Management and Educational Perspective

Abstract Abstract The aim of this research is to design and validate the individualization model of education in oil company staff, with a meta-synthesis approach. This research is fundamental in terms of its objective, qualitative in terms of the data collection method, and meta-synthesis in terms of the research implementation method. The statistical population of the research includes all documents, theoretical foundations, and background related to individualization of education in domestic (2021-2024) and foreign (2000-2024) databases. The non-random sampling method is purposive and the sample size is based on systematic elimination based on the flow chart of the Prism model. The data collection tool is a systematic review of documents and literature. In order to calculate validity, a 27-item checklist based on the Prisma model was used, and Cohen's kappa coefficient was used to calculate reliability, which results indicate that the tool is valid and reliable. The data analysis method is thematic analysis including basic, organizing and comprehensive themes with MaxQDA 2018 software. The findings showed that the individualization of education in oil company staff includes three cognitive, emotional and behavioral dimensions, where the cognitive dimension includes the components of teaching method (6 indicators), educational content (3 indicators), evaluation (5 indicators), and self-regulated learning (7 indicators); the emotional dimension includes the components of motivation (7 indicators), social interactions (10 indicators), and emotional support (6 indicators); and finally the behavioral dimension includes the components of experiential learning (5 indicators), modeling (5 indicators), and practical skills (4 indicators). Introduction In the current changing, complex and uncertain world, the need and necessity of training and developing human capital in organizations has been accepted by managers for several reasons. In fact, the rapid and profound changes in the knowledge and technologies required by organizations in the current situation have made them inevitable to continuously learn this new knowledge and technologies and to forget and get rid of traditional habits and methods that have lost their effectiveness (Razmi et al, 2018). In recent years, significant success has been achieved using learning analytics, where data on individuals' responses to specific educational techniques, contents, and learning resources are recorded in large quantities. This data is then analyzed to recognize patterns and build predictive models to prescribe appropriate learning and training choices according to each person's learning characteristics; therefore, today's structural change towards the use of big data and learning analytics in education has led to many possibilities in the field of education personalization (Zhang & Aslan, 2021). On the other hand, what is certain is that one of the most key elements in any organization is the human resources of that organization, which are considered a valuable asset. Effective and optimal use of human resources capabilities to increase their productivity requires the development of a set of effective strategies and actions regarding employee training (Akhavan & Kazemi-Gorji, 2019). Human resource management is not only a profit-oriented approach to employees, but also a special approach to employee relations with an emphasis on commitment and two-way communication. Human resource management refers to the policies and actions required to implement part of the management task related to aspects of employee activity, especially for recruiting, training employees, evaluating performance, rewarding, and creating a healthy and fair environment for the organization's employees (Fallah et al, 2021). Therefore, the present study, focusing on the individualization of training in oil company staff, seeks to fill the gap in past research, and its practical results can help improve and reform the country's educational system. Thus, considering what has been said, the purpose of this research is to answer the question: what is the model of individualized education in oil company staff? Theoretical framework Individualized education Individualized education is an effective strategy to strengthen individual commitment and responsibility and change attitudes and enhance learning transfer. Individualized education is a systematic effort to achieve a balance between the characteristics of the learner and the characteristics of the learning environment (Ouf et al, 2017). When individuals are given the right to choose, they gain self-control over their learning according to their interests, which leads to a sense of responsibility and greater focus on work. Castaño & Villar-Onrubia (2023) studied the assessment of the presence of the concept of "personalized learning environment" in the web domains of Spanish higher education institutions. They pointed out the importance of the personal learning environment and its impact on learners' autonomy. The concept of "personalized learning environment" has attracted significant levels of attention in the field of educational technology. Familiarity of students and teachers with this concept is something that can help higher education institutions in which their communities make better decisions about the resources they use to develop their academic activity. Convergence is something that can help students improve their autonomy in self-regulating their learning processes and improve their agency for lifelong learning. Yiğit & Seferoğlu (2023) investigated the effect of video feedback on students' use of feedback in an online learning environment. They emphasized the role of feedback in enhancing learning and showed that the use of technologies can bring positive results.  Research Methodology This research is fundamental in terms of its objective, qualitative in terms of the data collection method, and meta-synthesis in terms of the research implementation method. The statistical population of the research includes all documents, theoretical foundations, and background related to individualization of education in domestic (2021-2024) and foreign (2000-2024) databases. The non-random sampling method is purposive, and the sample size is based on systematic elimination based on the flow chart of the Prism model. The data collection tool is a systematic review of documents and literature. In order to calculate validity, a 27-item checklist based on the Prisma model was used, and Cohen's kappa coefficient was used to calculate reliability, which results indicate that the tool is valid and reliable. Research findings The data analysis method is thematic analysis including basic, organizing and comprehensive themes with MaxQDA 2018 software. The findings showed that the individualization of education in oil company staff includes three cognitive, emotional and behavioral dimensions, where the cognitive dimension includes the components of teaching method (6 indicators), educational content (3 indicators), evaluation (5 indicators), and self-regulated learning (7 indicators); the emotional dimension includes the components of motivation (7 indicators), social interactions (10 indicators), and emotional support (6 indicators); and finally the behavioral dimension includes the components of experiential learning (5 indicators), modeling (5 indicators), and practical skills (4 indicators). Conclusion The present study was conducted with the aim of designing and validating the individualization of education model in oil company staff, using a meta-synthesis approach. These results are consistent with the research results of Jones & Smith (2020), Brown & Miller (2019), Davis & Taylor (2021), Castaño & Villar-Onrubia (2023), Yiğit & Seferoğlu (2023), Bhutoria (2022), Naderi et al, (2020), Abbasi et al, (2021), and Tetzlaff et al, (2021). Bhutoria (2022) has pointed out the role of AI in individualizing education and creating educational programs tailored to the needs of learners. The success of AI in meeting the specific learning needs, learning habits and learning abilities of students and guiding them to optimal learning paths brings in all three countries. It is also evident from the literature that AI augments educational content, customizes it for each individual according to his/her needs, and raises the caution flag for anticipated learning difficulties. This re-aligns the role of instructors and also optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the next generation, but it also comes with challenges. Issues related to data privacy, availability of digital resources, and affordability constraints have been reported in recent literature as obstacles to promoting such technologies for daily practice. Considering the research findings on the individualization of training of oil company staff, practical suggestions are provided for each dimension (cognitive, affective, and behavioral). A- Suggestions for the cognitive dimension 1-   Diversity in teaching methods: Providing training courses using diverse teaching methods such as project-based learning, interactive learning, and traditional teaching. This can include holding practical workshops and using new technologies such as webinars and online courses. B- Suggestions for the emotional dimension 1-   Creating a positive and supportive work environment: Holding motivational workshops and team meetings to encourage participation in decision-making and strengthen team spirit. This can include holding social events and group activities. C- Suggestions for the behavioral dimension 1-   Holding practical workshops and simulations: Designing and implementing practical workshops that allow employees to strengthen their skills in real situations. Using real simulations for experiential learning can also help to deepen learning. 

Abstract Abstract The aim of this research is to investigate the effect of government support through digital capabilities on increasing the resilience and de-learning capacity of the Education Organization of Yazd city. The present study is applicable in terms of purpose, and descriptive-correlational in terms of method, and of a survey research type. The statistical population of the research includes 90 personnel of all employees of the Education and Training Organization of Yazd city. Sampling in this research is simple random. The collection tool in the present study is the questionnaire of Gao et al. (2022). To examine the reliability of the research tool, the Cronbach's alpha method was used, and the results show that its value in the present study is higher than 0.7. Also, the validity of the test was confirmed by the content and construct methods. Data analysis was carried out using SPSS and PLS software. The findings indicate that direct and indirect government support has a significant impact on digital capabilities in the Education Organization of Yazd. Direct and indirect government support also has an impact on organizational resilience capacity in the Education Organization of Yazd, considering the mediating role of digital capabilities. Introduction Around the world, the outbreak of the coronavirus disease in 2019 has led to some fundamental changes in social and organizational interactions. Around the world, various systems have been in chaos with significant vulnerability, uncertainty, complexity, and ambiguity in social (e.g., quarantine, social distancing) and economic (e.g., deteriorating market order, limited demand, disorganized supply chains) contexts (Gao et al, 2022). Hence, education has not been immune to these conditions. The coronavirus pandemic shut down many schools in 188 countries, and according to UNESCO, more than one and a half billion students (more than 91% of the world's students) have been affected by the coronavirus pandemic, and their education systems have also undergone serious changes; changes that were made publicly or by schools and educational institutions (Bagheri et al, 2020). In this context, organizational resilience, as the ability to absorb pressure and maintain or improve its performance despite adversity (Xie et al, 2022), is crucial for organizations to “cope effectively with unexpected events”. Organizational resilience capacity indicates the degree of preparedness of companies in the face of a crisis (Hillmann & Guenther, 2021). Therefore, organizational resilience is a key element in adapting to and coping with an uncertain and challenging crisis such as a pandemic (Khan et al, 2021). In these circumstances, and due to the aforementioned adversities that threaten the income and survival of organizations, affected companies generally lack the financial and managerial resources necessary to strengthen their resilience capacity (Ardolino, 2022), or have nothing to offer. Therefore, government support, such as financial (e.g., tax cuts and subsidies) and non-financial (e.g., law enforcement and favorable policies) support for organizations, is essential (Gao et al, 2022). This is because governments can play a fundamental role in providing first-hand services to communities in reducing the impacts and vulnerability to crises (Dodange, 2020). In addition to government support, digital technologies; namely the Internet of Things, megadata analytics, artificial intelligence, and cloud computing, are effective tools to cope with changes and adversities (such as quarantine and social distancing, offline-online shift in demand, supply, and internal operations) during the COVID-19 pandemic (Gao et al, 2022; Hanelt et al, 2021). Since the establishment and promotion of digital capabilities of enterprises relies on the construction of digital infrastructure, the adoption of digital technologies, and the cultivation of digital mindsets and talents; it depends on the continuous investment and financial resources of organizations, and the resulting burden becomes more severe during the pandemic. Therefore, it is difficult for most enterprises to independently establish and develop digital capabilities, and therefore applying for government support can be considered as a feasible solution for enterprises (Gao et al, 2022). Considering the above issues, the purpose of this study is to answer the question of whether government support has an impact on organizational resilience capacity during COVID-19 with regard to the variables of digital capability and organizational de-learning in the Education Organization of Yazd City. Theoretical Framework Digital Capability Digital capability is the ability of organizations to use digital-related technologies, infrastructure, and resources to achieve entrepreneurial goals (Khin & Ho, 2019). De-learning Organizational de-learning is a prerequisite for effective organizational learning activities to occur (Cetindamar, 2021). The concept of organizational delearning refers to the fact that moving towards change and adapting to the environment requires letting go of old unhelpful beliefs and rules (Rajabi poormeibodi et al, 2018). Government Support Government support refers to the resources, policies, and other favorable behaviors that central and local governments provide to eligible organizations (Huikkola, 2022). It aims to foster enterprise development, drive industrial upgrading, and stimulate economic growth, as well as absorb shocks and disruptions when unexpected events occur in the areas of education, public health, economic systems, and national security (Caleb et al, 2021). Resilience Capacity Organizational resilience seeks to identify the characteristics that allow organizations to survive and even thrive despite experiencing disruption or stress, because organizations in every sector face complex operating environments with dynamic risks. These complex environments force organizations to think about how they can manage operational risk and the resilience of critical business processes and services (Aghina et al, 2016). Dubey et al, (2023) in their article titled Dynamic Digital Capabilities and Supply Chain Resilience: The Effective Role of Government, examined the impact of government support on the impact of dynamic capabilities on supply chain resilience; and based on qualitative and survey-based data analysis, their findings show that digital adaptability is an important driver of digital agility. In addition, the results show that government effectiveness is very important for increasing supply chain resilience by increasing digital adaptability and agility. This research makes useful contributions to the dynamic capability perspective by increasing theoretical understanding of the role of the government in creating digital capabilities in uncertain times to improve supply chain resilience. Khodaparast et al, (2022) examined the presentation of an appropriate model for the psychological resilience of stock exchange brokerage employees in Tehran. The research findings showed that confirmatory factor analysis was conducted to confirm the final research model. According to the results obtained, the factor loading of all three components of "using creativity and innovation in the workplace", "cognitive tendencies of socialization in the workplace", and "creating capacity for greater resilience" were higher than the recommended values, and the model fit indices showed acceptable values. Research Methodology The present study is applicable in terms of purpose, and descriptive-correlational in terms of method, and of a survey research type. The statistical population of the research includes 90 personnel of all employees of the Education and Training Organization of Yazd city. Sampling in this research is simple random. The collection tool in the present study is the questionnaire of Gao et al. (2022). To examine the reliability of the research tool, the Cronbach's alpha method was used, and the results show that its value in the present study is higher than 0.7. Also, the validity of the test was confirmed by the content and construct methods. Research Findings Data analysis was carried out using SPSS and PLS software. The findings indicate that direct and indirect government support has a significant impact on digital capabilities in the Education Organization of Yazd. Direct and indirect government support also has an impact on organizational resilience capacity in the Education Organization of Yazd, considering the mediating role of digital capabilities. Conclusion The present study was conducted with the aim of investigating the effect of government support through digital capabilities on increasing the resilience capacity and de-learning of the Education Organization of Yazd. The results of this study are consistent with the results of Heredia et al, (2022), Gao et al, (2022), Zhang & Zhong (2019), Dubey et al, (2023), Khodaparast et al, (2022), Goa et al, (2022), Karimi et al, (2022), Tahmasbi et al, (2021), Najafi et al, (2021), and Bagheri et al, (2020). Dubey et al, (2023) showed in their paper that digital adaptability is an important driver of digital agility. Furthermore, the results show that government effectiveness is crucial for increasing supply chain resilience by increasing digital adaptability and agility. This study makes useful contributions to the dynamic capability perspective by increasing the theoretical understanding of the role of government in building digital capabilities in uncertain times to improve supply chain resilience. According to the results of the research, the following suggestion was made: It is suggested that with direct government support such as financial assistance, the shortcomings of the education and training organization should be addressed and digital capabilities in the education and training organization of Yazd city should be increased. 

