رویکردهای نوین آموزشی

Gamification, due to its nature of incorporating elements of games into non-game contexts, has also been embraced in education. This study aimed to investigate the effects of gamification on the academic performance in mathematics of fourth-grade elementary school students in Isfahan. This research is applied in nature, utilizing a quasi-experimental method with a pre-test-post-test design and a control group. The population consisted of all fourth-grade elementary school students in District 6 of Isfahan (N=3868) during the academic year 1399-1400. A multi-stage random cluster sampling method was used, with 15 subjects in the experimental group and 15 in the control group. The data were collected using a researcher-developed test to measure fourth-grade elementary school student's academic performance in mathematics. Univariate analysis of covariance was employed to analyze the data. The findings indicated a significant difference between the adjusted means of academic performance scores in the post-test stage (after controlling for pre-test scores) between the two groups: the experimental group and the control group. Consequently, the results of the univariate covariance analysis demonstrated that gamification positively impacted the academic performance of fourth-grade students. It is therefore recommended that teachers incorporate gamification as an effective strategy for teaching mathematics at this grade level.IntroductionGamification, by its nature, involves the use of game elements in non-game contexts, that has been embraced in education. The aim of this study was to investigate the effects of gamification on the academic performance in mathematics of fourth-grade elementary school students in Isfahan. The academic performance serves as an indicator of the effectiveness of the educational system in terms of goal setting and addressing individual needs. Nevertheless, in the 2015 TIMSS, the performance of Iranian fourth-grade students in mathematics was ranked 43rd out of 51 participating countries. In addition, it can be said that progress in mathematics has an effect on the level of employment and income, and this impact is greater than the influence of literacy and general intelligence. This is despite the fact that many foreign and a few Persian studies also indicate the positive effect of gamification on the progress and improvement of students' performance in mathematics. This research focuses on determining whether gamification has an effect on the academic performance of fourth-grade elementary school students in mathematics.MethodologyThis applied research utilized a quasi-experimental method with a pre-test-post-test design and a control group. The population consisted of all fourth-grade elementary school students in district 6 of Isfahan (N=3868) during the academic year 1399-1400. The sampling method was a multi-stage random cluster with 15 subjects in the experimental group and 15 subjects in the control group. The data collection tool was a researcher-designed test used to assess the academic performance of 4th-grade students in mathematics. In fact, after selecting the desired educational design model and formulating educational goals, the researcher created educational videos due to the electronic nature of school education during the Covid-19 era. After formulating the educational plan in a playful manner, a pre-test of academic performance was conducted in both groups. In the experimental group, the educational plan was formulated in a gamified manner using the gamification production process of Kim et al. (2017). In fact, in the experimental group, in addition to the normal training process, some game dynamics and elements (mechanics) were added to the educational plan to create structural gamification. In order to conduct the research, information and communication technology (ICT) integration was utilized. The primary tool used for this purpose was the "Shad" application provided by the Ministry of Education. This platform was specifically designed to serve as the main educational platform. After completing six training sessions conducted during one week, post-tests on academic performance were administered to both groups, and the data were collected. FindingsResearch data was analyzed using SPSS 23 software at descriptive and inferential levels. Descriptive findings showed that the average academic performance score in the experimental group had a greater change in the post-test stage compared to the pre-test, in contrast to the control group. Univariate analysis of covariance was used for the inferential analysis of the results. Therefore, it is necessary to check the prerequisites required for the use of parametric tests. To enhance the accuracy of the statistical results, the main assumptions of the analysis of covariance test were considered: 1) normality of the score distribution, 2) homogeneity of score variances, and 3) homogeneity of regression slopes. All three assumptions were confirmed. Results of the covariance analysis examining the effect of gamification on students' academic performance indicated a significant relationship between pre-test grades and post-test scores (p < 0.001). By controlling this relationship, the significant difference between the adjusted averages of academic performance scores in the post-test phase (after controlling the pre-test scores) in the two experimental and control groups is evident (p < 0.001). Therefore, the research hypothesis is confirmed. In other words, gamification enhances the academic performance of fourth-grade students in mathematics. The effect of these trainings in the post-test stage was 0.417. That is, 41.7% of the variance in academic performance is associated with group membership or the effect of gamification. The statistical power of close to 90% indicates that the test's statistical accuracy is appropriate, and sample size was adequate to test this hypothesis. Discussion and conclusionFindings indicated that there is a significant relationship between the scores of the pre-test of academic performance and the post-test (p < 0.05). By controlling this relationship, the difference between the adjusted averages of academic performance scores in the post-test phase (after controlling the pre-test scores) in the two experimental and control groups is significant (p = 0.001). Hence, the research hypothesis is confirmed. This result is in line with the findings of numerous international studies and a few domestic studies. When people are trained using the engaging method of gamification, they are more likely to put an extra effort to achieve academic success. This is because of the attractiveness and use of game elements, as well as the increase in internal and external motivation, self-esteem, and self-confidence, and has a positive effect on his academic performance. Students learn progressively through interactions with others, solving group challenges, competing, and observing their performance and results. Another factor that enhances students' awareness of their strengths and weaknesses is the availability of prompt and diverse feedback, including corrective actions. In fact, the involvement of student is the main focus of gamification, and active participation in an action or activity is a key element in gamification. In conclusion, gamification is an intriguing strategy for enhancing academic performance. When implemented within a structured framework, utilizing appropriate motivational techniques and providing constructive feedback, it can significantly impact student achievement.

