Management and Educational Perspective

Abstract Abstract This study aimed to develop an analytical framework to identify the gap between theory and practice in the actions of secondary school managers in Ahvaz. The present study is a qualitative case study in terms of method, and a developmental one in terms of purpose. The target population included educational experts, secondary school principals, and staff managers with lived experience in the research field, selected using purposive sampling and based on the principle of theoretical saturation. The data were analyzed through content analysis at three levels of basic, organizing, and comprehensive themes. The research findings showed that the theory-practice gap in the actions of managers can be explained in the form of a five-dimensional framework with twenty components. The dimensions of this framework included: 1- organizational development (conceptual, structural, and functional components), 2- human capital development (knowledge enhancement, motivation, employee empowerment, welfare development), 3- basic management skills (organizational improvement, systems thinking, management capital, legal skills, management tasks, creativity and innovation), 4- personal development (self-regulation, efficiency, knowledge sharing, science and expertise), and 5- environment-centric (technological action, climate and culture management, environmental factor management). These dimensions and components were organized around the central theme of the theory-practice gap in school administrators' actions. After discovering and explaining the dimensions and components of the framework, the network of themes was fully drawn, analyzed, and presented. The final research framework, with its systematic organization of themes, provided a comprehensive model for analyzing the theory-practice gap in school management. Introduction Educational organizations; Schools, in particular, are faced with the phenomenon of the “theory-practice gap” in today’s complex and dynamic world, which indicates a discrepancy between accepted theoretical principles and implemented practical actions. This phenomenon arises from the distinction between “declared theory” (what organizations claim) and “used theory” (what is implemented in practice). Issues such as the mismatch between the macro-goals of educational programs and micro-actions, communication problems between different levels of the educational system, and the lack of resources and structural support in these organizations are examples of this distinction, which, along with cultural, social, and economic factors, have deepened this gap and expanded its consequences (Aven, 2024). Although the consequences of this gap are very important, identifying the gap itself as an independent issue requires more special attention. Many educational organizations are either unaware of the existence of such a gap or, due to a misunderstanding, consider it a natural phenomenon. This fact shows that eliminating this gap is not possible simply through the implementation of new guidelines, and requires a deep understanding of its roots through applicable research, the development of indigenous frameworks, and a comprehensive understanding of structural and cultural factors. Otherwise, any corrective action may exacerbate this problem (Ramazan et al, 2024; Rashidi et al, 2024). Accordingly, the development of an analytical framework to explain the theory-practice gap in the actions of managers is determined as the goal of this research and the main question of the research is: what is the framework of the theory-practice gap in the actions of managers (case study: Ahvaz secondary schools)? And does the developed framework have the necessary validity? Theoretical Framework Theory-Practice Gap in Management: In today's complex management environment, we are witnessing an increasing gap between theoretical knowledge and managerial practice. This phenomenon, which has become a structural crisis, has shaken the foundation of management decision-making. While management theories can provide a guiding framework for practical actions, this deep gap has prevented the effective use of this knowledge. The increasing complexity of organizational and management environments has made the need for intelligent use of theories more urgent than ever (Habibzadeh et al., 2024). However, numerous and intertwined obstacles have made the application of management theories in practice difficult. The traditional system of training managers, which relies on outdated paradigms, has created fundamental challenges, along with the inability to adapt theories to practical realities. The formation of many theories in different cultural contexts and sometimes alien to local conditions, along with the knowledge limitations of managers and the weakness of the research culture in organizations, have all contributed to the deepening of this gap. (Ghaznavi et al., 2018). Conceptual Dimensions of the Theory-Practice Gap: In management literature, this phenomenon has been referred to with various definitions and titles. From the distance between theory and practice to the disconnection between academia and practical environments, all of them express different dimensions of this problem. It is important to note that despite the multitude of definitions, there is still no clear consensus about the dimensions and limits of this gap. It seems that the difference in language, logic, and way of dealing with issues between the academic community and practical management practitioners are among the main factors in the formation of this gap (Pfeffer et al., 2020). The emergence and persistence of the gap: Historical tracing of this phenomenon shows that in the early stages of the development of scientific management, there was a closer connection between theory and practice. However, as time passed and fields of knowledge became more specialized, this gap has deepened. While some researchers believe that recent efforts have reduced this gap to some extent, others emphasize its persistence. What is certain is that solving this problem requires the participation of all stakeholders at all stages, from problem design to solution implementation (Sackett et al., 2020; Wright et al., 2020). Mohammadkhani et al., (2024) in a study of 20 schools in Tehran, examined the barriers to implementing the Fundamental Education Transformation Document. The findings showed that only 38% of the objectives of this document had been achieved. The most important barriers identified included teachers’ cultural resistance to changing traditional methods (65%) and the lack of specialized human resources (53%). This study clearly shows the impact of cultural and structural factors in creating a gap between macro policies and practical implementation. Kısa et al., (2020) conducted a study titled Reasons for the Theory-Practice Gap in the Field of Educational Management in Turkey with the aim of investigating the structural, professional and cultural factors that prevent school administrators from implementing theories in practice. The results of their research showed that the most important weakness is in the communication between the university and practical environments such as schools. Research is often written in a language and structure that is incomprehensible to administrators. Theories are usually general and abstract and do not respond to the specific, local and situational needs of school administrators. The education system values ​​the use of practical experiences more than relying on theories. Administrators who act based on intuition and experience are considered more successful. The lack of formal incentives for the use of research and scientific results in schools has contributed to the neglect of theories. Research Methodology: This research was conducted with a developmental approach and a qualitative case study method. The target population was selected from among experts and knowledgeable experts with the criteria of having lived experience in management in the research field and at least 15 years of job experience. The purposive sampling method was of the criterion type and the sample size was determined to be 10 people by observing the theoretical saturation rule. In-depth semi-structured interviews were used to collect data, and thematic analysis method was used to analyze the data, and finally a thematic network was compiled and drawn. Research findings The present study, focusing on the issue of the gap between theory and practice in the actions of educational managers, has examined this challenge among secondary school managers in Ahvaz. The research findings, which were collected through in-depth interviews with experts in the field of research, show that analyzing this gap requires attention to five interconnected and systematic dimensions: the organizational development dimension consisting of conceptual, structural, and functional components; the human capital development dimension consisting of knowledge enhancement, motivation, employee empowerment, and welfare development; the basic skills dimension consisting of organizational improvement, systems thinking, management capital, legal skills, management tasks, creativity, and innovation; the personal development dimension consisting of self-regulation, efficiency, knowledge sharing, science, and expertise; and the environment-oriented dimension consisting of technological action, climate and culture management, and environmental factor management. These dimensions form an integrated system in dynamic interaction with each other. Conclusion The analytical framework presented in this study shows that reducing the theory-practice gap in the actions of educational managers requires a comprehensive, systematic, and multilevel view that simultaneously covers the organizational macro dimensions (including the environment-oriented, organizational development, and human capital) and the individual and group micro dimensions (including basic management skills and personal development). This integrated framework not only provides a precise analytical tool for assessing the current state of managers' actions, but also creates a suitable scientific basis for designing manager empowerment programs by mapping the path to achieving the desired state. Dynamic and systematic interaction between these five dimensions can lead to a significant reduction in the gap between theory and practice in managers' actions. The results are consistent with many studies, including Daft (2018), Kotter (2018), Torkzadeh & Momeni (2018), Rezaei & Hosseini (2021), Alizadeh and Nouri (2022), Bagley (2018), Rahimi & Ghaffari (2021), Rezaei & Hosseini (2021), Taghavi & Zimmerman (2015), Bandura (2016), Nonaka & Takeuchi (2019), Grant (2016), Rezaei & Hosseini (2021), Porter & Kramer (2019), and Karimi & Mohammadi (2021). The significant concordance of the findings of this study with reputable domestic and foreign studies in each of these areas confirms the scientific and practical validity of the proposed framework. In line with the results and findings, the following suggestions were made: In order to reduce the theory-practice gap in the actions of school administrators and establish organizational justice, it was necessary to improve the dimensions of the framework and their components. Therefore, it was suggested that school administrators and education should take action on the organizational development of schools, the development of human capital and the improvement of the basic skills of administrators, as well as strengthening the environment-oriented and ultimately the development of the basic skills of administrators based on the presented framework. In the meantime, reviewing the macro-structure of education and training, meritocracy in appointments, coordinating educational policies with the needs of the labor market, and paying attention to the promotion of administrators and their training are among the requirements for implementing the presented suggestions.

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

Abstract Abstract
The aim of the present study was to identify the underlying factors and challenges in irresponsible and away from meritocratic appointments in education. The present study was applicable in terms of its purpose, and qualitative in terms of the method of data collection, which was conducted by content analysis. The research population included human resources department employees and middle managers of education in Semnan city, and 14 semi-structured interviews were conducted using a non-probability method with a theoretical saturation technique in the findings. The data were coded with MAXQDA 2020 software, and the results of data analysis led to the identification of 47 basic themes and 7 organizing themes in the context of the underlying factors in irresponsible and away from meritocratic appointments in education, which were classified into 4 overarching themes: management in the shadow of politics; organizational belonging bottlenecks; the conflict between economy and educational strategy; and fundamental structural faults; and 105 basic themes and 9 organizing themes were identified in the context of challenges in irresponsible appointments and away from meritocracy in education, which were classified into 4 comprehensive themes: managerial and organizational crises in the education system; social and cultural crisis in education; inequality crisis in education; and quality crisis in education. Considering the identification of the underlying factors and challenges in irresponsible appointments and away from meritocracy in education in this study, implementing the solutions presented in it can facilitate and bring about the realization of the appointment of competent people in education.
Introduction
In today's world, where societies are changing and progressing at an unprecedented pace, human resources are the main pillar and capital of an organization (Nabavi, 2019). The most important factor in the sustainability of any system is the competence of its officials (Ortogoli Farahani et al., 2023). Therefore, appointing managers based on merit is one of the main challenges for policymakers (Rezaei Yazdeli et al., 2023) to identify, attract and retain the most competent managers as a competitive advantage, because meritocracy helps to recognize and reward real performance and, with equal opportunities for all (Suryani et al., 2024), increases employee participation, satisfaction and retention (Budhwar et al., 2019). It also leads to ensuring social justice, increasing motivation, dynamism, creativity and mobility of managers, reducing administrative and financial corruption, increasing organizational productivity and optimal budget consumption, and developing human capital (Yarmohammadi et al., 2024). In appointment based on meritocracy, hard work and achievements or personal abilities of the individual lead to wealth, employment and power; and excellence strengthens the reward of talents regardless of social status or personal connections (Hyder & Khan, 2024). Education, in terms of the nature of activity (Jafari, 2024), is one of the most important pillars of any social system and the basis of the cultural, social, economic and political development of any society (Ghadimi Yardoghdi & Hafezian, 2020), and in this, the manager has a very sensitive and significant role in it (Haseli & Ebrahimiān, 2021) so that they can fulfill the missions of educational systems (Soltani et al, 2024). Therefore, the education system must seek competent, capable, and knowledgeable managers in order to transform the structure of educational organizations and make the most of capital, technology, and human resources (Ghaedri Zefareh et al, 2023). Failure to appoint qualified managers leads to the selection of inefficient human resources that lack the necessary qualifications and skills, which imposes heavy costs on the organization, lacks productivity, and a sharp decline (NgaAssia & Okon Effanga, 2021), and will have irreparable consequences such as loss of employee motivation and public dissatisfaction, wasting potential talents, and consequently reducing efficiency and effectiveness (Ortogoli Farahani et al., 2023). Considering the extent, complexity, and importance of the education organization and its impact on other organizations, and also considering that education is one of the most important pillars of any social system; responsible appointment of managers based on meritocracy is one of the important and challenging issues, and since identifying the underlying factors and existing challenges is the most sensitive and important measure, the outcome of which is to improve the effectiveness of the organization and can play an effective role in making the right policies in this field; therefore, the present study sought to identify the underlying factors and challenges in irresponsible appointments and away from meritocracy in the education organization.
Theoretical foundations of the study
Meritocracy: Meritocracy is a system that provides conditions for the leadership and management of capable and elite individuals. Meritocracy is a model that is based on five bases of managerial competence, such as knowledge, ability, motivation, value, and management style (Schroder, 1989). Meritocracy is a social system in which the highest power and social status are entrusted to individuals with the greatest ability. Meritocracy is a social system in which advancement in society is based on individual abilities and merits, not derived from family, wealth, or social background (Imbroscio, 2016).
Research Methodology
The present study was applicable in terms of purpose, and qualitative in terms of data collection and thematic analysis strategy. The research participants included human resources department employees and middle managers of education in Semnan city in the period 2024, and 14 participants were selected using a non-probability method and considering the theoretical saturation technique in the findings. The data collection tool was a semi-structured interview. The research data was validated using participant feedback methods and the use of external observers. The data obtained were coded using the content analysis method and MAXQDA 2020 software.
Research findings
Based on the results obtained, the set of reasons that the interviewees mentioned regarding the factors that cause irresponsible and away from meritocratic appointments in the education organization; based on the type of conceptualization, they were classified into four overarching themes: management in the shadow of politics (hidden influence, blocked roads of talent); organizational belonging bottlenecks (inner shadows, invisible walls); conflict between economy and educational strategy (shadows of recession, unclear path of evaluation); and fundamental structural faults (silent structures). Also, the reasons that the interviewees mentioned regarding the challenges arising from irresponsible and away from meritocratic appointments in the education organization; based on the type of conceptualization, they were classified into four overarching themes: managerial and organizational crises (the mask of politics on the face of education, paralyzing bureaucracy in the path of education, strategic holes in the maze of sectional decisions, and stalled wheels: inefficiency in the allocation and utilization of resources), social and cultural crisis (solidarity crisis: a toxic and insecure atmosphere in education, lost light: a crisis of solidarity and motivation in education), inequality crisis (educational system imprisoned by inequality, a curtain on the future of the country), and quality crisis (silent damages in the education system(.
Discussion and Conclusion
The first finding of the research indicated that non-meritocracy appointments in the education organization arise from four root causes in the formation of meritocracy. These sources include: management in the shadow of politics, which is associated with concepts such as hidden influence and blocking the path of talent development, which is consistent with the studies of Akhtar & Abdullah (2023), Alqudah et al., (2022), Farhadinejad et al., (2022), and Michael et al., (2023), which have proposed political interference, party relations, and political influence as effective factors in non-merit-based appointments.
Another identified factor is the conflict between the economy and educational strategy, which is crystallized by the shadows of resource stagnation and ambiguity in the competency assessment system, which is consistent with the studies of Jamjoom (2023), Lashkari & Siah Mansouri (2023), and Mehralizadeh & Chenari (2024). Each of these factors is conducive to the dominance of individual tastes, political preferences, relationship-orientedness, and the neglect of meritocracy in management processes. Accordingly, it is suggested that in order to strengthen merit-based selection, measures such as designing a transparent and legal system for evaluating the competence of managers, establishing multi-level evaluation structures, curbing political and group influence in appointments, institutionalizing a culture of organizational belonging through training, career counseling, and creating professional growth paths should be put on the agenda of policymakers. Also, reviewing resource allocation, clarifying selection criteria, and dealing with traditional and inefficient structures are other key strategies for reforming the appointment process in education. The first challenge in irresponsible appointments and away from meritocracy in education was the managerial and organizational challenge (the mask of politics on the face of education, paralyzing bureaucracy in the path of education and training, strategic holes in the maze of sectional decisions, and stalled wheels: inefficiency in the allocation and utilization of resources). According to the interviewees, in most of the appointments in the education organization, the qualifications and competence of the individuals are not taken into account and political thinking and political loyalty are key factors in these appointments. The results of this section are in line with the studies of Alqudah et al., (2022), Jamjoom (2023), Akhtar & Abdullah (2023), Michael et al., (2023), Baroun (2024), Elyasinajad (2016), Farhadinejad et al., (2022), Jafarpoor et al., (2023), and Zebardast et al., (2022).
The second challenge of education in irresponsible appointments and non-meritocracy was the social and cultural challenge in education (crisis of solidarity: toxic and insecure atmosphere in education, lost light: crisis of solidarity and motivation in education). Irresponsible appointments and non-meritocracy in the organization have provided a platform for deep conflicts and instability within the organization. The third challenge that arose in irresponsible appointments and non-meritocracy in education was the challenge of inequality in education (education system in the prison of inequality, obscurity on the future of the country). By intensifying injustice, irresponsible appointments in education reduce job opportunities and expand social inequality. The quality challenge in education (silent damages in the education system) was the fourth challenge in irresponsible and non-meritocratic appointments in education. Irresponsible and non-meritocratic appointments in education, through incorrect decision-making and ineffective policies, cause silent damages in the education system and exacerbate educational isolation. 