Abstract Abstract
This research aimed to investigate the relationship between academic enthusiasm and learning agility with academic performance and the mediating effect of innovative behaviors in a descriptive and correlational way. The statistical population of this research is the female students of the elementary school in the city of Selseleh in the academic year of 2022-2023; 247 people among whom were selected as a statistical sample, according to Morgan's table. Four questionnaires were used to collect information, including Tsai's Innovative Behavior Questionnaire (2011), Kraut and Caldwell's Learning Agility Questionnaire (2016), Friedel and Paris' Academic Enthusiasm Questionnaire (2005), and Pham and Taylor's Academic Performance Questionnaire (EPT). Spss statistical software and Lisrel software along with descriptive statistical methods including frequency table, frequency percentage, sample subjects of the research and related graphs were used to analyze the data; and Pearson's correlation coefficient and multiple regression analysis and structural equation modeling were used to analyze the research hypotheses and to compare the variable's status. The results showed that there is a significant relationship between academic enthusiasm and academic performance (r = 0.782). Based on the coefficient of determination (r²), 61.1% of the variance of academic enthusiasm and academic performance was shared. There is a significant relationship between learning agility and academic performance (r=0.754). Based on the coefficient of determination (r²), 56.8 percent of the variance of learning agility and academic performance was shared. That is, there is a significant relationship between innovative behaviors and academic performance (r=0.494). Based on the coefficient of determination (r²), 24.4 percent of the variance of innovative behaviors and academic performance was shared. Learning agility dimensions of academic performance = (60/60) + behavioral (2.38) + emotional (1.23) + cognitive (0.33), and innovative behavior dimensions of academic performance = (60.57) + mental agility (2.66) + Results Agility (0.799) + Human Agility (0.168) have the ability to predict academic performance. Also, there is no significant difference among respondents' opinions according to demographic factors in the academic enthusiasm variable, learning agility, innovative behaviors and academic performance, and there are causal relationships between academic enthusiasm, learning agility, innovative behaviors and academic performance.
Introduction
Academic performance and the factors affecting it have been the focus of education experts for years, and each year it takes a large share of research. Academic performance is all the activities and efforts that a person shows in order to acquire science and knowledge, and pass different grades and degrees in educational centers (Hanze & Berger, 2018). Many factors can affect the academic performance of students, one of which is academic enthusiasm. Academic enthusiasm refers to the amount of energy a student spends on doing their academic work, as well as the effectiveness and efficiency achieved (Strobel, Tumasjan & Sporrle, 2021).
Although all over the world today, teaching creative and innovative learning has become a mandatory part of the education program for children, and people's enthusiasm for the subject of creativity and innovation and teaching it is expanding day by day, the researches conducted in this field show that still many teachers spend most of their class time presenting materials or asking questions that only require re-assembling simple scientific facts, and only one percent of the time spent in the class is dedicated to tasks required to innovative behaviors (Padrond, 2013). Innovative behavior is a part of organizational behavior, based on a complete understanding of duties and responsibilities in the workplace, and is a result of incentives to advance actions (Gogoleva, et al, 2019). Considering the importance of academic performance and its effects on the future life of students and many factors that can influence it, this research aims to investigate the relationship between academic enthusiasm and learning agility with academic performance with the mediating role of innovative behaviors, and to answer the question: Is there a relationship between academic enthusiasm and learning agility with academic performance with the mediating role of innovative behaviors?
Theoretical framework
Academic performance
Academic performance is all the efforts and activities a person shows in order to acquire knowledge, sciences, and pass different levels of education in educational centers (Barrera, 2016).
Passion for education
The concept of academic enthusiasm has been conceptualized by theorists in different ways; each of these conceptualizations are explained below:
According to Fin (1989), academic enthusiasm consists of two behavioral components (participation) and emotional component (identification).
Innovative behavior
According to Webster's dictionary, innovation is the beginning with the introduction of something new, being creative in business-economic activities, any kind of new product or service or any kind of work process that is new and different from the past and new inventions. Briefly, the factor that can create new economic value is called innovation (Shahin and Bigi, 2020).
Learning agility
Learning agility is one of the new concepts related to people's learning, which can affect the personal development of employees at the individual level. This concept was first proposed in 2000 by Lombardo and Aichenberg (De Meuse, 2017). 
Research methodology
In terms of its purpose, the current research is applicable and descriptive, of correlation type. The studied population of elementary school girls in the city of Selseleh in the academic year of 2022-2023 is 3579 people. In this study, 247 people were selected as a statistical sample using available sampling method and using Morgan's table.
Research findings
In this research, Spss statistical software and Lisrel software were used to analyze the data. In the inferential findings section, the first finding was that there is a significant relationship between academic enthusiasm and academic performance. The second finding of the research was that there is a significant relationship between learning agility and academic performance. The third finding of the research was that there is a significant relationship between innovative behaviors and academic performance. The fourth finding of the research was that the dimensions of academic enthusiasm can predict academic performance. The fifth finding of the research was that the dimensions of learning agility can predict academic performance. The sixth finding of the research was that the dimensions of innovative behaviors can predict academic performance. In order to present the model, the conceptual model showed the effect of job enthusiasm and learning agility on academic performance with the mediating role of innovative behaviors.
Conclusion
The present study was conducted with the aim of investigating the relationship between academic enthusiasm and learning agility with academic performance and the mediating effect of innovative behaviors. The findings show that the correlation coefficient between academic enthusiasm and academic performance is significant. According to the results of the research, the following suggestions are presented:
1- It is suggested to use verbal encouragements in appropriate situations and to encourage students to participate in learning, and successful feeling of students be promoted by properly recognizing and analyzing the motivation of learners for the efficiency and effectiveness of teaching and learning activities.
2- For better learning and growth of students' academic performance in educational activities, it is suggested that teachers pay more attention to controlling their behavior.
3- According to the theoretical foundations and gaps in the current research, it is suggested that variables such as the relationship with the school, academic motivation, academic burnout, etc. should also be examined and the mediating role of local culture should also be considered.

Abstract Abstract The purpose of the present study was to investigate the role of intelligent leadership in organizational resilience and organizational loyalty through the mediation of organizational knowledge creation. The research community was determined of second secondary level teachers of Chaharmahal and Bakhtiari province, whose number was equal to 2687 people. To determine the sample size, 337 people were selected using stratified random sampling based on Cochran's formula at the alpha level of 0.05. The research method was quantitative, correlation studies type, and modeling approach was covariance-based structural equation. In order to collect data, intelligent leadership questionnaires based on Sidanmanlaka model (2008), organizational knowledge creation based on Nonakao Takeuchi model, organizational resilience from Prayag et al., (2018), and organizational loyalty from Wells et al., (2011) were used. The reliability and validity of the questionnaires were checked with Cronbach's alpha techniques and factor analysis. The reliability values ​​of the questionnaires were reported: intelligent leadership (0.95), organizational resilience (0.93), organizational loyalty (0.90), and organizational knowledge creation (0.94). Amos23 and SPSS V25 software were used to analyze the data. The findings showed that intelligent leadership has a positive and significant effect on the organizational resilience of teachers through organizational knowledge creation with a coefficient of 0.38 at the level of p>0.001. Smart leadership with the mediation of organizational knowledge creation and organizational loyalty has a positive and significant effect at the 0.05 level. Smart leadership has a positive and significant effect on teachers' organizational loyalty through organizational knowledge creation with a coefficient of 0.49 at the p>0.001 level. The result of this research shows that loyal and knowledge-creating teachers provide the basis for change and transformation in the school. Introduction The education system is one of the most important institutions of today's societies. Education has an inseparable link with economic, social, cultural and political development. One of the important and effective institutions in the freshness and dynamism of human thinking and the factor of sustainable development in every country is education. Education should have appropriate goals with the comprehensive development of human resources (Ostadi et al, 2017). One of the most important duties of teachers in this complexity is to fulfill the goals of education. Achieving the goals of education depends on the performance of teachers. Organizational loyalty and organizational resilience are among the factors affecting the realization of organizational goals (Esmaeili & Seidzadeh, 2017). Organizational loyalty and organizational resilience are part of positive psychology (Amiri et al, 2018). Regarding the necessity and importance of research, it can be said that teachers are one of the most influential people in the quality of education activities; therefore, by identifying the situation of teachers in the research variables and analyzing them, solutions have been presented to strengthen and create knowledge in teachers using intelligent leadership style. In this research, an attempt has been made to address the importance of intelligent leadership style in education and teachers' performance; because intelligent leadership emphasizes the participation of leaders and followers to set goals and achieve goals. Theoretical and empirical studies in the field of the role of intelligent leadership in the realization of goals, for example Keikha (2018) and Kuofie & Dool (2018), discussed the importance of the role of intelligent leadership in the participation of people to determine and realize the goals and success of the organization. In addition to organizational knowledge creation, which is effective in increasing the resilience of the organization, we can mention the leadership style. The implementation of organizational resilience requires an effective leader to overcome crisis and orientation towards superior performance and focus on change (Suryaningtyas et al, 2019). Organizations that strive to be resilient naturally increase their knowledge resources to enhance organizational adaptability, value, and competitiveness. Organizational knowledge creation is known as the main factor in increasing organizational resilience (Fani & Fard, 2015). Organizational knowledge creation makes the school follow the changes and developments of the environment and creates creativity and innovation in the school. As much as the school is creative and innovative, it is not only resilient in the face of crises and changes, but also causes change and transformation. When teachers cause change and are involved in determining organizational goals, they are more loyal to the organization. Therefore, according to the explanations provided, this research seeks to answer this question: Is there a relationship between intelligent leadership and organizational loyalty and organizational resilience with the mediation of organizational knowledge creation? Theoretical foundations of research Organizational resilience  Resilience means the ability and capacity of an organization to face and deal with crises and challenges, and the ability to return to normal business conditions (Andersson et al, 2016). Organizational resilience means the ability to quickly recover the system after serious crises and the ability to resist a shock and heal its effects (Andrew et al, 2016). Organizational loyalty is defined as the feeling of dependence and the desire to maintain membership and connection with an organization, and it is defined as the feeling of dependence, eagerness to be a member of a group, readiness to participate, feeling of trust, voluntary alignment with a group, and willingness to follow organizational instructions (Vuong & Tung, 2021). Intelligent leadership is a beneficial dialogue between leaders and followers that directs their efforts to reach a common vision. Such a process is possible if the organization supports specific organizational and cultural values determined in a macro industrial and social environment (Keikha, 2017). Research methodology According to the test of the conceptual model obtained from comments and experimental studies and the use of questionnaires, the research was of quantitative type. The current research method was a quantitative, and of correlation study type, and a covariance-based structural equation modeling approach. The current research population is all second secondary level teachers of Chaharmahal and Bakhtiari province, whose number was equal to 2687 people. To determine the sample size based on Cochran's formula, 337 people were determined at the alpha level of 0.05. According to the classes of the society, proportional stratified random sampling method was used. Research findings According to the obtained results, standard coefficients between intelligent leadership and organizational knowledge creation is 0.52, between organizational knowledge creation and organizational resilience is 0.84, and between organizational knowledge creation and organizational loyalty is 0.96, significant at the p = 0.001 level. The variable of organizational knowledge creation has a positive effect on intelligent leadership and organizational loyalty and organizational resilience. Smart leadership has a positive and significant effect on the organizational resilience of teachers through organizational knowledge creation with a coefficient of 0.38 at the level of p>0.001. Conclusion The findings of this research are in agreement with those of Barasa & Gilson (2018), Arqawi & Al Shobaki (2018), Watson, Kuofie & Dool (2018), Jiang & Jiang (2019), Mehdad Etal (2019), Hosseini & jafari bazyar (2019), Majlesi & Pirzad (2020), Keikha (2021), Sukor & Panatik (2020), and Hillmann & Guenther (2021). The research results showed that there is a positive and meaningful relationship between intelligent leadership and organizational loyalty and organizational resilience with the mediation of organizational knowledge creation. In explaining this hypothesis, it can be said that intelligent leadership by paying attention to teachers' feelings and emotions and providing a context for creating empathy in the school will create motivation and a positive attitude towards the school and the work environment, creating an emotional dependence on the school and understanding the cost of dropping out of school and commitment to stay in school. Loyal employees, in addition to being committed to the success of the organization, are the best choice to work for the organization (Mehdad Etal, 2019). Loyal teachers provide the basis for change and transformation in the school and the creation of knowledge in the school. Knowledge creation includes activities that change the shape and recombination of existing pieces of knowledge, limit shortcomings, strengthen research and develop capabilities, and monitor and control the external environment of the organization. Based on the findings of the research in relation to the positive and meaningful effect between intelligent leadership and the organizational loyalty of teachers, it is suggested: education should provide enough resources and facilities to absorb unexpected changes in such a way that at the time of crisis and problem occurrence, use these resources quickly and neutralize the crisis and move in the direction of positive change. And it is also suggested that the leaders pay attention to the ideas and opinions of the teachers and provide the necessary conditions for using their experiences to solve the problems and also create strong official communication networks in the organization and transfer information between the employees and also provide the field of creativity and innovation through holding school workshops and use as well collaborative methods and team formation to solve educational and educational problems and issues in the schools of Chaharmahal and Bakhtiari provinces. 

Abstract Abstract The aim of the present study is to design a future-oriented intelligence model for government managers in the Khorasan Governorate. The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method, using a data-based approach. The statistical population includes 33 experts, university professors, and doctoral students familiar with the intelligence of government managers with a future-oriented approach, selected using a theoretical and non-probability purposeful sampling method. The data collection tool includes a semi-structured interview. Data analysis is performed using coding and a data-driven method and MAXQDA 2020 software. The findings showed that 800 open codes, 75 axial codes, and 31 selected codes were classified as causal factors, background factors, and interfering factors, which were reduced to 46 axial codes or secondary factors and finalized using MAXQDA software after removing unimportant factors. Also, the strategies and outcomes identified from field studies were finalized in 3 categories of development strategies and outcomes after theoretical matching with the strategies and outcomes identified through library studies, screening, removing similar items, combining items with similar content, and adding new items; and were designed according to the stages of developing the paradigm model, the Foresight Intelligence Model of Government Managers of Khorasan Governorate. Introduction Moving by trial and error, especially in management matters, is a kind of task-solving, time-passing, and evasion of responsibility. The foresight perspective and development of futures research methods can be widely used to face possible global phenomena and prospects, as well as upcoming opportunities to improve the living conditions of current and future generations (Sakellariou et al, 2020). Unfortunately, the complexity of everyday issues and the need to quickly manage current issues leave little opportunity for governments to delve into the broad and long-term picture of the future and its consequences; therefore, many political decision-makers tend to solve short-term problems in order to remain in power (Lee et al, 2019). At lower levels of decision-making (corporate and company), the attitude of prioritizing profitability forces managers to engage in short-term activities and seek to solve problems whose deadlines are coming to an end (Haroon et al, 2018). Therefore, in order to avoid trial and error, one must look ahead and recognize the future. A foresight strategy enables managers to consider the existence, survival, growth, and development of the organization in the perspective of the organization and to use the insight to promote useful organizational methods. Foresight is a systematic effort that attempts to map the extent and quality of current changes or lack of changes and their impact on creating future realities, and aims to analyze the source, patterns, and causes of change and stability to strengthen, predict, and map alternative futures. Futureists tell us what events are likely to occur in the future (Lindgren et al, 2021). In order to fulfill their mission and achieve success, government institutions must be able to serve their audiences and meet their needs and expectations in the best possible way, thereby generating superior value for them and maintaining their competitive advantage. Therefore, competitive advantage emerges in a way that organizations are guided and led based on foresight. Given the continuous environmental changes, intense competition between organizations, increasing organizational expectations in the future, the growth of governance and e-government, technological changes; as one of the important political institutions, with the aim of providing services to a wide range of audiences in all sectors, governorates are trying to achieve sustainable competitive advantage by relying on organizational capabilities, through applying appropriate strategic approaches, and by directing them towards foresight intelligence, and by increasing their performance and profitability to a desirable level. Therefore, this research seeks to answer the question: what are the intelligence models of government managers with a foresight approach in the Khorasan Governorate? Theoretical Framework Foresight Foresight is the knowledge and understanding of shaping the future in a conscious and proactive manner, and protects humans from being caught unawares by the storm of rapid changes and advances. In foresight, we are always talking about the future, and futurists believe that there are different futures ahead of every individual, organization, or society, and that the desired future must be designed and architected. This knowledge teaches humans how to draw a desired future for their organization or society (Jalali Vand & Pedram, 2019). Foresight Intelligence Foresight intelligence refers to the ability to enter the future and perceive it and the sequence of events leading to it in the present; a talent that allows individuals to perceive ongoing developments, regardless of the requirements of the present, and enables them to interpret sequential events (Ravetz & Miles, 2016). Calof & Colton (2024) in a study titled “The Impact of Developing Foresight on Senior Management Decisions” while referring to extensive research on the potential effects of foresight, emphasized that studies on the factors that lead to the impact of foresight on senior management decisions are relatively sparse; therefore, they conducted a field study by means of a Delphi and a panel of experts including eight senior managers of the Canadian government. The results of the study indicated that factors such as foresight methodology; while leading to good foresight, will not necessarily have a significant impact on senior decision makers alone, but a strong understanding of the organization’s internal functioning plays an important role. The expert panel also recommended that three mediating variables, including time orientation, senior management’s foresight orientation, and the nature of the relationship between foresight and the senior decision maker, play a role in the development of foresight in senior management decision-making. Zhang et al, (2023) in a study titled "The Role of Foresight and Strategic Orientation in Overcoming Organizational Innovation Deficits" pointed out that innovation deficits occur when organizations and companies reduce investment and engagement in exploratory innovation, ultimately leading to an insufficient amount of such innovation efforts. Therefore, a study was conducted to examine the relationship between foresight with three components of dynamic capabilities (environmental monitoring capabilities, strategic choice capabilities, and integration capabilities) and innovation, including the moderating variable of progress orientation/financial orientation, and concluded that the three components of organizational foresight (i.e., environmental monitoring capabilities, strategic choice capabilities, and integration capabilities) positively affect exploratory innovation. Research Methodology The research method is applied in terms of its purpose and qualitative in terms of its implementation method, using a data-based method. The statistical population includes 33 experts, university professors, and doctoral students familiar with the intelligence of government managers with a forward-looking approach, who were selected through a purposeful theoretical and non-probability sampling method. The data collection tool includes a semi-structured interview. Research findings Data analysis was performed using the coding and data-based method and MAXQDA 2020 software. The findings showed that 800 open codes, 75 axial codes, and 31 selected codes were classified as causal factors, underlying factors, and interfering factors, which were reduced to 46 axial codes or secondary factors and finalized using MAXQDA software after removing unimportant factors. Also, after theoretical comparison with strategies and outcomes identified through library studies, screening, eliminating similar items, combining items with similar content, and adding new items; the strategies and outcomes identified from field studies were finalized into three categories of development strategies and outcomes, and according to the stages of developing the paradigm model, the model of foresight intelligence of government managers in the Khorasan Governorate was designed. Conclusion The present study was conducted with the aim of designing a model of foresight intelligence of government managers in the Khorasan Governorate. The results of this study are consistent with the results of Calof & Colton (2024), Calof & Colton (2024), Zhang et al, (2023), Ambrosat & Grünwald (2023), Mohammed & Saadaoui (2023), Pourezzat & Rezayan (2021), Lindgren et al, (2021), Hassanzadeh kafshkar kalaei et al, (2020), Gholipoor et al, (2020), Taghvaeeyazdi & Niaz Azari (2020), Ahmadi et al, (2020), Baei et al, (2017), and Schmidt (2015). Calof & Colton (2024) showed that factors such as foresight methodology, while leading to good foresight, will not necessarily have a significant impact on senior decision makers, but a strong understanding of the organization's internal performance plays an important role. The expert panel also recommended that three mediating variables, including time orientation, senior management's foresight orientation, and the nature of the relationship between foresight and the senior decision maker, play a role in the development of foresight in senior managers' decision-making. Considering the results of the present study, the following suggestions were made: Educate and train experts in different sectors and apply new knowledge and increase management knowledge by taking advantage of current science. In order to strengthen foresight intelligence and achieve its consequences, managers and leaders of organizations should provide a platform for developing integration capabilities and implementing strategic choice capabilities. 