This study aimed to systematically evaluate educational-psychological interventions on academic enthusiasm in high school students through a meta-analytic approach. The research was designed as a descriptive study with utilizing quantitative data analysis. Research population comprised of scientific research articles and master’s theses available in domestic databases, specifically addressing academic enthusiasm in high school students between 2014 and 2024. A total of 25 studies meeting the inclusion criteria were selected and subjected to meta-analysis. To calculate the effect size, Hedges' g indices and fixed and random effects models were used. In order to examine the existence of publication bias in the primary studies, funnel plots diagram and Duval-Tweed correction and fitting test were used. Also, to assess the homogeneity of the studies, and Q tests were used. Data analysis was performed with CMA-3 software. Funnel plot diagram showed limited bias in publications, so that by adding ten studies to the sample, the distribution of meta-analysis studies will be symmetrical. Based on the results of the and Q tests, the heterogeneity of the studies was confirmed. According to the Hedges' g index, the effect size and Z calculated for 26 variables were significant at the alpha level of 0.05. Also, the overall effect size was 1.361 in the fixed model and 1.502 in the random model and is significant at the alpha level of 0.05. The combination of the results of the conducted studies showed the diversity of interventions that have a significant effect on academic enthusiasm.IntroductionNowadays, education system plays a pivotal role in nurturing future generations, and students' academic success depends on the quality of this system (Darabi et al., 2022). Academic enthusiasm, as a key factor in academic performance, consists of three dimensions: absorption (deep concentration), vigor (high energy), and dedication (psychological involvement) (Mollahoseini et al., 2022) and influences students' active engagement in the learning process (Darling-Hammond et al., 2019). Students with higher academic enthusiasm exhibit greater motivation and self-regulation (Wu & He, 2022), whereas low academic enthusiasm leads to academic decline and deviant behaviors (Datu & King, 2018).The theoretical framework of this study aims to provide a systematic classification of interventions affecting academic enthusiasm, based on three analytical levels: cognitive-metacognitive, motivational-emotional, and behavioral-social. At the cognitive level, self-regulatory and metacognitive strategies (Schneider et al., 2022); at the motivational level, reality therapy (Glasser, 1999) and acceptance and commitment therapy (Tarbox et al., 2022); and at the behavioral level, social skills training (Bandura, 2023) and environment-based programs (Eccles & Roeser, 2011), are emphasized.Domestic and foreign studies show that interventions such as reality therapy (Mohammadian & Hajhosseini, 2023), mindfulness (Ghanbari et al., 2023), and spiritual intelligence training (Safezadeh & Mohammadpanah, 2021) effectively enhance academic enthusiasm. However, the lack of a comprehensive intervention model justifies the need for a meta-analysis to develop an integrated, localized framework. This study synthesizes past findings to design a holistic model for improving students' academic enthusiasm.Research MethodologyMeta-analysis, as a systematic research method, integrates data from multiple studies to identify new patterns and relationships that cannot be detected in individual studies. This research examined effective interventions on academic engagement among upper secondary school students, employing both fixed-effect and random-effects models for data analysis (Cohen, 1988). The reviewed studies showed no significant qualitative differences, and only those meeting minimum methodological standards published in Iran between 2014 and 2024 were selected.For data collection, a systematic search was conducted using keywords such as "effect," "academic engagement," and their equivalents in Iranian databases including IranDoc, Academic Jihad Database, MagIran, Noormags, and the Comprehensive Humanities Portal. From the retrieved articles, 25 studies (equivalent to 38 effect sizes) were selected for analysis.Data analysis was performed using CMA-3 software. Publication bias was assessed through funnel plots and the Duval and Tweedie methods. The fail-safe N method was used to estimate missing studies. Heterogeneity among studies was examined using Cochran's Q test and I² index. Sensitivity analysis was conducted through two approaches: gradual elimination of studies and methodological quality stratification, which revealed no significant differences between subgroups.Effect sizes were calculated as standardized mean differences (Hedges' g). For multi-group studies, effects were computed separately and then combined. When necessary statistics were not reported, t-values, F-values, or p-values were used to maintain analytical precision. This process yielded comprehensive and reliable results regarding the impact of interventions on academic engagement. FindingsFunnel plot analysis indicated potential unpublished studies. To adjust for this bias, Duval & Tweedie’s trim-and-fill method suggested adding 10 studies to reduce the effect size from 1.36 (fixed) and 1.50 (random) to adjusted values of 1.14 and 1.17, respectively. The fail-safe N test revealed that 6,274 hypothetical studies with null effects would be needed to nullify the overall effect, confirming result reliability.Cochran’s test (Q=140.142, df =37, p<0.05) and I²=140.142 indicated significant heterogeneity. Among 27 interventions analyzed, reality therapy (4.05), help-seeking strategies training (3.42), and self-regulatory strategies training (2.63) had the highest effect sizes.Other effective interventions included Problem-solving training, Acceptance and commitment therapy, Positive thinking skills training (Quilliam-based package), Integrated teaching, Martin’s multidimensional cognitive-behavioral intervention, Video-based content production study strategies, School-based psychoeducational packages, Psychological self-care training, Social adaptation training, Meaning-centered academic package (based on healthy human theory), Positive psychology training, Spiritual intelligence training, Mindfulness training, Logotherapy, Combined time perspective and mindfulness package, Social cognitive career counseling, Mission-based career counseling, Desirable academic social behaviors training, Metacognitive skills training, Academic vitality training, Cognitive and metacognitive strategies training (CMST), Augmented reality-based education and MOOC-based physics teachingThe overall effect sizes for fixed and random models were 24.03 and 13.38, respectively, both significant (p<0.05) and classified as high (Delavar, 2015). These results underscore the significant efficacy of educational-psychological interventions on academic enthusiasm. Discussion and ConclusionThis meta-analysis examined the impact of educational-psychological interventions on high school students' academic enthusiasm. Reality therapy-based group counseling, with the largest effect size, was the most effective intervention, enhancing enthusiasm by fostering better choices to meet psychological needs. Help-seeking and self-regulatory strategies also showed substantial effects, improving enthusiasm through cognitive-motivational reinforcement and stress reduction. Other interventions (e.g., problem-solving, ACT, mindfulness, positive psychology) were also effective.The theoretical framework categorized interventions into four groups: cognitive-behavioral, humanistic, positive psychology, and environment-based, each contributing through distinct mechanisms. Despite the high validity of findings, limitations-such as methodological heterogeneity, potential publication bias, urban sample focus, and short follow-up periods-should be considered. Nevertheless, these results provide valuable insights for policymakers and educators in designing effective interventions. Future research should explore long-term effects, and schools are encouraged to integrate these interventions into curricula.