Abstract Abstract The main objective of this research is to investigate the role of research-based education in improving financial literacy and consumer behavior among elementary school students. Given the impact of research-based methods in controlling primarily irrational and emotional consumer behaviors, this study claims that possessing financial literacy can help reduce the consequences of these behaviors. For this purpose, the Science, Technology, Engineering, and Mathematics (STEM) approach has been considered. The statistical population of the research consisted of first-grade elementary school students in Yazd city, from whom 111 individuals with no prior familiarity with financial literacy topics were selected using simple random sampling. After completing a financial literacy introductory course, they were evaluated using a researcher-made questionnaire. The claimed relationships in this research were analyzed using structural equation modeling with SmartPLS4 software. The results show that among the four dimensions of financial literacy, two dimensions—credit management and savings and investment management—did not have a significant effect on consumer behavior. However, basic management knowledge and risk management had a significant direct and indirect impact. Risk management and basic knowledge help students make better financial decisions and are not influenced by factors such as advertising. Thus, strengthening these dimensions of financial literacy can help improve students' consumer behavior. Introduction The issue of financial literacy and students' learning capacities has attracted the attention of many domestic researchers, educational authorities, and families in the last decade (Ogbolu, 2019). From the early stages of life, students encounter financial issues; these issues can include managing pocket money, planning to buy necessary goods, or even understanding the market and prices. By teaching financial literacy in schools, students learn how to manage their money properly and avoid unnecessary expenses. This can significantly help reduce financial problems in adulthood (Imawati and Susilaningsih, 2013). The financial literacy status of individuals not only affects personal well-being but also significantly impacts the country's financial health in the future (Sudakova, 2019). The quality of education in Iranian schools has faced a significant decline in recent years (Kazempour dizaji et al., 2020). Furthermore, financial literacy strengthens resistance to social pressures and consumer advertising and helps in making more informed financial decisions and avoiding unnecessary purchases. Integrating financial literacy education into curricula and presenting it in a practical and engaging way not only helps foster a generation with financial independence but also leads to the creation of a more aware and responsible society (Nygaard and Hermansen, 2008). Therefore, this research examines the question of whether financial literacy can improve individuals' consumer behavior in the current consumerist society, especially through research-based education for elementary school students. Theoretical Framework Research-Based Education This type of education refers to a complete content, method, and activity that provides individual experience and supports the development of mindsets, attitudes, motivations, knowledge, and abilities (Lindiyatmi et al., 2022). The main goal of this type of education is to develop individual competencies, which include knowledge, abilities, and attitudes that affect the willingness and ability to engage in financial matters (Zahra and Anoraga, 2021). The research-based learning model is an educational model with six important guidelines. RBL requires a contextual and realistic problem and includes at least four scientific studies: Science, Technology, Engineering, and Mathematics (STEM) (Sumarno et al., 2024). Learning using the RBL-STEM model generally has several indicators: 1) a problem posed by the group or instructor, 2) formulation and definition of hypotheses to achieve advancements, 3) data collection, 4) data analysis, 5) generalization/interpretation, and 6) discussion with the participation of class members (Mugo et al., 2024). Research Methodology This research, because the application of STEM-RBL in improving students' financial literacy for controlling consumer behavior was analyzed and investigated, is considered applicable, and due to the causal relationship between variables, it is a causal-comparative correlation type. Given the data collection using a researcher-made questionnaire, a quantitative survey approach was adopted. The sampling method was simple random and experimental. The statistical population included first-grade elementary school students in Yazd city, from whom 111 individuals with no prior familiarity with financial literacy topics were randomly selected from different schools and underwent a short-term financial literacy training course. Subsequently, their consumer behavior and characteristics were measured based on the students' self-assessment and the observations and reports of the research evaluator. Given the proposed model, structural equation modeling with the partial least squares approach using SmartPLS4 software was used to evaluate the hypotheses. Research Findings Among the 111 students surveyed, 55% were boys (61 individuals) and 45% were girls (50 individuals). The academic grade composition included 25% first grade (23 individuals), 36% second grade (33 individuals), and 49% third grade (55 individuals). To ensure the quality of the research instrument, face and content validity were confirmed by experts. Additionally, convergent validity with factor loadings above 0.7 and AVE above 0.5 for all variables, and discriminant validity through the Fornell-Larcker test, were confirmed. The reliability of the questionnaire was also proven with Cronbach's alpha coefficient and composite reliability above 0.7 for all six variables. The results of the structural equation modeling test showed that research-based learning (STEM-RBL) has a significant effect on the dimensions of students' financial literacy (t-statistic values > 1.96). However, this impact was not fully transferred to children's consumer behavior. Specifically, credit management and savings and investment management did not have a significant effect on consumer behavior (t-statistic coefficient value < 1.96), which led to an insignificant mediating effect of these variables in the relationship between financial literacy and consumer behavior. Conclusion Financial literacy, an essential skill in today's world, especially for students, plays a vital role in shaping consumer behavior. Understanding financial principles helps individuals manage their resources and avoid financial challenges. The student period is an appropriate time to begin this learning, as financial literacy education positively impacts consumer behavior and helps students make more informed decisions and develop healthy financial habits in adulthood. These trainings also strengthen analytical and logical skills. The results of this research showed that the research-based education approach in a STEM environment (RBL-STEM) has a positive and significant effect on improving students' basic financial management knowledge, credit management, savings and investment management, and financial risk management. These findings are consistent with previous studies that link the integration of experiential learning with basic sciences to a deeper understanding of economic and financial concepts. RBL-STEM not only increases theoretical financial knowledge but also changes students' attitudes towards money and resource value, providing a foundation for responsible credit behavior and rational financial decision-making. However, the impact of credit management and savings and investment management on students' consumer behavior was not confirmed. This could be due to elementary students' low level of understanding of complex credit and long-term investment concepts, as well as the influence of psychological and social factors such as peer pressure and media advertising. In contrast, basic financial management knowledge and risk management had a positive and significant effect on consumer behavior. In summary, RBL-STEM improves financial literacy components through strengthening basic knowledge and analytical skills. Basic knowledge and risk management play a more effective mediating role in moderating consumer behavior. It is suggested that financial literacy education, especially with the RBL-STEM approach, be prioritized in school curricula to foster a financially aware, self-monitoring, and responsible generation and contribute to the sustainable development of society.

Abstract Abstract The aim of this research is to present and test a targeted organizational forgetting model in order to improve knowledge management in technical and vocational colleges of Lorestan Province. In today's fast-paced and dynamic world, the accumulation of ineffective knowledge and information can be a serious obstacle to organizational learning and effective decision-making. This research examines presenting and testing a targeted organizational forgetting model in technical and vocational colleges of Lorestan Province. The research method was mixed (qualitative and quantitative), applicable, and descriptive. In the qualitative part, using the Delphi method and content analysis of data obtained from interviews with 36 educational management experts, key indicators and components related to organizational forgetting were identified and coded. Subsequently, an initial conceptual model was developed. In the quantitative part, data from a researcher-made questionnaire distributed among 200 art school administrators were analyzed using structural equation modeling and SPSS and Smart PLS software. The results of this part showed that the proposed model had a good fit and that the identified components were effective in strengthening knowledge management, eliminating obsolete information, and improving organizational performance. Overall, the final model can be used as an effective model to facilitate organizational learning, improve decision-making, and update knowledge in educational environments. Introduction In today's rapidly changing and competitive world, organizations face many challenges in knowledge management, including the accumulation of old information and outdated procedures that are no longer effective. In such circumstances, although access to a large volume of data can create opportunities for learning and innovation, the lack of proper filtering of this information can lead to disruption in decision-making and reduced organizational flexibility. To address these challenges, the concept of “purposeful organizational forgetting” has been proposed; an approach that allows organizations to focus on up-to-date and value-creating knowledge by consciously and structurally eliminating obsolete or ineffective knowledge (Bahadari Jahromi et al., 2018). In this framework, purposeful organizational forgetting is considered as a management strategy that improves organizational performance, facilitates innovation, and adapts to environmental changes. This process is especially important in educational institutions such as technical and vocational schools that are constantly faced with technological changes, labor market needs, and new approaches to education (Lyu et al., 2020). Technical and vocational schools, as key institutions in training skilled human resources, are exposed to these challenges. The accumulation of old knowledge and the lack of regular updating of educational information can reduce the effectiveness of teaching-learning processes and cause slow responses to new labor market needs. These problems can lead to inefficiency in managerial decision-making and loss of innovation opportunities (Ronaghi, 2021). The present study designed and presented a model for targeted organizational forgetting in technical and vocational schools in Lorestan province. This model is designed to identify and structurally eliminate obsolete knowledge, update educational information, and strengthen knowledge management in these institutions. The main purpose of this research is to examine the components and structures effective in implementing this model and evaluate its impact on improving organizational learning and facilitating the decision-making process. A literature review shows that in most past studies, this phenomenon has been studied mostly in industrial and service organizations; and empirical models in the field of education, especially in technical schools, have been very limited (Abadian & Owjinzhad, 2021). This research gap reinforces the need to design and validate a local and practical model for managing targeted organizational forgetting in educational institutions in the country. The innovation of this research lies in three main axes: designing a combined and localized model for targeted organizational forgetting in technical schools, using an integrated approach (qualitative and quantitative) for greater accuracy in analyses, and focusing on the practical application of research results at managerial and educational levels in order to improve decision-making and knowledge updating. The central issue of this research is how the targeted organizational forgetting model should be designed in technical and vocational schools in Lorestan province and what components will be effective in improving knowledge management in these institutions?  Theoretical Framework Purposeful organizational forgetting is a new concept in knowledge management that refers to the conscious and strategic process of removing or updating ineffective and outdated knowledge in organizations. Contrary to the traditional perception of forgetting as a defect, this process is recognized as a strategic tool for improving performance and facilitating innovation in organizations (Esmaeili et al., 2016). In this framework, purposeful organizational forgetting acts as a way to remove non-functional information and procedures that prevent the adoption of changes and innovations in organizations and allows them to provide the necessary mental and operational space to absorb and apply new knowledge. In addition to the transformation of the organization's knowledge systems, this process can lead to changes in employee attitudes and behaviors and directly affect the development of skills, increase organizational flexibility, and facilitate innovation. Also, this model can help organizations to adapt to dynamic environments and gain a sustainable competitive advantage. One of the key factors in facilitating purposeful organizational forgetting is organizational intelligence. It refers to the ability of organizations to analyze and respond to data and environmental changes, and allows organizations to identify the right time to remove ineffective knowledge and replace it with new knowledge (Mandalizadeh & Javaheri, 2021). In technical and vocational schools in Lorestan province, which face numerous challenges such as rapid developments in educational technology and changing labor market needs, purposeful organizational forgetting can help improve educational processes and enhance innovation capabilities. This model plays a vital role, especially in institutions that require continuous updating of knowledge, skills, and technologies, and can help redesign the knowledge system and improve the quality of education. In this regard, identifying and eliminating obsolete data and procedures and replacing them with new methods is essential for better adaptation to the needs of the labor market and modern technologies (Becker, 2010). Research Methodology This research was conducted using a mixed method. First, in the qualitative part, the Delphi method was used to collect information from 36 educational experts and conservatory managers. Then, in the quantitative part, data were collected through a standard questionnaire that was distributed among 200 conservatory managers in Lorestan province. The questionnaire included various components related to purposeful organizational forgetting, including identifying obsolete knowledge, knowledge elimination strategies, and continuous evaluation. PLS-SEM and SPSS software were used to analyze quantitative data. Research Findings The research findings showed that purposeful organizational forgetting can play an important role in improving the efficiency and adaptation of technical and vocational conservatory managers in Lorestan province to the new requirements of the labor market. The results of the data analysis showed that the main components of this model include the identification of obsolete knowledge, strategies for knowledge elimination, and the integration of new knowledge. Also, continuous assessment of organizational forgetting processes was emphasized to ensure alignment with technological developments and educational needs. This model can help educational institutions to systematically eliminate old knowledge and instead focus on new and up-to-date knowledg Conclusion The present study aimed to provide a targeted organizational forgetting model in vocational and technical schools in Lorestan province. The results of this study showed that targeted organizational forgetting can effectively help improve the performance and learning processes in vocational and technical schools in Lorestan province. Identifying and eliminating obsolete and ineffective knowledge, creating a suitable space for the integration of new knowledge, and continuous assessment of these processes were the key components of the proposed model, which has improved the agility and capability of organizations in responding to updated educational and industrial needs. Based on the research results, this model specifically emphasizes the following: 1- Identifying and eliminating obsolete knowledge: The process of consciously eliminating knowledge that is no longer applicable and useful can help improve the quality of decision-making and organizational efficiency. 2- Integrating new knowledge: The presented model emphasizes the continuous and systematic integration of up-to-date information relevant to market needs, which facilitates the learning and decision-making process. 3- Continuous assessment and adaptation to changes: Periodic assessment of organizational forgetting processes is of great importance to ensure adaptation to new educational and technological developments. Finally, the purposeful organizational forgetting model not only helps reduce the waste of educational resources and time, but also leads to the creation of a dynamic learning environment that is in line with the needs of the day. This approach can help other educational institutions in similar fields to address their processes more systematically and efficiently.

Abstract Abstract The aim of this research is to design a modular curriculum model for education skills training courses with a meta-synthesis approach. This research is applicable in terms of its purpose, and analytical-descriptive in terms of its research method, using the meta-synthesis qualitative research method. The meta-synthesis method was carried out using the seven steps of Sandelowski and Barroso (2007). The statistical population of the research includes all articles in reputable domestic and foreign databases during the years 2009-2024 and 2019-2025, of which 40 articles were selected based on the research criteria. The main and secondary factors of the model were extracted using the content analysis method. Based on the results of the meta-synthesis, the factors of the modular curriculum model for vocational education courses include 23 sub-categories and 6 main categories, which are: agility, effectiveness measurement, technological industry-oriented education with job support, high-quality entrepreneur-oriented education, flexible and technological education system, and smart education system. The findings indicated that modular education had been considered as an efficient method in various studies, and researchers had suggested that this approach should be used more. Introduction In recent years, rapid technological developments and changes in the labor market have led to a fundamental revision of education systems. According to research of McKinsey (2024), by 2025, about 50% of existing jobs will require completely new skills. This reveals the need to move towards flexible education systems such as the modular system. According to the OECD (2024) definition, a modular education system has the following characteristics: Division of content into independent learning units, continuous and independent evaluation of each module, the possibility of combining modules based on the learner's needs, and flexibility in time and space. Modular education, as a modern method in the teaching and learning process, gives students the opportunity to complete their learning process in stages and with an emphasis on each module (Pitorini et al., 2024). By dividing the content into small and independent units, this system allows students to progress at their own pace and acquire the necessary skills. Researches have shown that this type of education can help increase students' motivation and deeper learning (Boud & Falchikov, 2006). One of the basic tasks of educational systems in different countries is to prepare young people to enter the labor market (Gunawan et al., 2024); and in many cases, these systems are responsible for teaching essential skills. Accordingly, training a specialized and efficient human resource and its optimal utilization has been the focus of planners. These systems prepare individuals to take up jobs and economic activities or increase their efficiency in performing tasks. Also, the low level of skills has caused the proponents of vocational and classical education to be in conflict with each other. The high speed of technological changes and labor market expectations of skilled labor, along with the intensification of the necessity of vocational training in the form of on-the-job training, have greatly strengthened this conflict (Sari & Rakhmawati, 2025). One of the new methods in education is the modular education approach, known as one of the most flexible and practical methods for achieving an efficient workforce in society. Emphasis on modular education allows the education system to respond quickly and effectively to educational needs and introduce the individual to his or her chosen job in a more competent manner. This leads to the injection of specialized work-related skills (Oksila et al., 2025). In upstream documents such as the general policies announced by the Supreme Leader, the Fundamental Transformation Document in Education, the National Curriculum of the Islamic Republic of Iran, and the Comprehensive Scientific Map of the country, there are tasks that promote and strengthen a skilled and efficient work culture in line with the needs of the current and future labor market, and consider the education and training of specialized and experienced human resources as one of the determining factors in the growth and development of countries, and place it on the path to achieving sustainable development, which has always been one of the greatest ideals of human societies. The main question is: "What characteristics should an optimal model of modular education with the place of modular education methods in the education and training skills training course have and how can it be validated?" Theoretical Framework Curriculum Curriculum is a formal or informal process through which a learner, under the supervision of a school, acquires information and perceives how to understand it, learns skills, and changes attitudes and values. A curriculum is a general program related to educational content provided to students by schools so that learners can develop the necessary competencies and prepare for entry into specific technical and professional fields (Rezazadeh et al., 2023). Modular education Modular education is a set of educational content or activities that can create a specific and independent skill and ability in the learner (independent of other job and professional skills) and at the same time, along with other modules, lead to a degree of education. These modules, depending on the need, independently or in combination with each other, create capabilities in them that are appropriate for the learners' job needs and prepare them to assume specific job and professional responsibilities (Chaharbashloo & Abbasi, 2013). Oladele et al. (2025) in their study evaluated an integrated curriculum model for developing 21st century entrepreneurial skills. The results of the study show that integrating entrepreneurship education into teacher training programs provides significant opportunities to equip students with the skills necessary to succeed in a competitive and innovation-based world. By adopting this model, teachers can play a pivotal role in cultivating entrepreneurial mindsets and capabilities in the next generation. Khoshnoodi et al. (2025) examined the design of a curriculum based on entrepreneurial thinking (case study: secondary schools in Western Gilan province). The research findings show the impact of factors, appropriate educational resources, experts and entrepreneurs, encouraging creative thinking and innovation, providing practical opportunities, regular evaluation and feedback, developing communication and collaboration skills, teaching time and resource management, problem-solving ability, teaching technical and specialized skills, and encouraging critical thinking.  Research Methodology This research is applicable in terms of its purpose, and analytical-descriptive in terms of its research method, which uses a meta-synthesis qualitative research method. The meta-synthesis method was carried out using the seven steps of Sandelowski and Barroso (2007). The statistical population of the study includes all articles in reputable domestic and foreign databases during the years 2009-2024 and 2019-2025, of which 40 articles were selected based on the research criteria. The main and sub-factors of the pattern were extracted using the content analysis method.  Research findings Based on the results of meta-synthesis, the factors of the modular curriculum pattern for education and training skills courses include 23 sub-categories and 6 main categories, which are agility, effectiveness measurement, technological industry-oriented education with job support, high-quality entrepreneur-oriented education, flexible and technological education system, and smart education system. The findings indicated that modular education had been considered as an efficient method in various studies, and researchers had suggested that this approach be used more.  Conclusion The present study aimed to design a modular curriculum model for education and training skills courses with a meta-synthesis approach. The results of this study are consistent with the results of Oladele et al. (2025), Khoshnoodi et al. (2025), Ajid et al. (2025), Houshmandja et al. (2025), Maulisa et al. (2024), Pitorini et al. (2024), Rezvanfar et al. (2024), Rahpeyma et al. (2024), Mohammadi Naeini & Fatholah Gandomi (2024), Asadian et al. (2023), Khalil et al. (2023), and TRAJANO et al. (2023). Rezvanfar et al. (2024) in their research identified 17 main themes in designing the modular curriculum, which indicates attention to real educational needs and validation of these models. Considering the results of the research, the following suggestion is made: Given that the results showed that the components and indicators of the modular curriculum for education and training skills courses include 17 themes, it is suggested that by taking these components seriously, officials and stakeholders try to work more on the weaknesses to achieve better results and develop them so that the modular curriculum for education and training skills courses can be implemented in the most desirable way.

