial skills that include communication skills, collaboration, time and resource management, creative thinking, and problem solving (Maydiantoro et al, 2021. ( Tiberius et al, (2023) in a study of the curriculum analysis of the highest ranking entrepreneurship MBA programs in the best entrepreneurship education; investigated the objectives, learning and teaching contents, as well as evaluation methods as the four main dimensions of the entrepreneurship curriculum of graduates. The results show that the programs are mainly commercial and managerial, with a relatively small share of self-entrepreneurship. Specific goals of entrepreneurship are entrepreneurial attitudes and competencies, such as entrepreneurial leadership, entrepreneurial mindset, entrepreneurial skills, opportunity creation, opportunity identification, and turning uncertainty into opportunity. Educational content also focuses on business, management, and law, while entrepreneurship content includes entrepreneurial failure, entrepreneurial management, entrepreneurial thinking, and entrepreneurship in general. Zanganeh et al, (2024) investigated the design of the curriculum model of virtual schools in the second period of secondary school in Khaf city. The results showed that school curriculum design includes 6 components: curriculum goals, curriculum content, curriculum evaluation, curriculum learning-teaching flows, curriculum strategies, and degree of curriculum suitability; and the results of model fit statistics show that the obtained values for each of the indicators shows a very good fit of the model. Research methodology According to its purpose, the research method is applicable, with an inductive approach; and in terms of the method of implementation, it is qualitative, based on thematic analysis method. The statistical population of the research includes 10 principals of second secondary schools in the west of Gilan province. The sample size was carried out with the purposeful sampling method, and the interviews continued until reaching theoretical saturation. A semi-structured interview was used to collect information. Research findings Thematic analysis and MAXQDA 20 software were used to analyze the data. Research findings show the impact of factors, appropriate educational resources, experts and entrepreneurs, encouraging creative thinking and innovation, providing practical opportunities, regular evaluation and feedback, cultivating communication and cooperation skills, training time and resource management, problem-solving ability, Technical and specialized skills training, and encourage critical thinking. Conclusion The current research was conducted with the aim of designing a curriculum based on entrepreneurial thinking (case study: second secondary schools in the west of Gilan province). The results of this research are in agreement with the researches of Zanganeh et al, (2024), Tiberius et al, (2023), Mastali et al, (2023), Mortazavi Amiri et al, (2023), Iqbal et al, (2022), Tayeb Nia et al, (2022), Yarmohamadian et al, (2021), Iwu et al, (2021), and Maxwell et al, (2018). Yarmohamadian et al, (2021) showed that the entrepreneurship framework has validity. Entrepreneurship includes three general cognitive, skill and attitudinal components. According to the findings of the research, the goals of entrepreneurship are familiarity with the concepts of knowledge, motivation, and entrepreneurial skills. Its content is the theoretical foundations of entrepreneurship; learning and business management and communication, and characteristics and personality skills of entrepreneurs. Active teaching approaches; direct and applicable presentation methods are appropriate. Also in evaluation approaches; the methods of evaluating the field of knowledge, attitude, and skill are important, and finally, the state of entrepreneurship is below average. According to the indicators of the curriculum based on entrepreneurial thinking, the following suggestions can be considered: Creating and developing educational resources and teaching materials designed from the point of view of entrepreneurship and creative thinking can have a significant improvement in the learning process of students. Holding workshops, lectures and meetings with experts and successful entrepreneurs can take advantage of their experiences and increase students' motivation to pursue business courses.

Abstract Abstract The aim of this research is to "study the effect of using artificial intelligence systems on learners' learning efficiency". This is a descriptive-survey and applicable research, and of correlation type in terms of the relationships between variables. To achieve this goal, a statistical population consisting of 200 English language instructors and teachers in Tehran and a sample of 135 people were studied using the accessible method. Data collection was carried out using a questionnaire whose validity was confirmed by experts and its reliability by Cronbach's alpha coefficient. SmartPLS3 statistical software was used to analyze the data and test the hypotheses. The findings of this study show that blockchain technology, visualizations, intelligent teaching systems, adaptation and personalization systems have a positive and significant impact on the efficiency of English language learning, while the impact of assessment and evaluation and robot teachers on improving the efficiency of language learning has been rejected, and it seems that from the educators and lecturers' viewpoint, these systems cannot directly replace the teaching staff. Introduction With the industrial growth of societies and the advancement of technology, humanity achieves new inventions every day and tries to use them. In the light of technological progress and the emergence of new concepts of artificial intelligence, this knowledge has also entered a new stage of its life, in such a way that today, human hope for the realization of the long-standing dream of creating an artificial human has increased (Lee et al., 2024). In today's digital age, e-learning has become an essential part of educational systems around the world, and new technologies in education have caused tremendous changes. Artificial intelligence systems offer a promising solution to the challenges associated with error detection and correction in educational content. These intelligent systems have the ability to analyze large volumes of data and identify inconsistencies, inaccuracies, and grammatical errors that may exist in digital learning resources (Sadr & Khani, 2024). Using advanced algorithms and natural language processing techniques, artificial intelligence systems can effectively detect and correct errors and ensure the delivery of accurate and reliable educational content. In addition, artificial intelligence systems can significantly reduce the workload of educators and content producers. By automatically detecting and correcting errors, they can focus on developing engaging and innovative educational content instead of spending valuable time on tedious correction tasks. The need to detect and correct errors in educational content is undeniable. The introduction of AI systems presents an exciting opportunity to revolutionize e-learning by ensuring accurate and error-free delivery of educational content. By harnessing the power of AI, we can create a more efficient and effective learning environment that empowers language learners and teachers alike (Huang et al., 2023). In summary, this study can help educators and learners to fully utilize the potential of AI in language teaching and make the learning process more effective and enjoyable for everyone. Finally, considering the above, the purpose of the present study is to answer the question: what is the impact of using AI systems on language learners’ learning efficiency? Theoretical foundations Definition of artificial intelligence Artificial intelligence is generally referred to as any hardware or software program that exhibits behavior that appears intelligent, or the ability of a digital computer or a robot controlled by a computer to perform tasks typically attributed to intelligent beings. Typically, this term refers to the project of developing and designing systems equipped with human thinking systems; such as the ability to think, discover meanings, generalize, draw conclusions, and learn from past experience (Takhshid, 2021). Some of the points that psychologists use to describe human intelligence have been effective in assigning intelligence to computer performance. These points, which can also be useful for understanding artificial intelligence, include the ability to adapt to new situations, learn, reason, solve problems, perceive, and use language. Another useful definition for describing artificial intelligence is the one provided by the European Commission's Artificial Intelligence Expert Group; as follows: "Artificial intelligence systems are systems of software (and sometimes even hardware) designed by humans to act, when given a complex task, physically or digitally, by understanding their environment by acquiring data and analyzing and interpreting the acquired structured or unstructured data, reasoning based on the findings or by analyzing the information they have obtained from this data, and deciding to perform the best action with the aim of performing the initial task." Artificial intelligence systems can learn symbolic rules or numerical models. They can also adapt their behavior based on analyzing the impact of their previous actions on the environment (Takhshid, 2021). Learning English There are different opinions on the definition of bilingualism; from a minimum familiarity (a few words) to complete mastery of two languages. Bilingualism is sometimes interpreted as the ability of an individual to use two different languages, and a bilingual is considered to be an individual who is proficient in two languages to the extent that he can use each of the two languages alternately and in place of the other, as necessary (Sharadgah & Sa'di, 2022). Sometimes bilinguals are defined as those who use two or more languages in their daily lives. From the definition of bilingualism, it can be seen that there is no difference between bilingualism and