This study aimed to evaluate the extent to which parenting education concepts are addressed in Iran’s high school textbooks through a descriptive quantitative content analysis. Statistical population consisted of all high school textbooks published in 2023 that based on research logic focus on family and parenting issues, sociology, religious studies, Persian literature textbooks for grades 10, 11, and 12, and the psychology textbook for grade 11, were selected as the sample through a purposive sampling method. A researcher-made content analysis checklist, derived from theoretical literature and prior research, was used, comprising of five main components and 17 sub-components. The tool’s validity was confirmed by experts evaluations, achieving a Scott’s coefficient of 0.97, and coding consistency was verified through re-examination. Data analysis, using Shannon’s entropy method, revealed a total frequency of 121 instances of parenting education components across the selected textbooks. The distribution of importance coefficients was as follows: transmission of cultural identity values (0.233), conscious participation in child development (0.202), life skills (0.194), family efficacy (0.191), and parental mental health (0.179). Among the textbooks, the highest importance coefficients were found in Religious Studies Grade 11 (0.163), Sociology Grade 10 (0.162), Religious Studies Grade 12 (0.151), Religious Studies Grade 10 (0.141), Persian Literature Grade 10 (0.141), Psychology Grade 11 (0.128), Persian Literature Grade 12 (0.112), Sociology Grade 12 (0.001), Persian Literature Grade 11 (0.0), and Sociology Grade 11 (0.0). Findings suggest that parenting education is an neglected and undervalued area in Iran’s school curriculum, with uneven attention across its components. Recommendations include a balanced emphasis on parenting education components during the revision of textbooks.IntroductionIncorporating parenting education into textbooks offers the most efficient means to deliver high-quality and culturally sensitive parenting programs to a broad audience, and help enhancing the dissemination of such education. While parenting education has historically been emphasized in the context of andragogy (adult education) in Iran, its integration into pedagogy remains underexplored. Until now, no content analysis of Iranian textbooks has examined the presence of concepts related to parenting education. This study aims to address this gap and offer recommendations for enhancing the high school curriculum. Specifically, it addresses two research questions: Which parenting education components receive the most emphasis in the selected high school textbooks?Which selected high school textbook places the greatest emphasis on parenting education?Methodology This study employed a descriptive quantitative content analysis with an applied approach. The statistical population included all high school textbooks published in 2023. Based on the study’s focus on family and parenting issues, sociology, religious studies, and Persian literature textbooks for grades 10, 11, and 12, as well as the psychology textbook for grade 11, were purposively selected. A box method was used for categorization and indices determination, with themes as the unit of analysis and frequency as the counting method. The data collection tool was a researcher-made content analysis checklist, based on a review of theoretical literature and prior research. A conceptual framework comprising five components and 17 sub-components was finalized after multiple rounds of expert review and revision.The content validity index was quantitatively calculated using the Waltz and Bausell method, yielding an average CVI of 0.82 for the checklist. To evaluate coding consistency, a recoding approach by a second evaluator was employed, utilizing William Scott's formula to calculate inter-coder agreement, which resulted in a 97% agreement coefficient. Researcher then examined the textbooks for content (sentences, images, questions, or exercises) related to the checklist components, recording the frequency of each. FindingsShannon’s entropy method was employed to assess the extent and importance of parenting education components in the selected textbooks. Among the components, “transmission of cultural identity values” received the most attention, with 38 instances (31.4%), while “parental mental health” received the least, with 10 instances (8.3%). Regarding the textbooks, Religious Studies Grade 11 showed the highest emphasis on parenting education, with 27 instances (22.3%), whereas Sociology Grade 12 exhibited no attention to parenting education. Discussion and ConclusionEducation through textbooks, as one of the key approaches alongside other educational measures, represents a fundamental step toward enhancing mental health and strengthening family structures in society. The findings from the analysis of the first research question indicated that, among the components related to parenting education, most emphasis is placed on the transmission of values associated with cultural identity (0.233), conscious participation in children's development (0.202), and life skills (0.194), while the least attention is given to family efficacy (0.191) and parental mental health (0.179). Results highlight that parenting education, as an interdisciplinary field encompassing interpersonal relationships, self-understanding, human development, preparation for marriage and family formation, parenting, decision-making skills, empathy, sexual relationships, and human and material resource management, is inadequately addressed in Iran’s high school curriculum. To achieve holistic and healthy development, Iranian students require comprehensive exposure to parenting education components through textbooks, equipping them with the knowledge and skills to address present and future challenges responsibly. To advance scientific and practical outcomes in this area, it is recommended that clear policies be developed to integrate parenting education into the national curriculum. Allocating specific instructional hours to parenting education would ensure adequate coverage of relevant content. In addition, given the uneven emphasis on certain components and neglect of others, a balanced approach to incorporating parenting education into textbook revisions is strongly recommended. Based on the results of the second research question, the importance coefficients for the textbooks were as follows: Religious Studies 11th Grade (0.163), Sociology 10th Grade (0.162), Religious Studies 12th Grade (0.151), Religious Studies 10th Grade (0.141), Persian Literature 10th Grade (0.141), Psychology 11th Grade (0.128), Persian Literature 12th Grade (0.112), with Sociology 11th and 12th Grades and Persian Literature 11th Grade approaching zero. Although the law supporting the provision of parenting education to students, aimed at raising public awareness and endorsing this curriculum, is enshrined in higher-level policy documents, parenting education remains largely overlooked within Iranian educational system. Therefore, it is recommended that textbook authors prioritize school-based efforts in the realm of parenting education, assisting students in their transition to adulthood and fostering independent and responsible members of society. Hence, they can contribute to building a safer and more humane society.

This study aimed to compare the effectiveness of the 5E instructional model and the advance organizer teaching method in science education on sixth-grade female students’ understanding the nature of science. The research employed a quasi-experimental design with a pre-test–post-test structure, including two experimental groups and one control group. The statistical population consisted of all sixth-grade female students in Bostanabad County, East Azerbaijan Province, totaling 380 students in the 2023–2024 academic year. A sample of 60 students were selected through convenience sampling and randomly assigned to three groups (20 students per group). To assess students’ understanding of the nature of science, the Liang et al. (2008) questionnaire was used, and both teaching methods were implemented using researcher-developed instructional packages. Data analysis using covariance analysis revealed that the 5E model (effect size = 0.981) and the advance organizer method (effect size = 0.991) had statistically significant impacts on students’ understanding of the nature of science (p < 0.05). However, no significant difference was found between the effectiveness of the two methods (p > 0.05). Therefore, it is concluded that both approaches are effective in enhancing sixth-grade students’ understanding of the nature of science and are recommended for use in science instruction and other subjects at this grade level.IntroductionUnderstanding the nature of science is considered one of the fundamental pillars of science education, playing a crucial role in fostering students’ logical and critical thinking. This understanding encompasses scientific processes such as observation, hypothesis formation, experimentation, and analysis, enabling learners to apply scientific knowledge in a structured and meaningful way in their everyday lives (Lederman, 2016). Accordingly, the present study investigates the effectiveness of two instructional approaches—the 5E model and the advance organizer method—in enhancing sixth-grade students’ comprehension of the nature of science. The main research question is whether these methods can strengthen students’ understanding of the nature of science, and if so, which method is more effective.The significance of this study lies in the fact that active teaching strategies have a profound impact on deep learning and the retention of scientific concepts. Selecting appropriate methods can therefore positively influence the quality of science education at the elementary level. The 5E model, with its stages of Engage, Explore, Explain, Elaborate, and Evaluate, actively involves students in the learning process (Khajehvand, 2019). In contrast, the advance organizer method facilitates mental organization and deeper comprehension by linking new knowledge to prior concepts (Davis et al., 2018).Previous research indicated that both methods contribute positively to scientific learning and critical thinking (Bimbola & Daniel, 2018). However, few studies have specifically examined their impact on students’ understanding of the nature of science. Based on this gap, the following hypotheses are proposed:The 5E instructional model