Abstract Abstract The aim of the present study is to analyze the dimensions and components of professional development of elementary school principals based on an entrepreneurial attitude. The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method, using the content analysis method. The statistical population includes 12 specialists; knowledgeable experts in the field of educational management and entrepreneurship, selected through purposive sampling. The data collection tool includes semi-structured interviews. Data analysis was performed using MAXQDA software. The results of the present study indicated that the professional development of elementary school principals based on an entrepreneurial attitude was designed in the form of 6 main categories (leadership and organizational management, personal and career development, innovation and strategic management, learning and education management, sustainability and social interactions, entrepreneurial attitude), 27 subcategories (leadership and management, support and guidance, resource management and planning, policy and program setting, accountability and flexibility, personal and professional development, digital skills development, career development and job opportunities, empowerment and participation, strategic thinking and decision-making, innovation and entrepreneurship, evaluation and feedback, teaching and learning, classroom management and diverse learning, learning and research, sustainable development and the environment, expanding networks and interactions, social and emotional progress, developing culture and communication, individual dimension, opportunity-seeking dimension, risk-taking dimension, innovation-creativity dimension, managerial capabilities dimension, market orientation dimension, communication and networking dimension, flexibility dimension) and 130 indicators. Introduction “Entrepreneurial attitude” is a key component in empowering educational administrators to face environmental changes, organizational challenges, and the evolving needs of school stakeholders. An entrepreneurial attitude is a combination of characteristics such as innovation, creativity, risk-taking, foresight, opportunism, self-confidence, motivation for progress, and a desire to create positive changes in the workplace (Kuratko, 2017). This attitude allows administrators to better understand complex and multifaceted situations and to find creative solutions to improve school performance. (Sánchez-García at al., 2018) Administrators with an entrepreneurial attitude view schools not as static structures, but as dynamic and learning organizations. They are able to identify opportunities for improvement, stimulate teacher creativity, expand student and parent participation, and turn the school into an active hub for local development (Ahmad et al., 2021). In such a context, professional development based on an entrepreneurial attitude is not only an educational strategy, but also a strategic necessity for empowering human resources in education. However, a review of domestic studies shows that existing professional development programs for primary school principals in Iran are often designed with a traditional, general approach, and out of step with current developments. Rather than focusing on changing attitudes and promoting creative and entrepreneurial capacities, these programs focus on transferring administrative knowledge, rules and regulations, or repetitive management processes (Parste qombwani et al., 2022). On the other hand, existing programs are often one-sided, inflexible, and lack effectiveness evaluation mechanisms, and do not pay attention to the diverse and contextual needs of school principals (Rasouli et al., 2024). In addition, despite the theoretical growth of the concept of entrepreneurship in education, most of the research conducted has either focused on entrepreneurship education for students and teachers, or has dealt with some entrepreneurial characteristics of school principals in a scattered and unsystematic manner, without providing a comprehensive framework or model for the professional development of principals based on an entrepreneurial attitude (Moradian et al., 2021). Therefore, the main research question can be stated as: What are the dimensions and components of the professional development of elementary school principals based on an entrepreneurial attitude? The theoretical framework Professional development Professional development includes any activity designed to improve knowledge, skills, and attitudes. In other words, teacher professional development is a combination of natural learning experiences, conscious and designed direct and indirect activities that are beneficial for individual students, specific groups and even the entire school, and ultimately the activities carried out lead to improved educational quality (Kalantari Khandani & Farrokhi, 2016). Hasankhani et al. (2024) studied the design of a professional development model for art students in the technical and vocational branches for the purpose of entrepreneurship education in art schools. To validate the findings, the four criteria of “reliability”, “credibility”, “verifiability” and “transferability” of qualitative research were used. In the analysis of the findings, 191 "open codes" were identified, and by classifying them, the components of the model, including the philosophy and why of professional development, approach and orientation, principles, goals, levels, the role of art students, competencies, processes, barriers, and consequences, were identified as the main elements of the model. The results of the present study can be used by the Ministry of Education in policy-making related to the empowerment of art students in order to promote entrepreneurship education in art schools, and at the levels of general administrations, educational district management, and schools, the recommendations and guidelines provided in the model can be used. Habibzadeh et al. (2024) investigated the application of fuzzy analytic hierarchy process to identify factors affecting the new professional development of teachers graduated from Farhangian University. The results showed that each of the identified factors had different weights and importance. The first factor is knowledge acquisition and creation (A), the second factor is knowledge organization (B), the third factor is knowledge exchange and sharing (C), the fourth factor is knowledge application (D), the fifth factor is staying up to date (E), the sixth factor is empiricism and thoughtful action (F), the seventh factor is change in the way of doing work (G), the eighth factor is learner and learning (H), the ninth factor is content knowledge (I), the tenth factor is educational practice (J), and the eleventh factor is professional responsibility (K). Research Methodology The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method, using the content analysis method. The statistical population consists of 12 specialists: knowledgeable experts in the field of educational management and entrepreneurship, selected through purposive sampling. The data collection tool includes semi-structured interviews. Research findings Data analysis was performed using MAXQDA software. The results of the present study indicated that the professional development of elementary school principals based on an entrepreneurial attitude was designed in the form of 6 main categories (leadership and organizational management, personal and career development, innovation and strategic management, learning and education management, sustainability and social interactions, entrepreneurial attitude), 27 subcategories (leadership and management, support and guidance, resource management and planning, policy and program setting, accountability and flexibility, personal and professional development, digital skills development, career development and job opportunities, empowerment and participation, strategic thinking and decision-making, innovation and entrepreneurship, evaluation and feedback, teaching and learning, classroom management and diverse learning, learning and research, sustainable development and environment, expansion of networks and interactions, social and emotional progress, development of culture and communication, individual dimension, opportunity seeking dimension, risk-taking dimension, innovation and creativity dimension, managerial capabilities dimension, market orientation dimension, communication and networking dimension, flexibility dimension) and 130 indicators. Conclusion  The present study aimed to explore the dimensions and components of professional development of elementary school principals based on an entrepreneurial attitude. These results are also in agreement with the findings of Asad et al. (2021), Yousefi et al. (2020), Wang & Ortiz (2022), Slišāne & Kaulēns (2021), Hosseini, (2020), Abbasi et al. (2023), Akhtar et al. (2022), Oksanen et al. (2023), Toghrayi et al. (2019) (Ghayur et al. (2020), Zangi et al. (2020), Yousefi et al. (2020), Abd-elmonem et al. (2023), Grigg (2025), Mutalimov et al. (2021), and Al-Za'ida et al. (2021). They acknowledged in their research that updating educational styles and having educational supervision, networking and flexibility, creativity-centeredness, and innovative behavior in education provide the basis for improving and developing the entrepreneurial attitude of managers.

Abstract Abstract The aim of the present study is to analyze the effect of behavioral patterns on the job performance of physical education teachers in Yazd province with an emphasis on the mediation of teaching professional criteria. This research was conducted using a correlational survey method. The statistical population includes all physical education teachers in Yazd province (N=405), of which 197 people were selected as a sample based on the Krejci and Morgan table. The data collection tools include the Jenkins et al. Behavioral Patterns Questionnaire (Jenkins et al., 1979), the Teachers Job Performance Questionnaire (Sari et al., 2025), and the Teachers Professional Criteria Questionnaire (Canuto et al., 2023). The face validity of the instruments was confirmed by 10 physical education management experts, and their reliability was obtained by calculating Cronbach's alpha as 0.78, 0.81, and 0.76 respectively, indicating desirable reliability. The data were analyzed using structural equation modeling in PLS software. The results showed that behavioral patterns have a positive and significant effect on job performance (β=0.42, p<0.001) and teaching profession criteria (β=0.48, p<0.001). Also, teaching profession criteria played a significant mediating role in the relationship between behavioral patterns and job performance (β=0.20, p<0.01). The findings indicate that improving teachers' behavioral patterns through teaching profession criteria can lead to improved job performance. Therefore, paying attention to the development of professional criteria and training based on teaching standards plays a key role in improving the quality of teaching and job effectiveness of physical education teachers. Introduction As one of the main pillars of the educational system, physical education teachers play a key role in promoting the physical, social, and mental health of students. They are not only responsible for transmitting knowledge and motor skills, but also play a role in fostering a positive attitude towards physical activity and creating an active lifestyle (Lorraine, 2023). Research has shown that the quality of teaching and educational behaviors of physical education teachers can lead to improving students' physical fitness and increasing their motivation to participate in motor activities (Méndez-Giménez et al., 2021; Zhang et al., 2023). Therefore, the role of physical education teachers goes beyond mere teaching of physical education movements and is also reflected in educational and social dimensions. In the meantime, one of the fundamental dimensions in examining the role and function of physical education teachers is their "job performance". Job performance is defined as purposeful and job-related behaviors that facilitate the achievement of educational and organizational goals (Li et al., 2024). In the field of education, teacher performance reflects the quality of teaching, the ability to manage the classroom, communicate effectively with students, and achieve educational goals (Li et al., 2025). The importance of this concept in physical education teachers is twofold, because their desired performance is effective not only in academic achievement, but also in promoting the health and motivation of students to participate in physical activities (Zhang et al., 2023). Since human capital plays an important role in sports organizations, (Razavi & Talebpour, 2018; Razavi et al., 2021), investigating the behavioral patterns of physical education teachers as an important human capital for education is important. Behavioral patterns are defined as styles and recurring patterns in educational interactions and classroom management that have a direct impact on the quality of the teaching-learning process (Korpershoek et al., 2020). Therefore, this study seeks to answer the question: What is the effect of behavioral patterns on the job performance of physical education teachers in Yazd province, with an emphasis on the mediation of teaching profession criteria? Theoretical framework Behavioral patterns Behavioral patterns in the educational environment refer to the stable and observable behaviors that teachers display in their interactions with students and can be identified as recurring patterns. These patterns have their roots in behavioral learning theories and educational psychology and have been extracted through classroom observations and behavioral analyses. For example, research has shown that teachers systematically modify their behaviors according to the learning characteristics and needs of students; such as providing immediate feedback, using positive reinforcement, or creating collaborative learning opportunities (Granero-Gallegos et al., 2017). Standards of the Teaching Profession The standards of the teaching profession are a framework of professional standards and competencies that define the knowledge, skills, and ethical values ​​expected of a teacher. These standards are the product of a combination of learning theories, educational policies, and international documents such as the UNESCO and International Union of Education frameworks, which encompass three main areas: knowledge and understanding, professional practice, and ethical communication (Education International, 2019). Job Performance Teachers' job performance is a set of purposeful and job-related behaviors that facilitate the achievement of educational, training, and organizational goals. In the education literature, this concept includes dimensions such as teaching quality, classroom management, organizational commitment, job motivation, and professional satisfaction. The conceptual roots of job performance go back to human resource management theories and organizational psychology, but in education, it emphasizes educational and training aspects. A systematic review of research shows that various factors, including professional qualifications, organizational supports, intrinsic motivation, and environmental conditions can affect teacher performance (Li et al., 2025). Li et al., (2025) examined the effect of teachers' individual characteristics, such as self-efficacy and intrinsic motivation, on their job performance. The results showed that teachers with high self-efficacy and stronger intrinsic motivation perform better in teaching and classroom management. Dadashi & Pali (2023) studied the presentation of a structural model of job performance based on communication skills with the mediation of job involvement in teachers. The results showed that there is a relationship between communication skills and job involvement with an impact coefficient of 0.67, between communication skills and job performance with an impact coefficient of 0.79, and between job involvement and job performance with an impact coefficient of 0.76. On the other hand, communication skills were indirectly related to job performance with an impact coefficient of 0.50. In other words, job involvement played a mediating role in the relationship between communication skills and job performance. Research Methodology This research was conducted as a correlation and survey method. The statistical population included all physical education teachers in Yazd province (N=405), of whom 197 people were selected as a sample based on the Krejci and Morgan table. The data collection tools include the Jenkins et al. Behavioral Patterns Questionnaire (Jenkins et al., 1979), the Teachers’ Job Performance Questionnaire (Sari et al., 2025), and the Teacher Professional Criteria Questionnaire (Canuto et al., 2023). The face validity of the tools was confirmed by 10 sports management experts, and their reliability was obtained by calculating Cronbach’s alpha as 0.78, 0.81, and 0.76, respectively, indicating desirable reliability. Research Findings Data were analyzed using structural equation modeling in PLS software. The results showed that behavioral patterns have a positive and significant effect on job performance (β=0.42, p<0.001) and teacher professional criteria (β=0.48, p<0.001). Also, teaching professional standards played a significant mediating role in the relationship between behavioral patterns and job performance (β=0.20, p<0.01). The findings indicate that improving teachers' behavioral patterns through teaching professional standards can lead to improved job performance. Therefore, paying attention to the development of professional standards and training based on teaching standards plays a key role in improving the quality of teaching and job effectiveness of physical education teachers. Conclusion The present study aimed to analyze the effect of behavioral patterns on the job performance of physical education teachers in Yazd province, emphasizing the mediation of teaching professional standards. The results of this study are consistent with the results of Ovens & Philpot (2021) and Kraft et al., (2023), Li et al., (2025), Ghorbani et al., (2021), Wei (2025), and Zhang et al., (2023), who have emphasized that teachers' professional development is the path to transferring the positive effects of educational behaviors to job performance. Therefore, paying attention to professional standards as an intermediary can play a key role in increasing the effectiveness of behavioral patterns. This result can also be analyzed from the perspective of organizational learning theories. Based on the results of the study, it is suggested that education officials in Yazd province hold special training courses to improve teachers' behavioral patterns and, at the same time, strengthen their professional skills and provide a basis for improving their job performance.