multilingualism. Hagen, while calling the phenomenon of bilingualism relative, considers the ability to fully express oneself in a second language and to transfer concepts to a second language as a criterion for bilingualism. Bilingualism can also be divided into two categories: additive and subtractive; in the first category, the addition of a second language to a person's first language has a positive effect on their cognitive and social skills, and in the second case, learning a second language leads to a deterioration in the person's first language (Sharadgah & Sa'di, 2022). Examining the efficiency of language learners' learning based on artificial intelligence teaching methods With the world becoming more digital, we are witnessing a significant change in education, in which the combination of humans and technology opens doors to new opportunities. Educational environments and the field of education are also affected by transformative technologies, or in other words, education; and educational centers need to adapt to the use of new technologies and digital transformation, which further strengthens teaching and learning (Ronaghi & Feiz, 2021). “Smart education” as a global scenario is a byproduct of a smart environment where teachers and learners interact with technology. Such a smart system facilitates educational services and ultimately makes them customer-centric. Smart education provides users with e-learning technologies, software, and Internet-based hardware systems. Many educational environments around the world have successfully implemented smart education systems and facilitated the optimal use of learning tools. Therefore, considering that smart education technologies such as the Internet of Things and artificial intelligence are becoming one of the most popular approaches to achieving educational goals, they have enabled the transition from education to smart education and have played an important role in creating a smart educational environment. Given these conditions, educational environments must constantly embrace change and face technological trends if they want to build a good future for their customers. They should also strive to improve the quality of education and move in step with the development of technology by applying new methods in the teaching and learning process (Zhai & Wibowo, 2023(. Research Method This research is applicable in terms of its purpose, and descriptive-survey in terms of its research method. The statistical population of the research is 200 English language instructors and teachers in Tehran, from which a sample of 135 people was selected by an accessible method, and a questionnaire was distributed among them. The research data collection tool was a standard questionnaire. In this research, structural equation modeling with the help of the partial least squares method and PLS software was used to examine the hypothesis testing and model accuracy. PLS is a variance-based approach that requires fewer conditions compared to similar structural equation techniques such as LISREL and EMON, and its main advantage is that it requires fewer samples compared to LISREL modeling. Research findings Given the benefits of artificial intelligence as an emerging technology in smart educational environments that is ushering in a new era in this field, the aim of this research is to investigate the impact of applicable components of artificial intelligence systems on English language learning in smart educational environments. The seven components related to artificial intelligence that the researcher has investigated to verify the effectiveness of these systems are: 1- Smart teaching systems, 2- Assessment and evaluation, 3- Adaptation and personalization systems, 4- Teacher robots and chatbots, 5- Visualizations, 6- Blockchain. In the present study, a researcher-made questionnaire was designed and the impact of the above components on English language learning was measured, which is presented in the following research findings. According to the results obtained from the path coefficient (indicating the intensity and type of relationship between two latent variables) and the t-statistic, it can be seen that blockchain technology, visualizations, intelligent teaching systems, adaptation, and personalization systems have a positive and significant effect on the efficiency of English language learning. In contrast, the effect of assessment and evaluation and robot teachers on improving the efficiency of language learning has been rejected, and it seems that from the perspective of instructors and lecturers, these systems cannot directly replace the entire teaching staff. Discussion and Conclusion The results of the present study showed that blockchain technology, visualizations, intelligent teaching systems, adaptation, and personalization systems have a positive and significant effect on the efficiency of English language learning; while the effect of assessment and evaluation and robot teachers on improving the efficiency of language learning has been rejected, and it seems that from the perspective of instructors and lecturers, these systems cannot directly replace the teaching staff. These results are in line with the results of Dadkhah et al., (2024), Niko (2024), Herdina & Ain (2024), and Ayotunde et al., (2023). Personalization with artificial intelligence is carried out through data mining, learning analysis, and creating interaction in a personalized learning space, and is now also used in educational environments. Other tasks of these systems are to support teachers in designing learning and teaching, and using academic data to monitor and guide students. In the component of teacher robots and chatbots, teacher simulation is one of the most important goals of artificial intelligence. Teacher robots or AI-based teaching assistants are humanoid robots with conversational capabilities that have excellent problem-solving performance and can teach actually or virtually. Visualizations have added new opportunities and benefits to the education process. Therefore, learners enjoy the learning experience in virtual learning environments and are better engaged in learning. For example, some experiments are expensive or dangerous, or it is not possible to physically be present in certain historical environments; in this case, artificial intelligence comes to the aid of education and makes the environment and conditions accessible using emerging visualization technologies. In visual environments, learners develop and strengthen their understanding, skills, and experiences without facing the fear of failure, danger, or any other negative consequences. Another capability of AI is its use in blockchain. The use of blockchain in reputable educational environments is expanding. Issuing and storing electronic certificates and diplomas is the most widespread area in which blockchain technology is used. Another widespread application of blockchain in education is recording learner records. Blockchains can also make the work of educators easier by using smart contracts (learner curriculum management). 

Abstract Abstract The objective of this study was to compare the motivation and professional competence of undergraduate students at Farhangian University and Article-28 skill trainees. This study had an applied goal and fell under descriptive and survey research. The statistical population consisted of the Farhangian University student-teacher group (94500 people) and Article-28 skill trainees (23000 people), as 240 people were selected as the statistical sample using the stratified random sampling method. Data were collected using standard Malaienejad’s Professional Teacher Competencies (2012) and Maslow’s Determination of Motivation (1943) questionnaires. Educational expert opinions were used to investigate the face and content validity of the questionnaires and Cronbach’s alpha was used to investigate the reliability of the questionnaire. Data were analyzed using t-independent sample tests in SPSS (version 26) software. Findings showed that regarding dimensions of professional competence, no significant difference was noted between the student-teacher group and Article-28 skill trainees in terms of the dimensions of knowledge-based and skill competences. Meanwhile, the Article-28 skill trainees were found to outperform the student-teacher group in terms of the dimension of attitudinal competence. Findings also showed that regarding dimensions of motivation, no significant difference was noted between the student-teacher group and Article-28 skill trainees in terms of the dimension of social belonging. In contrast, the Article-28 skill trainees were found to outperform the student-teacher group in terms of the dimensions of sense of security, the sense of independence, and self-actualization. Introduction A successful educational system depends on a trained and skilled human workforce; for this, one key step to educate would-be competent teachers is to understand the components affecting teaching quality. Teaching, in essence, is thought of as a challenging but valuable profession because it contributes to the individual’s growth and success in life. A competent and motivated teacher is capable of providing high-quality, effective, lasting, and sustainable education, and plays a key role in making the learning-teaching process effective. Hence, the factors improving or hindering teachers’ dissatisfaction and students’ performance should be focused seriously (Oco et al., 2022). The world we are living in is constantly changing and generating new challenges for members of society; also, economic and technological developments in society are generating an increasingly growing responsibility for teachers, who need to be well prepared to employ their educational competence as knowledge and skills. This will certainly help them catch up with the rapidly changing society. Economic developments have led to globalization and stiff competition between schools and the market. This competition requires responsible, rational, and competitive teachers with high levels of motivation and professional competence. On the other hand, with rising economic problems and employment constraints, graduates of various courses with different