has a positive effect on students’ understanding of the nature of science.The advance organizer method has a positive effect on students’ understanding of the nature of science.Comparing the two methods in science education will reveal differing impacts on students’ understanding of the nature of science. Research MethodologyThis study is quasi-experimental, employing a pre-test/post-test design with a control group and two experimental groups. The main purpose of the research is to examine the effect of two teaching methods—the 5E instructional model and advance organizers—on sixth-grade female students’ understanding of the nature of science in Bostanabad.The statistical population consisted of 380 sixth-grade female students in the academic year 2023–2024 in Bostanabad. From this population, 60 students were randomly assigned into three groups of 20 (two experimental groups and one control group).For data collection, the Nature of Science Questionnaire developed by Liang et al. (2008) was used. The updated version was translated and applied by the researchers. This questionnaire includes 24 items across 6 subscales, measured on a 5-point Likert scale.Instruction for the two experimental groups was delivered over 12 sessions of 45 minutes each, using the 5E model and advance organizer teaching methods. The control group received instruction through traditional methods. Data analysis employed both descriptive statistics (mean, standard deviation) and inferential statistics (multivariate analysis of covariance and independent t-test). FindingsFindings of the study were presented in two sections: descriptive and inferential. In the descriptive section, comparison of pre-test and post-test scores revealed that the mean scores in the post-test were higher in both experimental groups. Specifically, in the 5E experimental group, components such as observation and subjectivity showed notable improvement, with observation increasing from 13.95 to 15.65 and subjectivity from 14.51 to 15.71. In the advance organizer group, improvements were particularly evident in creativity and scientific method. In the inferential section, statistical analyses were conducted using the Shapiro–Wilk test, multivariate analysis of covariance (MANCOVA), and independent t-tests. Results of MANCOVA indicated that the 5E instructional method had a significant effect on students’ understanding of the nature of science. The credibility indices of covariance analysis showed Pillai’s Trace = 0.981, Wilks’ Lambda = 0.019, Hotelling’s Trace = 50.613, and Roy’s Largest Root = 50.613, all significant at p = 0.001 with η² = 0.658.Further analysis of post-test results demonstrated that the components of observation, subjectivity, creativity, consideration of culture and society, scientific laws, and scientific method were all influenced by the 5E method. For example, observation was significant with F = 6.757, p = 0.001; subjectivity with F = 1.993, p = 0.015; and scientific laws with F = 6.654, p = 0.001.Similarly, the results for the advance organizer method confirmed its significant impact on understanding the nature of science, particularly in creativity and scientific method. The credibility indices of covariance analysis for this method included Pillai’s Trace = 1.001, Wilks’ Lambda = 0.009, Hotelling’s Trace = 109.567, and Roy’s Largest Root = 109.556, all significant at p = 0.001 with η² = 0.472. In the post-test stage, components such as observation, subjectivity, creativity, consideration of culture and society, scientific laws, and scientific method were significantly affected by the advance organizer method.Finally, the independent t-test comparing the two teaching methods revealed a significant difference only in the component of “consideration of culture and society in science” (p = 0.001), where the advance organizer group scored higher. No significant differences were found between the two groups in other components. Therefore, it can be concluded that both the 5E and advance organizer methods had generally similar effects on students’ understanding of the nature of science, except in the cultural and social dimension, where the advance organizer method demonstrated superiority. Discussion and ConclusionThe study showed that both the 5E instructional model and the advance organizer method improved sixth-grade students’ understanding of the nature of science. While both approaches significantly enhanced comprehension of scientific concepts, the advance organizer method was more effective in the dimension of consideration of culture and society in science.These findings align with previous research and emphasize the value of active, constructivist learning strategies in strengthening students’ scientific understanding. By offering clear conceptual frameworks and opportunities for participation, both methods helped students view science as a dynamic, evidence-based process.In conclusion, teachers are encouraged to apply these methods to foster scientific learning and classroom engagement. Future studies should examine their impact on other aspects of scientific understanding and across diverse educational contexts.

In the diverse landscape of 21st century education, classrooms are seen as rooms for innovation and adaptability of students with countless backgrounds and perspectives. Students enter classrooms with different backgrounds, interests, and unique abilities, and teachers must adjust their teaching approaches to meet the needs and diversity of their students in order to enhance student learning and foster a positive attitude toward learning. Following the advancement of technology, especially in the field of information technology, teaching and learning methods are evolving. Blended and reverse learning are two examples of new learning methods that are expanding rapidly. The present study was conducted with the aim of comparing the effect of combined and inverse methods in teaching biology on the creativity and academic achievement of experimental 10th grade students in Zahedan city. The research method is quasi-experimental, along with pre-test and post-test, and information collection tools are Torrance's creativity questionnaire and researcher-made academic achievement test. Descriptive and inferential statistics methods have been used to investigate the effect of teaching methods on the level of creativity and academic progress, and correlation tests have been used to investigate the creativity and academic progress. The sample population of the research includes 40 experimental tenth grade female students of Zahedan city who were busy studying in the academic year 1402-1403 and were randomly selected and divided into two groups. Before and after the implementation of the teaching method, Pre-test and Post-test were performed from each group. The data collection tools were the Torrance Creativity Questionnaire and the researcher-made Academic Achievement Test. The results of the research showed that both reverse and combined teaching methods have led to the academic progress and creativety of students. The effectiveness of flipped learning on academic achievement is significantly higher than the blended method. However, in the case of creativity, the difference between the two teaching methods is not significant. According to the results obtained, teachers can use new teaching methods to develop their own careers and promote students' creativity and learning.IntroductionStudents need a background of reality to learn biology; and without it, it is difficult to make connections between textbook material and the real world. Inadequate teaching hours per week, abstract concepts of biology, high educational content, Lack of adequate facilities in all schools, changes in the educational system, and newly written textbooks, lack of connection between life science topics and their application in everyday life, declining student motivation and lack of attention to student creativity are important factors in the decline in the quality of biology education. Using modern teaching methods that are appropriate for the learning environment and new technology can increase students' motivation, creativity, and active learning. Also, the use of educational aids facilitates the processing of information from short-term memory to long-term memory and a deeper understanding of the course material. Much research has been conducted on the effect of modern educational methods (blended and flipped learning) on ​​learning and creativity. However, there is no research available comparing the effectiveness of flipped and blended teaching methods on the creativity and students' academic achievement in biology. Therefore, the present study was conducted with this aim. Research methodologyThis study was conducted as a quasi-experimental study with a pre- and post-test of Torrance creativity and a pre- and post-test of academic progress. The independent variables are flipped and blended learning methods; and the dependent variables are creativity and academic achievement. The statistical sample of the study included 40 10th grade science female students from a high school in Zahedan city in the academic year 1402-1403. The students were divided into two groups of 20.5. In one group, flipped teaching was implemented, and in the second group, combined teaching was implemented. Data collection tools included the Torrance Creativity Questionnaire and Academic Achievement Test. The content validity of the questionnaires were confirmed by experts. The Cronbach's alpha coefficient obtained in this study for the pre- and post-test of learning was 0.78 and 0.81, respectively. That indicates the desired level of reliability of researcher-made tests.Research findingsMain hypothesis: There is a difference between the level of creativity and academic achievement of students in biology classes in blended and flipped learning groups Findings showed that there is a difference between the effectiveness of blended and flipped learning methods in teaching biology on creativity and academic achievement of 10th grade female students.Sub-hypotheses:1( There is a difference between the post-test creativity averages of the blended learning and flipped learning groups. According to the findings there is no difference between the effectiveness of the two combined and inverted methods in teaching biology on the creativity of tenth grade female students.2) There is a difference between the post-test averages of academic achievement of the blended learning and flipped learning groups. According to the