Abstract Abstract The present study aims to design a model of organizational happiness antecedents with a hybrid approach. The method of this research is a fundamental and applicable research in terms of purpose and an exploratory research in terms of purpose, of the type of hybrid research. This research was conducted using bibliometric network analysis of existing research literature published between 1969 and 2022 and the meta-synthesis strategy. A comprehensive review of 204 articles helped to identify the performance of scientific actors such as the most appropriate authors and the most appropriate sources. In addition, co-authorship and co-occurrence analysis using VOSviewer software suggested a conceptual and rational network. In the meta-synthesis method, domestic and foreign articles were first collected by determining keywords related to happiness. After reviewing the articles for relevance, 72 articles were selected from 120 articles for review. The factors that constitute organizational happiness and the factors that affect organizational happiness that were introduced in these articles were extracted. Based on the extracted results, the most important dimensions that constitute organizational happiness include physical, psychological, spiritual, and mental dimensions. The common factors were categorized into categories, and finally, the pattern of antecedents of organizational happiness was drawn. Introduction Today, healthy organizations are organizations that pay attention to the mental and physical health of employees as much as they pay attention to work and productivity (Fani et al., 2013). The most important factor in mental health is happiness. Paying attention to the happiness of employees in the organization and providing conditions for employee happiness is an effective and reliable way to achieve employee mental health (Malekzadeh & Rahnama, 2016). Dutton & Edmund (2007) showed in their research that happiness in an organization is created when employees use their abilities and talents to achieve their job goals (Andersson, 2008). In their study, they showed that happiness, on the one hand, promotes positive emotions of employees and on the other hand, leads to a decrease in negative emotions, and as a result, leads to improved productivity. Happiness at work causes a positive attitude towards the organization and in this regard leads to organizational efficiency and effectiveness (Tosten et al., 2018). Happy employees work with power, produce value with higher quality, attract greater satisfaction from their supervisors, and have less burnout, absenteeism, and turnover than their other colleagues with lower levels of happiness. Therefore, happy employees are more productive employees and contribute to organizational success (Layous, 2019). Happy employees are also more flexible and easily digest challenges and work skills, and have greater self-efficacy (Kawalya et al., 2019). Identifying the determinants of happiness in the workplace is of great importance for increasing the level of happiness in the organization. Researchers consider happiness as a psychological well-being as a set of the presence of positive emotional experience and the absence of emotional experience and life satisfaction (Wu, 2020). The present study helps improve employee happiness by providing a systematic and detailed approach to identify research gaps that bridge practical and research efforts in the field of organizational happiness. The main purpose of this study is analyze the bibliometrics of articles indexed in the Scopus database on the concepts under study at first, and then present a model of organizational happiness antecedents. Therefore, the present study seeks to answer the following questions: What is the model of organizational happiness antecedents with a hybrid approach? Theoretical Framework Organizational Happiness Happiness has occupied the minds of thinkers for thousands of years. However, in recent years, there have been attempts to systematize its measurement and study methods (Okulicz-Kozaryn, 2016). Happiness is an attitude that helps people to be resilient in the face of difficult events in the face of indifference, hopelessness, and depression (Ali, 2014). The idea of ​​organizational happiness is derived from psychological and economic studies. It is often considered synonymous with "well-being" and is defined as a state characterized by a high level of life satisfaction, a high level of positive emotions, and fewer negative emotions (Fitriana et al. 2022(. Anderson & Kim (2025) in a study titled "The Relationship Between Environmental Sustainability Practices and Organizational Happiness" examined 78 multinational companies. The results of this study showed that organizations with a strong commitment to environmental sustainability report 33% higher organizational happiness. The study also showed that this relationship is stronger among Generation Z and Millennial employees. The researchers found that a sense of purpose and alignment of personal values ​​with organizational values ​​are important mediating variables in this relationship. Santos & Martinez (2025) examined the two-way relationship between organizational happiness and innovation in 54 technology startups in a study titled “The Bidirectional Relationship between Organizational Happiness and Innovation in 54 Technology Startups.” The study found that organizational happiness was associated with innovation indicators (number of new ideas, speed of implementation, and success of new products) with a correlation coefficient of 0.72. The researchers also found that this relationship is bidirectional: more innovative organizations report more happiness, and organizations with higher happiness are more innovative. This study emphasizes the importance of creating a culture that encourages both happiness and innovation.  Research Methodology This research is fundamental and applicable in terms of purpose, and an exploratory research in terms of purpose, of the type of mixed research. It was conducted using bibliometric network analysis of existing research literature published between 1969 and 2022 and a meta-synthesis strategy. A comprehensive review of 204 articles helped to identify the performance of scientific actors such as the most appropriate authors and the most appropriate sources.  Research findings Co-authorship and co-occurrence analysis using VOSviewer software suggested a conceptual and rational network. In the meta-synthesis method, domestic and foreign articles were first collected by determining keywords related to happiness. After reviewing the articles for relevance, 72 articles were selected from 120 articles for review. The factors that constitute organizational happiness and the factors affecting organizational happiness that were introduced in these articles were extracted. Based on the extracted results, the most important dimensions of organizational happiness include physical, psychological, spiritual and mental dimensions. The common factors were categorized into categories and finally a model of organizational happiness antecedents was drawn.  Conclusion The present study aimed to design a model of organizational happiness antecedents with a mixed approach. These findings are consistent with the results of Singh & Banerjee (2022), Pol et al. (2019), Gyeltshen & Beri (2019), Srivastavas et al. (2022), Kumar & Dhiman (2020), Ferreira et al. (2018), Sheikhi Fini & Ambal (2017), and Amelia et al. (2015). In comparison to recent research, Morales & Johnson (2024) also emphasized the importance of organizational factors, but they focused on the role of new technologies such as artificial intelligence in shaping organizational factors affecting happiness, which is not addressed in the present model. Also, Chen et al. (2023) showed that organizational flexibility in hybrid work environments can have a significant impact on organizational happiness, which is consistent with the importance of flexibility in the present model. According to the results of the study, the following suggestions were made: Improving employee morale and creating mental happiness using positive psychology: This suggestion directly refers to the “mental” dimension of organizational happiness and ways to improve it. Encouraging and appreciating the organization’s efforts to improve the organization’s physical environment: This suggestion is related to the “physical” dimension of organizational happiness and the need to improve the physical conditions of the workplace.

Abstract Abstract The aim of this research is to design a talent-based succession model with a meritocracy approach in the Cooperative, Labor and Social Welfare Organization of East Azerbaijan Province. The research method was conducted as an exploratory mixed method. In the qualitative part, data were collected through 15 semi-structured interviews with experts in the fields of human resources, public administration and human capital development, and were examined using the Brown and Clark content analysis method. In the quantitative part, data from 177 questionnaires completed by employees and managers of the organization were used to test the model. The content analysis technique was used to analyze the data. The results of thematic analysis showed that talent-based succession planning includes eight main categories: ethical and professional commitment, organizational structure and processes, professional competencies, individual competencies, managerial competencies, leadership competencies, organizational culture, and talent management. Quantitative findings also indicated that “ethical commitment” and “individual competency” are most important, and “talent management” is least important. In addition, the results of structural equation modeling confirmed the appropriate fit of the proposed model. Finally, the designed model can serve as a scientific and indigenous framework to promote the succession planning system in public sector organizations and lead to improved organizational efficiency and sustainability by strengthening meritocracy and developing talents. Introduction In recent decades, extensive developments in the economic, social, and technological fields have led to the formation of a dynamic and complex environment for organizations. In such circumstances, the concept of a “knowledge-based economy” has become more important than ever, and the position of human resources as the most valuable asset of organizations has become more prominent. In order to survive and maintain a competitive advantage in this changing environment, organizations are forced to make maximum use of human resources capacities; for this reason, the traditional approach to human resource management has gradually given way to a strategic and forward-looking approach. In fact, the success and progress of organizations in the present era largely depends on their ability to identify, attract, develop and retain specialized, committed and talented employees; which has doubled the importance of “strategic succession planning” (Rothwell, 2010; Sanjideh et al., 2022; Bano et al., 2022; Toukali et al., 2024). Meanwhile, the increase in labor turnover and the desire of competent individuals to migrate or choose career paths that are commensurate with their competencies and talents have led organizations to continuously compete with each other to attract, develop, and retain elite human resources (Sanjideh et al., 2022). Experience shows that failure to identify, promote, and retain talented individuals can lead to the departure of these employees from the organization and disrupt the process of achieving macro goals. On the other hand, timely identification of competent replacements for key positions not only protects the organization from the consequences of retirement, resignation, transfer, or other reasons for leaving the service of key personnel, but also ensures the organization's dynamism, flexibility, and adaptability to environmental changes (Bano et al., 2022). In this regard, succession planning is considered a strategic tool to ensure the sustainability of the organization and the continuity of missions. A distinctive feature of modern succession planning is a meritocratic and talent-based approach to selecting and developing successors. According to this approach, organizations should have a written plan not only for senior management, but also for all risky job levels to prevent knowledge and operational gaps from emerging in times of crisis (Bano et al., 2022; Janahmadi et al., 2022). Meritocracy and talent-based are two essential components of this approach; because relying on the competence, capacity, and competence of individuals guarantees the quality and effectiveness of replacements in critical positions of the organization. Given that the process of identifying and selecting talents requires the use of precise and scientific tools and mechanisms, succession management is not simply an administrative procedure, but rather a dynamic, interactive, and multifaceted system that covers all dimensions and components of the organization's human capital with a systemic approach (Feyzi et al., 2021). In addition, the importance of succession planning has been repeatedly emphasized in published studies. Khodaparast et al. (2024) examined the dimensions and processes affecting succession planning in educational organizations in a study. A review of these studies shows that the issue of succession planning has also gained a prominent position in domestic literature and doubles the need to design indigenous and meritocratic models. Accordingly, the present study seeks to answer this question: How is the design of a succession planning model based on individual talent with a meritocratic approach in the Cooperative, Labor and Social Welfare Organization of East Azerbaijan Province? Theoretical Framework Succession Development Succession development is defined as a structured and strategic process in organizations that aims to identify, evaluate, and develop talented employees in order to prepare them to assume key positions in the future. (Phillips, 2020). Meritocracy The meritocracy perspective, which is rooted in social justice theories, emphasizes that the selection of individuals for organizational positions should be based on their actual qualifications, capabilities, and competencies (Young, 1958; Bano et al., 2022). Bahramzadeh (2025) conducted a study aimed at presenting a model of the effectiveness of succession development with a fourth-generation approach in universities in the central organization of Islamic Azad University. The findings showed that 32 factors were identified in four dimensions of personal competencies, professional competencies, specialized skills, and talent management. The results of confirmatory factor analysis indicated that all dimensions and components had appropriate validity and reliability and the proposed model can be used as a comprehensive model for succession planning in fourth-generation universities. Sarlak et al. (2023) designed a succession planning model with an emphasis on talent management in Semnan Water and Wastewater Company. The findings showed that the model includes causal conditions (support from senior management, organizational strategy), contextual conditions (organizational culture and structure), intervening conditions (laws and financial resources), strategies (identification and development of talents), and outcomes (performance improvement and risk reduction). Research methodology The research method was conducted as an exploratory mixed method. In the qualitative section, data were collected through 15 semi-structured interviews with experts in the fields of human resources, public administration, and human capital development and analyzed using the Brown and Clark content analysis method. In the quantitative part, data from 177 questionnaires completed by employees and managers of the organization were used to test the model. Research findings Thematic analysis technique was used to analyze the data. The results of the thematic analysis showed that talent-based succession planning includes eight main categories: ethical and professional commitment, organizational structure and processes, professional competencies, individual competencies, managerial competencies, leadership competencies, organizational culture, and talent management. The quantitative findings also indicated that "ethical commitment" and "individual competency" are most important, and "talent management" is least important. In addition, the results of structural equation modeling confirmed the appropriate fit of the proposed model. Finally, the designed model can be a scientific and indigenous framework to promote the succession planning system in public sector organizations and lead to improved organizational efficiency and sustainability by strengthening meritocracy and developing talents. Conclusion The present study aimed to design a talent-based succession model with a meritocracy approach in the Cooperative, Labor and Social Welfare Organization of East Azerbaijan Province. The results of this study are consistent with the results of Rothwell (2010), Bano et al. (2022), Tavakoli et al. (2024), Zayer Hojagan et al. (2022), Hudiyah et al. (2025), Clarke et al. (2024), Ebrahimi & Daneshnejad (2022), Idriss (2025), Coffie et al. (2024), Musale (2025), Najafi et al. (2021), Sarlak et al. (2023), and ScottMadden (2025). Based on the research results, the following suggestions are made: Establish a talent management unit and design a successor bank for key jobs. Utilize scientific tools such as assessment centers, competency tests, and 360-degree evaluations. Design and implement future leader development programs including specialized training, mentoring, and challenge projects

Abstract Abstract The aim of the present study is to investigate the role of psychological flexibility and mindfulness in predicting the level of psychological distress tolerance in Isfahan Payam Noor postgraduate students. The research method is applicable in terms of its purpose, quantitative in terms of its implementation method, and descriptive-correlational in terms of its nature and method. The statistical population of this study is all Isfahan Payam Noor postgraduate students in 2025, which according to university information is 7562. The statistical sample of the study consists of 365 people selected based on the Morgan table and determined by the available sampling method. The data collection tools in this study were Beck and Steer's Anxiety Questionnaire (1981), Cohen et al.'s Perceived Stress (1983), Beck's Depression (1966), Dennis and Vanderwal's Cognitive Flexibility (2010), and Bauer et al.'s Mindfulness (2006). SPSS26 software was used to analyze the data. The results showed that psychological flexibility and mindfulness are able to predict anxiety (p<0.05), with a negative contribution of 16% for psychological flexibility and 27% for mindfulness. The results also showed that psychological flexibility and mindfulness are able to predict stress (p<0.05), with a negative contribution of 26% for psychological flexibility and 40% for mindfulness. The results also showed that psychological flexibility and mindfulness are able to predict depression (p<0.05), with the contribution of psychological flexibility being 25% negative and the contribution of mindfulness being 28% negative. Introduction With the increasing challenges of academic and social life, students, especially in graduate school, are faced with increasing levels of psychological stress, which can lead to the emergence or exacerbation of problems such as anxiety, stress, and depression. These psychological disturbances not only reduce the individual quality of life of students (Soheilipour et al., 2023), but also negatively affect their academic performance, career decisions, and interpersonal relationships. Since the postgraduate stage is a crucial stage in determining an individual's future career and social path, ignoring the psychological state of this group can have long-term consequences for the higher education system and society (Aghli & Shirvani Karr, 2024). In today's complex and fast-paced world, psychological disorders such as anxiety, stress, and depression are known to be common phenomena that affect the mental health of individuals, especially students (Carozza et al., 2014). Psychological flexibility and mindfulness are recognized as two central constructs in positive psychology approaches and third-wave therapies (Ramaci et al., 2019). These two constructs not only play a role in coping with everyday stresses, but are also effective in empowering individuals to accept difficult realities and manage negative emotions (Hasani et al., 2024). Psychological flexibility refers to the ability of an individual to accept difficult internal experiences without trying to control or avoid them, as well as to commit to purposeful actions in line with personal values. This concept, which has been considered more in the context of acceptance and commitment therapy, is associated with improving psychological adjustment and reducing symptoms of depression and anxiety (Beygi et al., 2023). Mindfulness allows an individual to respond to their experiences with active acceptance and observation, instead of impulsive and emotional reactions. Much evidence also indicates that mindfulness exercises lead to a reduction in anxiety, stress, and depression, and also increase self-awareness and emotion regulation (Ferreira et al., 2022). Currently, many psychological interventions in the country's educational system are designed based on traditional and general approaches, which sometimes do not have the necessary effectiveness without taking into account the individual and contextual characteristics of students. The lack of accurate knowledge of constructs such as mindfulness and psychological flexibility and their role in predicting an individual's response to stress and anxiety has led to the inability of preventive or therapeutic interventions to have a sustainable and effective performance. Therefore, the need for research that can examine the relationships between these variables in a predictive model is felt more than ever. Thus, this study seeks to answer the question: do psychological flexibility and mindfulness play a role in predicting the level of tolerance for psychological distress in Isfahan Payam Noor postgraduate students? Theoretical Framework Psychological Flexibility Psychological flexibility is one of the key components in contemporary psychological theories, especially in the third wave of psychotherapy such as acceptance and commitment therapy. This construct is linked to an individual's ability to accept negative experiences and simultaneously move toward valuable goals and is considered an important factor in coping with anxiety, depression, and stress (Beygi et al., 2023; Doorley et al., 2020). Mindfulness Mindfulness means paying attention in a specific way. That is, attention and focus, which involve three elements: Mindfulness is an important underlying factor for achieving liberation, because it is an effective and powerful way to turn off and stop the pressures of the world or one’s own mental pressures. Being mindful means that one focuses their awareness from the past and future to the present (Marsh et al., 2018). Zhang et al. (2025) investigated the effect of mindfulness on student depression: the mediating role of psychological resilience and the moderating role of gender. By examining 963 Chinese students from three universities in Jiangxi Province, they concluded that in the mediation effects model, the direct effect of mindfulness on levels of academic depression was significant. The indirect effect of mindfulness on college depression through psychological resilience was also significant. The interaction effect of mindfulness and gender in the mediation model with moderation was also significant. Zhao et al. (2024) investigated the relationship between physical activity and depression in college students: The mediating role of mindfulness and meaning in life. By examining 954 people with the Physical Exercise Rating Scale, they concluded that: (1) physical exercise can significantly predict mindfulness and meaning in life and significantly negatively predict depression. (2) The direct effect of exercise on college students' depression is not significant, but its indirect effect is significant. It can predict college students' depression through the independent mediating effect of mindfulness and meaning in life, and it can also predict college students' depression through the mediating effect of mindfulness and meaning in life. Research Methodology The research method is applicable in terms of its purpose, quantitative in terms of its implementation method, and descriptive-correlational in terms of its nature and method. The statistical population of this study is all postgraduate students of Payam Noor University of Isfahan in 2025, which is 7562 according to university information. The statistical sample of the study consists of 365 people selected based on the Morgan table and using the available sampling method. The data collection tools in this study are Beck and Steyer's Anxiety Questionnaire (1981), Cohen et al.'s Perceived Stress (1983), Beck's Depression (1966), Dennis and Vanderwal's Cognitive Flexibility (2010), and Bauer et al.'s Mindfulness (2006). Research Findings SPSS26 software was used to analyze the data. The results showed that psychological flexibility and mindfulness are able to predict anxiety (p<0.05), with the contribution of psychological flexibility being 16% negative and mindfulness being 27% negative. The results also showed that psychological flexibility and mindfulness are able to predict stress (p<0.05), with the contribution of psychological flexibility being 26% negative and mindfulness being 40% negative. The results also showed that psychological flexibility and mindfulness are able to predict depression (p<0.05), with the contribution of psychological flexibility being 25% negative and mindfulness being 28% negative. Conclusion The present study aimed to investigate the role of psychological flexibility and mindfulness in predicting the level of psychological distress tolerance in Isfahan Payam Noor postgraduate students. These results are consistent with the results of Hasani Jabdaragi et al. (2024), Rostami Varnosfaderani et al. (2024), Talebi (2021), Maarefvand & Shafiabady (2020), Safari Mousavi et al. (2019), Salibi & Zolfaghari Sharif (2018), Zhang et al. (2025), Zhao et al. (2024), Tingaz et al. (2023), An (2022), and Ozcan (2019). Talebi (2021) concluded in his research that psychological flexibility and spiritual health can negatively predict anxiety and depression caused by the coronavirus. According to the results of the research, the following suggestion is made: Given that psychological flexibility acts as a protective factor against anxiety and stress; therefore, flexible people have a greater ability to cope with life's problems and challenges and are less susceptible to these disorders, it is recommended that necessary training be provided in this field.