motivations and competencies have applied for Farhangian University and employment in the Education Organization. For this, following the foundation of Farhangian University in 2011 and the admission of student-teacher groups in various undergraduate courses, as well as the admission of a large number of skill trainees (known as Article-28 skill trainees) to Farhangian University through free employment examinations, the manner of admitting students and promoting teachers’ level of motivation and professional competence will play a critical role in the future of the Ministry of Education. This is because teachers play a pivotal role in educating and teaching the future generation of learners. In sum, the present study mainly aimed to compare the motivational level and professional competence of student-teacher groups admitted to Farhangian University undergraduate courses and Article-28 skill trainees, as well as ways to promote these attributes. Theoretical Foundations Today, unlike a century ago, to be employed as a teacher is in no way unplanned and haphazard, and teaching in most developed educational systems requires educational degrees and professional competence. In recent years, teachers’ professional competence has been at the forefront of scientific discussions and educational policy-making processes (Leibur et al., 2021). Teacher competence refers to his/her ability to satisfactorily meet professional teaching needs and use a coherent set of knowledge, skills, and attitudes that will characterize his/her behavior (Nijveldt et al., 2015). In the same way, the concept of motivation refers to a living organism’s tendency to present some regular activities varying from the lowest level, i.e., sleeping to the highest level, i.e., awakening, with the outcome of the behavior and the type of motivation alternately influencing the organism (Alipour Thabit Rai, 2021). Teacher motivation is seen as a crucial factor in constantly improving the school and classroom efficacy, as school success is largely dependent on teachers’ tendency to meet school expectations and fulfill pre-determined task. Teacher motivation refers to their tendency to actively participate in the education process and positively engage in the school setting. This enables teachers to produce their best performance, and consequently, work in favor of students, parents, and society (Wu, 2024). In the study “Comparing the Competence of Newly Employed Teachers Through Four-Year Courses and the Competence of Article-28-Trained Teachers Based on the Farhangian University’s Statute from the Perspective of Isfahan’s School Principals”, Rafiei Afosi et al. (2024) demonstrated that for the principals, the newly-employed teachers, recruited through four-year courses, were more competent than the ones employed based on Article-28 of the Farhangian University’s statute. In a study, Hosseinia et al. (2019) investigated the professional competence of English teachers at public schools and language institutes, concluding there was a significant difference in the professional competence of English language teachers at public schools and those at language institutes, with language institute teachers enjoying a higher professional competence. In the study “Comparing the Motivation and Occupational Satisfaction of Teachers at Various Schools across Kazakhstan”, Zhundybayeva et al. (2024) found that teachers with a higher level of occupational satisfaction were more motivated to teach than their counterparts. In the study “Comparing the Self-Efficacy, Professional Commitment, and Motivation of Newly-Employed Teachers Based on Recruitment Processes (Graduates of Farhangian University and of the Article-28 Skill Training program)”, Sahraei Sarmezdeh & Salehi (2021) found that the professional commitment and teaching motivation of the newly-employed teachers graduated from Farhangian University, were significantly higher than those of the teachers graduated from the Article-28 process. Methodology This study had an applied goal and fell under descriptive and survey research. The statistical population consisted of all Farhangian University student-teacher population (94500) and Article-28 skill trainees (23000), as 240 people were selected as the statistical sample using the stratified random sampling method. Data were collected by standard Malaienejad’s Professional Teacher Competence (2012) (α = 0.861) and Maslow’s Determination of Motivation (1943) (α = 0.97) Questionnaires. Educational expert opinions were used to investigate the face and content validity of the questionnaires and Cronbach’s alpha was used to investigate the reliability of the questionnaire, suggesting the questionnaires had significantly strong reliability. The data were also analyzed by SPSS software and investigated using statistical descriptive (the Kolmogorov-Smirnov Test, Standard Deviation, and Means) and inferential (independent t-test) methods. Findings At the statistical descriptive level, all numerical variables had a mean of greater than 3, indicating the desirability of the variables for the respondents. Also, the Kolmogorov-Smirnov test’s significance of all the variables under study was greater than 0.05, indicating the variables were normally distributed. Parametric tests were therefore used to test the study hypotheses. At the statistical inferential level, regarding the first question Is there a difference in dimensions of professional competence between student-teacher groups, admitted to undergraduate courses of Farhangian University, and Article-28 skill trainees? it was found that there was no significant difference between the scores of the dimensions of professional competence, including cognitive competence (sig.=0.539) and skill competence (sig.=0.949) between student-teachers groups admitted to Farhangian University and Article-28 skill trainees at the 95% level (p≥0.05). There was a significant difference, however, between student-teacher groups admitted to Farhangian University and Article-28 skill trainees, at the 95% level (p≥0.05) in the dimension of attitudinal competence. The comparison of the means showed that Article-28 skill trainees’ attitudinal competence (with a mean of 4.576) was greater than that of the student-teacher groups admitted to Farhangian University (with a mean of 4.380). Regarding the second question Is there a difference in levels of motivations between student-teacher groups, admitted to undergraduate courses of Farhangian University, and Article-28 skill trainees? It was found that there was no significant difference between the scores of the dimensions of motivation, including the sense of security (sig.=0.090) and social belonging (sig.= 0.618) between student-teachers groups admitted to Farhangian University and Article-28 skill trainees, at the 95% level (p≥0.05). There was a significant difference, however, between the scores of the sense of respect (sig.=0.001), the sense of independence (sig.=0.005), and self-actualization (sig.=0.003) between student-teacher groups admitted to Farhangian University and Article-28 skill trainees, at the 95% level (p≥0.05). The comparison of the means showed that Article-28 skill trainees’ sense of respect (with a mean of 3.833), sense of independence (with a mean of 4.017), and self-actualization (with a mean of 4.97) were greater than those of the student-teacher groups admitted to Farhangian University (with a mean of 4.380). Discussion and Conclusion The response to the first study question showed no significant difference between scores of professional competences, including cognitive competence and skill competence between student-teacher groups admitted to Farhangian University and Article-28 skill trainees, at the 95% level (p≥0.05). There was a significant difference, however, between student-teacher groups admitted to Farhangian University and Article-28 skill trainees, at the 95% level (p≥0.05) in the dimension of attitudinal competence, with the latter group having a greater attitudinal competence than the former group. It is concluded that the findings of this study were in line with those of studies by Rafiei Afosi et al. (2024) and Hosseinia et al. (2019). Meanwhile, the independent t-test was used to examine the differences in the dimensions of motivation between student-teacher groups at Farhangian University and Article-28 skill trainees. It was found that there was no significant difference between the scores of motivation levels, including the sense of security and social belonging between student-teacher groups admitted to Farhangian University and Article-28 skill trainees, at the 95% level (p≥0.05). There was a significant difference, however, between the scores of the sense of respect, the sense of independence, and self-actualization between student-teacher groups admitted to Farhangian University and Article-28 skill trainees, at the 95% level (p≥0.05). The comparison of the means showed that Article-28 skill trainees’ sense of respect, sense of independence, and self-actualization were greater than those of the student-teacher groups admitted to Farhangian University. It is concluded that the findings of this study were in line with those of Sahraei Sarmezdeh & Salehi (2021) and Zhundybayeva et al., (2024). The findings of this study recommend officials and professors of Farhangian University and other universities the following: To improve the professional competence of teachers: Hold educational and training courses and workshops; establish coaching programs via guidance and counseling by more experienced teachers to newly-employed teachers; support teachers to continue their studies and gain higher degrees; train teachers to use new technologies and digital educational programs; and establish an atmosphere for exchanging experiences with and learning from colleagues through group sessions and common workshops. To improve skill trainees’ and student-teacher group’s levels of motivation: Identify and acknowledge their good performance; provide educational courses; hold seminars and workshops to update teachers’ skills and knowledge; improve the physical and mental conditions of the working environment; and encourage teachers to engage in school affairs and educational curricula.