findingsthere is a difference between the effectiveness of the two combined and inverted methods in teaching biology on the academic achievement of tenth grade female students.According to the results, the effect of blended and flipped teaching methods on students' creativity and academic achievement in biology lessons was confirmed. Both types of teaching methods significantly increased students' creativity and academic achievement in the post-test compared to the pre-test. According to the results of multivariate analysis of covariance, the main hypothesis of the research was also confirmed. It seems that as the sample size increases, the difference in effectiveness between the two methods becomes more evident. Discussion and conclusionDue to progress and development in recent years, flipped and blended teaching methods have attracted the attention of many teachers and researchers in the field of education. In the present study, the effect of these two methods on students’ creativity and academic achievement was examined and compared. According to the findings, it both methods increased students’ academic progress and creativity, and there was difference between them. Also these methods increases student participation, motivation, and learning. The flipped classroom is an important strategy in education where students receive course content before class. Then, in class, they engage in problem solving, deep understanding, and practical application of concepts. Fostering creativity requires an environment where students can ask their own normal and abnormal questions about the lesson and the teacher can guide them in getting the correct answer. However, in a blended class compared to a flipped class, there is no much time to listen to and ask students’ various questions. According to the results, teachers can use new teaching methods to develop their own careers and promote students’ creativity and learning. Based on the results of this study, the following are suggested:Comparing the effectiveness of blended and flipped teaching methods in biology lessons for male and female studentsThe need for greater attention from officials to the fair distribution and equipping of laboratory equipment for schools across the countryTraining school teachers across the country in the use of technological equipment and the application of modern teaching methods

Nowadays, improving the quality of education is considered a crucial necessity, which has attracted the attention of educational system experts due to various reasons such as budget cuts, lack of proper educational facilities, low level of students' knowledge and skills, monotony in the classroom, and students' lack of motivation. The present study aimed to investigate the effect of the 'Arash and Anna' educational computer game on creativity performance and its dimensions (initiative, fluency, flexibility, and elaboration) in science lessons of fourth-grade male elementary school students in Isfahan during the academic year 2022-2023. This research was applied and its method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of this study were of all fourth-grade elementary school students in Isfahan, from which a sample of 30 fourth-grade elementary school students from 'Madad-e-Rangi' school were selected using the convenience sampling method and were randomly assigned to two groups, control (15 people) and experimental (15 people). The Torrance Creativity Test by Abedi (1993) was used to collect data. During a two-month period, the experimental group were taught the content of science lessons using the 'Arash and Anna' educational computer game. In contrast, the control group continued their activities based on the traditional teaching method. Collected data were analyzed using descriptive and inferential statistics with the help of SPSS-27 software. The results of the analysis of variance showed that the 'Arash and Anna' educational computer game had a significant effect on creativity performance and its dimensions (initiative, fluency, flexibility, and elaboration) in science lessons of fourth-grade male elementary school students (p<0.05). According to the findings, it can be said that the 'Arash and Anna' educational computer game has a positive effect on creativity performance and its dimensions (initiative, fluency, flexibility, and elaboration) of fourth-grade male elementary school students in science lessons. Based on these results, it is suggested that teachers use the 'Arash and Anna' educational computer game as one of the effective strategies in teaching science in fourth grade.IntroductionRapid expansion of digital technologies has brought profound transformations to educational systems worldwide, reshaping both teaching methodologies and learning processes. Among the key competencies required in the 21st century, creativity has emerged as an essential skill, increasingly recognized for its critical role in personal and professional development. Creativity not only contributes to individual growth but also empowers learners to navigate complex problems, adapt to dynamic environments, and actively engage in knowledge-based societies. However, traditional teaching methods that largely focused on direct content transmission and rote memorization are proven inadequate in fostering students' creative capacities. This has led to a growing emphasis on innovative educational strategies, such as computer-based educational games, as tools to nurture skills like creativity.Computer-based educational games offer dynamic and meaningful learning environments through their interactive design, visual appeal, narrative structures, and emphasis on problem-solving. These games stimulate imagination, present novel situations, ignite curiosity, and provide instant feedback, thereby challenging students’ cognitive abilities and promoting divergent thinking and creativity. Despite the increasing integration of educational games into pedagogical practices, there remains a lack of comprehensive, evidence-based research examining their specific impact on various dimensions of creativity—particularly within the school setting and embedded in curricular content. The present study seeks to address this gap by investigating the effect of the educational computer game 'Arash and Anna' on the creativity performance of fourth-grade male students in Isfahan, Iran, focusing on four core dimensions: originality, fluency, flexibility, and elaboration within the context of science education. MethodologyThis study employed an applied, quasi-experimental design featuring a pretest–posttest structure with a control group. The target population consisted of all fourth-grade male students in Isfahan during the 1401–1402 academic year. From this population, 30 students were selected through convenience sampling and randomly assigned to experimental and control groups (15 students each). The data collection instrument was the Torrance Test of Creative Thinking, adapted by Abedi (1372), which independently assesses the dimensions of creativity—originality, fluency, flexibility, and elaboration. The total test score ranges from 0 to 120, with higher scores indicating greater creative capacity.Over the course of two months, the experimental group engaged in eight instructional sessions in which science content was delivered through the interactive educational game 'Arash and Anna'. This game presents scientific lessons using animation, storytelling, and hands-on activities, encouraging students to actively participate and generate creative ideas through open-ended scenarios. Each session specifically targeted and practiced one of the four creativity dimensions. In contrast, the control group received instruction on the same science topics using conventional teaching methods. At the end of the intervention period, both groups completed a posttest measuring creativity. Data were analyzed using multivariate and univariate analyses of variance (MANOVA and ANOVA) in SPSS version 27.Findings The data analysis revealed that the use of the 'Arash and Anna' educational game led to a significant increase in overall creativity scores and its subcomponents—originality, fluency, flexibility, and elaboration—in the experimental group compared to the control group. The multivariate analysis (Pillai’s Trace) indicated a statistically significant difference between the two groups across at least one dimension of creativity (P < 0.05). The partial eta squared for the overall effect was 0.135, suggesting that a substantial proportion of the variance in creativity outcomes could be attributed to the educational intervention.Further univariate analyses confirmed the game’s significant effect on each individual dimension: originality (P = 0.010), fluency (P = 0.009), elaboration (P = 0.005), and especially flexibility (P < 0.001), which showed the most pronounced improvement. These findings suggest that the open-ended, narrative-driven, and interactive nature of 'Arash and Anna' created an optimal environment for fostering originality, encouraging idea generation, promoting diverse perspectives, and supporting the refinement and expansion of students' thoughts. Collectively, these results affirm the game’s efficacy in enhancing creativity and its dimensions within the framework of elementary science education.Discussion and conclusion This study clearly demonstrated that the educational computer game 'Arash and Anna' has a significant and positive effect on the creative performance of fourth-grade male students, including its four key components: originality, fluency, flexibility, and elaboration. The game’s success lies in its deliberate design, which transforms passive learning into an interactive, problem-centered experience. These findings underscore the potential of strategically integrating interactive technologies into formal education and highlight that a game’s effectiveness is contingent not only on its design but also on its purposeful and guided application within the curriculum.Based on these findings, it is recommended that purpose-built educational games be incorporated into official curricula and supported through teacher training and infrastructure development, with the aim of cultivating a generation of creative learners. Finally, given the limitations of this study—such as sample size and its focus on male students—future research should involve more diverse populations, extended timelines, and comparative designs to provide a more comprehensive understanding of the impact of educational games on creativity in school settings.