Abstract Abstract The aim of this study is to present a model for policy-making for employee empowerment at Payam Noor University with a data-based approach. The present study is applicable-developmental in terms of the type of objective, descriptive in terms of data collection, and qualitative in terms of the nature of the data. The statistical population of the study includes specialists and experts familiar with the issues of policy-making for employee empowerment. Sampling in this study was of the snowball type. Based on the subject of the desired data, semi-structured interviews were collected and sampling continued until theoretical sufficiency and saturation. The information obtained was analyzed with Nvivo software. The results showed that the employee empowerment policy-making model with a data-based approach includes causal factors (leader competencies, human resource competencies, organizational competencies, and motivation of academic agents), contextual factors (university structure, university atmosphere, university technology), intervening factors (cultural conditions, economic conditions, social conditions, and political conditions), strategies (clarifying the vision, goals, and mission, empowering, optimizing, and facilitating processes, establishing a quality assurance system, establishing a meritocracy system, establishing an accountability system, creating motivation, and developing communications and interactions), and consequences (individual consequences, academic consequences). Introduction Human resources, as the most valuable organizational resource, are the center of organizational approaches and activities and play a fundamental role in achieving the goals and ideals of the organization (Alirezaei &Babaei Meybodi, 2020). A prerequisite for a developed society is to have developed organizations, and developed organizations gain their strength and success through empowered human resources. Empowerment makes employees feel more responsible for better performance in the organization (Greasley, et al., 2008). Empowering employees allows managers to benefit from the knowledge, experience, energy, skills, and motivation of the organization's people (Dickson and Lorence, 2019). Since empowerment is a strategy, its prerequisites must be provided and practical strategies and actions must be used to implement it in the organization. Therefore, paying attention to organizational intelligence capabilities and interpersonal relationships in improving employee empowerment is considered vital (Miidom, et al., 2022). Despite the increasing interest in empowerment studies, there are still research gaps in the literature. First, given the dynamic nature of organizations and work groups, there is a need to understand what is happening and examine relationships from a dynamic and multi-level perspective. Second, the link between empowerment and the psychological contract, an implicit agreement exchange between an individual and an organization, is rarely understood; although empowerment has recently been used to explain the exchange of the employee-organization relationship. The last gap is the limited knowledge about the relationship between psychological empowerment and the quality of interpersonal interactions (Kanjanakan et al., 2023). Payam Noor University, as one of the largest higher education centers in the country, faces several challenges in the field of human resources. One of the most important of these challenges is the need to empower employees in order to increase productivity, improve the quality of services, and adapt to rapid changes in the field of education and technology. The absence of a comprehensive and integrated policy in the field of empowerment has led to the dispersion of efforts, the lack of alignment of programs, and ultimately, the failure to fully realize organizational goals. Payam Noor University lacks a comprehensive and localized model for empowering its employees, which leads to a lack of complete productivity, reduced job satisfaction, and a lack of compliance with the university's current needs. Paying attention to the specific structure of Payam Noor University (such as geographical dispersion and diversity of human resources), this research helps to increase productivity, improve the skills and motivation of employees, and ultimately achieve the university's goals. To achieve this goal, in the research process, using a qualitative method and also having the views of experts, an attempt is made to answer the question: What is the model of policy-making for empowering employees at Payam Noor University with a data-based approach? Theoretical foundations of the research Empowerment The history of the first definition of the term empowerment dates back to 1788, in which empowerment was understood as the delegation of authority in one's organizational role, which should be granted to the individual or seen in his organizational role. The word Empower in the Oxford Dictionary means "to strengthen, to authorize, to provide power, to be able to". In the specific sense, it means empowering and giving freedom of action to individuals to manage themselves, and in the organizational sense, it means changing the culture and courage in creating and leading an organizational environment. In other words, empowerment is the design and construction of the organization in such a way that individuals, while controlling themselves, are also prepared to accept more responsibilities (Abbasgholizadeh, & Alirezaei, 2020). Although the term empowerment has been used very widely in the management literature, there is no clear meaning of it and researchers have not provided a common definition for it. Empowerment means designing a structure in such a way that individuals, while controlling themselves, achieve sufficient growth to accept greater responsibilities in the future (Mirmohammadi et al., 2016). In the empowerment process, the manager helps employees to acquire the necessary capabilities for career maturity and self-leadership (Hamszare et al., 2017). Human resource empowerment is a new approach to intrinsic job motivation that, by releasing the internal forces of employees, causes the flourishing of individuals' talents and competencies (Shahravi, 2021). Research Background Sadeghi (2025) conducted a study to investigate the effect of organizational trust, employee empowerment, and organizational citizenship behavior on improving employee performance in Bandar Abbas Municipality. This study is descriptive-analytical and data were collected through a standard questionnaire. Confirmatory factor analysis-structural equation methods were used to analyze the data. The results of the study show that organizational trust and employee empowerment have a direct and significant effect on improving employee performance. However, organizational citizenship behavior did not show a significant effect on employee performance. The findings indicate that creating mutual trust between employees and managers and providing empowerment conditions can lead to increased productivity and better employee performance. Tretiakov et al. (2023) conducted a study titled “Investigating Employee Empowerment and Human Resource Flexibility in Small and Medium-Sized Information Technology Companies.” The results showed that employee empowerment has a significant impact on four dimensions of human resource flexibility (skill flexibility, communication flexibility, behavioral flexibility, and cognitive flexibility), and flexibility is an appropriate approach to responding to environmental uncertainty and is a capability to react or respond appropriately to environmental needs. Skill flexibility emphasizes the willingness and ability to adapt to changes, especially in how and when to do work. Communication and behavioral flexibility enable employees to manage and solve problems by understanding the differences between themselves and others. Cognitive flexibility causes a person to change their thinking from old situations to new situations, overcome common responses or thoughts, and adapt to new situations. Zarei et al. (2025) conducted a study entitled "Designing a Manager Empowerment Model in Tehran Municipality". The results showed that the variables of participation, leadership, goal setting, planning, organization, allocation of resources and facilities, creativity, having team competence and adequacy, having a sense of empathy and communication, technical and specialized skills, knowledge and awareness have a significant relationship with the empowerment of managers in the southwest Tehran Municipality. Empowering managers is one of the effective tools for increasing employee productivity and optimal use of their individual and group capacities and abilities in line with organizational goals. Research Methodology The present study is applicable-developmental in terms of the type of purpose, descriptive in terms of data collection, and qualitative in terms of the nature of the data. The statistical population of the study includes specialists and experts familiar with employee empowerment policy issues. Sampling in this study was snowball type. Based on the subject of the desired data through preliminary studies, semi-structured interviews were collected and sampled until theoretical sufficiency and saturation were reached. After conducting 18 interviews, data analysis indicated that new data was not added to the previous data, because a high percentage of the data extracted from the last interviews was repetitive. Therefore, after conducting 18 interviews and reaching theoretical saturation, the interviews were ended and to ensure the transferability of the research findings, three experts outside the research were consulted. Research findings In the qualitative part of the research, taking into account the opinions of experts and experts, compiling and extracting all interviews and using the grounded theory approach (open coding, axial coding and selective coding) and based on the paradigmatic model (causal conditions, axial phenomenon, background conditions, mediating conditions and strategies), a model for setting a line and policy for employee empowerment was designed using the Nvivo qualitative analysis software. The results showed that the employee empowerment policy-making model with a data-based approach includes causal factors (leader competencies, human resource competencies, organizational competencies, and motivation of academic agents), contextual factors (university structure, university atmosphere, university technology), intervening factors (cultural conditions, economic conditions, social conditions, and political conditions), strategies (clarifying the vision, goals, and mission, empowerment, optimizing and facilitating processes, establishing a quality assurance system, establishing a meritocracy system, establishing an accountability system, creating motivation, and developing communications and interactions), and consequences (individual consequences, academic consequences). Discussion and Conclusion The aim of this study was to present a policy-making model for empowering employees at Payam Noor University. The results showed that the policy-making model for empowering employees with a data-based approach includes causal factors (leader competencies, human resource competencies, organizational competencies, and motivation of academic agents), contextual factors (university structure, university atmosphere, university technology), intervening factors (cultural conditions, economic conditions, social conditions, and political conditions), strategies (clarifying the vision, goals, and mission, empowerment, optimizing and facilitating processes, establishing a quality assurance system, establishing a meritocracy system, establishing an accountability system, creating motivation, and developing communications and interactions), and consequences (individual consequences, academic consequences). These findings are somewhat consistent with the results of Khalili Esnaki (2021) and confirm the results of this study. Based on the findings of the study, it is recommended: Focus on developing leadership competencies and creating a participatory organizational culture. Leaders should strengthen their leadership competencies and involve employees in decision-making by providing the necessary training and creating learning opportunities. Also, creating a fair and transparent reward and incentive system can increase employee motivation for progress and innovation. In addition, providing the necessary resources and facilities to perform tasks and providing career development opportunities helps employees improve their skills and work more effectively. Finally, creating open and transparent communications between employees and leaders helps build greater trust and cooperation and provides the basis for employee empowerment.

Abstract Abstract The aim of this study is to validate the employee job enthusiasm model of the Petrochemical Terminals and Tanks Company. The present study is applicable in terms of its purpose and is a survey in terms of its nature and method. The statistical population of the present study includes employees of the Petrochemical Terminals and Tanks Company in the city of Asaluyeh, whose sample size was 205 people using the Cochran formula and simple sampling method. The collection tool in the present study is a researcher-made questionnaire. Confirmatory factor analysis using SPSS and LISREL software was used to analyze the findings. The findings showed that the "cognitive enthusiasm" dimension includes four subscales of professional development path, cognitive understanding, foresight, and resilience. The “emotional passion” dimension includes intrinsic motivation, positivity, effective financial incentives, and effective non-financial incentives; and the physical-psychological passion dimension includes managing job pressures, overcoming physical challenges in the workplace, and physical and mental balance; and the social passion dimension includes social approval, social interactions, and a supportive workplace; and the moral-value passion dimension includes approval of a sense of responsibility, moral impact, and the desire to do meaningful work. Introduction Today, due to economic issues and problems, employees face multiple work pressures and role conflicts in the organization, which often put a lot of work pressure on them. Therefore, the emphasis on promoting employee passion and enthusiasm is constantly increasing in workplaces (Ismaili, 2025). In recent years, researchers in the field of public administration have tested various job design methods such as job enrichment and job development methods, which clearly aim to identify the attitudinal and behavioral consequences of employees. This issue has gained particular importance in public administration discussions. The result of job design methods on human resources is the fact that often individual outcomes are considered, which is partly due to the nature of job designs. On one hand, in today's competitive market, most organizations face great challenges in retaining their valuable employees. Therefore, these employees face pressure and efforts from managers to stay in this job or profession (Tabaszewska & Sokołowska, 2019). On the other hand, job satisfaction is one of the key factors of job success that causes employees to show the best job performance. A high level of employee job satisfaction can lead to the growth of the company's economic situation, as employees will work hard for themselves and their company. Job satisfaction is a phenomenon that results from the level of happiness and satisfaction of employees with their work and its environment and leads to a high level of job engagement (Olsen, 2025). Although employee engagement has many benefits, there is evidence that many employees in organizations do not have the necessary and sufficient engagement. Studies show that a high percentage of employees in workplaces suffer from burnout. For example, the results of a study conducted by Parker et al. (2023) showed that more than 60% of employees in some industries regularly experience symptoms of burnout. Studies show that many employees are not satisfied with their jobs. The results of a survey conducted by Gallup (2021) showed that only 15% of employees globally feel engaged, enthusiastic, and satisfied with their work. Employees who are less engaged are likely to be more likely to be absent from work. The results of a study conducted by Halbesleben (2010) showed that employees with low engagement are 37% more likely to be absent than employees with high engagement. According to the above, the main question of the present study is: how can the model of employee job engagement in a petrochemical terminal and storage company be validated? Theoretical foundations Job engagement The concept of job engagement was proposed by Kahn (1990) and Li (2016). The term job engagement means the participation of employees in their work. The term job engagement may mean the connection of individuals with the body in which they work (Ali et al., 2021). The level of enthusiasm, attachment, and desired involvement with the job is job engagement. Job engagement means that employees are physically engaged, cognitively alert, and empathetically communicate with other people in the organization (Decuypere & Schaufeli, 2020). Cheng (2024) examined the role of chain mediation of innovative self-efficacy and coordinated enthusiasm between reciprocal leadership and employee innovative behavior. Ambidextrous leadership is positively related to employee innovation behavior, while innovative self-efficacy and harmonious work engagement play a mediating role. Further analysis confirms that innovative self-efficacy and harmonious work engagement play a dual mediating role in the chain between ambidextrous leadership and employee innovation behavior, while Zhong-Yung thinking plays a moderating role between ambidextrous leadership and innovative self-efficacy and between ambidextrous leadership and harmonious work engagement. Gerami & Malekshahi (2023) investigated the relationship between servant leadership style and employee performance and job engagement (case study: Mobarakeh Steel Company, Isfahan). They showed that job engagement plays a mediating role between job motivation and innovative behavior, as well as between servant leadership style and job performance.  Research Methodology The present study is applicable in terms of purpose and is of survey type in terms of nature and method. The statistical population of the present study includes employees of Petrochemical Terminals and Tanks Company in Assaluyeh city, whose sample size was 205 people using the Cochran formula and simple sampling method. The collection tool in the present study is a researcher-made questionnaire. Research findings Confirmatory factor analysis was used to analyze the findings using SPSS and LISREL software. The findings showed that the "cognitive enthusiasm" dimension includes four subscales of professional development path, cognitive understanding, foresight, and resilience. The "emotional passion" dimension includes intrinsic motivation, positivity, effective financial incentives, and effective non-financial incentives; and the physical-psychological passion dimension includes managing job pressures, overcoming physical challenges in the workplace, and physical and mental balance; and the social passion dimension includes social approval, social interactions, and a supportive workplace; and the moral-value passion dimension includes approving a sense of responsibility, moral impact, and the desire to do meaningful work. Conclusion The present study was conducted with the aim of validating the job passion model of the employees of the Petrochemical Terminals and Tanks Company. The findings of the present study are consistent with the results of Shao (2023), Dehghanpour Farashah et al. (2021), Tang & Li (2021), Yaghoubi et al (2022), Gerami & Malekshahi (2024), Keshavarz & Sadeghi (2023) and Hosseinian et al. 2025). Based on the results of the study, the following suggestions were made: It is suggested that the organization provide employees with opportunities to participate in projects with a medium to high level of difficulty in line with their interests and skills. It is suggested that the organization define a multi-stage reward system that provides financial rewards for achieving certain levels of individual or team goals. Employees who perform well or play a key role in a particular project should be allowed to work with flexible working hours on some days or do part of their work remotely. For example, a graphic designer could complete a project at home at night and only be physically present for the final presentation. This type of flexibility greatly increases non-monetary motivation. When new employees first arrive, or when implementing organizational changes, people may experience psychological stress.