Abstract Abstract The purpose of this research is to analyze the effects of transformational leadership on performance with the mediating role of work stress and burnout. The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature; with path analysis approach. The statistical population of the research includes 800 employees of al-Mustansarih University of Baghdad, 260 of whom were selected by simple random sampling using Morgan's table. To collect research data, four standard questionnaires of transformational leadership by Bass and Olive (1997), work stress by Hellrigal and Slocum (2000), job burnout by Meslech and Jackson (1981), and Patterson's occupational stress (1990) were used. The validity of the questionnaire was confirmed through experts in educational sciences and management and factor analysis, and the reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study; for the transformational leadership questionnaire 0.90, work stress 0.87, job burnout 0.88, and job performance at 0.91. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of transformational leadership, work stress, and job burnout on employees' performance is significant. It was also found that the effect of transformational leadership on performance with the mediating role of work stress and job burnout is positive and significant. Introduction Today's organizations are characterized by dynamism, complexity, ambiguity and aversion to tradition; and they are constantly influenced by their surroundings, and accept change as an inevitable necessity (Mayer 2008). With the understanding that change is an integral part and essence of organizations in the third millennium, the ability to adapt to recent developments in various economic, social, and educational fields increases when organizations have competent and eligible human resources (Singh Bhatt 2011; Elisabeth 2019). In this regard, continuous performance improvement creates synergy for organizations that can provide growth and development. Governments and organizations are putting a lot of effort into this. Continuous performance improvement will not be possible without checking and gaining information about the progress and achievement of goals and identifying the challenges facing the organization and getting feedback and knowing about the level of implementation of formulated policies and identifying things that need improvement (Lin et al, 2020). In order to achieve their goals, the employees and the organization need to have knowledge and understanding about their performance, so that they can improve their performance based on that and provide the organization with a positive transformation. The lack of adequate and comprehensive information about the opportunities, capabilities, threats and potential weaknesses of performance is rooted in the lack of comprehensive and correct assessment of managers and officials about the quantity and quality of the organization's performance (Shorvarzi & Davodi, 2017). Studies show that burnout (Theodosiou et al, 2020), transformational leadership (Semuel et al, 2018), informational capital (Hu et al, 2017), intellectual capital (Zhicheng et al, 2016), technology and innovation (Cui et al, 2015), organizational stress and pressures (Zhao et al, 2015), and strategic orientation (Spanjol et al, 2012) have a positive and significant effect on employee performance. By understanding what was raised, the current research seeks to answer the question of whether there is a significant effect of transformational leadership on the performance of employees with the mediating role of work stress and job burnout. Theoretical Framework Transformational Leadership The transformational leader informs employees of the mission or vision of the organization and develops higher levels of ability in colleagues and followers. In addition, the transformational leader motivates colleagues and followers to look beyond their own interests to interests that benefit the group (March et al, 2015). Job stress It should be mentioned that one of the factors that endangers people's mental health is job stress. The National Institute of Occupational Safety and Health considers occupational stress to be caused by many problems in the work environment, continuous out of control changes, constant relocation, overtime working, long working hours, and irregular working hours. Researchers believe that high job stress leads to job burnout, when a person experiences high, continuous and uncontrolled stress in the work environment. The demands of the work environment are more than the person's ability and they cannot reach their goals, and also people who have a low tolerance threshold and are unable to cope with stress are more exposed to job burnout (Atebaei Tabari, 2020). Burnout Job burnout is one of the occupational hazards that have been noticed in recent years, and it is used to describe human responses to experienced psychological pressures. In the definition of job burnout, it can be said that job burnout is a symptom of emotional collapse after years of engagement and employment. The signs of career collapse are characterized by lack of enthusiasm, feeling of deprivation and failure, absenteeism, disinterest in accepting responsibility, depression, and physical symptoms. There are many causes of career collapse. Some causes are external (tasks of the work environment) and some are internal causes (too much involvement in work and unrealistic expectations about what can be done) (Koshki, 2020). Job Performance In a comprehensive definition, job performance means both process and output. A person's behavior is never separate from himself, that's why performance turns from a subjective concept into an objective and measurable one. Based on this, the performance of people in work situations can be measured (Allen et al, 2013). Vaghri & Jalili Filshor (2024) investigated the effect of transformational leadership on organizational performance. The findings indicate that transformational leadership has an impact on organizational performance. Dadashi & Pali (2023) examined the test of the causal model of job performance based on communication skills with the mediation of job conflict in teachers. The results showed that there is a relationship between communication skills and job involvement with an impact factor of 0.67, between communication skills and job performance with an impact factor of 0.79, and between job involvement and job performance with an impact factor of 0.76. On the other hand, communication skills have an indirect relationship with job performance with an impact factor of 0.50. In other words, job involvement has played a mediating role in the relationship between communication skills and job performance. Research methodology The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature; with path analysis approach. The statistical population of the research includes 800 employees of al-Mustansarih University of Baghdad, 260 of whom were selected by simple random sampling using Morgan's table. To collect research data, four standard questionnaires of transformational leadership by Bass and Olive (1997), work stress by Hellrigal and Slocum (2000), job burnout by Meslech and Jackson (1981), and Patterson's occupational stress (1990) were used. The validity of the questionnaire was confirmed through experts in educational sciences and management and factor analysis, and the reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study; for the transformational leadership questionnaire 0.90, work stress 0.87, job burnout 0.88, and job performance at 0.91. Research findings Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of transformational leadership, work stress, and job burnout on employees' performance is significant. It was also found that the effect of transformational leadership on performance with the mediating role of work stress and job burnout is positive and significant. Conclusion The present study was conducted with the aim of analyzing the effects of transformational leadership on performance with the mediating role of work stress and burnout. The findings are consistent with the results of researches by Rahabi Farjad & Farkhojasteh (2021), Khani (2020), Semuel et al, (2018), Samad (2012), Elenkov (2012), Ramadani Rachmah et al, (2022), Boamah (2022), and Davoudian (2023), because they reached similar results. Davoudian (2023) showed that the mediating role of burnout in the impact of transformational leadership on employee performance was significant. In line with the results obtained, it is suggested that in creating a vision of the future of the university and in the state of its educational system as a whole, and establishing organizational values ​​and foundations, special focus and attention should be given, and organizational values ​​and frameworks and behavioral characteristics and its examples should be designed and implemented in line with the realization of the goals with a deep look and taken from the organizational priorities in the leadership and management of the organization. Also, by holding workshops and training courses, university managers will get to know the characteristics, dimensions, components, and characteristics of transformational leadership so that more effective steps can be taken in order to transfer and implement it in the direction of employees' performance.