Nowadays, educational systems worldwide face numerous challenges, and to achieve their key objectives, they utilize diverse and innovative strategies tailored to academic needs. One such strategy is curriculum co-creation in higher education, which involves the active participation of students as key stakeholders, alongside faculty, in designing content, course structures, and overall academic program development. Accordingly, this research investigates curriculum co-creation at the universities of Melbourne, Edinburgh, British Columbia, Sydney, Queensland, Hong Kong Polytechnic, Glasgow, Helsinki, Queen Mary London, and Cape Town. The rationale behind this selection is thoroughly explained in the sampling section of the article. This research, using a qualitative approach and case study method, describes, evaluates, and comprehend various aspects of curriculum co-creation in real-world settings. For data analysis, the study employed MAXQDA software, deriving 203 open codes and 6 main categories, including curriculum co-creation, interdisciplinary learning, technological learning, practical and industry-based learning, challenges of co-creation, and outcomes and benefits of co-creation, along with 18 subcategories. According to the findings of this research, curriculum co-creation, through active participation of students and stakeholders such as faculty, industry, and the community, leads to improved learning experiences and academic outcomes in universities with innovative and collaborative approaches. Collaborative workshops, continuous feedback, and advanced technology play a crucial role in facilitating this process. However, challenges such as the time-consuming nature of the processes and power dynamics between students and faculty exist.Keywords: Higher Education, University Co-Creation Experience, Case Study, and Curriculum Co-Creation.IntroductionIn recent decades, the role of universities in promoting high-quality, inclusive, and equitable education has been increasingly emphasized (Torrico et al., 2019). Higher education curriculum planning experts believe that the relationship between professors and students should move towards mutual collaboration and joint reflection in the design and revision of curricula (Bovill, 2013). This perspective aligns with the emergence of the concept of "curriculum co-creation" within the framework of contemporary developments in higher education—a model in which learning is not unilateral but rather a participatory process based on the active interaction between students and professors (Cook-Sather, 2014).This new paradigm, as a departure from traditional hierarchical curriculum design models, moves toward a democratic and participatory approach with the ultimate goal of transforming students from mere "consumers" into "co-creators of knowledge" in the learning process. Empirical evidence from studies such as Davis et al. (2024) in research projects, Dooley et al. (2019) in peer assessment, and Ahmad & Hindman (2020) in examining structural barriers indicates that co-creation not only enhances technical skills and problem-solving abilities but also faces challenges such as faculty resistance to shifting traditional roles. In the context of Iran, although studies such as Taherpour et al. (2021) have explored the relationship between communicative beliefs and co-creation, and Moqtadaei & Jamshidian (2020) have examined the link between co-creation and social capital, applied research in the field of higher education remains limited. The primary aim of this study is to analyze the operationalized models of curriculum co-creation in selected universities by addressing the question: "How have leading universities implemented the experience of curriculum co-creation?" Research MethodThis qualitative study was conducted using a case study approach and an applied objective. The main stages of the research included: selecting the concept of curriculum co-creation, defining the theoretical framework based on existing foundations, and collecting data through purposive sampling from 10 prestigious universities (Edinburgh, Glasgow, Helsinki, Queen Mary London, Melbourne, Sydney, Queensland, Hong Kong Polytechnic, Cape Town, and British Columbia) based on the following criteria: established experience in implementing curriculum co-creation, geographical diversity (Europe, Australia, Asia, Africa, and America), and top rankings in QS and THE ranking systems. Qualitative data analysis was performed using MAXQDA2020, including open coding (203 initial codes), categorization into 6 main themes and 18 subthemes. FindingsThe categories and subcategories extracted from the 203 codes are presented in Table 1:Table 1Identified Main Categories and SubcategoriesMain CategorySubcategoriesSource (University)Co-creation in CurriculumStudent participation in curriculum designMelbourne, Helsinki, Queen Mary University of London, Sydney, British Columbia, Glasgow, Queensland, Edinburgh, Hong Kong Polytechnic University, Cape TownCo-creation of evaluation criteriaBritish Columbia, EdinburghParticipatory workshops for curriculum designGlasgow, Queensland, Edinburgh, Hong Kong Polytechnic University, Cape TownContinuous feedbackQueensland, EdinburghStudents' sense of ownership and responsibilityQueensland, EdinburghStrengthening the sense of community and collaboration between professor and studentEdinburghParticipation of various stakeholders (students, professors, and society)Cape TownInterdisciplinary LearningInterdisciplinary collaboration in case study projectsBritish ColumbiaDevelopment of interdisciplinary skillsHong Kong Polytechnic University, British ColumbiaIdentifying global trends and their impact on the curriculumHong Kong Polytechnic UniversityTechnology and Advanced LearningUse of advanced technology in curriculum developmentHong Kong Polytechnic UniversityOnline and face-to-face learningHong Kong Polytechnic UniversityPractical and Industry-Based LearningOpen case study projectsBritish ColumbiaProblem-based learningQueenslandChallenges of Co-creationTime-consuming participation processBritish Columbia, Glasgow, Queensland, Hong Kong Polytechnic UniversityBalancing the power dynamic between students and professorsGlasgow, EdinburghResults and Benefits of Co-creationImproving the learning experience and academic resultsBritish Columbia, Glasgow, Queensland, Edinburgh, Hong Kong Polytechnic University, Cape TownDevelopment of critical and teamwork skillsBritish Columbia, Glasgow, EdinburghCurriculum co-creation includes student participation in curriculum design, defining assessment criteria, and conducting collaborative workshops. Universities such as Melbourne, Helsinki, Queen Mary London, Sydney, British Columbia, Glasgow, Queensland, Edinburgh, and Hong Kong Polytechnic have successfully developed effective models in this regard. Interdisciplinary learning refers to collaboration and coordination among different disciplines in research projects and the development of multidimensional skills. Hong Kong Polytechnic University has been a leading role in developing interdisciplinary skills and examining global impacts. The use of advanced technologies in curriculum development and the integration of online and in-person learning are highly significant at Hong Kong Polytechnic University today. Despite its many benefits, curriculum co-creation faces challenges such as the time-consuming nature of the participatory process, balancing power dynamics between students and professors, and the need for careful management. Results and benefits of curriculum co-creation include enhancing learning experiences and academic outcomes. Universities such as British Columbia, Glasgow, Queensland, Edinburgh, Hong Kong Polytechnic, and Cape Town have successfully fostered critical thinking and teamwork skills among students in this field. Discussion and ConclusionNowadays, leading universities are striving to align educational processes with the broader institutional goals by adopting innovative strategies such as curriculum co-creation. Bovill (2013) defines this concept as active student participation in designing course content, structuring programs, and shaping educational experiences. Successful examples of this approach are universities such as Melbourne, Helsinki, and Queen Mary London, which enhance students’ sense of ownership and responsibility through collaborative workshops and continuous feedback collection. Despite its significant advantages, including the development of critical thinking and teamwork skills, curriculum co-creation also faces challenges such as the time-consuming nature of participatory processes and the delicate balance of power between professors and students. Findings from this study align with research conducted by Navorka (2023), Tsui et al. (2024), and Ryan & Tilbury (2013), which emphasize the central role of student and stakeholder engagement in co-creation. Additionally, studies by Latoka & Stark (2009) and Nasr et al. (2007) underscore the necessity of extensive stakeholder participation in curriculum planning. Despite its implementation complexities, curriculum co-creation acts as a bridge between academic education and society's evolving needs. This approach not only enhances the quality of learning but also strengthens engagement and increases student satisfaction, marking a crucial step toward a more participatory higher education system.