Abstract Abstract This study was conducted with the aim of investigating the analysis of the indigenous model of in-service training based on cultural needs assessment. 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. The statistical population in this study consists of employees of the Ministry of Culture and Islamic Guidance, as many as 1489 people. The sample size was determined as 305 people based on the Cochran formula. A standard questionnaire based on a 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 with three methods: construct validity (external model), convergent validity (AVE), and divergent validity. The AVE value for all variables must be greater than 0.5. SPSS and PLS software were used to analyze the data. The research findings show that media literacy training plays a key role in the in-service training of the Ministry of Culture and Islamic Guidance. These findings emphasize that targeted and prioritized investment in training programs effectively increases organizational efficiency and capacity. Introduction Today, training and development are essential for organizations, because providing training is time-saving and cost-effective. Due to global and technological development, organizations are currently facing new challenges (Brière et al., 2024). Technological advances in industries have shaped the needs of competencies and capabilities required to perform a specific job (Yan & Hu, 2022). To face these changes and challenges, more effective and improved training sessions are needed by all companies. In this regard, human resource management focuses on four main tasks including attracting, retaining, developing and motivating employees (Tahtalioglu, 2026). Among these tasks, retaining employees as a key factor in their motivation and commitment to continue their activities, and also, developing human resources through training and continuous learning programs can help change employee behavior and improve their performance (Dortaj et al., 2024). Previously, few studies have been able to examine the impact of the interdependence between productivity, profitability and training. It is important for organizations to design useful training programs very effectively and carefully (Jong, Sim & Lew, 2019). The result of the study by Dearden et al. showed that there is a significant relationship between training and productivity. Hanson used the OLS difference approach to find the relationship between profitability and training, the results of many studies showed that training and development have a positive effect on various dimensions of company performance: product development, product quality, sales growth and market share (Elahi, Ahmad & Aamir, 2022). Muhammad et al. (2021) pointed out that training and development improves employee performance, which ultimately leads to project success in the organization. The findings of Farahmand's research also show that in-service training has had a significant impact on increasing employee knowledge and skills, but has not been effective in improving their job satisfaction (Sirghani et al., 2023). The Ministry of Culture and Islamic Guidance also needs a new human resource management model. Global pressures, cultural invasion, etc. have created problems related to the activities of the Ministry of Culture and Islamic Guidance, which have jeopardized the effectiveness of their performance. On the other hand, considering that the Ministry of Culture and Islamic Guidance has extensive access to human capital to create a competitive advantage, resorting to old methods of human resource management does not allow the use of all the potentials available in the organization, and therefore, new models of human resource management should be considered by the officials of the Ministry of Culture and Islamic Guidance. Hence, the intellectual concern of the researcher led to the question: how to analyze the indigenous model of in-service training based on cultural needs assessment?  Literary Foundations In-service Training In-service training, as one of the essential components of human resource development, plays an important role in improving the professional competencies of employees and improving organizational performance (Dolarmi et al., 2024). In today's world, where technological changes, the complexity of job tasks, and stakeholder expectations are rapidly increasing, pre-service training alone does not meet the professional needs of employees, and continuous learning in the form of in-service training has become an inevitable necessity (Motavaseli, Norouzi & Hassani, 2022). Researchers consider in-service training to be a systematic and continuous process that is implemented after hiring individuals and during the employment period with the aim of updating knowledge, improving skills, and modifying job attitudes and behaviors (Noe, 2020). Hossein et al. (2025) studied "The effect of developing in-service training on the job empowerment of Army Ground Force employees with the mediating role of motivation in line with the applicability of the Second Step of the Revolution Statement". The results showed that the development of in-service training has a positive and significant effect on the motivation and job empowerment of employees and motivation on the job empowerment of Army Ground Force employees. Finally, considering the mediating role of motivation, these 3 categories should be paid attention to simultaneously and with systemic thinking in line with organizational productivity. Beige et al. (2025) conducted a study entitled "Investigating the effect of in-service training on teachers' professional development: Analysis of components, contextual factors and patterns". The results of the study showed that the effectiveness of in-service training courses should not be limited solely to the field of teachers' professional knowledge, but these courses also have an impact on other aspects of teachers' professional development, including how to communicate with students and colleagues, as well as their practical skills and critical thinking, and will lead to its improvement. Research Method This research is applicable in terms of purpose, and descriptive-correlational in terms of method. The statistical population is all employees of the Ministry of Culture and Islamic Guidance, which are approximately 1489 people according to the information of the Ministry of Culture and Islamic Guidance system. The sample size was estimated to be 305 people based on the Cochran formula. To collect data, a researcher-made questionnaire on a five-point Likert scale was used. To examine the validity of the instrument, content validity (opinion from experts) was used and its validity was confirmed. Then, by distributing the questionnaire, the validity of the instrument 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 smart pls2 statistical software. Research findings The research findings showed that all components of cultural education and cultural crisis management have a positive and significant impact on improving in-service training. The components of media and digital literacy training, cultural diversity and pluralism management training, and cultural crisis management training have the greatest impact on organizational performance, while cultural standardization and indexing and professional ethics and responsibility training have had a lesser impact. Also, the components of mental health, innovation in cultural management, and training in Iranian-Islamic values ​​and national identity have had a significant impact. These results emphasize the necessity of designing practical, continuous, and prioritized training programs to improve the efficiency and organizational capacity of cultural institutions.  Conclusion and Discussion The research findings showed that teaching Iranian-Islamic values ​​and national identity plays a fundamental role in cultural cohesion and strengthening the sense of social belonging. This result is consistent with the studies of Avalos (2021), which emphasize that systematic teaching of cultural and identity values ​​can lead to the formation of sustainable attitudes and responsible behaviors in individuals. Also, the research of Armstrong & Taylor (2023) shows that neglecting indigenous identity in educational programs provides the basis for weakening cultural capital and increasing the identity gap; therefore, the emphasis of this study on targeted teaching of values ​​confirms and strengthens previous findings. Regarding cultural education techniques, the results indicate that participatory, experience-based, and social interaction-based methods are more effective than traditional methods. This finding is consistent with the literature on adult education and cultural learning, which considers active learning to be the main factor in the internalization of cultural concepts. Studies by Knowles et al. (2020) have also shown that the use of interactive and scenario-based activities increases cultural understanding and acceptance of values. In the context of education on laws and regulations in the field of culture, the results of the study show that cultural legal awareness increases responsibility and reduces deviant behavior. This result is consistent with research that considers legal education as a prerequisite for effective cultural governance and informed citizen participation (Armstrong & Taylor, 2023). Previous studies also emphasize that the lack of coherent legal education in the field of culture leads to subjective interpretations and cultural conflicts. Findings on cultural standardization and indexing showed that the existence of specific indicators allows for the evaluation, comparison, and improvement of cultural activities. This result is consistent with the views of Garavan et al. (2022), which emphasize data-driven and measurable. Research by Rahnavard et al. (2021) has shown that the lack of cultural indicators makes cultural decisions opaque and ineffective. The results show that cultural education will not be sustainable without a system of feedback and continuous correction. This finding is consistent with the studies of Ernst et al. (2023), which state that learning is valuable when it leads to behavior change and performance improvement. Regarding professional ethics and responsibility education, the results showed that this component plays an important role in promoting professional behaviors and social trust. This finding is consistent with the studies of Armstrong & Taylor (2023), in the field of mental health and resilience, the findings showed that cultural education can indirectly strengthen the psychological resilience of individuals. This result is in line with the new literature on socio-emotional education, which considers mental health as a prerequisite for sustainable cultural participation. Research by Avalos (2021) also emphasizes that ignoring mental health in cultural programs reduces the effectiveness of other education. Findings related to the economy of culture show that teaching the economic concepts of culture can create an instrumental-developmental attitude towards cultural activities. This result is in line with the studies of Garavan et al. (2022), which introduce culture as a source for sustainable development and job creation. In the innovation component in cultural management, the results showed that the use of technology and innovative approaches increases the effectiveness of cultural education. This finding is consistent with the findings of Armstrong & Taylor (2023). Regarding cultural crisis management education, the results indicate that scenario-based education and prior preparation increase the ability to face identity and media crises. This finding is consistent with the research of Abi (2020), which considers education to be the most effective tool for reducing cultural harm. In the field of media and digital literacy education, the results showed that this component plays a key role in strengthening critical thinking and reducing media harm. This result is consistent with the studies of Avalos (2021). Finally, the results related to diversity and cultural pluralism management education showed that education strengthens acceptance of differences, social cohesion and cultural coexistence. This finding is consistent with the results of Abi (2020).

Abstract Abstract This research aimed to analyze the educational and cultural effectiveness of Fajr Festival posters based on Parsons' AGIL theory (adaptation, goal achievement, coherence, maintaining patterns). The method of this research is based on the paradigm of pragmatism and from the perspective of the objective it is a developmental research that has been conducted in a single cross-sectional manner; the method of this study is qualitative/quantitative from the perspective of the result, such that the research strategy in the first step is qualitative content analysis of the interview text of the informants regarding the criteria for evaluating the educational and cultural effectiveness of Fajr Festival posters, and in the second step is fuzzy screening and the method of data collection was library in the first step and field in the second step using a questionnaire tool. The festival posters were evaluated by experts using the fuzzy screening method in the four functions of Parsons' theory and based on five key criteria: learning and knowledge enhancement, attitude and behavior change, participation and interaction, satisfaction, and long-term impact. The results showed that among Parsons' four functions, "adaptability" (attracting the audience and matching visual taste) is the most important in cultural educational effectiveness. After that, "achieving the goal" (conveying a specific educational message) and "maintaining the model" (promoting the values ​​of committed cinema) are placed, and "coherence" (using national and religious symbols) has a moderate effect on cultural educational effectiveness, despite its strong presence in posters. This study has provided suggestions for artists, cultural policymakers, and managers interested in promoting the role of posters as an educational medium and a means of transmitting cultural values. Introduction As one of the most efficient visual media, advertising posters have always played a pivotal role in educational systems and the transmission of cultural messages (Pan et al., 2025). Studies show that posters, by combining visual and textual elements, have a unique capacity to instill educational concepts and shape the collective unconscious (Kumar et al., 2025). Especially in societies undergoing cultural transition, these visual media can serve as an efficient tool for educational management goals (Thakur et al., 2025). Recent research emphasizes that the design of advertising posters in recent decades has moved from purely advertising approaches to educational and culture-building models. This development has made posters a valuable source for analyzing cultural policies (Gelan, 2025). The Islamic Revolution of Iran in 1979 was a turning point in redefining the educational and cultural system of Iranian society. By breaking with previous patterns, this development established new foundations for the production of committed and educational art (Takaloo & Darvishi Se Talani, 2021). Studies show that after the revolution, visual arts were especially used to serve educational and training purposes, and cultural analyses confirm that the Islamic Revolution turned concepts such as cultural independence and the fight against arrogance into the focus of artistic production (Majidi Vizane et al., 2022). These developments created a dynamic space for the creation of works of art with educational functions. The Fajr decade, as a symbol of the victory of the Islamic Revolution, is considered an important vehicle for the implementation of cultural and educational programs in the calendar of the Islamic Republic of Iran. Research shows that the programs of this decade have become an opportunity to transmit revolutionary and educational values ​​to new generations (Maqhsoodi & Alipour, 2011). Content analysis of the programs of this decade indicates that advertising posters have a major contribution to the reproduction of educational discourse; these works act as “visual educational media” that can effectively convey cultural concepts (Manifar & Haji Alimohammadi, 2022). Parsons’ social systems theory, emphasizing the four functions of “adaptation, goal achievement, coherence, and pattern maintenance,” provides an analytical framework for examining the role of posters in the educational system. Recent studies show that this theory can be used to analyze the educational functions of visual media (Hahighhatian et al., 2015). Researchers believe that promotional posters, within the framework of this theory, have the function of “preserving cultural and educational patterns” (Mahmoodi & Kichi, 2016). Despite numerous studies on the Islamic Revolution, a systematic analysis of the posters of the Fajr decade from the perspective of educational management and cultural policy-making has been neglected. This research, using the screening method, examines the impact of Fajr Festival posters based on Parsons’ AGIL theory on educational and cultural effectiveness. The innovation of this research lies in screening the most important features of Parsons’ theory hidden in the posters of the Fajr Festival of the Islamic Revolution as one of the most important cultural events after the Islamic Revolution of Iran based on the main criteria of cultural and educational effectiveness, which emphasizes the undeniable importance of cultural/educational developments affected by changes in visual productions, especially the posters of this important Iranian event after the Islamic Revolution.  Theoretical Framework As one of the most effective visual communication tools, advertising posters play a pivotal role in educational systems and the transmission of cultural messages (Kobayashi et al., 2018). Studies show that these visual media, by intelligently combining visual and textual elements, have a unique capacity to instill educational concepts and shape audience attitudes (Gee et al., 2018). From the perspective of educational management, posters not only play an advertising function, but also an educational-promotional role and can serve as an efficient tool to serve learning goals (Zanjanbar, 2025). New research in the field of educational communication emphasizes that analyzing posters from the perspective of cultural policymaking can reveal effective patterns in designing educational content. Comparative studies have shown that the design of cultural-educational posters in different countries follows the principles of learning psychology and visual communication (Salman & Ali, 2025). The concept of educational/cultural effectiveness as a multidimensional construct (Majda et al., 2021) in the literature of educational and cultural sciences indicates the success of integrated programs in achieving predetermined goals by creating desirable changes at three levels of knowledge, attitude, and behavior (Kim et al., 2020). This concept can be evaluated using five key indicators: the learning index, which measures the extent to which cognitive and skill goals are achieved using quantitative and qualitative methods; the attitude change index, which measures changes in the beliefs, values, and cultural orientations of the audience; the active participation index, which evaluates the level of interaction and involvement of stakeholders in the implementation process; the satisfaction index, which examines the perceived quality of the program from the audience's perspective in various content, method, and implementation dimensions; and the impact sustainability index, which evaluates the sustainability and institutionalization of the program's achievements in the long term (Aldowah et al., 2015). These main evaluation criteria allow for comprehensive and systematic evaluation. It provides the effectiveness of educational-cultural actions, content, approaches and programs at the micro, meso and macro levels (Biesta, 2015). Talcott Parsons, as one of the most systematic theorists of structural functionalism, has presented the AGIL model for the analysis of social systems. By proposing four basic functions of adaptation, goal attainment, integration and pattern maintenance (Latency), this model provides a powerful analytical tool for examining educational institutions (Maghsoodi & Tonadvoli, 2014). Recent studies show that this theoretical framework is very useful for analyzing the educational functions of visual arts (Baloch et al., 2022). Especially in examining the relationship between cultural productions and the educational goals of social systems, Parsons' theory provides valuable insights (Sciortino, 2021). Numerous studies have used this framework to analyze educational content and systems. For example, studies have examined the function of preserving educational patterns in visual media (Weichelt, 2024) or the cohesive role of educational posters (Nabavi-Zadeh Namazi et al., 2024). Research has also been conducted on the analysis of educational posters in China (Suglo, 2022) and Iran (Rastegar et al., 2019) with this theory. In the field of education in Iran, studies such as the study by Ghadiri et al. (2022) have examined the representation of educational concepts in visual media. Research Method The method of this research is based on the paradigm of pragmatism and; from the perspective of orientation, is fundamental on the one hand because it seeks to find criteria for measuring the effectiveness of educational culture in media productions, including poster art; and on the other hand, it is applicable in that it uses a questionnaire tool to try to apply Parsons' theory in analyzing the content of Fajr Festival posters as the most important event after the Islamic Revolution of Iran. This research uses an inductive approach and was conducted as a single cross-sectional study and adopted two qualitative/quantitative research strategies from the perspective of the results, such that the research strategy was content analysis in the first step and fuzzy screening in the second step. The data collection method was library in the first step and field in the second step using a questionnaire.  Research findings This study aimed to analyze the educational and cultural effectiveness of Fajr Film Festival posters based on Parsons’ AGIL theory. The importance of this study is that posters, as powerful visual media, can play an effective role in conveying educational messages and promoting cultural values. By combining qualitative and quantitative methods, this study provided a systematic approach to evaluating this effectiveness. In the first stage of the research, key criteria for the educational and cultural effectiveness of posters screened for the Fajr Islamic Revolution Festival were identified through interviews with 18 academic and artistic experts. The most important of these criteria included learning and knowledge enhancement, attitude and behavior change, participation and interaction, satisfaction, and long-term impact. These findings indicate that festival posters should not be seen as mere advertising tools, but can have a high capacity for indirect education and shaping cultural attitudes. The results of the second stage of the research, which was conducted using the fuzzy screening method, showed that among Parsons' four functions, "compatibility" (attracting the audience and matching visual taste) is the most important in cultural educational effectiveness. After that, "achieving the goal" (conveying a specific educational message) and "maintaining the model" (promoting the values ​​of committed cinema) are placed. Interestingly, "coherence" (integrated use of national and religious symbols) despite its strong presence in posters has a moderate effect on cultural educational effectiveness. Conclusion Visual attractiveness (compatibility) is a necessary condition for increasing the effectiveness of posters as effective content from a cultural educational perspective, but it is not sufficient alone and must be accompanied by targeted educational messages (achieving the goal). The mere use of national and religious symbols (coherence) without an organic connection with educational content does not have the desired effectiveness in the field of cultural education. It is suggested that poster design committees for this important festival in Iran use these findings to create a balance between visual appeal and depth of content; also, holding joint workshops between poster designers and cultural educators can lead to the creation of works that are both pleasing to the eye and carry effective educational messages that can help effectively convey the cultural values ​​of the Islamic Revolution. Policymakers and macro-decision makers in cultural fields can develop a "smart design framework" for Fajr Festival posters to create a design guideline based on the findings of this study that combines visual appeal (compatibility) and targeted educational messages (goal achievement). They can also work towards forming a joint committee consisting of graphic designers, educational experts, and cultural specialists to monitor the content of the posters, holding specialized workshops on "Posters as Educational Media," as well as training poster designers on the principles of conveying educational and cultural messages through visual elements, and inviting media psychologists to analyze the impact of colors, symbols, and compositions on learning and changing attitudes toward designing interactive posters with links to cultural educational content.