Abstract Abstract The aim of this study is to design a knowledge-based resistance economy educational model at Islamic Azad University. The research method is applicable in terms of purpose, mixed exploratory (qualitative-quantitative) in terms of data, and systematic (paradigmatic) data-based in the qualitative part; cross-sectional survey in the quantitative part in terms of nature. The statistical population of the research in the qualitative part included 12 experts in the field of educational management and human resources who had a PhD degree, selected by theoretical purposive sampling method; and the quantitative part included 190 professors of the faculty of management and economics at Islamic Azad University in Tehran by random sampling method. Data collection was carried out through semi-structured interviews in the qualitative part; and a questionnaire in the quantitative part. Coding was used in the analysis of the qualitative part data, and SPSS and Lisrel software were used in the quantitative part. The results of the study showed that 5 dimensions, 22 components, and 143 indicators were identified for the Islamic Azad University’s knowledge-based resistance economy educational model. After final approval and prioritization by experts, the dimensions, components, and indicators that make up the model were drawn, and the aforementioned model was validated again by experts. Based on the modeling results, it can be said that the model has a relatively good fit with the data. Introduction Resistance economy is a type of economy that can determine the growth and prosperity of the country under conditions of pressure, sanctions and severe hostilities (Rahbar & Nik Chehre, 2020). Resistance economy is a specific paradigm of knowledge and economic system that mostly follows strategies and policies for rational and efficient confrontation with economic imbalances and crises, natural disasters, sanctions, and negative economic shocks (Alipour et al, 2020). In our country, sanctions and the resulting reduction in oil revenues have led to a decrease in economic capacity and increased the costs of the Iranian economy (Safarzad et al, 2020). Developments have taken place in the country and in relation to the economic system that necessitated the creation of an economic model. In order to keep pace with these developments, general resistance economy policies were announced with the aim of ensuring dynamic growth and improving economic resistance indicators and achieving the goals of the Twenty-Year Vision Document, with a force majeure, flexible, opportunity-creating, productive, endogenous, progressive, and extroverted approach (Fard et al, 2021). In conditions of sanctions, it is very important to pay attention to the principle of resistance economy in order to overcome restrictions, grow business, neutralize sanctions related to businesses, overcome inflation, and also achieve self-sufficiency. One of the best manifestations and most effective components of the resistance economy are knowledge-based companies that can make the resistance economy more sustainable, and it is stated that if knowledge-based companies are taken seriously and their quantitative and qualitative development is supported, the country's economy will truly flourish by wealth creation through science (Maleki et al, 2020). Therefore, in conditions of sanctions, paying more attention to the knowledge-based economy and helping to improve their capabilities becomes more necessary than ever, with the aim of freeing the country from selling its natural resources and moving towards a knowledge-based economy (Ziaei et al, 2021). No research has been conducted on education based on the knowledge-based resistance economy, and there are no indicators that can design an educational model. On the other hand, one of the problems that the units of the Azad University have been facing in recent years is the issue of the loss of the units and the mere attention to tuition fees in advancing the goals of the university and its survival, which is in contradiction with the new document of transformation and excellence in the Azad University and has itself caused the closure of some university units. Therefore, this research seeks to answer the question: How is the design of the knowledge-based resistance economy educational model of the Islamic Azad University? Theoretical framework of Resistance economy Resistance economy is a concept proposed in the wake of crisis resilience and repair of the existing worn-out and inefficient structures and institutions of the economy, which certainly requires public belief and participation and the application of rational and prudent management. Resistance economy is the reduction of dependencies and emphasis on the advantages of domestic production and efforts for self-reliance. (Mohammadnejadaghad & Asgari, 2015). Ranjbar Fallah & Fathi (2024) studied investment in startups to achieve a resilient economy and economic defense. The model obtained from this research shows that the main category that is the intersection of startups and the resilient economy is the tendency towards a knowledge-based economy. Among the causal factors affecting this process are the components of the business owner's mentality, introspection, value-oriented model, risk-taking and teamwork. Environmental factors include government, media, university and social environment; intermediate or contextual factors include network, culture, government institutions, human capital, education system and social capital; strategies and actions include financing, management consulting, accelerators, entrepreneurial intention and productivity, which lead to the creation of economic and defensive value as well as increasing economic resilience. Radu (2023) conducted research in the field of knowledge-based economy. The results showed that the foundations of a knowledge-based economy (the basic processes of this type of economy) include: the creation and acquisition of knowledge, the dissemination of knowledge, and the application of knowledge, provided that the necessary financial resources and the necessary and up-to-date technology are provided, which leads to strength in scientific fields.  Research Methodology The research method is applicable in terms of purpose, mixed exploratory (qualitative-quantitative) in terms of data, and systematic (paradigmatic) data-based in the qualitative part; cross-sectional survey in the quantitative part in terms of nature. The statistical population of the research in the qualitative part included 12 experts in the field of educational management and human resources who had a PhD degree, selected by theoretical purposive sampling method; and the quantitative part included 190 professors of the faculty of management and economics at Islamic Azad University in Tehran by random sampling method. Data collection was carried out through semi-structured interviews in the qualitative part; and a questionnaire in the quantitative part. Research findings Coding was used in the analysis of the qualitative part data, and SPSS and Lisrel software were used in the quantitative part. The results of the study showed that 5 dimensions, 22 components, and 143 indicators were identified for the Islamic Azad University’s knowledge-based resistance economy educational model. After final approval and prioritization by experts, the dimensions, components, and indicators that make up the model were drawn, and the aforementioned model was validated again by experts. Based on the modeling results, it can be said that the model has a relatively good fit with the data.  Conclusion The present study was conducted with the aim of designing a knowledge-based resistance economy educational model for Islamic Azad University. The results of this study are consistent with the results of Ranjbar fallah & fathi (2024), Radu (2023), Nasrabadi & Mousavian (2023), Zhen et al, (2023), Kamyab et al, (2023), Hadavand et al, (2022), Alkali (2021), and Ghorbani et al, (2019). Zhen et al, (2023) showed that large companies are competing closely with each other, and the companies that invest the most in knowledge and technology activities and achieve the highest efficiency in this area will be the winners. Therefore, the necessary components to achieve the present goal are financial support, technology, management, existing laws and regulations; and finally, correct and up-to-date education that lead to economic and scientific self-sufficiency for the country. According to the results of this research, the following suggestions are presented: Increasing the strength of resistance and reducing the vulnerability of the country's economy through: - Developing strategic links and expanding cooperation and partnership with countries in the region and the world, especially neighbors. - Using diplomacy to support economic goals. - Using the capacities of international and regional organizations.

Abstract Abstract The aim of this research was to model the effect of the competence development on the formation of global citizens in the higher education system. This correlational study was conducted on a sample of 317 postgraduate students at the University of Sistan and Baluchestan, selected through stratified random sampling. The research instruments were the Global Citizen and Global Competence Development questionnaires, both of which were found to have acceptable validity and reliability. The data were analyzed using the structural equation modeling method in LISREL software. The results showed that the global competence development has a direct effect on social responsibility, global competence, and global civic engagement. Additionally, the global competence development had an indirect effect on global civic engagement through global competence and social responsibility. Furthermore, global competence and social responsibility had a direct effect on global civic engagement. It can be said that the key components of global citizenship, such as social responsibility, global competence, and global civic engagement, are influenced by the global competence development in the higher education system. In other words, the knowledge development, skills, and attitudes play a significant role in the formation of global citizens. Introduction Due to the diversity of the social system and the difference between Iran and its neighboring countries in terms of ethnicity, race, language, and religious and political aspects, as well as the lack of awareness about the social role of systems and the lack of sufficient information about social life, councils, the geographical characteristics of Iran's neighboring countries, environmental pollution, and the services of Islamic civilization; the formation of global citizens has been faced with challenges. On the other hand, the formation of global citizens can facilitate increasing understanding and peace in the Middle East by focusing on the commonalities of humans rather than exaggerating ethnic, linguistic, racial, cultural, religious, and political differences. Therefore, by considering the concepts of democracy, human rights, citizenship rights, global responsibility, equality, peace and empathy among students, higher education systems can accelerate and facilitate the formation of global citizens and the development of sustainability in society (Rezaee et al., 2022). It can be said that with the spread of social and economic gaps, climate change, terrorism, migration, pandemics, the occurrence of wars and conflicts, the weakening of democratic institutions and processes, and widespread and emerging changes in the economy, technology and culture, globalization; how can the higher education system respond to these changing realities and the complex, chaotic and uncertain future? Now is a very important time for the higher education community to emphasize the goal, vision and scope of developing global competence for the formation of global citizens. The global competence development to develop the knowledge, skills and attitudes in creating social, civic and citizenship competence for flexible adaptation to the changing world of today is a necessity. Limited studies in the field of examining the factors affecting competence development in higher education institutions and the likelihood of not paying attention to the factors affecting the formation of global citizens and their components have led researchers to raise this research question: to what extent is the development of global competence effective on the components of the global citizen? Theoretical Framework Global Citizen: A citizen is someone whose behaviors are in accordance with the structure of civil society by internalizing the values of that society. Today, the continuation of the life, progress and development of societies depends on the existence of active, participatory, aware and engaged citizens (Lombardo, 2015). There are two main approaches to global citizenship; one being the overt approach of global competence goals aimed at providing individuals with the necessary skills to compete in the global society, and the other being the global awareness approach which aims to provide individuals with a global orientation, empathy and cultural sensitivity rooted in human assumptions and values (Dill, 2013). Studies perceive the dimensions of global citizenship as a multidimensional structure, and accordingly, the dimensions of global citizenship are considered in three areas of social responsibility, global competence, and civic engagement (Morais et al., 2011). Global Competence Development: Global competence refers to the capacity and willingness to thrive in this world; and the knowledge, skills, attitudes and values required for advancement in an interconnected world. Global competence has dimensions for examining issues of local, global and cultural significance, understanding and appreciating the perspectives and worldviews of others, the skill of engaging in open, appropriate and effective intercultural interactions, and acting for collective well-being and sustainable development (Jang et al., 2023; Giannina, 2020). Studies have focused on the dimensions of competence development in terms of knowledge and understanding, skills, and attitudes and values (Liu et al., 2020). Research methodology The present research method was a descriptive correlational study. The statistical population was approximately 3,000 postgraduate students at the University of Sistan and Baluchestan. Using stratified random sampling (in three groups of humanities, engineering and related sciences, and basic and related sciences), 384 students were selected according to the Morgan table, and 317 questionnaires were returned. The research instruments were two questionnaires: the Global Citizen Formation and Global Competence Development questionnaires. The Global Citizen Formation questionnaire was adapted from the Morais and Ogden (2011) model, which had three sections: social responsibility, global citizenship competence, and global civic engagement. The social responsibility section included 13 items and 3 sub-components: justice and equality, altruism and empathy, and global connectedness and personal responsibility. The global citizenship competence section included 13 items and 3 sub-components: self-awareness, intercultural communication, and global knowledge. The global civic engagement section included 15 items and 3 sub-components: participation in civil organizations, political discourse, and global civic activity. The Global Competence Development questionnaire was adapted from the Liu et al. (2020) model, which included 10 items on knowledge and understanding, 14 items on skills, and 11 items on attitudes and values. The data analysis method was structural equation modeling using the LISREL software. Research Findings The results showed that the direct effect of competence development on the fulfillment of global competence (0.61), social responsibility (0.58), and civic engagement (0.32) were significant at the 0.005 level. The effect of the fulfillment of social responsibility on the formation of civic engagement (0.38) and the effect of the fulfillment of global competence on civic engagement (0.34) were also significant at the 0.001 level. Conclusion According to the findings, it can be said that universities are the most important place for citizenship education and are also a suitable place for the formation of global citizens. If students study in a university with global competence, they can form appropriate global citizens for a society by acquiring knowledge, skills, and attitudes. By acquiring competence, responsibility, and civic engagement, students and graduates will play a role in shaping a sustainable global society, and in this sustainable society, with increased understanding, mutual understanding and respect, they will contribute to the sharing of international benefits. Universities play a role in increasing global awareness through education and student participation, improving interactions, developing communications, and strengthening adaptability in the community; which will lead to increased self-confidence, understanding, and respect for people from different cultures. Higher education institutions are constructive in the formation of a sustainable global society through the creation of critical thinking skills, motivation for participation, global activities, empathy, attention to justice and gender equality, and strengthening the responsibility of students. On the other hand, the global competence development through the improvement of knowledge and understanding, strengthening skills, and reforming the attitudes of students is one of the most important goals of the higher education system. In other words, competent students can use the acquired knowledge, skills, and attitudes to interact and communicate with others, and be constructive through direct and indirect relationships in universities in improving their own competence. Therefore, equal opportunities and the implementation of justice in education among students at the university are constructive in improving global competence; and by changing old and traditional teaching methods and creating educational innovations, higher education institutions can take a big step towards improving knowledge, skills, and attitudes. From another perspective, it can be stated that the global competence development of citizens is more influenced by intercultural communications than by local government policies, and the important factors of global competence are often overlooked or minimized in educational systems, which will have consequences for education and the global competence development (Sakamoto, 2022).