This study aimed to identify and extract the key components affecting artificial intelligence-based intelligent educational systems and platforms offering smart education in mathematics. The method used in the study was a synthesis approach based on the seven-stage model proposed by Cooper (2015). To this end, English-language articles published in journals available in the Web of Science database in the field of education and educational research were searched using two keyword categories: artificial intelligence and related keywords (16 keywords), and mathematics and mathematics education, spanning the years 2000 to 2024. The selection of the articles for the study was carried out using criterion-based sampling, and after the review and screening process, 73 articles were selected for final analysis. The analysis of the sources was done through line-by-line analysis, and MAXQDA software was used to manage the resources and data analysis. The results of the analysis revealed 386 basic codes, which, after removing duplicates, irrelevant ones, and those with low frequency, resulted in the identification of 47 components and 24 intelligent education platforms. The identified components were categorized into 8 groups based on shared characteristics, and the platforms were categorized into 7 groups based on their interaction methods with students. The identification and extraction of key components of intelligent educational systems and their potential and capabilities in AI-based educational service platforms provide an opportunity for designers and users in this field to enhance the effectiveness and efficiency of educational processes through the integration of advanced technologies.IntroductionThis study reviews related theories and empirical evidence from educational research on the components of an intelligent system to achieve optimal efficiency in mathematics education. By introducing the main components of intelligent educational systems, it offers solutions to refine some key parameters adjusted by the system. In the second part, a set of significant and widely-used intelligent platforms for mathematics education designed based on artificial intelligence is introduced and analyzed. These platforms include globally recognized software and tools that have attracted the attention of many researchers in the field of intelligent education and learning. The study examines the role of these platforms in improving the learning process, enhancing learner motivation, and facilitating access to personalized education. Ultimately, the study aims to identify the strengths and weaknesses of these systems and propose innovative paths to enhance the effectiveness of intelligent educational systems. Methodology The research method employed is a synthesis study based on Cooper's (2015) seven-step model, which includes defining the problem, gathering research evidence, collecting information from selected studies, evaluating the quality of studies, analyzing and integrating results, interpreting evidence, and presenting findings. English articles published in journals indexed in the Web of Science database were searched on June 11, 2024 (corresponding to January 21, 2024) in the fields of education and educational reviewd using two sets of keywords: artificial intelligence (including “artificial intelligence,” “machine intelligence,” “intelligent support,” “intelligent virtual reality,” “chat bot*,” “machine learning,” “automated tutor*,” “personal tutor*,” “intelligent agent*,” “expert system*,” “neural network*,” “natural language processing,” “chatbot*,” “intelligent system,” and “intelligent tutor*”); and mathematics education (including “mathematics” and “math education”) between the years 2000 and 2024. The initial search yielded 89 articles meeting the desired characteristics. After reviewing the abstracts and full texts, 16 articles were excluded from the synthesis process, leaving 73 articles selected for the final analysis. Following Wu et al. (2013), the selection of articles was conducted in two stages. In the first stage, an article was included in the potential analysis pool if it met two qualifying criteria: (a) it included a specific artificial intelligence technique as an intervention to support learning or teaching, and (b) it provided empirical evidence or in-depth analysis (English articles indexed in SSCI). Articles focusing solely on AI development processes without educational implications or adopting AI as a learning topic without utilizing AI were excluded.FindingsThe resources were analyzed through full-text examination and line-by-line analysis. In this phase, 386 fundamental codes were extracted. After eliminating duplicates, irrelevant entries, and low-frequency codes, 47 components with the highest frequency and recurrence among the reviewed articles were identified and extracted. Additionally, 24 platforms for intelligent mathematics education were identified. The extracted components were grouped into eight categories based on shared characteristics: personalization, student grouping, intelligent system design, assessment and remediation, motivation and interaction, online and offline support, educational content and methods, progress monitoring and mastery, and human-AI collaboration. The identified platforms were categorized into seven groups based on their interaction methods with students: platforms with direct user interaction, game-based platforms for student engagement, model-based platforms offering feedback and personalized interaction, simulation-based platforms for deeper interaction, human-AI collaborative problem-solving platforms, interactive platforms emphasizing feedback and social collaboration, and platforms focusing on teaching verbal and conceptual problems. Discussion and Conclusion The findings of this study indicate that identifying and utilizing key components in the design of intelligent educational systems plays a significant role in enhancing the quality of the teaching–learning process. The use of modern technologies—particularly artificial intelligence—can lead to a fundamental transformation in the educational system, provided that such systems are designed and implemented based on rigorous theoretical frameworks and the actual needs of learners. An analysis of the data from the present study shows that the proposed components can serve as strategic tools for developing educational modules that support personalized learning, increase learner interaction with content, and enhance active engagement in the learning process. This is especially effective in contexts where learners exhibit diverse abilities, learning styles, and personal interests, potentially resulting in greater instructional effectiveness and improved academic performance.Moreover, the design of intelligent educational systems based on the extracted components enables continuous monitoring of learning through periodic assessments and targeted feedback, thereby facilitating ongoing refinement and optimization of educational content and learning processes. In addition, employing this approach can support effective student grouping and the adaptation of instructional content to the cognitive and educational characteristics of each group. Overall, it can be concluded that an approach grounded in intelligent components not only addresses the challenges inherent in traditional educational systems but also creates the foundation for a dynamic, flexible, and learner-centered educational environment—paving the way for a fundamental transformation in modern education.