Abstract Abstract The present study aims to identify and explain the legal and administrative factors affecting human resource retention in government organizations. The method of this research is applicable in terms of purpose, descriptive-survey in terms of nature and method, and mixed (qualitative-quantitative) in terms of implementation in an inductive-deductive approach. The statistical population in the qualitative section includes 14 professors of human resource management and law, and the sampling is purposeful. The statistical population in the quantitative section is middle and senior managers of government organizations in Tehran, which was determined using non-probability sampling to a sample size of 38 people. To collect information was a semi-structured interview in the qualitative section, and, a paired comparison questionnaire in the quantitative section. MAXQDA software was used to analyze the findings, and Fuzzy Delphi was used for ranking. The results of the study indicate that a fair payment system in laws, the right to legal promotion and advancement, job security based on the law, determining salaries and benefits based on a unified and approved government schedule, legal protections in critical situations, and equality and prohibition of legal discrimination were raised as the most important legal factors that organizational managers need to pay more attention to. Also, continuous professional development, career planning, use of technology to reduce bureaucracies, data-driven human resource management, and flexibility in working hours are among the most important administrative factors affecting human resource retention in government organizations. Introduction Today's organizations face major challenges in retaining their workforce, which is essential for continued employee participation and improving the organization's productivity, growth, and success (Bhasin, 2025). In this changing environment, employees look beyond salaries and benefits; they seek to chart a future for their organization. Factors such as HRM strategies, career development, training opportunities, benefits, networking, job titles, and external labor market conditions influence employees’ decision to stay with a company. Therefore, companies should develop HRM policies and practices that simultaneously support employee growth and organizational success. The long-term survival and growth of an organization depends significantly on maintaining a committed, focused, and innovative workforce (Mahmood et al., 2025). This is especially critical in the service sector (Urme, 2023). Recruiting and continuously training new employees is a challenge for HRM teams, especially when organizational effectiveness depends on employee loyalty. Employee retention is a major concern for businesses operating in a highly competitive landscape (Mohapatra & Nayak, 2017). With the constant need for skilled and experienced employees, companies must implement effective strategies to attract and retain talent (Çakıcı et al., 2015). Human resource retention refers to an organization’s ability to retain its workforce by implementing strategies that encourage employees to commit to the long term and ultimately support the company’s sustainable success (Li et al., 2025). Organizations with a stable workforce tend to perform better operationally, enhance their human capital, and increase their return on assets by reducing turnover rates (Luthans et al., 2024). The impact of various factors on human resource retention is well known. As shown by Lin et al. (2024), there is a significant relationship between human resource management strategies and human resource retention, and many companies consider human resource management activities essential for human resource retention. Previous research has shown that strategies such as competitive salaries, performance appraisals, and career development have a positive impact on employee retention (Huselid, 2018). Therefore, the main research question is: how can the legal and administrative factors affecting employee retention in public organizations be identified?  Theoretical Framework Employee Retention Employee retention is a critical aspect of organizational success. This includes strategies to encourage employees to stay with the organization for a long time (Setiawan & Hastuti, 2022; Krishnamoorthy & Aisha, 2022; Elsafty & Oraby, 2022). Employee retention refers to “various policies and practices that allow employees to stick with an organization for a longer period of time.” Intention to leave is the employee’s voluntary decision to leave the employment relationship (Arendt & Grabowski, 2022). Mehmood et al. (2025) investigated the impact of HRM practices on employee retention. The results show that HRM stewardship, reassuring teamwork, responsiveness, and supportive behavior significantly increase employee loyalty and retention. Furthermore, it was found that organizational citizenship behavior plays an important role in this dynamic by mediating to some extent the relationship between HRM practices and employee retention. Building on social exchange theory, these findings improve theoretical frameworks and real-world applications in similar socio-economic contexts by providing valuable insights for improving HRM strategies to better retain employees by fostering organizational citizenship behavior. The results of this study also provide useful information on how to improve HR practices to increase employee retention by encouraging organizational citizenship behavior, which increases our theoretical and practical knowledge about successful HR tactics in similar socio-economic environments. This study also seeks to provide practical suggestions for HR managers and corporate executives to create an environment that fosters social responsibility and teamwork, and increases human resource retention and long-term success. Shahriari et al. (2024) investigated the evaluation of strategic factors affecting employee retention policies in government organizations. The findings indicate that organizational commitment, job satisfaction, internal learning ability, and job commitment have a significant impact on administrative innovation in the judiciary. Finally, administrative innovation has an impact on the retention of employees in the judiciary. Research Methodology The method of this research is applicable in terms of purpose, descriptive-survey in terms of nature and method, and mixed (qualitative-quantitative) in terms of implementation in an inductive-deductive approach. The statistical population in the qualitative section includes 14 professors of human resource management and law, and sampling is purposeful. The statistical population of the quantitative part is middle and senior managers of government organizations in Tehran, which was determined using non-probability sampling to a sample size of 38 people. A semi-structured interview was used to collect information in the qualitative part, and a paired comparison questionnaire was used in the quantitative part. Research findings MAXQDA software was used to analyze the findings and Fuzzy Delphi was used for ranking. The research results indicate that a fair payment system in laws, the right to legal promotion and advancement, job security based on the law, determining salaries and benefits based on the approved and unified government table, legal protections in critical situations, and equality and prohibition of legal discrimination were raised as the most important legal factors that organizational managers need to pay more attention to. Also, continuous professional development, career planning, the use of technology to reduce bureaucracies, data-driven human resource management, and flexibility in working hours are among the most important administrative factors affecting human resource retention in government organizations. Conclusion The present study was conducted with the aim of identifying and explaining the legal and administrative factors affecting human resource retention in government organizations. The results of this study are consistent with Mehmood et al. (2025), Shahriari et al. (2024), Suprayitno (2024), Gelencser et al. (2023), Ghani et al. (2022), Chatzoudes & chatzoglou (2022), Kamalaveni et al. (2019), and Singh (2019). Mehmood et al. (2025) showed that HRM management prudence, reassuring teamwork, responsiveness, and supportive behavior significantly increase human resource loyalty and retention. In addition, it was found that organizational citizenship behavior plays an important role in this dynamic by mediating to some extent the relationship between HRM practices and human resource retention. Based on social exchange theory, these findings improve theoretical frameworks and real-world applications in similar socio-economic contexts by providing valuable insights for improving human resource management strategies for better employee retention by enhancing organizational citizenship behavior. Based on the research results, the following recommendations were made: • Implementation of integrated electronic systems is essential to reduce bureaucracy and expedite administrative matters, including automation of personnel file processes, online request registration systems, and transparent communication platforms that save time and reduce dissatisfaction caused by excessive administrative procedures. • Establishment of a continuous monitoring mechanism is essential to ensure fairness in payments at all organizational levels.

Abstract Abstract Background and Objectives: Educational activities, along with scientific education, play a significant role in raising the future generation and preparing them for life in an ideal society. The aim of the present study was to investigate and identify the effective factors in improving and promoting the quality level of school educational activities by surveying educational experts. Method: According to the data collection method, this is a qualitative and phenomenological study. The participants in the study included educational assistants and instructors and experts in the field of education in the academic year 2024-2025 in Mazandaran province. The member survey method was used to verify the accuracy of the findings. The reliability method between the two coders (intra-subject agreement) was used to determine reliability. Findings: According to the survey of participants, the results showed that the effective factors in improving the quality level of school educational activities included 33 indicators in six dimensions; Systematic organization of educational activities and school development activities, intra-school factors, extra-school factors and senior managers, outsourcing of educational activities, empowerment of assistants and educational instructors, interaction between home and school have been identified. Conclusion: According to the results obtained, it is necessary for all school personnel, including teachers and principals, to consider themselves involved in school development activities and not to consider their work as simply advancing school development activities. Also, special emphasis should be placed on improving the quality of school development activities, because special attention to quantities leads to neglect of the effectiveness of activities with regard to the main mission and mission of education. The results of this study can be effective in improving the quality of school development performance. Introduction Improving the quality of development activities in schools is one of the key issues in the education system that has a direct impact on the individual, social and moral development of students. Teachers are not only transmitters of knowledge, but also behavioral and moral models for students. Experts believe that teachers should be continuously trained in the fields of educational psychology, communication skills, and modern teaching methods. The ability of teachers to create a safe and supportive environment plays a decisive role in shaping the personality of students. Each student has unique characteristics, interests, and needs. Designing educational programs that pay attention to individual differences can contribute to the all-round development of students. Experts suggest that schools use diagnostic tools such as psychological tests and individual counseling to accurately identify the needs of each student. The family, as the first educational institution, plays an important role in completing the educational activities of the school. Experts emphasize that schools should establish continuous and effective communication with families. Holding educational workshops for parents, creating interactive platforms, and involving families in school programs can help improve the quality of educational activities. Therefore, the Infallibles (peace be upon them), who possess the essence of infallibility and immunity from error and mistake, are the best and most reliable educational models, and presenting their views and discovering and presenting their educational path is an undeniable necessity for the successors of the field of Islamic education and training. Education is one of the most vital aspects of human life, and in its light, man achieves the desired happiness (Soltani Renani, 2008). The goal of Islamic education and training is to acquire knowledge, skills, and actualize human talents for a good life, and according to anthropological principles, all human capabilities and existential capacities have an effect on achieving a good life. Regardless of the characteristics and differences in educational needs and talents, humans have common and diverse dimensions and aspects, and a detailed study and examination of these common talents and needs requires the separation of its dimensions and aspects (Abdi, Rashidifar, 1403). The educational system is a system in which students shape and develop their personality and individuality by spending their childhood and adolescence in it. Therefore, school should be a fun place for students, where they can grow freely. For this reason, schools should not only focus on classrooms, because school is a place where students spend their lives, students learn various things alongside their teachers and friends, and can feel the joy of expressing themselves and being important as a member of society (Yoshitaka Ishikawa, 2014). From an Islamic perspective and based on the Fundamental Transformation of Education, education is an interactive process that lays the groundwork for the continuous development and elevation of the identity of the learners, in an integrated manner and based on the Islamic standard system, in order to guide them on the path of preparing for the conscious and voluntary realization of the stages of a good life in all dimensions. Considering the Islamic view of man, we can consider the overall goal of the education process to be the continuous development and elevation of individual and collective identity through understanding one’s own and others’ situation and acting to improve it based on choice and commitment to the Islamic standard system. The main role of the education process is to play a role in this process and to lay the groundwork for guiding individuals in society to the path of continuous development and elevation of their individual and collective identity. Education is the fundamental axis of improving human life, and educational interests must be emphasized in all social decision-making and planning. Educational activities are among the activities that have an undeniable impact on the individual and collective life of man. These activities are successful when we consider the context of the relationships of the relevant social groups in our educational goals and take into account their structural specificities. This is because education is an activity that takes place in society and is embedded in the context of various social relationships (Afsharmanesh, Nozari, 2021). After reaching theoretical saturation, the interview and coding were completed. The coding process and text analysis of the interviews were carried out in the qualitative data analysis software MAXQDA 2018. The final output of the extracted components is as follows.  Figure 2- Final output of experts' opinions for the research model Discussion and Conclusion Based on the model obtained from the present study, in determining the factors that improve and make education effective in schools, the factors identified are the systemic organization of educational activities and school development activities, intra-school factors, empowerment of assistants and development coaches, outsourcing of educational activities, extra-school factors and senior managers, and interaction between home and school. The systemic organization of educational activities and school development activities leads to synergy between school activities; which is closer to comprehensive education based on the Fundamental Transformation of Education Document. On the other hand, separating educational activities from school educational activities, such as assigning separate teachers for separate courses in mathematics, physics, history, etc., whose job is to promote educational activities, get higher grades and pass final exams, is the basis of a behavioral perspective on education, which will not be as effective as it should be given the characteristics of the new era. However, since the new generation lives in the era of information technology, with this perspective, they can no longer be considered as empty vessels whose only need is a lack of scientific information and knowledge, and the teacher or teacher, as a person who has the necessary information and knowledge, can fill this gap. On the contrary, according to the constructivist perspective (Zofen, 2013), in the face of a mass and explosion of different information produced from different media, students must choose the information they need based on the problems they face in real life, and they must construct knowledge themselves and learn how to solve problems in real life situations. The task of school staff is actually to lead students to learn how to solve problems. In this context, it is necessary to have a systemic perspective on school activities, and on this basis, the educational and nurturing activities of the school are both components of this whole matter of educating students, and both, together and in harmony, can work towards the effectiveness of the school in accordance with the mission and mission of education. The next dimension of the present study is the outsourcing of school educational activities, which have been identified with four indicators. According to a review of the research literature, outsourcing is a form of predetermined external procurement for the provision of goods or services that were previously provided by the organization itself (Carlson, 1998 and Hart, 1995). According to the view of Anderson, Horsman and Quigley, 1995), the speed of change of knowledge and information in the present era is so great that large organizations are quickly out of the competition, which has led to a need for solutions for these large organizations. One of the ways to save these organizations is to outsource activities and to downsize these organizations to the point where they can change quickly.

Abstract The aim of this study was to develop a competency-based model for skill-based and professional training in the Ministry of Health, Treatment, and Medical Education. In terms of purpose, this research was applied–developmental, and in terms of methodology, it was conducted qualitatively using thematic analysis.Data collection tools consisted of two sections: a review and exploration of the research literature in the library-based phase, and semi-structured interviews in the field phase. The participants in the field phase included faculty members in the field of education and educational managers at the Ministry of Health, Treatment, and Medical Education. Participants were selected through purposive sampling, with the criterion of having at least 10 years of experience in educational management and comprehensive familiarity with this field. Semi-structured interviews were conducted with participants until theoretical saturation was achieved.Interview data were analyzed using thematic analysis (basic, organizing, and global themes). The coding process and textual analysis of the interviews were carried out using the qualitative data analysis software MAXQDA 2018.The results indicated that the competency-based model for skill-based and professional training in the Ministry of Health, Treatment, and Medical Education consists of five dimensions and 22 components. These dimensions include: skill-based and clinical training, professional and ethical training, managerial and organizational training, individual and developmental training, and training based on emerging technologies.