Abstract Abstract The present study has identified and prioritized indicators of unexpected actions of entrepreneurial students at Mazandaran University by means of a mixed research design (qualitative and quantitative). To collect data, interviews with experts were used in the qualitative step, and a questionnaire derived from the qualitative step of the research was used in the quantitative step. The statistical population of the research in the qualitative phase was university professors and managers of technological and entrepreneurial units at the University of Mazandaran, and in the quantitative phase, 20 entrepreneurial students at the same University. Snowball sampling was used to select research samples; and data were collected based on 15 in-depth interviews with experts related to the research topic. The Brown and Clark (2006) content and pattern analysis method was used to analyze data in the qualitative step; and in the quantitative step, the best-worst BWM method was used. The findings of the thematic analysis on the unexpected actions of entrepreneurial students at the University of Mazandaran are presented in 4 main themes: (1- Dynamics and Adaptability 2- Exploration and Empowerment 3- Learning and Innovation in Problem Solving 4- Development and Customer Relationship) and 53 sub-themes. In the quantitative step, dynamism and adaptability with a weight of 0.416 was the first priority, exploration and empowerment with a weight of 0.227 was the second priority, learning and innovation in problem solving with a weight of 0.17 was the third priority, and development and customer relationship with a weight of 0.136 was the fourth priority according to the experts. The results of the present study showed that entrepreneurs must have the ability to quickly recognize opportunities and threats, and these decisions must be based on a precise analysis of data and the current situation. Introduction The dimensions of an entrepreneurial school, including entrepreneurial leadership, flexible curriculum, innovative organizational culture, interactive learning environment, communication network with stakeholders, and provision of support resources, play a role as a system in promoting entrepreneurial competencies. However, most indicators and policies of traditional schools focus solely on increasing theoretical knowledge and improving GPA, and less emphasis is placed on entrepreneurial skills and attitudes; this has created a serious gap between the general education system and the real needs of society and the labor market (Iqbal et al., 2021). Beyond the internal and structural dimensions of the school, the role of active engagement with industry as a bridge between education and practice is crucial. Engagement with industry includes visitation schemes, internships, the presence of industrial mentors, joint projects, and even real project-based learning that can make students’ learning meaningful and effective. From this perspective, engagement with industry is not only a complementary tool but also an important mediating factor that can facilitate or strengthen the impact of entrepreneurial school dimensions on students’ entrepreneurial competencies (Luo et al., 2022). Internal research has mainly focused on skill training or entrepreneurial tendencies, and has rarely linked the structure and function of the school ecosystem with real and systematic engagement with industry. While global research has empirically proven the importance of linking the school with the industrial and economic environment in promoting the effectiveness of entrepreneurship education (Chahal et al., 2024). The dimensions of the entrepreneurial school, including entrepreneurial leadership, flexible curriculum, innovative organizational culture, interactive learning environment, communication network with stakeholders, and provision of support resources, play a role as a system in promoting entrepreneurial competencies. However, most indicators and policies of traditional schools focus solely on increasing theoretical knowledge and improving GPA, and less emphasis is placed on entrepreneurial skills and attitudes; this has created a serious gap between the general education system and the real needs of society and the labor market (Iqbal et al., 2021). Therefore, the main question of this research is: What effect do the dimensions of the entrepreneurial school have on students' entrepreneurial competencies, emphasizing the role of mediator in interaction with industry? Theoretical Framework The Impact of Entrepreneurial Culture and Perspective on Students' Entrepreneurial Competencies A school with an entrepreneurial culture and perspective not only creates an environment for entrepreneurial growth, but also plays a key role in internalizing entrepreneurial beliefs and promoting students' multidimensional competencies; so that graduates of such schools have a dynamic, flexible, and highly motivated approach to new opportunities, environmental challenges, and individual and collective development paths (Kanaan-Jebna et al., 2022). The impact of entrepreneurial leadership and management on students' entrepreneurial competencies A school whose management and leadership are creative and entrepreneurial, while strengthening participation and freethinking in the educational environment, fosters fundamental entrepreneurial competencies such as "innovation, problem solving, risk-taking, effective interaction, and independent decision-making" among students and prepares them for successful entry into the innovative and economic arenas of society (Kanaan-Jebna et al., 2022). The Impact of the Entrepreneurship Curriculum and Experiential Learning on Students' Entrepreneurial Competencies By providing a structured platform for practical experience, failure, and innovation; the entrepreneurship curriculum and experiential learning make a fundamental contribution to the formation and strengthening of competencies such as innovation, flexibility, problem solving and change management, motivation for progress, and leadership skills in students; and prepare them to actively and successfully face real-world challenges and opportunities (Obi et al., 2022). The impact of entrepreneurial school dimensions on interaction with industry Joint programs, the presence of industry experts and entrepreneurs in the educational environment, and the implementation of interactive projects increase the opportunity for students to benefit from current experiences and real industry needs. As a result, the more the entrepreneurial school can develop and institutionalize the aforementioned dimensions, the more students' readiness for employment and entry into the labor market will be improved, and a more effective link will be formed between the educational institution and the industry sector, which will provide a suitable arena for the growth of innovation, entrepreneurship, and economic development (Brekke, 2021). Sadeghi et al. (2025) presented a model for empowering entrepreneurial school administrators with an artificial intelligence approach. Based on the research findings, a paradigmatic model was presented for empowering entrepreneurial school principals using artificial intelligence, the dimensions of which included causal conditions (such as optimizing decision-making, analyzing student learning behavior, strategic planning, creating a dynamic educational environment, utilizing appropriate training, and learning future skills), central phenomenon (such as empowering entrepreneurial school principals with an artificial intelligence approach), contextual conditions (such as three axes including familiarity with network leadership, educational platforms, and innovation fields), intervening conditions (such as weak infrastructure, managers' lack of sufficient mastery of artificial intelligence tools, lack of organizational data, resistance to technological changes, and lack of sufficient resources), strategies (such as the availability of artificial intelligence tools, strengthening skills in using them, institutionalizing a culture of innovative collaboration, teaching planning with smart technology, and familiarity with new feedback methods), and consequences (such as the productivity of entrepreneurial education, excellence in school performance, branding entrepreneurial schools, and improving the effectiveness of educational processes). Li (2025) investigated the Entrepreneurship Skill-Augmented Neural Network (ESANN): deep learning approach to enhance entrepreneurship competencies in teachers. Comparative experimental results show that the proposed hybrid model significantly outperforms traditional evaluation methods in several criteria and provides a more comprehensive and accurate understanding of the effectiveness of innovation and entrepreneurship education in higher education institutions. Research Methodology The present study is applicable in terms of purpose and, descriptive-survey in terms of data collection, and correlational in terms of relationships between variables. The statistical population of the present study includes 95 principals and teachers of secondary schools in Districts 8 and 9 of Tehran, selected by purposive sampling method and a questionnaire was distributed among them. The collection tool in the present study is a questionnaire whose validity was confirmed by experts and its reliability by Cronbach's alpha coefficient. Research findings SmartPLS3 statistical software was used to analyze data and test hypotheses. The findings of this study show that the curriculum and experiential learning of entrepreneurship, entrepreneurial culture and outlook, and entrepreneurial leadership and management have a significant effect on students' entrepreneurial competencies. In indirect hypotheses, entrepreneurial leadership and management and entrepreneurial culture and outlook have a significant effect on students' entrepreneurial competencies with an emphasis on interaction with industry. However, the curriculum and experiential learning do not have a mediating role on students' entrepreneurial competencies with an emphasis on the mediating role of interaction with industry. Conclusion The present study was conducted to investigate the effect of dimensions of the entrepreneurial school on students' entrepreneurial competencies with an emphasis on the mediating role of interaction with industry. These results are consistent with the studies of Chlebiej (2023), Liu et al. (2024), Obi (2022), Sadeghi et al. (2025), Li (2025), Liu et al. (2024), Khalili et al. (2023), Ghafrani et al. (2022), and Luo et al. (2022). Luo et al. (2022) showed that entrepreneurial environment, entrepreneurial competence, and entrepreneurial education play a positive role in university students' entrepreneurial self-efficacy. Therefore, this paper proposes that entrepreneurship education should be promoted by creating a good innovative and entrepreneurial environment, establishing a talent education model based on the entrepreneurial competence model and establishing a high-quality entrepreneurship education system. According to the results obtained, it is suggested: Development of leadership competencies and entrepreneurial culture: It is necessary for school administrators and teachers to take courses in the field of entrepreneurial leadership and promotion of innovation culture so that they can blend the educational environment with entrepreneurial values ​​and effective interaction with industry.