Abstract Abstract The aim of this research is to analyze the dimensions and components of managers' competence in government organizations based on the iceberg model. The present research is applicable in terms of its purpose. This research was conducted using a descriptive-survey and qualitative two-stage method in terms of the method of data collection. Initially, 37 articles were examined using a systematic review of theoretical foundations and the initial dimensions and components of managers' competence in government organizations were identified. Then, to confirm and complete the factors identified in the first stage, face-to-face interviews were conducted with 8 academic and professional experts in the field of managers' competence selected by snowball sampling. To analyze the findings, dimensions and components were first identified using the meta-synthesis method, and then the content analysis method and Nvivo software were used. The results showed that after merging, 30 different components were identified as competency components of government organization managers and were classified into 5 main dimensions of the competency iceberg model, namely knowledge (with 4 components), skills (11 components), self-concept (3 components), personality traits (9 components), and motivators (3 components). Using an appropriate competency model and framework to select, develop, and evaluate government organization managers paves the way for development at the organizational and national levels. Introduction The foundation of any organization is its human resources, and for organizations to succeed, the most competent people must be used in the most appropriate job positions (Shum et al, 2018). Having competent human resources, especially managers, is one of the most important aspirations of most organizations and companies around the world because the dynamism and alignment of organizations and the dramatic and increasing changes in the business world depend on efficient employees, or more precisely, competent employees (Shirley, 2012). Given today's dynamic and increasing changes and developments, the competencies of managers have received more attention than ever before, as they are considered the main elements of creating a sustainable competitive advantage (Neumeyer & Liu, 2021). Accordingly, in recent years, an important part of the efforts and studies of organizational scholars and researchers has been focused on identifying those characteristics of managers that provide superior performance, referred to as managerial competencies in management literature (Derakhshan & Zandi, 2016). Today, developing and selecting competent managers with special capabilities has become one of the most key concepts and challenges in the field of management, and designing and applying competency models and patterns is recognized as one of the most effective and common methods for developing, hiring, investing in, and excelling superior human capital and competency selection in most developed countries of the world. Therefore, the criterion for selecting suitable people for managerial jobs is basically designing and applying competency models, and past methods such as job analysis and other methods are used less. Focusing on the role of managers' and human resources' competencies can lead to organizational dynamism and excellence, and at the national level, more income generation and economic growth and development of the country. Lack of attention and ignoring the selection and appointment of competent managers in various fields can also lead to loss of opportunities, waste of resources, and failure of organizations in the competitive arena (Abdul Ali et al, 2022). Therefore, this research seeks to answer the question: what are the dimensions and components of managers' competence in government organizations based on the iceberg model? Theoretical Framework The Concept of Competence Hwang & Kuo (2018) define competence as a combination of skills, knowledge, and attitudes required to performing a role effectively. Triana et al, (2021) consider competence as a tool for increasing human resource efficiency, and finally, Mati´c (2022) considers competence as a term generally used for people who demonstrate their professional ability in real-world tasks. Managerial Competencies Managerial competencies refer to the skills and ability to perform a set of tasks that contribute to the excellent performance of a managerial role (Birknerová, 2022). Managerial competencies have become a vital tool for achieving higher levels of performance, creating better results, and promoting and securing the job of managers (Alabri et al, 2022). Managerial competencies are considered as the actual skills, knowledge, and experience of a manager who should use them as much as possible to achieve goals (Gächter & Renner, 2018). Samadi et al, (2024) examined the presentation of a model of women's managerial competencies in industry (case study: Sabah Food Company). Based on the results of the qualitative analysis, six main categories of factors including contextual factors, causal conditions, pivotal phenomena, intervening factors, strategies, and consequences were identified as the main components of women's competency development. In this study, the establishment of a women's management culture has been reported as the most important prerequisite for the development of women's competence. Based on the results obtained, it was determined that the "glass ceiling" phenomenon is the most important interfering factor in the development of women's managerial competence; women's empowerment is the most important strategy for the development of women's managerial competence; and gender equality and women's career advancement are the most important outcomes of the development of women's managerial competence, which is of great importance in terms of organizational management. Kabii & Kinyua (2023) studied managerial competences and business continuity. They concluded that key managerial competences include communication, leadership, teamwork, and planning, which affect business continuity. Research Methodology The present study is applicable in terms of purpose, and was conducted descriptive-survey in terms of the method of data collection, with a two-stage qualitative method. Initially, 37 articles were examined using a systematic review of theoretical foundations, and the dimensions and initial components of the competence of managers of government organizations were identified. Then, to confirm and complete the factors identified in the first stage, face-to-face interviews were conducted with 8 academic and professional experts in the field of managers' competencies who were selected by snowball sampling. Research findings To analyze the findings; dimensions and components were first identified using the meta-synthesis method, and then the content analysis method and Nvivo software were used. The results showed that after integration, 30 different components were identified as the competence components of managers of government organizations and were classified into 5 main dimensions of the competency iceberg model, namely knowledge (with 4 components), skills (11 components), self-concept (3 components), personality traits (9 components), and motivators (3 components). Using an appropriate competency model and framework for selecting, developing, and evaluating managers in government organizations paves the way for development at the organizational and national levels. Conclusion The present study aimed to explore the dimensions and components of manager competency in government organizations based on the iceberg model. The results of this study are consistent with the results of Samadi et al, (2024), Kabii & Kinyua (2023), Castaño et al, (2023), Abedi Ardakani et al, (2022), Abdul Ali et al, (2022), Ghirtmand & Amiri Moghadam (2021), Rahmati Kohroodi et al, (2021), and Khajeh Ali Jahanteghi & abdollahi (2020). Samadi et al, (2024) showed that the "glass ceiling" phenomenon is the most important interfering factor in the development of female managers' competencies; women's empowerment is the most important strategy for developing women's managerial competencies; and gender equality and women's career advancement are the most important outcomes of developing female managers' competencies, which is of great importance in terms of organizational management. The iceberg model shows that, contrary to common practices that focus on obvious dimensions of competencies such as knowledge and skills in management processes, more hidden dimensions such as values, personality traits, and motivations have a more important and effective role in the performance of individuals, especially managers of government organizations; and special attention should be paid to these categories of competencies in relevant activities such as selection, election, development program formulation, and evaluation of managers.

Abstract Abstract The aim of the current research is to present a model of self-directed professional development of student-teachers based on the micro-learning approach. According to its purpose, the research method is applicable; in terms of execution method, it is mixed (qualitative-quantitative); and in terms of the nature of information collection, it is descriptive-survey. The statistical population in the qualitative section includes 11 faculty members in the Farhangian Universities of Mazandaran, Tehran, Zanjan, Isfahan, and Shiraz, as well as Allameh Tabatabai University and Azad Islamic University of Mazandaran, selected by purposive sampling. The statistical population in the quantitative part includes the academic staff members of Farhangian University (the North Pole of the country), including the provinces of Mazandaran, Golestan, Gilan, and Semnan, as many as 456 people, of which 210 people were selected by stratified random sampling based on the Morgan table. Data collection was done by semi-structured interviews in the qualitative part, and by the questionnaire in the quantitative part. Delphi method and MAXQDA software were used in qualitative part data analysis, and SPSS and PLS software were used in quantitative part. The results of the data showed that this model has three main categories of antecedents (with 5 dimensions and 40 indicators), processes (with 3 dimensions and 36 indicators), and consequences (with 2 dimensions and 19 indicators). The ten dimensions of the model include: 1) immersion in professional learning situations; 2) creating platforms for empathetic and emotional participation in the category of learning; 3) cooperative orientation to learning; 4) University's emotional support for micro-learning activities; 5) Accompanying and coordinating the academic curriculum with a micro approach; 6) micro-content knowledge; 7) Ability to design micro-content; 8) the skill of using micro-content; 9) professional self-management of student-teachers (individual and organizational); 10) Effectiveness of micro-learning of learners. The overall model fit index (GOF) was obtained as 0.620; which shows the overall fit of the model. Introduction One of the basic issues in the higher education system of teacher training is the quality of educational programs. Educational programs should be designed comprehensively and according to the real needs of teachers and cover topics related to teaching, teaching methods, classroom management, teacher-student communication and other professional skills of teachers. Also, the quality of teacher education directly depends on the performance of professors and lecturers in universities and educational institutions. Professors must have the necessary expertise and experience in the field of teaching and teacher training and be able to convey professional concepts and skills to students in a complete and comprehensive manner (Namdari et al, 2022). Self-directed professional development is based on the responsibility and learning of the individual; therefore, it requires theories and methods that are suitable for this type of development. Among the different learning theories, the micro-learning theory is more likely to be suitable for the development of self-directed professions because it provides learning at the disposal of the individual and with his own control and supervision, and it is also highly effective. Therefore, education based on micro-learning has been considered as a new strategy and approach to provide correct information to learners, facilitate learning and development of educational services and easy and smooth access to these services in order to help learners in building the meaning of personal learning and growing experiences (Naterilo, 2020). Based on this, knowing the effective components on the self-directed professional development based on micro-learning in electronic education led to the formation of the main problem of this research, so that the question is raised that: "what model can be designed for the self-directed professional development of student-teachers based on the micro-learning approach in the Farhangian university of Mazandaran culturalists?  Theoretical Framework Professional development Professional development means that teachers update their knowledge, attitude, skills and abilities in relation to their duties and roles such as teaching, research and evaluation in accordance with environmental and technological changes so that they can be effective and efficient in carrying out the process of students' education (Howard, 2020). Self-directed learning Self-directed learning is an approach to the learning process; which encourages learners to identify their learning goals or needs through shared knowledge and collaborative decision-making. This approach allows learners to use learning strategies to meet these needs; strategies such as search, independent learning and experimental techniques, and formation and development of individual and group progress evaluation towards achieving defined goals. Self-directed learning methods include independent study of the learner, alone or in collaboration with peers (Van Woezik et al, 2021). Micro-learning Micro-learning is a creative teaching method that can use one or more technologies to improve education. Some of these technologies include online games, video clips and podcasts, multimedia presentations, simulations, blogs, and quizzes. Cognitive load theory shows that effective educational materials direct cognitive resources to activities that are related to learning instead of learning prerequisites, and thereby facilitate learning (Jabbari & Rastgarpur, 2020). Zhang (2023) carried out a research entitled "Teachers' self-directed professional development in poor resource contexts: How important are open educational resources?" The results show that the teacher's self-directed professional development based on open educational resources involves the process of struggling with various factors inside and outside the classroom, including his previous expectations of open educational resources and the alternative educational experiences he has gained in the implementation of his professional development. The teacher gradually developed a flexible and critical understanding of open educational resources as crucial resources in sustaining self-directed professional development. This study concludes that open educational resources were useful in the teacher's self-directed professional development process despite the complexity of their use. Kusar et al, (2023), conducted a research with the aim of "investigating the effect of teachers' self-directed professional development on their educational performance". The objectives of the present study were: to explore the components of self-directed teacher professional development, identify teaching practices of high school teachers, and explore the impact of self-directed professional development on teaching practices. Self-directed professional development was found to have a strong impact on teaching practices. It is recommended that teachers may adopt modern self-directed professional development practices to improve educational standards. Research methodology The research method is applicable in terms of purpose; mixed (qualitative-quantitative) in terms of execution method; and descriptive-survey in terms of the nature of information collection. The statistical population in the qualitative section includes 11 faculty members in the Farhangian Universities of Mazandaran, Tehran, Zanjan, Isfahan, and Shiraz, as well as Allameh Tabatabai University and Azad Islamic University of Mazandaran, selected by purposive sampling. The statistical population in the quantitative part includes the academic staff members of Farhangian University (the North Pole of the country), including the provinces of Mazandaran, Golestan, Gilan, and Semnan, as many as 456 people, of which 210 people were selected by stratified random sampling based on the Morgan table. Data collection was done by semi-structured interviews in the qualitative part, and by the questionnaire in the quantitative part. Research findings Delphi method and MAXQDA software were used in qualitative part data analysis, and SPSS and PLS software were used in quantitative part. The results of the data showed that this model has three main categories of antecedents (with 5 dimensions and 40 indicators), processes (with 3 dimensions and 36 indicators), and consequences (with 2 dimensions and 19 indicators). The ten dimensions of the model include: 1) immersion in professional learning situations; 2) creating platforms for empathetic and emotional participation in the category of learning; 3) cooperative orientation to learning; 4) University's emotional support for micro-learning activities; 5) Accompanying and coordinating the academic curriculum with a micro approach; 6) micro-content knowledge; 7) Ability to design micro-content; 8) the skill of using micro-content; 9) professional self-management of student-teachers (individual and organizational); 10) Effectiveness of micro-learning of learners. The overall model fit index (GOF) was obtained as 0.620; which shows the overall fit of the model. Conclusion The current research was conducted with the aim of presenting a model of self-directed professional development of student-teachers based on the micro-learning approach. The results of this research is aligned with the results of Zhang (2023), Kusar et al, (2023), Redondo et al, (2021), Hrastinski (2021), Howard (2021), Mohammadi & Arshadrad (2023), Rahimi et al., (2022), Taherpor Kalantari & Gholampur (2022), Nuri et al, (2021), and Ebrahimi Dabbagh et al, (2021). Taherpor Kalantari & Gholampur (2022) showed the dimensions of teachers' professional development were classified in 4 dimensions and 19 factors and 95 categories including individual dimensions (motivation, individual dimensions, teachers' interactions and characteristics), organizational dimensions (supervision and evaluation, management, support, career path), program dimension (knowledge management, self-directed and individualistic approaches, collaborative approaches, program features, and use of multimedia), and professional development challenges dimension (challenges of weakness in needs assessment, program challenge, economic challenge, accessibility challenge, individual and structural challenge). According to the results of this research, the following suggestions are presented: It is suggested that face-to-face and online training workshops using the experienced professors of Farhangian University, new and effective teaching methods appropriate to the field of study with an emphasis on the applicable knowledge of educational sciences in today's world be held for student-teachers.

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

Abstract Abstract The aim of this study was to provide a smart leadership model based on digital transformation in higher education centers in Kerman province. This research was applicable-developmental in terms of purpose, and qualitative in terms of research method, and was conducted using the content analysis method. The data collection tool consisted of two parts: a review and exploration of research literature in the library section, and semi-structured interviews in the field section. The participants of this study in the field section were the managers of higher education centers in Kerman province. Individuals were selected using a purposive sampling method based on at least 10 years of experience in higher education management and complete familiarity with this field. Semi-structured interviews with participants continued until the theoretical saturation stage. The method of analyzing the interviews was carried out using the content analysis method (basic, organizing, and comprehensive themes). The coding and text analysis process of the interviews was carried out in the MAXQDA 2018 qualitative data analysis software. The research findings showed that the intelligent leadership model based on digital transformation in higher education includes the following dimensions: digital insight (awareness of digital trends and technologies, development and explanation of digital strategy, foresight and digital innovation), digital competencies (digital literacy, analytical and data-driven thinking, risk management and digital security), transformational leadership (creating a shared vision, empowerment and participation, support and coaching), agility and adaptability (flexibility and tolerance of ambiguity, agile approach, continuous learning and adaptation), and digital culture (promoting a culture of innovation and experimentation, digital collaboration and communication, digital customer orientation). Introduction Globalization and rapid growth of information and communication technology have brought a fundamental change to the human resource management process, and the role and function of human resources have been marginalized by the strong presence of information and communication technology, and it is even feared that one day human resource management will be realized without the role of humans in all organizational areas and dimensions. Planning, organizing, directing, and controlling human capital have become intelligent and digital, and cyberspace accelerates and facilitates its processes. The digital transformation process is one of the new tricks in the field of human resource management that has recently gained double importance among some government organizations and businesses in the digital and technological fields (Orhan & Kurnaz, 2025). In the current era, organizations are facing a wave of digital transformations that require a review of traditional leadership models. Leaders play an important role in shaping organizational culture, structure, strategy, and policy development, and human resources also play a key role in achieving sustainable development (Alirezaei et al., 2022).Today's leaders must not only have a deep understanding of digital technologies, but also have the ability to create an innovative and agile organizational culture. This requires the ability to adapt quickly to change, encourage continuous learning, and create an environment where employees can come up with new ideas and take risks. Therefore, the main issue is the lack of a comprehensive and effective leadership model that can guide organizations on the path of digital transformation. Traditional leadership models often lack the agility, technology knowledge, and data-driven perspective needed to face the complex challenges of this era. As a result, organizations are in dire need of a smart leadership model that can help them achieve their strategic goals by leveraging digital technologies, the right organizational culture, and empowering employees. In the era of digital transformation, leadership in higher education faces complex challenges, including rapid technological changes, dynamic stakeholder expectations, and globalization demands in the education system (Rahimi and Oh, 2024; Syahruddin et al., 2023). There are always fundamental problems in implementing smart leadership, including gaps in the use of digital systems to support administrative management, learning, and data-based decision-making. In addition, adapting to changes in educational policies and global demands has not been entirely optimal, causing institutions to face difficulties in improving academic competitiveness and the professionalism of educators. Therefore, it is expected that this research, by providing a model, can pave a smooth path for the successful entry and movement of higher education and other organizations towards digital transformation. For this purpose, this research tries to provide a model of smart leadership based on digital transformation in higher education in line with this necessity, and specify what features this model should have and how it should be designed and implemented. To achieve this purpose, first the theoretical foundations related to the field of smart leadership and digital transformation were reviewed to determine the shortcomings and deficiencies in it. Then, considering these shortcomings and in accordance with higher education, using a qualitative method and also having the views of experts, an attempt is made in the research process to answer the question: What is the smart leadership model based on digital transformation like?  Theoretical foundations Technology-based leadership and data-driven decision-making can improve the efficiency of educational institutions’ management and accelerate the process of adapting to global changes (Nicola-Gavrilă, 2023). Smart leadership is a new approach to leadership that focuses on developing self-awareness, emotional intelligence, and systems thinking in leaders. This type of leadership promotes the ability to adapt to changing circumstances, make effective decisions in complex situations, and build positive and constructive relationships with others. Smart leaders, with a deep understanding of themselves and their surroundings, can guide organizations towards strategic goals while also paying special attention to the growth and development of employees. In other words, smart leadership is a combination of cognitive, emotional, and social skills that enable leaders to deal more effectively with the complex challenges of today’s world (Kabuam & Nathan, 2024). Abdulkazem Helu Al Rakabi et al., (2025) made a research aimed at presenting a model for improving human resource management with an emphasis on technology-based training in the era of digital transformation. The results of the research showed that there is a 17-factor model with 88 indicators for improving human resource management in the era of digital transformation. This model includes seven causal factors, six enabling factors, two intervening factors, and two strategies. The findings showed that there are meaningful relationships between all the factors of the model and its two strategies. Also, the presented model has a strong overall fit. This research can be useful for managers and policymakers to use technology-based training to improve human resource management in their organizations in the era of digital transformation. Kabuam & Nathan (2024) conducted a research entitled Smart Leadership: Organizational Adaptation to the Environment and Organizational Collaboration. Using a qualitative approach with a case study method, this study explores the perspectives of institutional leaders, lecturers, teaching staff and students through in-depth interviews, participatory observation and document analysis. The results of this study show that awareness of the importance of digitalization currently exists, but its implementation remains limited due to inadequate infrastructure and low digital literacy. Leadership still relies on individual initiatives and is not yet based on a sustainable system. Internal collaboration is underway, but the participation of external parties still needs to be strengthened. To overcome this challenge, a strategy is needed to increase leadership capacity, strengthen digital infrastructure, and develop a more innovative organizational culture. This study helps to enrich the understanding of smart leadership in higher education in remote areas and provides strategic recommendations for improving leadership effectiveness in the digital age. Research Methodology The present study is classified as applicable-developmental in terms of purpose, and qualitative in terms of research method, and of content analysis type. A total of 12 interviewees in this study were interviewed in a tailored manner. An attempt was also made to include those individuals in the study who, in addition to being willing to participate in the interview, also had sufficient information on the topic of smart leadership and digital transformation, and had a background and practical experience in this issue. A snowball technique was also used to select individuals, and each interviewee was asked to provide the researcher with a list of individuals who were willing and had expertise in participating in a study. Research findings The coding process and text analysis of the interviews were carried out in the qualitative data analysis software MAXQDA 2018. The research findings showed that the intelligent leadership model based on digital transformation includes the dimensions of: digital insight (awareness of digital trends and technologies, formulation and explanation of digital strategy, foresight and digital innovation), digital competencies (digital literacy, analytical and data-driven thinking, risk management and digital security), transformational leadership (creating a shared vision, empowerment and participation, support and coaching), agility and adaptability (flexibility and tolerance of ambiguity, agile approach, continuous learning and adaptation), and digital culture (promoting a culture of innovation and experimentation, digital collaboration and communication, digital customer orientation). Discussion and Conclusion The aim of the present study was to identify the dimensions and components of smart leadership based on digital transformation in Kerman higher education centers. The research findings showed that the smart leadership model based on digital transformation includes the dimensions of: digital insight (awareness of digital trends and technologies, formulation and explanation of digital strategy, foresight and digital innovation), digital competencies (digital literacy, analytical and data-based thinking, risk management and digital security), transformational leadership (creating a shared vision, empowerment and participation, support and coaching), agility and adaptability (flexibility and tolerance of ambiguity, agile approach, continuous learning and adaptation), and digital culture (promoting a culture of innovation and experimentation, digital collaboration and communication, digital customer orientation). The results of this study are somewhat consistent with the findings of Kabuam & Nathan (2024) and confirm the results of this study. Smart leaders with digital insight have the ability to deeply understand digital technologies, emerging trends, and potential opportunities that arise in the digital context. They are good at anticipating the future and understanding the impact of digital on business and society, and seek to create a digital vision for their organization that is aligned with the needs of the market and competitors. Digital competencies refer to the skills and knowledge necessary to effectively use digital tools and technologies in the organization.