Abstract Abstract The aim of this study is to present a model for teachers' lived experiences of happy ecosystem educational opportunities in the post-corona era. The research method is applicable in terms of its purpose, and mixed (qualitative-quantitative) in terms of its implementation method, and is phenomenological in nature in the qualitative part and descriptive in the quantitative part. The statistical population of the research in the qualitative part consisted of 15 experts, including teachers with more than 10 years of experience and expertise in the field of educational management and educational sciences, selected using the purposive sampling method, and the statistical population in the quantitative part consisted of 890 teachers from all e-learning schools in Khorasan Razavi Province, of whom 268 were selected through the Cochran formula. Coding and content analysis were used to analyze the data, and PLS was used in the quantitative part. The results of the study included twelve components and four central dimensions of expanding the learning situation, expanding and disseminating education, the point of transformation and quality, and the rotation of the role of teachers. The findings showed that benefiting from the educational opportunities of the happy ecosystem in the post-corona era requires a change in teachers' views on virtual education and there is a need to implement coherent policies in this regard. If the current practice regarding the happy ecosystem continues and its management process is neglected, it will lead to the loss of the capacity of virtual education and a return to the pre-corona era. In the quantitative section, the results showed that all the relationships between the variables are significant. The GOF results also showed that the model has a strong fit. Introduction Today, human life has undergone rapid global changes and is tied to technological advances (Nouri et al. 2021). The education system is no exception to this rule and is always seeking to use new technologies to improve the teaching and learning process (Ebrahimi et al. 2022). With the rapid spread of the coronavirus in the second decade of the 21st century, many aspects of human life have changed, and the social and individual lives of people in all parts of the world have been affected in various dimensions, such as economic, social, and political (Ajand & Farazandepour, 2022). The need for health for students and teachers to prevent disease has led to many schools being closed and out of their current form. Such an event has led to many government policies and actions using cyberspace to find a solution to the school closure crisis (Bagherzadeh, 2020). In developed countries around the world, the field of virtual education is expanding for all segments of society, and with the coronavirus pandemic, opportunities for using virtual platforms have immediately expanded and spread (Abdelhafez, 2021). The COVID-19 pandemic provides an opportunity to identify weaknesses, deficiencies, and shortcomings, and to highlight the imbalance in the distribution of infrastructure needed in the cyberspace sector, especially in remote and deprived areas, and to identify these deficiencies and work to address them (Nissim & Simon, 2020). This is seen as growth and excellence in this field and a positive aspect of the situation that has arisen, and a starting point for continuing and improving educational quality in the future (O’Brien et al., 2020). In Iran, in line with educational developments around the world, a student education network called SHAD was launched (Kaveh Nooshabadi & Lotfi Mofrad, 2021). The new SHAD platform and the provision of education in cyberspace require a change in the orientation of teachers and their familiarity with the elements of teaching and learning, such as teaching, content, and evaluation in cyberspace (Karimi et al., 2022). Therefore, such a change and the move from face-to-face classes to virtual classes was the starting point of the transformation in the Iranian education system (Kondori et al., 2022). Hence, the main question of the present study is: what is the model of teachers' lived experiences of educational opportunities in the happy ecosystem in the post-Corona era? Theoretical framework Virtual education Distance education via the Internet (e-learning) or local networks in a way in which a teacher as an educator and a learner are separated is called virtual education (Soleimani & Asghari, 2021). Allavi Gharabat et al. (2025) investigated the identification of the dimensions and components of virtual Arabic language education in Iraq. The findings of this study showed that virtual Arabic language education in Iraq had 66 basic codes, 22 organizing codes, and 8 comprehensive codes. In this study, the overarching codes include teacher professional development, student engagement, global trends and technological advancements, curriculum and instruction development, stakeholder engagement, continuous improvement and evidence-based practice, digital skills preparation and career readiness, and online learning environment considerations. Finally, a model of dimensions and components of virtual Arabic language education in Iraq was designed. Yarahmadi et al. (2024) investigated the process of learning physical education in education through virtual education. The results obtained from the analysis showed that the educational limitations of movements and practical lessons, lack of supervision and concentration in virtual education, weak communication interaction between teachers and students, coverage of virtual classes, economic issues, weak software and hardware technology and infrastructure, use of information technology in virtual education, insufficient knowledge of the space and capabilities of virtual education, lack of supervision and limitations on physical ability and implementation of lessons and capabilities of virtual education were categorized. Finally, using the final access matrix, using the structural-interpretive method, the sub-themes of the design of virtual education for physical education in Iranian education were classified, which is at the highest level of coverage of virtual classes and at the lowest level of teaching capabilities of virtual education. It should be noted that factors that have less influence at a high level.  Research Methodology The research method is applicable in terms of its purpose, mixed (qualitative-quantitative) in terms of its implementation method, and phenomenological in nature in the qualitative part and descriptive in the quantitative part. The statistical population of the research in the qualitative part consisted of 15 experts, including teachers with over 10 years of experience and expertise in the field of educational management and educational sciences, who were selected using the purposive sampling method, and the statistical population in the quantitative part consisted of 890 teachers from all e-learning schools in Khorasan Razavi Province, of whom 268 were selected using the Cochran formula. Research findings Coding and content analysis were used to analyze the data, and PLS was used in the quantitative part. The results of the research included twelve component and four axial dimensions of expanding the learning situation, educational expansion and dissemination, the point of transformation and quality, and the rotation of the role of teachers. Based on the findings of this study, it can be concluded that benefiting from educational opportunities in the post-corona era requires a change in teachers' views on virtual education and there is a need to implement coherent policies in this regard. If the current practice regarding the happy ecosystem continues and its management process is neglected, it will lead to a loss of virtual education capacity and a return to the pre-corona era. In the quantitative section, the results showed that all the relationships between the variables are significant. Also, the GOF results showed that the model has a strong fit. Conclusion The present study was conducted with the aim of providing a model for teachers' lived experiences of educational opportunities in the post-corona era. The results of this study are consistent with the results of Qasem Tabar & Qasem Tabar (2021), bakouei et al. (2021); Shams & Rezvanyan (2021), Jafari et al. (2021); Faraji et al. (2022); Babazadeh et al. (2022), Torkashvand et al. (2021), Hatami et al. (2021); Jafari et al. (2021); Saberi & sharifzade (2019); Mirzaei (2022); hamidizade et al. (2022); faraji & Fekri (2022); Davaji et al. (2021); and Namdari et al. (2017). The results of the present study indicate that the process of continuing to improve the quality of virtual education and paying attention to a happy environment in the post-corona era has been neglected and its most important implementation element, namely teachers, has been forgotten. Dispersed policies have led to sectional and minimal decisions being put on the agenda and the capacity of virtual education and a happy environment in schools has practically diminished. Based on the results of the research, it is suggested that teachers' virtual actions and activities in the form of technological components be considered in their ranking discussion in order to benefit from its financial benefits.

Abstract Abstract The present study was conducted with the aim of analyzing the antecedents of organizational communication satisfaction model in employees of the National Southern Oil Fields Company. The research sample consisted of 381 official employees of this company selected using a stratified random sampling method. To measure the variables, questionnaires on satisfaction with organizational communication, transformational leadership, perceived interactional justice, employee voice, and emotional intelligence were used. Data analysis was performed using the structural equation modeling (SEM) method and with the help of SPSS and AMOS version 25 software. The proposed model had a good fit, and the results of the study showed that transformational leadership, perceived interactional justice, employee voice, and emotional intelligence have a positive and significant effect on satisfaction with organizational communication. Also, the indirect path of transformational leadership through perceived interactional justice on satisfaction with organizational communication was confirmed. The findings indicate that simultaneous attention to the leadership style of managers, observance of justice in interactions, provision of conditions for employees to express their opinions, and strengthening the emotional intelligence of employees can lead to increased communication satisfaction and improved quality of organizational relationships. Accordingly, it is recommended that managers of organizations prioritize strengthening these variables in designing their training and management programs. Introduction Organizational communications, as a key mechanism in linking organizational members and information flows between different channels, play a fundamental role in improving efficiency, decision-making, and employee satisfaction (Huang & Li, 2024; Kiura & Leach, 2024). Satisfaction with organizational communication, which is an emotional-social consequence of the relationship between employees and the organization, increases in an organization with effective communications. Satisfaction with communication is a degree of perceived satisfaction in informational and job relationships in the communication environment (Yilmaz, 2023), which plays an important role in achieving goals and maintaining organizational relationships. Satisfaction with organizational communication can lead to increased job satisfaction (Alsayed, 2022; Pongton & Suntrayuth, 2019), job performance (Sivanaga Devi & Kamaraj, 2022; Dalal et al., 2023; Alsayed, 2022; Pongton & Suntrayuth, 2019), organizational commitment (Barresi, 2025; Dalal et al., 2023), organizational citizenship behavior (Chan & Lai, 2017; Alsayed, 2022), and reduced burnout (Vermeir et al., 2018; Doleman et al., 2025) and turnover intention (Tingfeng et al., 2023; Abdien, 2019; Doleman et al., 2025). Therefore, identifying the factors affecting satisfaction with organizational communication and addressing them in organizations is essential to create a healthy and successful work environment. One of the factors affecting satisfaction with communication is transformational leadership, which plays an important role in promoting communication satisfaction in the organization by strengthening interpersonal relationships (Archon, 2020). Also, transformational leadership through perceived interactional justice also affects satisfaction with organizational communication. Transparent and supportive interaction from transformational leaders causes employees to evaluate their interpersonal relationships with them as satisfactory and constructive; which in itself will be an appropriate response to the perception of interactional justice (Thompson et al., 2021). In addition, employee voice is also one of the important occupational predictors of satisfaction with organizational communication (Jamaludin et al., 2025). Employee opinions make it easier for employees to understand organizational issues, express their thoughts and ideas, share their knowledge with others, and help colleagues (Yilmaz, 2023). One of the individual variables affecting satisfaction with communication is emotional intelligence; studies have shown that people with high emotional intelligence are better able to recognize and respond appropriately to the emotional changes of the other party and usually feel more satisfied with their communications with others in the workplace (Petrovici & Dobrescu, 2014). According to the research conducted, satisfaction with organizational communication is of great importance for effective organizations, and identifying the factors affecting it can help to better understand the mechanisms of creating effective communications. However, most of the research has focused on the consequences of satisfaction with communication, and examining its antecedents has received less attention. Therefore, the main purpose of this study is to analyze the model of antecedents of satisfaction with organizational communication in employees of the National Southern Oilfields Company. Theoretical Framework Satisfaction with Organizational Communication Downs & Hazen (1977) consider communication satisfaction as a multidimensional concept that includes eight dimensions of communication climate, communication with supervisors, corporate information, horizontal and informal communication, personal feedback, media quality, organizational cohesion, and communication with subordinates (Ciavolino et al., 2024). Transformational Leadership Bass (1985) defines transformational leadership as a process in which a leader, through idealistic influence, inspirational motivation, rational stimulation, and individual consideration, motivates employees to strive for group goals over individual goals (Bakker et al., 2023).  Perceived Interactional Justice Colquitt (2001) defined perceived interactional justice with interpersonal and informational components. Informational justice refers to sharing sufficient information about procedures with employees and explaining decisions about procedures. Interpersonal justice refers to managers treating employees with goodwill, dignity, and respect in this process (Richards et al., 2024). Employee voice Barry & Wilkinson (2016) defined employee voice with five areas of communication/ exchange of opinions, bottom-up problem solving, group meetings, participation, and having ideas and solutions to problems (Prouska et al., 2023). Emotional intelligence Goleman (1995) defined emotional intelligence with four components of self-awareness, self-management, social awareness, and relationship management (Aamir, 2023). Research methodology The present study was a correlational study conducted with a structural equation modeling (SEM) approach. The statistical population consisted of official employees of the Southern Oilfields Company. Out of 9,000 people, 618 people were selected as a sample using a stratified random sampling method. Finally, 410 questionnaires were returned, and after removing incomplete and irrelevant data, 381 questionnaires were used for the final analysis. Also, in order to examine the validity of the measurement tools in the present study, a sample of 200 people was selected. The research tools included standard questionnaires on satisfaction with organizational communication (Downs & Hazen, 1997), transformational leadership (Carless et al., 2000), perceived interactional justice (Colquitt, 2001), employee voice (LePine & Van Dyne, 1998), and emotional intelligence (Weisinger, 1998), whose reliability and validity were confirmed in this study. The questionnaires were distributed in two ways, according to the conditions of each organizational unit; in some units, a printed version of the questionnaire was provided to the participants manually, and in other units, an Excel version of the questionnaire was sent through the employees' electronic workbook to enable them to complete and send the responses in a precise and structured manner. In order to ensure the accuracy and correctness of the participants' responses, five attention-checking questions were included in the present questionnaire. Responses that had unusual response patterns in these questions were considered invalid data and were excluded from the final analysis. Descriptive statistics, Pearson correlation test, and structural equation modeling were used to analyze the data of the present study. SPSS and AMOS version 25 software were used to analyze the research data. Research findings In this study, among 381 participants, 122 (32%) were female and 259 (68%) were male. In terms of marital status, 90 (23.6%) were single and 291 (76.4%) were married. In terms of education level, 15 (3.9%) had a diploma, 119 (31.2%) had a bachelor's degree, 205 (53.9%) had a master's degree, and 42 (11%) had a doctorate. Also, in terms of organizational position, 13 people (3.4%) were senior managers, 52 people (13.6%) were middle managers, 92 people (24.1%) were supervisors, 121 people (31.9%) were operational employees, and 103 people (27%) were administrative employees. The mean and (standard deviation) age of the participants were 44.52 and (8.68) and work experience was 16.63 and (8.43). The results of structural equation modeling showed that the proposed research model has a good fit (χ²/df=3.04, GFI=0.91, IFI=0.96, TLI=0.95, CFI=0.96, and RMSEA=0.07). Transformational leadership, perceived interactional justice, employee voice, and emotional intelligence all have a positive and significant effect on satisfaction with organizational communication. Also, the indirect path of transformational leadership through perceived interactional justice on satisfaction with organizational communication was confirmed.  Conclusion The first finding of the study shows a positive relationship between transformational leadership and satisfaction with organizational communication, which is consistent with the results of previous research (Wardani & Eliyana, 2020). Transformational leaders provide the basis for improving satisfaction with organizational communication by creating an environment in which employees more easily engage in informal and horizontal communication with each other and group participation increases (Archon, 2020). The second finding of the study shows a relationship between transformational leadership and perceived interactional justice, which is consistent with the results of previous research (Akter et al., 2024). Transformational leaders provide the basis for active participation of employees in organizational decision-making and processes by providing transparent, timely, and honest information. This approach strengthens employees' trust in leadership and increases their perception of informational justice and involvement in organizational processes (Akter et al., 2024). The third finding of the study indicates the relationship between perceived interactional justice and satisfaction with organizational communication, which is consistent with the results of previous research (Köksal & Yeşiltaş, 2021). The perception of interactional justice, especially through the experience of respectful behaviors and receiving clear, accurate, and timely information, directly affects employees' attitudes toward the quality of communication in the organization (Köksal & Yeşiltaş, 2021). The fourth finding of the study indicates the relationship between employees' right to express their opinions and satisfaction with organizational communication, which is consistent with the results of previous research (Jamaludin et al., 2025; Mubashra & Saleemi, 2025; Prouska et al., 2023; Yilmaz, 2023). In explaining this finding, it can be stated that the right to express opinions of employees acts as a tool for creating constructive communication at the individual level and allows employees to convey their demands and opinions to management to make changes in the organization with their internal motivations. In other words, creating open channels for expressing views and receiving feedback plays an important role in promoting satisfaction with organizational communication (Özbolat & Şehitoğluc, 2018). The fifth finding of the study indicates the relationship between emotional intelligence and satisfaction with organizational communication; which is in line with the results of previous research (Alsayed, 2022). By regulating their emotions, people with high emotional intelligence gradually strengthen their communication skills and increase their ability to express and interact effectively with others, which also improves their satisfaction with communication (Yang & Wang, 2024). Finally, the sixth finding of the study suggests that perceived interactional justice mediates the relationship between transformational leadership and satisfaction with organizational communication; when employees consider participation in developing the organization’s vision legitimate and this participation is accompanied by friendly and considerate behavior, they will perceive justice from their leader. Transparent and supportive interaction from transformational leaders causes employees to evaluate their interpersonal relationships with them as satisfactory and constructive (Thompson et al., 2021). Based on the research findings, designing and implementing frameworks that support employees’ right to express their opinions, strengthening transformational leadership behaviors, and developing emotional intelligence components can provide a favorable environment for the formation of constructive interactions in the workplace. However, one of the limitations of this study is its cross-sectional nature. It is suggested that future research, using longitudinal or experimental designs, examine the dynamics and direction of the relationships between variables more closely.