Abstract Abstract
The aim of this study is to present a model for managing the neurodiversity of human resources in the administrative environment of the education and training department of Gilan Province. The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method. The statistical population of the study includes 1- 28 senior managers and heads of the general administration; 2- heads and deputies of cities and regions; 3- heads and deputies of the exceptional administration; 4- school counselors and career counselors;  5- human resources managers and administrative affairs officials; and       6- administrative employees of the organization. The sampling was carried out in a purposeful and snowball manner. The data collection tool is a semi-structured interview. The data collection and analysis method was used to collect and analyze data. Data analysis and model design were carried out in three stages: open, axial, and selective coding. MAXQDA 2020 software was used to analyze the data. The results showed that 8 core codes and 33 indicators were identified from the analysis of the interviews. The findings of the study indicate that the existing recruitment processes in the above institution for individuals with ADHD face problems such as lack of sufficient awareness of the special needs of these individuals, lack of clear anti-discrimination policies, and design of unsupportive work environments. This study suggests that in order to improve the employment conditions of individuals with neurodiversity, this organization needs to review its recruitment processes and design flexible and supportive work environments.
Introduction
In addition to transferring values, ethics, knowledge, and skills, the Education and Training is responsible for the growth and excellence of human resources. This organization, like other organizational communities, usually regulates management and training planning based on the characteristics of normal human resources and organizes it in a way that is suitable for most employees. Meanwhile, some employees cannot properly benefit from the necessary facilities of normal human resources for various cognitive and behavioral reasons. As a result, these individuals face challenges in the workplace and various social and emotional consequences (Noruzifard & Zamani, 2016). Advances in psychology and management knowledge in recent decades and awareness of individual differences in the nervous system have shown that many of the challenges of individuals with neurodiversity behavior, which have a great impact on the organizational and social fate of employees, can be managed. Accordingly, employees with neurodiversity behavior need experiences in managing neurodiversity individuals to achieve social and organizational advancement capabilities (Coetzer, 2016; Robins, 2017). Neurodiversity is a biological fact, meaning that some people’s brain functions are different from what society’s standards consider normal. This term implies a difference that should be accepted, considered, and valued (Austin & Pisano, 2017). Office and educational environments provide opportunities for growth and excellence by providing these experiences. Neurodiversity is the individual differences of employees in benefiting from management experiences in organizational communities. Receiving correct information from the environment is a necessary condition for attention and appropriate behavior in the organizational environment. Employee progress depends on the proper functioning of the nervous system, which allows individuals to pay attention, integrate information in the brain, and achieve appropriate behavior while avoiding distracting factors. Accordingly, the present study seeks to answer this question: What is the model for managing human resource neurodiversity in the administrative environment of education in Gilan Province?
Theoretical framework
Neurodiversity
Neurodiversity refers to the concept that the cognitive characteristics of apparently impaired individuals are not necessarily deficiencies and should be recognized like any other human diversity and considered like normal behaviors. Autism, dyslexia, dyspraxia, attention deficit, and hyperactivity are considered to be among the most important categories of neurodiversity. This disorder is a subgroup of neurodevelopmental disorders that manifest with levels of inattention or hyperactivity and impulsivity in childhood and often persist throughout adolescence and adulthood (Bodrozic et al., 2018(.
Ndindeng (2024) examined the impact of inclusive neurodiversity policies on performance, employee retention, and organizational culture in the workplace. Significant improvements in employee performance, increased employee retention rates, and positive changes in organizational culture were found in workplaces with inclusive neurodiversity policies. Organizations can benefit from implementing inclusive neurodiversity policies through increased productivity, reduced turnover, and a more inclusive work environment.
Rollnik-Sadowska & Grabinska (2024) examined the management of neurodiversity in the workplace. The results indicate that neurodiversity individuals offer unique talents if appropriate management strategies are implemented. Research identified in the reviewed literature on managing neurodiversity in the workplace primarily focuses on four areas: the well-being of individuals with autism, inclusion strategies, employment challenges, and employment developments. The results indicated that more theories, methods, and context are needed to support employees with neurodiversity. Future research should develop integrated solutions to increase employment rates and reduce job turnover by utilizing theories such as self-determination theory and globally designed synergistic supervision. Integrating neurodiversity into sustainable human resource management practices can increase innovation, employee satisfaction, and organizational reputation. Continuous policy improvement is critical to long-term success and inclusiveness. 
Research Methodology
The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method. The statistical population of the research includes: 1- 28 senior managers and heads of the general administration; 2- heads and deputies of cities and regions; 3- heads and deputies of the exceptional administration; 4- school counselors and career counselors; 5- human resources managers and administrative officials; and 6- administrative employees of the organization, and the sampling was carried out in a purposeful and snowball manner. The data collection tool is a semi-structured interview. The data-driven method was used to collect and analyze data. Data analysis and model design were carried out in three stages of open, axial, and selective coding. 
Research findings
MAXQDA 2020 software was used to analyze data. The results showed that 8 core codes and 33 indicators were identified from the analysis of the interviews. The findings of the study indicate that the existing recruitment processes for individuals with ADHD in the above institution face problems such as lack of sufficient awareness about the special needs of these individuals, lack of clear anti-discrimination policies, and designing unsupportive work environments. This study suggests that in order to improve the employment conditions of individuals with neurodiversity, this organization needs to review its recruitment processes and design flexible and supportive work environments.
Conclusion
The present study was conducted with the aim of presenting a model for managing neurodiversity of human resources in the administrative environment of education and training in Gilan province. The results of this study are consistent with the results of Ndindeng (2024), Rollnik-Sadowska & Grabinska (2024), Hotte-Meunier et al. (2024), Hajkarimi et al. (2023), Song et al. (2021), Yu et al. (2021), Wismans et al (2020), and Nancy & Almuth McDowall (2020). Ndindeng (2024) showed significant improvements in employee performance, increased employee retention rates, and positive changes in organizational culture in workplaces with inclusive neurodiversity policies. Organizations can benefit from implementing inclusive neurodiversity policies through increased productivity, reduced turnover, and a more inclusive work environment.
Based on the results of the study, the following suggestion was made:
- By providing psychological services and specialized counseling, the organization can prevent the negative consequences of behavioral challenges of neurodiversity employees in their work lives. In this context, holding on-the-job training courses and workshops in line with the cognitive characteristics of these individuals can increase awareness, understanding, and interaction within the organization, and in this regard, align the organization with a diversity and inclusion policy in recruiting and retaining human resources.