Abstract Abstract
Using a meta-synthesis method, the present study has designed a systematic model for training elementary school principals with a problem-solving approach based on the seven-step approach of Sandolowski et al. (2007). The study population of this study included all articles published with full access between 2010 and 2024 in Persian and English. Using purposive sampling and applying entry criteria (time of publication, language of the article, and subject area), 41 articles were selected as the final sample. Exploratory coding was used to analyze the data at three levels: open code, category, and component. Findings were presented in the form of tabulation methods of findings and a conceptual model; therefore, tables were used to systematically display the findings, such as information extraction tables, tables presenting coding findings, and tables presenting quality control results; and a conceptual model was used to present the model. The findings led to the identification of 62 open codes, 12 categories, and three main components (problem formulation, problem identification, and problem solving), which ultimately resulted in a classification-process model. In this model, problem formulation was considered as input; problem identification as the main process; and problem solving as the output. The validity of the findings was confirmed through peer review, which indicates the applicability of this model in the design and implementation of training courses for elementary school principals. The innovation of the research lies in providing a systematic educational model for school administrators, which is the result of combining the findings of previous studies in the field of organizational training with an emphasis on a problem-solving approach.
Introduction
Problem-solving constitutes a critical function within learning organizations such as schools. It involves individuals overcoming adverse situations, obstacles, and challenges encountered while pursuing objectives (Tekin & Akın, 2021). Thus, problem-solving is a process requiring concerted effort to eliminate impediments hindering the achievement of specific goals (Güneş, 2022). Like all educational learning organizations, schools face diverse challenges, with primary responsibility for resolving these issues resting upon school principals. In today’s complex and dynamic world, novel challenges continually emerge for organizations and leaders. Schools, as learning organizations, encounter unprecedented issues that demand capable leaders proficient in problem-solving to effectively address difficulties and leverage resulting opportunities (Leithwood et al., 2021). Consequently, contemporary schools require principals possessing demonstrable problem-solving competencies. As organizational leaders, principals must exhibit strong problem-solving skills to prevent costly operational disruptions when confronting multifaceted challenges (Billett, 2020). Therefore, acquiring problem-solving skills represents an essential prerequisite for all administrators, necessitating dedicated attention prior to or during their tenure.
Educational systems currently face complex challenges in training school principals. Given the pivotal role of primary school principals in guiding instructional processes and fostering optimal learning environments, designing effective learning models to enhance their professional capabilities is paramount. While problem-based learning (PBL) approaches have proven effective in other domains (e.g., public administration and engineering) (Perusso & Baaken, 2020), Iran notably lacks a comprehensive model grounded in meta-synthesis of existing research with an explicit focus on problem-solving approaches for primary school principal development. This research gap underscores the need for advanced qualitative methodologies to establish a practical learning framework. Accordingly, this study employs meta-synthesis to design a systematic problem-solving-based learning model for primary school principals. Findings aim to provide a structured framework for principal training programs and assist policymakers in developing targeted empowerment initiatives.
Research Questions
1.      What components constitute a problem-solving-based learning model for primary school principals?
2.      What is the structure of a problem-solving-based learning model for primary school principals?
3.      To what extent is the proposed problem-solving-based learning model for primary school principals valid?
Theoretical Foundations
Problem-Based Learning (PBL) represents an instructional approach gaining increased attention in management education over the past decade. By simulating real-world challenges, PBL fosters critical thinking and collaborative skills among managers (Hung, 2019). For instance, Munoz-del-Campo (2023) demonstrated a 25% improvement in analytical skills among government employees through PBL interventions. Additionally, Sukackė et al. (2022) conducted a meta-analysis revealing PBL's superior adaptability to learner needs compared to other active learning methodologies.
While international research has examined problem-solving approaches across organizations, Sukackė et al. (2022) systematically analyzed 177 publications using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to compare Problem-Based, Project-Based, and Challenge-Based Learning in engineering education. Their findings, considering the differences between the three methods and the goals and characteristics of education for sustainability, identified Challenge-Based Learning as the optimal approach for sustainable engineering training, characterizing it as an evolution beyond project and problem-based methodologies.
Perusso and Baaken (2020) employed comparative analysis to evaluate case-based instruction, management apprenticeships, and PBL for business students. Using four criteria—problem structure, realism, implementation feasibility, and reflective capacity—they determined that while no approach fully satisfied all criteria, PBL demonstrated the strongest alignment. Consequently, PBL was established as the most suitable methodology for management education.
Research Methodology
The present study employs a qualitative meta-synthesis methodology. Although problem-based learning (PBL) has been investigated internationally, its application within the context of Iranian school administrators represents an underexplored phenomenon requiring the development of a context-specific theoretical model. Consequently, this research utilizes Sandelowski et al.'s (2007) seven-stage meta-synthesis framework to derive a problem-solving-based learning model for Iranian principals.
The study population comprised all fully accessible Persian and English articles published between 2010 and 2024. Through purposive sampling with three inclusion criteria—publication date (2010–2024), language (Persian/English), and thematic relevance (principal development/problem-based learning)—41 articles were selected as the final sample.
Data analysis employed exploratory coding across three distinct phases:
1.      Open coding (initial concept labeling)
2.      Categorization (pattern identification)
3.      Component formulation (theoretical abstraction)
Findings were presented through two complementary formats: comprehensive tables (including data extraction matrices, coding taxonomies, and quality control documentation) and a conceptual model visually representing the derived learning framework.
Research Findings
The research findings led to the identification of 62 open codes, 12 categories, and three main components: problem posing, problem identification, and problem-solving. Ultimately, a classification-process model was developed. In this model, problem posing was considered the input, problem identification the core process, and problem-solving the output.
To determine the structure of the problem-solving-based learning model for elementary school principals, axial coding was used to establish the relationships among the three components: problem posing, problem identification, and problem-solving. Selective coding was then employed to select the optimal model structure based on these inter-component relationships. In axial coding, the problem posing component serves as the starting point of the model, providing a foundation for creating challenging learning situations. This component, through categories such as "learning situation design" and "objective setting," is directly linked to the problem identification component, as it guides learners to analyze the situation and identify the problem. The problem identification component, with categories like "motivation generation" and "problem analysis," bridges problem posing and problem-solving. In axial coding, this component is identified as the "core phenomenon" because it facilitates the process of diagnosing and understanding the problem. Its connection to the problem-solving component, through solution generation and knowledge sharing, demonstrates a logical flow from identification to resolution. Finally, the problem-solving component, with categories such as "solution implementation" and "evaluation," enables the ultimate conclusion of the learning process.
In selective coding, the relationships among the components are organized into a theoretical narrative. This narrative begins with problem posing, progresses through problem identification, and concludes with problem-solving. This integration indicates that the model is not merely linear but cyclical and interactive, such that problem-solving can lead to a revisiting of problem posing. The presented model, by combining axial and selective coding, creates a cohesive framework for understanding the complex relationships among the components of a problem-solving-based learning model. These relationships are not only linear but also cyclical and interactive, with each component influencing and being influenced by the others. Such a structure allows the model to adapt to the diverse needs of elementary school principals, making it a powerful tool for professional development.
Conclusion
This research aimed to design a problem-solving based learning model for elementary school principals by systematically reviewing and analyzing prior studies using a meta-synthesis approach, guided by the seven-stage framework of Sandelowski et al. (2007). The findings of this study not only address the existing gap in comprehensive models for principal training but also pave the way for the professional development of elementary school principals by offering a coherent and practical framework.
The designed model is a classification-process model that systematically and dynamically illustrates the relationships among the three core components: problem posing, problem identification, and problem-solving. Unlike previous linear models, this model is cyclical and interactive, meaning each component influences and is influenced by the others. This structure highlights the complexity of the problem-solving process in organizational environments like schools and emphasizes the importance of continuous review and improvement. In the axial coding phase, problem posing serves as the model's starting point, laying the groundwork for creating challenging learning situations. This component, through categories such as "learning situation design" and "objective setting," is directly linked to problem identification, as it guides learners to analyze the situation and identify the problem. This logical connection underscores the importance of careful and purposeful preparation of learning situations before delving into the problem analysis process. Problem identification has been identified as the "core phenomenon" of the model because it facilitates the process of diagnosing and understanding the problem, essentially forming a bridge between problem posing and problem-solving. Categories such as "motivation generation" and "problem analysis" fall within this section. Its connection to problem-solving through "solution generation" and "knowledge sharing" demonstrates a logical flow from identification to resolution. This implies that without proper analysis and understanding of the problem, achieving effective solutions will be impossible. Finally, problem-solving facilitates the ultimate conclusion of the learning process. What distinguishes this model is its cyclical and interactive nature. Selective coding reveals that the relationships between the components are organized into a "theoretical narrative" that begins with problem posing, progresses through problem identification, and concludes with problem-solving. However, problem-solving can lead to a revisiting of problem posing, meaning that after implementing and evaluating a solution, new issues might be identified, or there might be a need to redefine initial problems. This characteristic provides flexibility and adaptability to the model, allowing it to meet the evolving needs of elementary school principals. By addressing the complex demands of learning organizations like schools, this model trains principals who are not only capable of solving existing problems but also adept at identifying and managing new ones.