Abstract Abstract
The aim of this study is to investigate the effects of electronic learning environment on collaborative learning and academic self-efficacy in students of Payame Noor University. The research method is applicable in terms of its purpose, quantitative in terms of its implementation method, and descriptive-correlational in terms of its nature and method. The statistical population of the study includes all students of Payame Noor University in Kermanshah in the academic year 2023-2024, of which 250 people were selected and studied by purposive sampling. To collect data, the participatory learning questionnaire (Stephen Cho and Bowley, 2007), the academic self-efficacy questionnaire (Jinks and Morgan, 1999), and Watkins et al. (2004) e-learning were used. SPSS and Smart PLS software were used to analyze the data. The results show that the e-learning environment has a significant relationship with collaborative learning (0.05, P-Value ≤ 9.69, t = 0.572β =), academic self-efficacy (0.05, P-Value ≤ 9.45, t = 0.555β =); 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, enables them to improve their learning by using these components, form broader relationships and interactions, and have greater satisfaction with education.
Introduction
The development of information technology has led to many changes in various fields, including education. Under the influence of these conditions, education and technology have merged, and e-learning has emerged as a powerful tool for teaching and learning, and with a variety of modern smart technologies, it has expanded to access learning resources and has had an impact on learning and teaching methods (Al-Fraihat et al., 2020), which has led to changes in teaching and learning approaches and, consequently, changes in teaching and learning methods (Luka, 2018). Accordingly, educational organizations play an important role in the growth and expansion of e-learning. Given that most universities and higher education institutions use e-learning, the development of information technology in educational systems, especially e-learning, is not just a choice, but an inevitable necessity that is considered an effective factor in the reform of educational systems (Khorasani et al., 2012).
In today's world of teaching and learning, there is more emphasis on active and learner-centered learning rather than subject-centered or instructor-centered methods. One type of active learning method is collaborative learning. In this method, small heterogeneous groups work together to achieve a goal. In the group process, the interaction of group members creates opportunities for important experiences, including the ability to ask, explain, criticize, and give examples. Members of collaborative learning groups grow both in terms of knowledge and learning skills and in terms of establishing interaction and social skills during the learning process (Day & Salsali, 2010). In a collaborative learning environment, students have opportunities to interact with each other to achieve their common goals and to progress both academically and socially. Through interactions, students learn to ask for clarification on issues, present their ideas, clarify disagreements, and generate new understandings and inferences (Ke & Carafano, 2016).
Zimmerman (2000) points out that the construct of self-efficacy is multidimensional; therefore, its effect size varies according to the domain of demands. Accordingly, some researchers have emphasized that the assessment of the construct of self-efficacy should be done in a context-dependent manner; therefore, some researchers emphasize that in academic situations, measuring academic self-efficacy is more important than general self-efficacy. Academic self-efficacy refers to the ability of a student to successfully complete academic tasks. Some studies have shown that in academic situations, academic self-efficacy has a greater impact on academic outcomes than more general measures of self-efficacy (Nezhadasadi & Porshafei, 2012). Considering the above, in this study we seek to answer the question: What are the effects of the e-learning environment on collaborative learning and academic self-efficacy in Payam Noor University students? 
Theoretical Framework
E-Learning Environment
E-learning environment refers to a space in which digital technologies are used to deliver and manage learning processes. These environments can include websites, online learning platforms, educational software, and other digital tools that allow learners to access educational content, interact with the teacher and other learners, and track their progress (Tarkhan & Mostafavi, 2020).
Collaborative Learning
Collaborative learning is an educational approach in which students work together in groups and interact with each other to learn new concepts and solve problems. In this method, group members achieve more effective and deeper learning by sharing their knowledge and experiences (Ghorbani et al., 2024(.
Academic self-efficacy
Self-efficacy, as one of the motivational variables, causes an individual to spontaneously strive in the environment and achieve their efficacy beliefs through intrinsic motivation (Afangideh, 2022).
Nezhad Asadi & Safarzadeh (2023) studied the design of a desirable virtual learning model based on academic self-efficacy and self-regulated learning strategies mediated by academic adaptation. In a study, they showed that in order to increase academic self-efficacy and self-regulated learning strategies on students' desired e-learning, it is possible to focus on strengthening academic adaptation.
Wei et al., (2023) studied the identification of the role of motivation, perceived learning support, learning participation, and self-regulated learning strategies. They reported that self-regulated learning strategies have a positive and significant effect on learners' perceived learning outcomes from online courses.
Research Methodology
The research method is applicable in terms of its purpose, quantitative in terms of implementation, and descriptive-correlational in terms of nature and method. The statistical population of the study includes all students of Payam Noor University of Kermanshah in the academic year 2023-2024, of which 250 people were selected and studied by purposive sampling. To collect data, the participatory learning questionnaire (Stephen Cho and Bowley, 2007), the academic self-efficacy questionnaire (Jinks and Morgan, 1999), and Watkins et al. (2004) e-learning were used.
Research findings
SPSS and Smart PLS software were used to analyze the data. The results obtained show that the e-learning environment has a significant relationship with participatory learning (0.05, P –Value ≤ 9.69, t = 0.572β =) and academic self-efficacy, (0.05, P –Value ≤ 9.45, t = 0.555β =); and the e-learning environment improves participatory 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.
Conclusion
The present study aimed to investigate the effects of the e-learning environment on collaborative learning and academic self-efficacy in Payam Noor University students. The results of this study are consistent with the results of Nezhad Asadi & Safarzadeh (2023), Wei et al. (2023), Babaei parsheh & Mosadeghi Nik (2022), Alamolhoda & Zeinali (2022), Khodamoradi et al. (2022), Firuzi et al. (2021), Portokoli et al. (2020), and Tarkhan & Mostafavi (2020). Portokoli et al. (2020) showed that factors such as content, interaction, technology, instructor, service quality, design, perceived ease of use, personalization, perceived usefulness, learner, perceived value, and self-efficacy were the most important factors affecting e-learner satisfaction. In the interview section, content design principles, learner, implicit consequences, attention to learning-related approaches, and the role of the instructor had the greatest role on e-learner satisfaction, respectively. Educational technologies eliminate geographical and educational limitations and bring learners and instructors closer to each other over time and space. Therefore, by reducing time and space limitations, the e-learning environment increases educational and social ties which can increase the field for elevating collaborative learning.

Abstract Abstract
The aim of this study is to identify types of educational activities based on the culture of sacrifice in Iranian secondary schools. The research method is applicable-developmental in terms of its purpose, descriptive in terms of data collection, and qualitative in terms of implementation. The statistical population of the study includes 14 education experts, the selection criteria of which are professors with a background in the field of educational sciences who were fully familiar with educational activities based on the culture of sacrifice and had published various articles in this field, and they were selected by the purposive sampling method and the snowball method. The interviews continued until theoretical saturation. Semi-structured interviews were used to collect information. Data analysis was carried out through analysis and interpretation (coding) of the concepts expressed in the literature and texts through thematic analysis method, which included open and axial coding and MAXQDA 2020 software. The research findings showed that 41 concepts were obtained, which were identified as components of individual and personality dimensions (12 indicators), social and cultural dimensions (12 indicators), religious and spiritual dimensions (9 indicators), and educational and infrastructure dimensions (8 indicators), which are the dimensions of the educational activity model based on the culture of sacrifice for Iranian secondary school.
Introduction
In the contemporary world, where enemies are trying every day to distance young people from their value beliefs through cultural invasion and in the field of soft war, to make them identityless and followers of Western culture, raising children in the light of the culture of sacrifice and martyrdom can guarantee their moral and spiritual growth and excellence, and is the best and strongest mechanism in this regard. Therefore, transferring these values ​​to the new generation is of great importance, and the first way to transfer and institutionalize this culture is education (Afkari & Andalibnia, 2022).
The subject of the culture of sacrifice and martyrdom is a subject that, no matter how much research and study is done on it, is still necessary and essential. On the other hand, given that the most important asset of any nation is its youth, and the mindset, attitude, behavior, and spirit of the young generation of any country will determine the future policy of the country, if a teenager and young person have a strong and correct intellectual foundation, they will become a useful person in the future, and conversely, if they follow weak intellectual foundations and wrong beliefs and culture, they will become a shaky and identityless person (Hoseini & Hoseini, 2022).
Considering that the Ministry of Education is in charge of education from about 6 years old in childhood to about 18 years old in late adolescence and early youth, and since, according to various theories in education, this period plays a very important and prominent role in the life of every individual, as a result, the importance and role of the Ministry of Education in the field of shaping and institutionalizing the culture of sacrifice and martyrdom cannot be denied. Considering this point, it can be acknowledged that the Ministry of Education, as an organization responsible for promoting and institutionalizing this valuable culture, plays an important and key role in cultural policy-making (Ebrahimabadi, 2020). Given the importance of this category, the researcher intends to identify the types of educational activities based on the culture of sacrifice among secondary school students. In this way, in addition to identifying and specifying the current situation, it will provide an appropriate picture to officials, planners, and other interested parties. It is hoped that the new model will provide the basis for improving and strengthening educational programs in order to form, promote, and institutionalize the culture of sacrifice, in line with the specific conditions of students in this period, and will pay attention to it in teaching-learning strategies in schools. Therefore, in this research, we seek to answer the question: what is educational activity based on the culture of sacrifice in secondary school in Iran?
Theoretical Literature
Culture of Sacrifice
Sacrifice literally means choosing the interests of others over one's own interests. In other words, seeking self-sacrifice and giving preference to what is desirable to others. This means that a person, with faith in the advancement of Islam and steadfastness in establishing religious rituals and defending sacred values ​​and raising the banner of monotheism, strives with all his material and spiritual capabilities and even does not hesitate to sacrifice his life and property in the way of preserving and protecting the sacred goal, and understands his evolution by reviewing religious sources (Tabatabaei, 2016). Culture is a complex set of core, intellectual and non-material characteristics presented as an indicator of society and social group. The culture of martyrdom, which is called heroic death in the terminology, means a learned social and individual structure followed in relation to a social group and based on religious beliefs and convictions (Kurd Naeij & Khalili Palandi, 2018). The culture of martyrdom means that a person, mindful of the presence of God and possessing high human and spiritual values, sacrifices his life for the sake of his values ​​and beliefs, thereby fulfilling his highest duty to society and his beliefs. Therefore, the culture of martyrdom is interpreted as a philosophy or attitude towards life, although its essence is death (Moussalli, 2015).
Research Background
Keshavarzi & Kargar Jahromi (2025) investigated students' lived experiences of the culture of sacrifice and martyrdom and its impact on the religious attitude of female students in the first year of secondary school in Shahed schools in Shiraz. The findings showed that the culture of sacrifice and martyrdom plays a key role in the formation of students' religious identity and religious attitude. Students in Shahed schools are introduced to the concepts of sacrifice and martyrdom through curricula, educational activities, and social models, which leads to strengthening religious beliefs, increasing their sense of social responsibility, and enhancing their motivation to participate in charitable activities.
Rostami et al. (2024) examined the various explanations for promoting the culture of sacrifice and martyrdom in schools from the perspective of student teachers. The results indicated that there were two general themes of challenges and opportunities for promoting the culture of sacrifice and martyrdom in schools. These challenges include superficial and fleeting education about sacrifice and the culture of martyrdom, lack of much attention to martyrs, especially martyrs defending the holy shrine, security martyrs, medical personnel martyrs, martyrs of terrorist incidents, martyrs of border guards, etc., lack of work in the field of publishing and introducing the achievements of dear martyrs in the media, lack of special and significant programs about sacrifice and martyrdom, especially during the Holy Defense Week, lack of work in the field of promoting the culture of sacrifice and martyrdom, lack of proper culture building among children regarding the culture of sacrifice and martyrdom, updating textbook texts about the culture of sacrifice and selflessness, including more material in the field of sacrifice and martyrdom in textbooks, not paying much attention to introducing martyrs in schools and textbooks, and opportunities include paying more attention to the text of textbooks about the culture of sacrifice and martyrdom. Given the numerous challenges, planning and attention to this issue by the relevant authorities is necessary.
Rezai Koopai (2023) examined the role of education in institutionalizing the culture of sacrifice and martyrdom among students. They found that promoting this culture and introducing it as the dominant culture in society can play a major role in public participation because students, aware of the hardships of the dangerous path of the revolution, will understand well that they must preserve this valuable legacy of the late Imam and the martyrs with all their heart and soul. Therefore, it seems that the methods used in explaining and promoting the culture of sacrifice and martyrdom by teachers and their initiative in using attractive and new methods in this field are workable and crucial.
Methodology
The research method is applicable-developmental, descriptive in terms of data collection, and qualitative in terms of implementation. The statistical population of the study consisted of 14 education experts, the selection criteria of which were professors with a background in the field of educational sciences, fully familiar with educational activities based on the culture of sacrifice and had published various articles in this field, and they were selected by the purposive sampling method and the snowball method. This sampling continued until theoretical saturation. Data and information were collected through preliminary studies and semi-structured interviews, and a list of concepts and categories was collected by open, axial, and selective coding techniques, and a model related to the topic was developed. Data analysis was carried out through analysis and interpretation (coding) of the concepts expressed in the literature and texts using thematic analysis method, which included open and axial coding, carried out with MAXQDA 2018 software.
Research findings
Coding results showed that the research pattern includes individual and personality dimensions, social and cultural dimensions, religious and spiritual dimensions, and educational and infrastructure dimensions. A total of 41 concepts were obtained, of which 12 key concepts are for the components of individual and personality dimensions, 12 concepts for social and cultural dimensions, 9 concepts for religious and spiritual dimensions, and 8 concepts for educational and infrastructure dimensions.
Discussion and Conclusion
The aim of this research was to identify types of educational activities based on the culture of sacrifice in Iranian secondary schools. Research findings showed that 41 concepts were obtained, which identified the components of individual and personality dimensions (12 indicators), social and cultural dimensions (12 indicators), religious and spiritual dimensions (9 indicators), and educational and infrastructure dimensions (8 indicators), which are the dimensions of the educational activity pattern based on the culture of sacrifice for Iranian secondary schools. The results of this study are consistent with the research of Keshavarzi & Kargar Jahromi (2025), Rostami et al. (2024), Rezai Koopai (2023), Heydari (2022), and Afkari & Andalibnia (2022). Heydari (2022) stated that self-sacrifice and martyrdom play a significant role in preserving religion and its values ​​and the independence of the country. Education is a suitable platform for creating and institutionalizing a correct culture of self-sacrifice and martyrdom because one of the tools of cultural influence is changing the attitude of the people of that society, and the students are the most influential groups of society due to their psychological characteristics, who spend the most and most useful time in schools. Therefore, with scientific and comprehensive planning and policy-making, the culture of self-sacrifice and martyrdom in education and training among students can be promoted to an acceptable level. According to the results obtained, it is suggested that education and training throughout the country should dedicate a week every year to sacrifice and martyrdom and hold various programs to promote these values ​​in schools and educational centers. Education and training should hold various programs to display the values ​​of the culture of sacrifice through art and culture.

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.