Abstract Abstract The present study was conducted with the aim of identifying and prioritizing Iran's educational cooperation opportunities within the context of the Belt and Road Initiative, and for the first time uses a combination of qualitative and quantitative methods in a two-level manner. In the first step, ten key themes were identified through interviews with 25 experts in the fields of education policy, management, entrepreneurship, and geography: academic exchange, digital infrastructure, educational justice, cultural diplomacy, regional knowledge production, institutional coordination, common curriculum development, economic empowerment, resource provision, and cultural and linguistic challenges. In the second step, the cause-and-effect relationships between themes were analyzed by the DEMATEL technique. The findings showed that themes (numbers in parentheses indicate their high priority in the DEMATEL analysis) such as digital infrastructure (13.76), cultural diplomacy (13.58), and common curriculum development (13.30) are among the causal and driving factors. These numbers indicate the relative importance and priority of these themes in the proposed research processes. While other themes such as educational equity (11.20), resource provision (13.15), and regional knowledge production (12.10) play more of a dependent and effected role. Cultural and linguistic challenges are also considered effective barriers to academic interactions, but solutions such as strengthening digital infrastructure (13.76), online education (13.82), and concluding multilateral agreements can be effective in reducing their effects. The results of the study emphasize the need for a systemic, forward-looking, and causal perspective in Iranian educational policymaking, and on this basis, prioritizing components such as academic exchange (12.14) and digital infrastructure (13.76) will play a key role in the success of regional scientific cooperation. Introduction The Belt and Road Initiative, which China introduced in 2013, is a global plan to develop infrastructure, cultural interactions, and educational cooperation among more than 140 countries. (Kanan et al., 2023; Irna, 2025). This initiative has strengthened China's soft power by focusing on educational diplomacy through scholarships, language institutes, and joint scientific projects. (Anand, 2024). With its privileged geopolitical and civilizational position, Iran has a high capacity to play a role in this plan. Attracting foreign students, scientific exchange, teaching Persian, and establishing joint university branches are among Iran's opportunities in this framework. (Gamage, 2024). However, lack of a coherent strategy, weak coordinating structures, and cultural and linguistic barriers have prevented the full exploitation of these capacities. Focusing on Iran’s educational capacities, the present study seeks to identify opportunities and provide solutions to enhance the country’s scientific and cultural position within the framework of the Belt and Road Initiative. In order to better understand the dimensions of the problem, it is necessary to answer the following question: What are the most important opportunities and obstacles to Iran’s educational cooperation with the countries participating in the Belt and Road Initiative?  Theoretical Framework The Belt and Road Initiative, the New Silk Road The Belt and Road Initiative, introduced by China in 2013, is a comprehensive plan for the spatial development and geographical connectivity of countries through transportation infrastructure, especially in the regions of Central Asia, Southeast Asia, and the Middle East (Chiebuka et al., 2021). By creating economic corridors, this plan has highlighted Iran’s role as a key node in geoeconomic routes and has also provided capacities for educational cooperation. Granting scholarships, establishing Confucius Institutes, and attracting foreign researchers are among China’s measures to increase its cultural influence and present a positive image of itself globally and in the soft power dimension (Ryskulbekova, 2023). These policies are pursued with the aim of strengthening China’s “national renaissance” and enhancing its international standing. However, challenges such as the lack of credibility of Chinese qualifications in the global market, the preference for studying in the West, and cultural and political sensitivities in some countries have limited the effectiveness of China’s educational soft power. In other words, with this initiative, China is trying to play a more active role in global educational governance and present an alternative narrative of the globalization of education that is based on South-South cooperation and mutual respect (Peters et al., 2020; Woo, 2023). By expanding regional and global academic cooperation and forming alliances such as the “Silk Road Universities” and “Central Asian Universities” with the participation of hundreds of universities from dozens of countries, the Belt and Road Initiative demonstrates China’s efforts to institutionalize academic interactions and create South-South cooperation frameworks, strengthen educational cooperation, student exchanges, and internationalize higher education. It is an important field for academic interactions between China and countries along the route. Despite the vast opportunities, critics have warned about the long-term consequences of this trend and raised questions about its impact on academic freedom and the place of education in open societies. Therefore, China’s success in educational diplomacy depends on carefully managing cultural relations, respecting local diversity, and responding to the concerns of partner countries’ public opinion. By offering extensive scholarships, the Chinese government has succeeded in attracting a large number of foreign students, and by 2017, more than 317,000 students from member countries were studying in China. This trend has made China the third largest higher education destination in the world. (Woo, 2023; Yue et al., 2022(. Despite relative success, the distribution of educational benefits is uneven, and attracting students from Arab and African countries faces challenges such as language barriers, political concerns, and a lack of recognition of the quality of Chinese universities. Academic cooperation has also expanded to include dual degree programs, joint universities, international laboratories, and faculty and student exchanges. University alliances such as the Silk Road and Central Asia have been formed to facilitate academic interactions and the transfer of academic credits. China has also strengthened its academic presence by establishing overseas campuses, such as the Xiamen University branch in Malaysia. Opportunities, Obstacles, and Challenges of Educational Cooperation Educational cooperation faces challenges such as differences in academic standards, cultural barriers, financial constraints, and geopolitical competition. In Iran, despite its scientific and cultural potential, few studies have examined in depth the educational opportunities and challenges within the framework of this initiative. However, the establishment of entrepreneurial universities plays an important role in the transfer of knowledge, technology, and commercialization in international higher education (Khorasani et al., 2013). The Silk Road Education Promotion Program focuses on academic exchanges and international visits in fields such as language, medical sciences, and environmental engineering; and is aligned with the economic and infrastructure goals of the initiative (Ge & Ho, 2022). Despite differences in educational standards, language and cultural barriers, financial constraints, geopolitical competitions, and the effects of crises such as COVID-19 (Ma & Zhou, 2019); the greater challenge is the lack of a comprehensive theoretical framework and localized research to analyze these issues in regional and national contexts. Existing research has focused more on China’s infrastructure investments (Woo, 2022; Yu et al., 2018); while the initiative’s educational and cultural diplomacy is still in the early stages of scientific investigation. Studies have mainly focused on China’s cooperation with Southeast Asia, Africa, and Eastern Europe; and Iran’s position in these cooperation has been less analyzed. The innovation of the present study is to focus on Iran and analyze the factors affecting educational cooperation, providing a clear picture of strengths, weaknesses, opportunities, and threats that can enhance Iran’s position in the Belt and Road Initiative’s scientific diplomacy. Based on the theoretical foundations and research background, our conceptual model is as follows: cultural and linguistic challenges; required infrastructure; key opportunities for educational cooperation; international policymaking and coordination; and cultural, educational, and economic consequences are a set of factors that affect the country’s educational opportunities. Research Methodology This research aims to identify and prioritize Iran’s educational cooperation opportunities within the framework of the Belt and Road Initiative, and uses a mixed approach; qualitative and quantitative methods. In the first stage, qualitative data were collected through semi-structured interviews with 10 experts in the field of higher education and science diplomacy, and analyzed by the content analysis method of Brown and Clark (2006) and NVivo15 software. In this stage, 5 main areas and 15 key opportunities were extracted. In the second stage, the findings were reviewed and refined with the participation of 25 experts in the Delphi process. Then, in the third stage, the DEMATEL technique was applied to analyze causal relationships and prioritize opportunities. This method, combining fuzzy logic, calculates direct and indirect effects between variables and provides D+R values to determine the importance and dependence of each variable. Previous studies such as Salehian et al. (2019) were also modeled. The DEMATEL process consists of five steps: assessment of initial relationships by experts, data normalization, calculation of complete relationships, measurement of impact and dependency, and determination of priorities. The combination of content analysis, Delphi, and DEMATEL methods allows for a comprehensive and accurate analysis of educational opportunities and is consistent with the complex and emerging nature of educational diplomacy. Educational experts, the use of specialized software, and conducting supplementary interviews ensured the validity of the tools and reliability of the data. Research findings The findings of this study, based on a component analysis with four key metrics including impact (D), effectiveness (R), degree of interaction (D+R), and causal or effect role (D−R), provide a clear picture of the opportunities and obstacles for Iran’s educational cooperation within the framework of the Belt and Road Initiative. The results show that some components, such as digital infrastructure, online education, cultural diplomacy, and bilateral agreements, have a positive causal role and high impact. For example, digital infrastructure, with a D value of 6.81 and a D+R of 1.52, is known as a driving component that can activate other capacities. These components play a strategic role in future policymaking by facilitating faculty-student exchange, improving the quality of education, and creating a suitable platform for scientific mobility. In contrast, components such as student scholarships, joint research centers, and faculty-student exchange, with a negative or close to zero causal roles, are dependent on underlying factors. For example, faculty-student exchange, with an impact of 7.31 and a causal role of -0.08, has limited impact without the support of driving components. Consequently, to effectively exploit the educational potential of the Belt and Road Initiative, Iran must develop a targeted strategy that focuses on strengthening positive causal components such as digital infrastructure, institutional support, and educational diplomacy. Also, removing barriers and strengthening dependent components are necessary conditions for the sustainability and effectiveness of scientific cooperation. Conclusion The main objective of this study is to identify and analyze the opportunities and obstacles for Iran’s educational cooperation with the countries participating in the Belt and Road Initiative (BRI). Despite the focus of existing sources on economic and geopolitical aspects, the results of the study are consistent with studies such as Majidi (2020), Azadi-Ahmadabadi (2020), Bharti (2024), and Rozman (2025). Opportunities such as student exchange, joint research, and curriculum development play an important role in science diplomacy. On the other hand, obstacles such as cultural and linguistic differences, weak infrastructure, and the need for financial investment are serious challenges in the path of educational cooperation, which have also been confirmed in previous studies such as: Liu et al., (2025); Riahi, Ghaneirad, and Ahmadi (2014). In response to the first sub-question about opportunities and capacities for educational cooperation, the findings indicate that components such as digital infrastructure, online education, cultural diplomacy, and bilateral agreements have the highest level of impact and causal role. In examining the second question, it was found that the components of student scholarships, joint research institutes, professor-student exchange, and development of educational centers have negative or close to zero values and are recognized as obstacles to the expansion of educational cooperation between Iran and the Belt and Road countries.

Abstract Abstract The aim of the present study is to design a green university model based on sustainable social development at Azad University. This study is applicable in terms of purpose, and qualitative in terms of implementation. The research population includes 21 faculty members of the Islamic Azad University departments in Tehran Province, selected based on purposive sampling and using the data saturation technique. Data collection was done using a semi-structured in-depth interview method. Data analysis was done using thematic analysis method. The findings of the thematic network analysis showed that 6 themes (organizers), 19 basic themes, and 77 primary codes are components and categories of the green university based on sustainable social development. The themes (organizers) were presented in the form of 6 dimensions: "Green management macro-policies", "Green educational and research macro-policies", "Environmental management system of university space", "Green social participation and interactions", "Environmental concern and social capital", and "Green human resource management". Azad University can take steps on the path of development by optimally using its scientific, educational, and research capacities and protecting the environment in realizing sustainable social development of society to overcome challenges and achieve the desired scientific and educational status of the country. Introduction In today's world, universities are the most valuable resources that societies have for progress and development, and the main role is always that progress is at the material and spiritual levels. Principled investment in this sector plays an important role in creating facilities for future generations and taking the right action towards the comprehensive development of the country (Ghasemi Gilvaei & Ghorbani Param, 2025). The reality is that universities and higher education centers operate as a complex social system in their environment. Therefore, they not only affect their environment and its developments in various scientific, educational, service, cultural, social, political and economic aspects, but also they themselves are affected by the environment and its developments (Tahmasab & Dehghan Mangabadi, 2024). Sustainable use of natural resources (materials and energy) and the environment in the world has become an inevitable necessity in societies, the expansion of which is beyond the exclusive authority and duties of governments and is a vital issue for all individuals and groups in society (Rad & Jabari, 2021). An issue that is not only an inseparable part of the laws and executive policies of today's societies, but also requires a change in the behavior and lifestyle of all individuals, groups, and institutions of society in the 21st century, especially academic institutions, including the Free University, which, with their pivotal and effective role in society, are key players in achieving a sustainable future (Bagherimajd & balaghat, 2023). University system activists, especially in developed countries, are trying to move the university environment towards a nature-friendly environment by increasing green spaces, creating green buildings, and green management, and to encourage all students to protect the university's nature and participate in environmental projects, because students studying at the university will enter the job market within the next 5 to 10 years, and in the next twenty years, they will probably join the country's decision-makers and managers, and familiarizing these people with the concept of the environment is a kind of investment in the country's future (Sajjad et al., 2022). A green university based on sustainable social development is an approach that emphasizes, on one hand, reforming the cycles of material and energy consumption and, on the other hand, reducing the production of pollutants and waste in universities. In general terms, a green university is a university in which all activities are based on aspects of sustainable social development, namely, creating and maintaining a healthy, just, and high-quality society, and demonstrates a commitment and belief in the role of higher education centers in approaching more sustainable development (McCowan, 2023). The present study aims to answer the following scientific question: What concepts, dimensions, and components does the green university model based on sustainable social development have from the perspective of experts?  Theoretical Framework Green University A green university is a university that, in all its activities (including educational and research and all available services), administrative, financial, laboratories, workshops, and health, safety, and environmental protection perspectives and the efficient and optimal use of resources and consumables can be emphasized and practiced in achieving the goals of sustainable development of society. For the first time in the world, the issue of green university and sustainable development was raised by an American (Hummels & Argyrou, 2022). Social sustainable development Social sustainable development is a set of actions and policies that aim to improve the quality of life and equitable access to the distribution of rights and the appropriate use of the natural and built environment, which affects the improvement of the quality of living conditions, the reduction of poverty, and the increase in human satisfaction (Tahmasbnia & Dehghanmongabadi, 2024). Zhu et al. (2024) investigated the dynamic goals for sustainable university development by examining the Sustainable Development Goals (SDGs). The results of this study showed that the development of sustainable top universities in five continents with three levels of development in the world is very uneven. Although the quality of sustainability has improved year by year in the world, the sub-quality of sustainability of top universities in each continent is clearly different. The degree of sustainable connectivity of top universities in the five continents is increasing, but the overall strength of connectivity is not high. The development of connectivity at the coordination level is weak. SDG12 is the main dynamic goal for top universities in Asia and America, SDG6 for Europe and Oceania, and SDG3 for Africa. Taheri & Mashari (2024) investigated the role of green universities in realizing sustainable development, with an emphasis on environmental education. The results of this study showed that green universities are drivers of sustainable development and the transformative impact they can have on environmental education  Research Methodology This research is applicable in terms of purpose, and qualitative in terms of implementation. The research population includes 21 faculty members of the Islamic Azad University of Tehran Province, selected based on purposive sampling and using the data saturation technique. Data collection was carried out using the semi-structured in-depth interview method. Research Findings Data analysis was carried out using thematic analysis method. The findings of the thematic network analysis showed that 6 themes (organizers), 19 basic themes, and 77 primary codes of the components and categories of the Green University are based on sustainable social development. The themes (organizers) were presented in the form of 6 dimensions, which are: "Green management macro-policies", "Green educational and research macro-policies", "Environmental management system of university space", "Green social participation and interactions", "Environmental concern and social capital", "Green human resource management". Azad University can take steps on the path of development by optimally using its scientific, educational, and research capacities and protecting the environment in realizing sustainable social development of society to overcome challenges and achieve the desired scientific and educational status of the country.  Conclusion The present study was conducted with the aim of designing a green university model based on sustainable social development at Azad University. The results of this hypothesis are consistent with the findings of Rad & Jabari (2021), Taheri & Mashari (2024), Deus et al. (2016), Silvia et al. (2016), Zhu et al. (2024), Deus et al. (2016), Silvia et al. (2016), and Jafari (2021). In the current competitive and difficult world, Azad University should move towards a green university based on sustainable social development, increasing the quality of education and the importance of green curriculum, research related to sustainable social development and sustainable lifestyle of students, in order to reduce costs and increase the well-being of professors, staff and students and the future of the community inside and outside the university, because falling behind this group can seriously endanger the scientific development and survival of the Azad University. It is suggested that in the context of a green university based on sustainable social development, more attention should be paid to the dimensions and components that reduce energy and material consumption in the university, prevent environmental degradation due to university activities, and seriously consider improving the environmental components of the university. 

Abstract Abstract The aim of this research is to present and explain a model for organizational values ​​based on skill-based human resources. The present research is applicable in terms of its purpose, and descriptive-survey of the field branch in terms of data collection. The statistical population of the present research includes employees of government organizations in Lordestan province in 2022-2024, numbering 1290 people, selected with a sample size of 296 people determined by the available random sampling method. The collection tool in the present research includes a questionnaire. The face and content validity of the questionnaire in this research was examined by experts and the construct validity was examined by factor analysis. Cronbach's alpha was used to measure its reliability. The values ​​related to the estimated Cronbach's alpha coefficient for themes were reported to be higher than 0.7, which indicates high internal correlation in the basic codes. SPSS and PLS software were utilized to analyze the findings. The results showed that contextual factors include strong organizational culture, ethical values, and team interactions; intervening factors such as government regulations, digital transformation, and economic conditions; causal factors include technological development, environmental complexities, and new attitudes; strategic factors include employee empowerment and reforming organizational structures; and the consequences of the model include increased productivity, reduced organizational conflicts, increased public satisfaction, and sustainable development of the organization. The findings show that implementing this model can lead to improved performance of government organizations, increased employee efficiency, and the creation of a dynamic organizational culture. Introduction In order to maintain competitiveness and improve performance, organizations need to focus on human resources as a valuable asset, and human resource development is one of the necessities of the organization, the need to link it with ethical values ​​is inevitable because negligence and injustice in its implementation lead to a lack of individual and organizational development (Hajiloo et al., 2021). Human capital is of great importance not only in organizational environments but also at the national and international levels. Countries that pay more attention to human resource development tend to perform better in terms of innovation, job creation, and economic growth. Therefore, to achieve sustainable success, organizations and governments must develop comprehensive programs for human capital development and facilitate the path of progress through training and upgrading the skills of the workforce (Fuller, 2024). Performance management is a process for evaluating, improving, and guiding employee performance in line with organizational goals. This process involves determining performance indicators, providing feedback, and developing improvement plans (McRae et al., 2024) and organizational values ​​are a set of principles, beliefs, and norms that shape the behaviors, decisions, and culture of an organization. These values ​​serve as a guide for employees and influence how the organization interacts with customers, stakeholders, and society. Organizational values ​​can include things like honesty, transparency, innovation, accountability, and collaboration. These principles not only help create an organizational identity, but also play a role in formulating strategies and achieving macro-goals (Valeau & Paille, 2019). Skill-based HR refers to an approach to human resource management that focuses on developing and applying employees’ specialized skills. This concept is based on the principle that organizations should emphasize improving employee skills through training, personal development, and the use of new technologies, rather than focusing solely on work experience (Harney & Collings, 2021). Currently, many government agencies use traditional human resource management models that are mainly based on work history, education, and bureaucratic structures. This traditional approach has led to recruitment and promotion processes being carried out based on fixed and inflexible criteria, which has resulted in challenges such as mismatching human resource skills with current labor market needs, reduced productivity, and a lack of focus on employee skill development. Given the above explanations, the researcher seeks to answer the question: what is the appropriate model for organizational values ​​based on skill-based human resources? Theoretical Framework Organizational values A set of principles, beliefs, and norms shape the behaviors, decisions, and culture of an organization. These values ​​serve as a guide for employees and influence how the organization interacts with customers, stakeholders, and society (Arieli et al., 2020). Skill-based Human Resources Skill-based is an approach that emphasizes the development and application of specialized skills of employees to increase the productivity and efficiency of the organization. This concept is based on the principle that organizations should emphasize the improvement of employees' skills through training and personal development, rather than focusing solely on work experience (Hancock et al., 2024). Shariati et al. (2025) studied the identification of factors affecting employee performance management with a human resources development approach in research and technology organizations. According to the interviews conducted, 6 dimensions of the paradigm model, 23 components, and 105 indicators were extracted. Then, according to the paired comparison questionnaire to identify influential and influenced dimensions, it was determined that among the 23 components, the components of the work environment, laws and regulations, socio-cultural factors, human resource planning, role clarity, performance measurement, organizational climate, reward system, employee communication, training, performance appraisal, professional ethics, leadership style and motivational factors are the most influential in that order. Altman et al. (2023); The future of work through workforce ecosystems: This study emphasizes that traditional human resource models must evolve into broader workforce ecosystems. In government agencies, this concept can help develop skills-based organizational value models, because organizations need to coordinate their human resources with technological and social developments.  Research Methodology The present study is an applicable study in terms of purpose and data collection, and a descriptive-survey research of the field branch. The statistical population of the present study included 1290 employees of government organizations in Lordestan province in 2022-2024, selected with a sample size of 296 people and by available random sampling method. The collection tool in the present study includes a questionnaire. The face and content validity of the questionnaire in this study was examined by experts and the construct validity was examined using factor analysis. Cronbach's alpha was used to measure its reliability. The values ​​related to the estimated Cronbach's alpha coefficient for themes were reported to be higher than 0.7, which indicates high internal correlation in the basic codes. Research findings SPSS and PLS software were used to analyze the findings. The results showed that contextual factors include strong organizational culture, ethical values, and team interactions; intervening factors include government regulations, digital transformation, and economic conditions; causal factors include technological development, environmental complexities, and new attitudes; strategic factors include employee empowerment, organizational structure reform; and the consequences of the model include increased productivity, reduced organizational conflicts, increased public satisfaction, and sustainable development of the organization. The findings indicate that implementing this model can lead to improved performance of government organizations, increased employee efficiency, and the creation of a dynamic organizational culture. Conclusion The present study aimed to present and explain a model for organizational values ​​based on skill-based human resources. The results of this study are consistent with the results of Shariati et al. (2025), Altman et al. (2023), Baier et al. (2023), BCG (2023), Jooss et al. (2023), Gheiravani et al. (2023), Yousef-Kandi (2022), Zamani & Rafiei. (2021), and Hajiloo et al. (2021). Jooss et al. (2023) showed that organizations, especially government institutions, should emphasize the development of their employees' skills in order to increase productivity and organizational cohesion. Considering the results of this study, the following suggestions are made: -  Developing professional skills through holding training courses, increasing independence in decision-making and implementing incentive programs. -  Increasing attention to honesty and responsibility, developing ethical guidelines, and holding relevant training programs. -  Reviewing supportive laws, creating more flexible policies, and optimizing regulations to facilitate the implementation of changes.

Abstract Abstract The aim of this study is to present a model of employee job performance quality based on job attachment factors and positive behavior. The research method is applicable in terms of its purpose, quantitative in terms of implementation method, and descriptive-correlational in terms of nature and method. Employees of Islamic Azad Universities in the section 8 of the country, which were 1032 people, were used as the statistical population. Also, the sample size was estimated to be 284 people using the Karaji and Morgan table, and the sampling method at this stage was simple random. A standard questionnaire based on the 5-point Likert scale was used to collect research data. The content validity of the tool was confirmed by specialists and experts, and Cronbach's alpha and composite reliability were used to measure the reliability of the tool. By distributing the questionnaire, the validity of the tool was measured by the construct validity method (external model), convergent validity (AVE), and divergent validity. The AVE value for all variables should be greater than 0.5. SPSS and PLS software were used to analyze the data. The results showed that there is a significant relationship between job commitment and positive behavior with the way of the job tasks performance and its quality with employees, there is a significant relationship between job commitment and positive behavior with the level of employee commitment to work and responsibility, and there is a significant relationship between job commitment and positive behavior with the level of employee effort to achieve the organization's goals. Introduction Since the ninth decade of the twentieth century, a kind of reintegration between external and internal life has been taking shape. One of the important areas in which that integration has been raised is the business environment of organizations. Studies and research also show that providing a new paradigm for working in organizations is essential for work and life. In the 1970s, a new movement that promotes positive behavior as a characteristic of employees emerged, and among the new paradigms, the positive behavior paradigm in the workplace has gained considerable popularity in recent decades. According to many researchers, this new paradigm of the workplace is derived from quantum physics, cybernetics, chaos theory, cognitive sciences, Eastern and Western religions and rituals; and is in fact a reaction to the modern dry and mechanistic paradigm and has been considered one of the main trends in the 21st century (jung et al., 2021). This paradigm serves as a confirmation that employees enter the workplace with more than just their body and mind, and bring with them personal talent and unique spirit (Hong, 2019). From a social perspective, the most interesting thing for organizations is to have employees who do their jobs well. Good performance increases the productivity of the organization, which ultimately leads to an increase in the national economy (Abdulrahman et al., 2022). Performance is a composite construct according to which successful employees are characterized by a set of behaviors, so job performance is a multiple and broad criterion in which the set of carefully defined behaviors is used to express it (Pham et al., 2024). It is also believed that job performance is a composite construct based on which successful employees can be identified from unsuccessful ones through a set of specific criteria (Abdulrahman et al., 2022). One of the key factors affecting job performance is job engagement. Job engagement is a state of energy, enthusiasm, and focus that engages an individual in work activities. Employees with high job engagement feel meaningful and purposeful toward their tasks, are more resilient in the face of difficulties, and have a strong desire to grow and progress in the workplace (Akbari et al., 2023). Such a state causes the individual to be more motivated and enthusiastic about fulfilling organizational responsibilities, and as a result, the quality of job performance increases (Razmtalab et al., 2023). Job engagement is the perception that a person shows toward their work and dedicates their body and soul to their tasks, and the individual considers their job as the most important part of their life, and job satisfaction comes from performing their tasks. Greein et al. (2020) found that employees with high job engagement responded more to items related to internal factors, while employees who chose items related to external factors showed low job engagement. On the other hand, positive behavior is a set of positive characteristics and attitudes such as optimism, hope, trust, forgiveness, altruism, and satisfaction in work interactions that lead to the creation of a healthy and dynamic atmosphere in the organization. Employees who have a positive attitude not only show resilience and flexibility in the face of problems, but also help strengthen collective morale and increase organizational productivity by creating constructive and empathetic relationships in the workplace (Abdulrahman et al., 2022). On the other hand, the higher education and university sector is considered one of the most important areas of sustainable development in human societies due to its direct connection with humans. Achieving this requires healthy, cheerful, and motivated employees. The effectiveness of the organization requires having competent employees who are interested in their jobs. Their desire increases the effort to achieve organizational goals. Organizational commitment, which is a consequence of work attachment, is the greatest human resource of universities that has a significant impact on increasing the quality of services. Dissatisfaction and lack of feeling of belonging and loyalty of employees to the organization leads to delays, absenteeism (psychological-physical), and leaving the organization, which, in addition to numerous costs, also affects the morale of other employees. Employee performance also affects the morale of other employees. Therefore, the basic question of this research is: What is the appropriate model for explaining the quality of job performance of employees of Islamic Azad Universities in the section eight of the country based on job attachment factors and positive behavior? Theoretical foundations Quality of job performance Job performance is one of the most fundamental concepts in organizational behavior and human resource management, which refers to the degree of success of employees in performing job duties and achieving organizational goals. Employee performance is not only the result of skills and abilities, but also a combination of motivation, attitude, work environment conditions and organizational interactions (Vaghari et al., 2023). Job performance quality focuses on the qualitative dimensions of task performance and is related to accuracy, creativity, teamwork, sense of responsibility and adherence to professional standards at work. In this view, performance is divided into two categories: task and contextual; task performance refers to the correct and effective execution of activities directly related to the job description, while contextual performance includes behaviors that indirectly contribute to improving the workplace and increasing productivity, such as cooperation, discipline and initiative in solving problems (Sayyed Naghavi et al., 2023). Job Engagement Job engagement, as one of the central concepts in positive psychology and organizational behavior, refers to a positive state of mind in which employees immerse themselves in their work with high energy, enthusiasm, and focus (Soltani et al., 2020). A job-engaged individual considers their job to be part of their personal identity and that performing tasks is not just a responsibility for them, but also a source of meaning and inner satisfaction. This concept is opposed to indifference and job burnout and makes employees feel proud, excited, and dynamic about doing their work. (Akbari et al., 2023). Positive Behavior Positive behavior is a concept derived from the positive psychology approach that emphasizes the growth and flourishing of human capabilities. In the workplace, positive behavior refers to attitudes and behaviors that are based on optimism, hope, trust, resilience, and altruism (Luthans et al., 2024). Employees with a positive attitude see problems as opportunities, gain energy from interacting with others, and exhibit more constructive behaviors when faced with challenges (Haji et al., 2023). Uraon et al. (2024) in a study titled "The Effect of Perceived Justice of Performance Appraisal Methods on Job Satisfaction and Intention to Stay: The Mediating Role of Job Commitment" examined the role of perceived justice in performance appraisal processes. Data were collected through 650 structured questionnaires among employees of 50 information technology companies, and 503 samples were analyzed. The analysis method was structural equation modeling with partial least squares. The results showed that the perception of justice of performance appraisal has a positive and significant effect on job satisfaction, intention to stay, and job enthusiasm. Also, job enthusiasm partially mediates between perceived justice and job satisfaction and intention to stay.  Research Methodology This research is applicable in terms of purpose, and descriptive-correlational in terms of method. Employees of Islamic Azad Universities in the section eight of the country, numbering 1032, were used as the statistical population. Also, the sample size was estimated to be 284 using the Karaji and Morgan table, and the sampling method at this stage was simple random. To collect data, a standard questionnaire on a five-point Likert scale was used. The findings from the Cronbach's alpha test and composite reliability to measure the reliability of the research tool are reported in Table 2. To examine the validity of the tool, content validity (expert opinion) was used and its validity was confirmed. Then, by distributing the questionnaire, the validity of the tool was measured with three methods: construct validity (external model), convergent validity (AVE), and divergent validity. The AVE value for all research variables must be greater than 0.5. In order to test the research hypotheses, structural equation modeling was used in the context of the smart pls2 statistical software. Research findings The research findings showed that job engagement and positive behavior play an important and synergistic role in improving the quality of performance, increasing commitment and responsibility, and strengthening employees' efforts to achieve organizational goals. Employees who feel a sense of belonging and have a positive attitude toward their jobs perform their duties with greater accuracy, creativity, and discipline, and show higher motivation to achieve goals. Discussion and Conclusion The research findings showed that job engagement and positive behavior play a key and synergistic role in improving the quality of performance, increasing commitment and responsibility, and strengthening employees' efforts to achieve organizational goals. In other words, employees who feel a sense of belonging and have a positive attitude toward their jobs not only perform their duties with higher accuracy and quality, but also show greater commitment and strive with greater motivation to achieve organizational goals. Data analysis showed that employees with high job commitment and positive attitudes perform their tasks with more accuracy, order, creativity, and responsibility. This finding is consistent with the studies of Ebadi et al. (2021) and Greein et al. (2020), which have introduced job commitment as a factor in improving the quality of job performance. Also, Luthans et al. (2024) showed that positive behavior improves problem solving and professional interactions. These findings emphasize that in order to improve the quality of performance; in addition to skills and knowledge, employees' psychological resources and positive attitudes should be strengthened. The results showed that employees who are committed and positive have a higher commitment to their work and carry out their responsibilities more seriously. This result is consistent with Uraon et al. (2024), which showed the mediating role of job enthusiasm in the relationship between perceived justice and job commitment. Positive behavior also increases the level of commitment and responsibility of employees by enhancing motivation and resilience. These findings confirm the importance of creating a supportive and positive work environment to maintain commitment and reduce employee turnover. The findings showed that job engagement and positive attitude increase employees' effort to achieve organizational goals. These results are consistent with Jiang et al. (2024) and Rego et al. (2021), who showed that positive attitude and intrinsic motivation enhance employees' active participation and effort to achieve goals. Therefore, cultivating attachment and positive attitude not only affects the quality of tasks, but also the purposeful effort of employees.

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

Abstract Abstract The aim of this study was to identify the drivers affecting the retention of human resources in the government and non-government sectors of Sirjan County. This study is applicable-developmental in terms of its purpose, and qualitative in terms of its research method. The data collection tool consisted of two parts: a review and exploration of research literature in the library section, and semi-structured interviews in the field section. The participants in this study in the field section were human resources managers in the government and private sectors of Sirjan. Individuals, selected by a sampling method. Semi-structured interviews with participants continued until theoretical saturation. The coding and text analysis process of the interviews was carried out in MAXQDA2020 software. The research findings showed that the drivers affecting the retention of human resources in the public and private sectors include: changes in the labor market (intense competition for talent, emergence of a new generation of workers, hybrid work), changes in technology (automation and artificial intelligence, need for new skills), changes in employee values ​​(meaningfulness of work, personal development, meritocracy, work-life balance), changes in organizational structure (flat organizations, teamwork, flexibility in job roles), changes in employee expectations (development of soft skills, social responsibility, transparency and justice), psychological factors (mental health, motivation and job satisfaction, sense of belonging), economic factors (salaries and benefits, job security), organizational culture and work environment (effective and positive leadership, transparent and open communication, supportive and positive culture, diversity management, balance between organizational culture and individual culture, fairness and equality). Introduction Human resources are considered one of the most important and fundamental resources of organizations that need specialized and committed human resources to achieve their goals. Therefore, one of the most important tasks of human resource management in organizations is the task of preserving and retaining human resources (Bharath, 2023). Research shows that retaining human resources is influenced by many factors such as career development opportunities, work stress, financial and non-financial rewards, independence and autonomy, flexibility in work schedules, work-life balance, appropriateness of job roles and responsibilities, creating more responsible teams, ensuring a balance of human resource expectations with realistic job characteristics, social capital and support, human resource management practices and leadership (Jadon & Upadhyay, 2018; Matongolo et al., 2018). McKinsey's research indicates that 75% of large companies are concerned about the lack of talented and efficient people, and a Deloitte report shows that retaining these people is the top priority for 87% of human resource managers (Taghizadeh Masan et al., 2017). Today, retaining and maintaining human resources is the most difficult challenge for organizations in the public and private sectors. The movement of human resources in various fields is increasing rapidly, and the shortage of human resources in this sector in developing countries has been predicted by the World Health Organization to be 12.9 million people, which is a very high figure. Due to the shortage of skilled labor, employees expect more financial and non-financial benefits and are not willing to work under any conditions (Bharath, 2023). Despite the recognition of the importance of human resource retention in advancing the organization's goals more efficiently, very few studies have been conducted in this area, which indicates the existence of a theoretical and research gap in this subject area. Therefore, it is expected that this research, by providing a model, can pave a smooth path for the successful entry and movement of the government and non-government sectors of Sirjan and other organizations towards human resource retention. To achieve this goal, first, the theoretical foundations related to the field of human resource retention in human resource management in the government and non-government sectors were reviewed to determine what shortcomings and deficiencies there are in it. Then, considering these shortcomings and appropriate to the government and non-government sectors of Sirjan, in the research process using a qualitative method and also having the views of experts, an attempt is made to answer these questions: What are the drivers that affect the retention of human resources in the government and non-government sectors of Sirjan? Theoretical Framework Human Resources Retention With increasing competition and the expansion of human resource development methods, organizations are trying to retain and empower their talented employees (Butson et al., 2023) so that they can perform at a high level. The issue of lost human capital is a frightening and costly issue for any organization, because every organization incurs a lot of costs to train, educate, and prepare its employees to the desired level of productivity and efficiency; and by losing its human resources, it incurs the loss of skills, experiences, and capital that the organization has gained over the years. As a result, for managers of organizations seeking to retain, improve, and increase the productivity of their workforce, the issue of retention is of particular concern (Worth et al., 2003). Employee retention measures the percentage of employees who remain employed for a specified period of time. Employee retention is the process that keeps your employees in your company. Companies go to great lengths to recruit talent, and once these employees are hired, business owners must ensure that employees do not immediately leave (Phamet al., 2023). Nahid et al. (2025) conducted a study aimed at identifying mechanisms for entrepreneurial retention of human resources, encouraging organizational entrepreneurial behavior. The findings of the study showed that the entrepreneurial retention component, including six subcomponents; employee satisfaction programs, design and implementation of the entrepreneurial talent acquisition system, design and implementation of the entrepreneurial motivation system, internal communication system, entrepreneurial compensation system, and employee personal development program, can be effective in the emergence of organizational entrepreneurial behaviors. Suryani & Syamsulbahri (2024) in a study examined the dynamics and complexity of employee retention and maintaining in a public company in Jakarta, Indonesia, focusing on the impact of human resource development programs (HRDP), transformational leadership (TL), and compensation policies (CP). The results emphasize the significant positive effect of HRDP (path coefficient = 0.626, p <0.001), TL (path coefficient = 0.442, p = 0.002) and CP (path coefficient = 0.348, p = 0.003) on employee retention (ER). Validation of the measurement model ensures the reliability and validity of the constructs. The adjusted R-Square of 0.592 indicates a satisfactory fit of the model. Research Methodology The present study is classified as applicable-developmental in terms of its purpose, and a qualitative research of the content analysis type in terms of its research method. (Qualitative content analysis can be considered a research method for the subjective interpretation of the content of text data through the processes of systematic classification, coding, and theme creation or design of known patterns). After taking interviews from the participants and writing the text related to the interviews line by line, the researcher analyzed the texts; in fact, codes, concepts, and categories were identified in this method through a systematic classification process, and then the drivers affecting the retention of human resources in the government and non-government sectors of Sirjan County were identified. Research findings In this section, interviews were conducted with 18 experts and human resource management specialists. The results of the interviews showed that the components of the drivers affecting the retention of human resources in the government and non-government sectors of Sirjan County include 8 organizing themes: changes in the labor market, changes in technology, changes in employee values, changes in organizational structure, changes in employee expectations, psychological factors, economic factors, organizational culture, and the work environment. Discussion and conclusion The aim of the present study was to identify the drivers affecting the retention of human resources in the government and non-government sectors of Sirjan County. The research findings showed that the drivers affecting human resource retention include: changes in the labor market (intense competition for talent, emergence of a new generation of labor, hybrid work), changes in technology (automation and artificial intelligence, need for new skills), changes in employee values ​​(meaningfulness of work, personal development, meritocracy, work-life balance), changes in organizational structure (flat organizations, teamwork, flexibility in job roles), changes in employee expectations (soft skills development, social responsibility, transparency and fairness), psychological factors (mental health, motivation and job satisfaction, sense of belonging), economic factors (salaries and benefits, job security), organizational culture and work environment (effective and positive leadership, transparent and open communication, supportive and positive culture, diversity management, balance between organizational culture and individual culture, fairness and equality). The results of this research are somewhat consistent with the findings of Butson et al. (2023) and Suryani & Syamsulbahri (2024), which confirms the results of this research. Finally, based on the research findings, the following suggestions are made:  -Creating soft and technical skills development programs in line with technological developments (artificial intelligence, automation) and employee expectations -Implementing agile training courses (microlearning) focusing on future-oriented skills -Designing a dual career path (management/specialized) to meet the need for individual development and meritocracy -Establishing a flexible rights and benefits system such as training vouchers, health care, or targeted paid leave -Expanding the internal talent acquisition program with a focus on succession planning, and reducing dependence on the foreign market and creating a knowledge sharing platform between different generations of the workforce to transfer experiences

Abstract Abstract The aim of this study is to present a model for human resources development with an approach to self-development of education staff. It is applicable in terms of its purpose, and quantitative in terms of implementation method, and is of descriptive research type. The statistical population of the study includes 770 employees of all staff of the General Directorate of Education of Khorasan Razavi and the seven regions of Mashhad, with a sample size of 260 people selected by the stratified sampling method. A researcher-made questionnaire was used to collect data. Structural equations were used to fit the model; and Excel, Spss version 24, and PLS software were used to analyze and plot the data. The results showed that human resource development has four dimensions (career development, functional development, talent management and empowering processes) and 17 components (training, teamwork, organizational skills, career path, interpersonal relationships, communication, innovation, leadership, responsibility, flexibility, attraction, improvement, retention, meaningfulness, having the right to choose, effectiveness and participation). Also, the individual self-development model has four dimensions (creativity, learning, knowledge management and self-fulfillment) and 17 components (potential creativity, actual creativity, perceived support, individual skills, mental models, shared vision, team learning, systems thinking, perception, refinement, organization, dissemination, application, positive emotion, meaning-making and progress). As a result, managers and officials should develop appropriate training courses for human resources in education and training to maximize the effectiveness and efficiency of the organization's people, while familiarizing them with the environment and justifying them based on their needs. Also, the GOF index was obtained as 0.390, which indicates a strong and overall desirable value of the model. Introduction Humans have long believed, naturally or through trial and error, that it is necessary to educate and teach individuals activities in order to facilitate the performance of some tasks and obtain the desired results. Education acts as a tool that leads individuals to growth and prosperity and causes the individual and social growth of humans. In fact, the roots of all the advances and civilizations that have been eye-catching in the present era should be sought in the belief in education and its role and impact on various aspects of human life (Karimpour & Kazeruni-Shamiri, 2020). The need for education that goes beyond traditional education programs is increasingly felt, and in rigorous scientific methods; concepts such as leadership, communication, and other organizational skills that are rarely presented in research education programs should be considered. Further development and support of human resources requires explicit attention to new training programs and the support of researchers and stakeholders in the systems that aim to improve (Yano et al., 2021). Implementing human resource training and development enables individuals to effectively continue their activities in line with organizational and environmental changes and increase their efficiency and effectiveness. In a rapidly changing society, employee training is not only desirable but also an activity that every organization must consider resources for in order to always have efficient and informed human resources (Prestiana, 2021). Until recently, few people considered human resources to be the source of competitive advantage of organizations, but today it is claimed that human resources are the greatest asset of organizations and countries, and the development and growth of these human resources cannot be achieved without the development of humans (Khalilnejad & Mehri, 2016). Therefore, organizations began to train and develop, and of course, develop resources themselves. Self-development is a set of voluntary and informal activities required by the organization that employees perform to acquire and maintain the necessary knowledge and job skills, which can include activities such as reading, articles, magazines, attending conferences, obtaining certifications, etc. (Ahmadi et al., 2017). Traditionally, improving organizational performance is facilitated through three broader areas including training and development, evaluation, and program and development in the organization. It can be stated categorically that these areas are not simply human resource development concepts and only represent a part of the human resource development literature (Abili et al., 2020). On the other hand, the personal development plan is a correct tool for structuring employee learning in organizations and an appropriate and optimal strategy for individual development (Tsai et al., 2018). Therefore, in this research, we seek to answer the question: what is the appropriate model for human resource development with the approach of personal self-development of education and training employees?  Theoretical Framework Human Resource Development Human resource development is a set of individual and organizational actions that aim to increase the potential contribution of individuals to the organization. In new management texts, human resource development is considered a complex idea that emphasizes the processes of learning before, during, and after work (Rakhshani et al., 2020). Personal self-development Self-development is a self-discovery process that includes understanding skills, attitudes, and knowledge. This is an ongoing and intentional systemic process that strengthens the individual's self-confidence in realizing a plan for the future through a correct understanding of knowledge, skills, and attitudes (Verma & Agarwal, 2016). Shariati et al. (2025) studied the identification of factors affecting employee performance management with a human resource development approach in research and technology organizations. Based on the interviews conducted, 6 dimensions of the paradigm model, 23 components, and 105 indicators were extracted. After that, according to the paired comparison questionnaire to identify the influential and influenced dimensions, it was determined that among the 23 components, the components of the workplace, laws and regulations, socio-cultural factors, human resource planning, role clarity, performance measurement, organizational climate, reward system, employee communication, training, performance evaluation, professional ethics, leadership style and motivational factors are the most influential respectively. Gheiravani et al. (2023) studied the presentation of a smart governance model focusing on the development and training of human resources in the public sector. The results showed that all the components of smart governance in the public sector were identified and confirmed in terms of significance in the research, and by examining the themes, concepts and quantitative and qualitative research, the smart governance model focusing on the development and training of human resources in the public sector was explained. Research Methodology The research method is applicable in terms of its purpose, quantitative in terms of its implementation method, and is a descriptive research. The statistical population of the study includes 770 employees of the General Directorate of Education of Khorasan Razavi and the seven regions of Mashhad, with a sample size of 260, selected by stratified sampling. A researcher-made questionnaire was used to collect data. Research findings Structural equations were used to fit the model; and Excel, Spss version 24, and PLS software were used to analyze and plot the data. The results showed that human resource development has four dimensions (career development, functional development, talent management, and empowering processes) and 17 components (training, teamwork, organizational skills, career path, interpersonal relationships, communication, innovation, leadership, responsibility, flexibility, recruitment, improvement, retention, meaningfulness, having the right to choose, effectiveness, and participation). Also, the personal self-development model has four dimensions (creativity, learning, knowledge management, and self-fulfillment) and 17 components (potential creativity, actual creativity, perceived support, personal skills, mental models, shared vision, team learning, systems thinking, perception, refinement, organization, dissemination, application, positive emotion, meaning-making, and progress). As a result, managers and officials should develop appropriate training courses for human resources in education and training to maximize the effectiveness and efficiency of the organization's people, while familiarizing them with the environment and justifying them based on need. Also, the GOF index was obtained as 0.390, which indicates a strong and overall desirable value of the model. Conclusion The present study was conducted with the aim of presenting a model for human resource development with an approach to personal self-development of employees. The results of this study are consistent with the results of Shak (2018), Rakhshani et al. (2019), Gholipour et al. (2018), Salamat Ahvazi et al. (2020), Salajeghe et al. (2014), and Nnadi et al. (2021). According to the results of the study, the following suggestions are made: Based on the research findings and identification of the dimensions of the human resource development model in the employees of the General Directorate of Education and the seven regions of Mashhad, it is suggested that managers and officials consider the organization's long-term goals and attract capable teachers by planning human resources and recruiting, justifying and training newly hired employees, selecting qualified volunteers at the beginning of the entry of human resources into the organization. Based on the findings of the research and identification of the components of the human resources development model in the employees of the General Directorate of Education and the seven regions of Mashhad, it is suggested that managers and officials plan for human resources development by using two-way and continuous communication between the employees of the organization, and interaction between senior managers and employees in the organization.

Abstract Abstract The purpose of this research is to analyze the content of geography books of sixth grade Iraqi high school literature students based on the dimensions of sustainable development. The research method is descriptive, and basically a content analysis type. The statistical population of the research is the geography books of the sixth grade of secondary level literature in the academic year of 2023-24. The research tool is a checklist compiled by the researcher, which has 4 components (social-economic, resources, participation, and implementation methods). Due to the limited statistical population in this research, the sample size is the same as the population size. To collect the required data, coded content analysis forms were used with emphasis on the 4 main components of sustainable development. Their validity has been confirmed based on the opinions of experts as well as supervisors and consultants. The reliability of the research tool was calculated based on the Holstein method with a reliability coefficient of 0.87. The unit of analysis in this research is the text, activity, tables, graphs, and pictures according to which the content of the books is coded, and the collected information is done in separate tables for four components. The results showed that in the entire content of the geography book of the sixth grade of high school literature, there are a total of 122 items related to the components of sustainable development, of which the highest frequency was related to the resource component, and the lowest frequency to public participation. Also, the results of the content analysis showed that the components of sustainable development have not been equally addressed in the content of the geography textbook. Introduction One of the important dimensions in the design of public policies for economic growth and sustainable human development is to deal with the category of education. Education affects economic growth and development through different mechanisms. Some consider the most important mechanism of the effect of education on economic growth through increasing research and development activities, technological progress, and innovation; and others consider the most important mechanism of the effect of education on economic growth to be the external effects of education. People in an educated society increase their work and social skills by living and working together; and a significant part of the authors have considered education to improve human capital, and in this way, they have examined the effect of education on economic growth; and this is because the central role of human capital in economic growth and development has been highlighted more than in the past, especially with the development of endogenous growth models in the 1970s (Savareh, 2020). Also, education is necessary for sustainable development. Today's education is very important in increasing the abilities of tomorrow's leaders and citizens to find solutions and ways to achieve more and better stability in the future. Unfortunately, today's human knowledge, skills and experiences do not have a solution to solve all the problems of today's world in environmental, social and economic fields. Although mankind has faced many problems in the past and managed to find a way to overcome them, today's problems are on a larger scale and the population today is more than ever before. The fact is that the people of the world have the duty to learn the way to sustainability by themselves; that is why education is a fundamental issue for future sustainability. The responsibility of sustainability in the future is on the shoulders of governments and urban communities as well as individuals (Bogers et al, 2017). Considering that the issue of sustainable development in domestic and foreign researches is not rich compared to other axes of knowledge management, in order to integrate, compare and combine the existing researches and enrich the existing literature in this field, the main goal of the research is to answer this question: to what extent is the content of the book of geography for the 6th grade students of Iraqi high school literature based on the dimensions of sustainable development?  Theoretical Framework Sustainable Development Sustainable development is characterized by the absence of theoretical boundaries and is challenged by competing definitions and conceptual frameworks, gaps in the literature, and limited empirical data. Sustainable development is a new term and concept that has recently attracted the attention of experts and economists. The background of this attention and research trend is to find the missing link and the way and secret of economic development and to realize the definition and concept of economics (Zareh, 2017). Rasouli et al, (2024) investigated the antecedents and consequences of the professional competence of school administrators, emphasizing environmental sustainability and sustainable development. The findings of the research showed that the professional competence model of managers includes the enablers of skill competence, managerial competence and ethics and professional behavior competences, the development of managers, social indicators of managers, the establishment of working groups to improve performance and green competence, attitudinal competences, knowledge competences, educational competences, competences of commercialization of knowledge-skills and technology, productive spirit, modification of consumption pattern, participation in development, and movement towards national authority, which leads to realization of the results of productive spirit, modification of consumption pattern, participation in development, movement towards national authority, management of diversity and variety, and strengthening the relationship between man and nature. Shamsi et al, (2022) investigated the degree of conformity of the content of second grade mathematics textbooks with education for sustainable development. It was found that the necessary balance and coherence between the three components of sustainability education for sustainable development is not established in the content of mathematics textbooks of the second elementary school. Also, among the components of sustainability education, the economic component has the least attention in all math books for the second year of elementary school. Research methodology The research method is descriptive, and basically a content analysis type. The statistical population of the research is the geography books of the sixth grade of secondary level literature in the academic year of 2023-24. The research tool is a checklist compiled by the researcher, which has 4 components (social-economic, resources, participation, and implementation methods). Due to the limited statistical population in this research, the sample size is the same as the population size. To collect the required data, coded content analysis forms were used with emphasis on the 4 main components of sustainable development. Their validity has been confirmed based on the opinions of experts as well as supervisors and consultants. The reliability of the research tool was calculated based on the Holstein method with a reliability coefficient of 0.87. Research findings The unit of analysis in this research is the text, activity, tables, graphs, and pictures according to which the content of the books is coded, and the collected information is done in separate tables for four components. The results showed that in the entire content of the geography book of the sixth grade of high school literature, there are a total of 122 items related to the components of sustainable development, of which the highest frequency was related to the resource component, and the lowest frequency to public participation. Also, the results of the content analysis showed that the components of sustainable development have not been equally addressed in the content of the geography textbook. Conclusion The current research was conducted with the aim of analyzing the content of the geography books of sixth grade Iraqi high school literature students based on the dimensions of sustainable development. The results of this research are aligned with the results of Rasouli et al, (2024), Rezaei (2014), Shamsi et al, (2022), Habibi et al, (2021), Eghdami Moghadam (2016), Maleki nejhad (2019), Khorasani et al, (2018), Aghaei Foroshani (2021), Karimi (2020), Rezaei (2014), and Abbasi et al, (2016). Henkel (2021) came to the conclusion that today's society needs to revise education policies towards sustainable development in order to develop in the fields of social, economic and environmental knowledge so as to prepare students to face the problems of modern life. In the current research, it was revealed that the components of sustainable development have been neglected in the geography book of the sixth grade of high school literature. Therefore, due to the obvious gap and inconsistency, the need to review and rethink all the components of sustainable development in the curriculum is suggested; detailed and clear explanation of concepts related to sustainable development by relevant authors. As the results of the research showed, the component of people's participation, among the components of sustainable development, has not been given proper attention. Therefore, the curriculum planners should place the popular participation indicators, especially the contributions of non-governmental organizations, in the content of the textbooks, and finally, the relevant experts' review in the compilation of secondary school textbooks in terms of appropriateness with the content of sustainable development is necessary.