The purpose of this research was to explore the definition of wisdom from the perspective of wise teachers in Yazd. A qualitative phenomenological approach was employed for the study. The research participants included all teachers in Yazd, both employed and retired. The sample was selected through purposive sampling, focusing on both male and female teachers who were identified as wise by students from the first to the fourth semester of Yazd University. The sample size was ultimately confined to eleven participants upon reaching theoretical saturation. In total, 66 concepts and 15 sub-categories, along with 2 main categories, were extracted from semi-structured interviews with the participants (3 men and 8 women). The extracted categories related to how wisdom is defined included the notion of wisdom as an "innate and divine gift" that is "rare." The "growth and transformation of wisdom is the result of applying it in various aspects of life," and it serves as a pathway to "becoming one's best self." Additionally, themes emerged regarding "the distinction and connection between intelligence and wisdom," "self-awareness and sense of duty throughout life," and being "purpose-driven and diligent." Behavioral manifestations of wisdom included "being contemplative and thoughtful in speech," "being a good listener," "having attention to detail," "the importance of order in life," "observing social etiquette," "possessing high understanding and adaptability," and "having a high threshold of tolerance." According to the viewpoint of the teachers, wisdom exists within everyone, and it is the behavioral manifestations that indicate whether individuals have been able to cultivate wisdom within themselves.IntroductionWhile wisdom has long been rooted in philosophy and religion, a notable recent development is its integration into empirical research in psychology and other fields (Sternberg & Glück, 2019). Broadly, psychological research on wisdom is divided into two main approaches: implicit theories and explicit theories (Sternberg, 1998). Implicit theories explore the public's common understanding of wisdom, while explicit theories are constructed by expert theorists, not by the general public (Sternberg, 2005). Over the past few decades, extensive research has been conducted on wisdom, with each study proposing its definition based on its specific methodology and subject matter. However, due to its multifaceted nature, a single, agreed definition has yet to be established.Given the close connection between wisdom and the philosophy of education (Semetsky, 2008), as well as the crucial role that teachers play in society, exploring their perspectives on wisdom serves as a foundational step for future research. This includes studying the characteristics of a wise teacher, enhancing their practical wisdom, and developing wise educational methods. For instance, a study aimed at examining Taiwanese teachers' implicit views on wisdom, comparing their interpersonal and intrapersonal perspectives, found that interviews with 56 teachers revealed a convergence of both views across four core components of wisdom: intrapsychic integration, problem-solving actions and ideal implementation, positive outcomes, and feedback and adjustment (Chen et al., 2014). Considering the prominent role of wise Iranian teachers -who have been nurtured by their families and authentic Iranian-Islamic cultural and social teachings- this study investigated the definition of wisdom from their viewpoints it sought to answer the research questions: "How do wise teachers define wisdom?" and "What are the behavioral manifestations of wisdom from the perspective of teachers?" MethodologyThis study employed a qualitative, phenomenological approach to explore the definition of wisdom and its behavioral manifestations from the perspective of teachers.Research Design, Sampling Method, and Sample Size: The study population included all active and retired teachers in Yazd. A purposive sampling method was used, initially asking first- to fourth-semester Yazd University students, who had recently graduated from high school, to nominate their wise teachers. Semi-structured interviews were then conducted with the nominated teachers until data saturation was reached. Ultimately, 11 wise teachers (3 men and 8 women) were interviewed.Research Instrument: Data were collected using semi-structured interviews. The interviews began with general questions about the definition of wisdom and its behavioral manifestations, followed by more in-depth questions to explore the participants’ thoughts and experiences based on their lived experiences.Research Implementation: The interviews were transcribed and analyzed using the Colaizzi method. Significant statements were identified, and their meanings were transcribed as initial codes. Thematic categories were then developed by grouping conceptually similar codes.FindingsFollowing the analysis, the findings were categorized into 15 subcategories and two main categories: the definition of wisdom and its behavioral manifestations.In the category of the definition of wisdom, teachers viewed it as an innate, rare, and divine gift that enables timely decision-making. They believed its development depends on the practical application of intellect in daily life and requires having a clear purpose and being a diligent person.In the category of behavioral manifestations of wisdom, teachers emphasized the importance of being thoughtful and reflective in verbal expression. They also identified behaviors such as being organized, paying close attention to details, having high levels of empathy and understanding, and possessing a high tolerance threshold as key indicators of wisdom. Discussion and ConclusionIn the Holy Quran, Surah Al-Alaq attributes the act of teaching to God, which is the same work that teachers perform. Similarly, in Islamic traditions, the Ahl al-Bayt (the family of the Prophet Muhammad) hold the status of teachers in high regard.Examining wisdom from the perspective of teachers aligns closely with implicit theories of wisdom, where ordinary people, based on their experiences and cultural backgrounds, express their understanding of a concept even without formal knowledge in psychology. The participants' collective definition of wisdom suggests it is an innate, divine gift that can be cultivated and developed. This aligns with the traditional view that wisdom, like other human talents, is inherent (Ferrari, 2009).Based on their attributes and lived experiences, the participants provided various definitions of wisdom and offered a linguistic interpretation, which resonates with Glück's views on wisdom (Glück, 2019). They asserted that wisdom is a virtue, and a wise person is someone who achieves their highest potential and happiness. In the Quran, the path to perfection is through strengthening human thought and intellect (Hadadian & Naghizadeh, 2019).Some participants noted that wise individuals make the best decisions while considering the relativity of values. This aligns with the Berlin Wisdom Paradigm, which includes this perspective as one of the criteria for wisdom (Baltes et al., 1995).Regarding the behavioral manifestations of wisdom, the teachers believed that wise individuals are reflective before making any decision and consider all aspects and surrounding circumstances in their actions. They stated that wisdom is reflected in social graces and respect for different cultures and customs, and considered patience and resilience in the face of difficulties to be a sign of wise behavior. They also highlighted the importance of adapting to surrounding circumstances and believed that wise people are empathetic and have a high understanding of others' situations, which is consistent with Brown's functional theory of wisdom (Brown, 2004).Another behavioral manifestation of wisdom, according to the teachers, is paying attention to context and culture. This corresponds to the Berlin group's third core criterion in their fundamental considerations of life, which states that a wise person has an understanding of life's problems concerning different contexts—such as education, family, work, friends, leisure, and the common good—and views interpersonal relationships within a lifespan perspective (past, present, and future) (Baltes et al., 1995).Regarding the relationship between intelligence and wisdom, participants believed that while wisdom is not synonymous with high intelligence, the two are interconnected, a view that aligns with Sternberg's perspective (Sternberg, 2005).To cultivate wisdom, special attention must be paid to its education, and a key element of this is the teacher and their educational policies. Therefore, the teacher and their wisdom are pivotal to fostering wisdom in others. More than anyone else, a teacher is involved in educational challenges, and their perspective on issues stems from their teaching experiences. This is precisely why teachers’ views on wisdom differ from those of the general public, and this unique perspective can be leveraged in the context of wisdom education. In this study, the teachers' understanding of wisdom was significantly influenced by their educational mindset.

With the emergence of Generation Z in educational and professional settings, understanding the teaching-learning process of this generation and identifying the factors that enhance the quality of their education has become increasingly important. This study was conducted to explore the key elements influencing the teaching-learning process of Generation Z university students. The research is applied in nature and follows a qualitative methodology, specifically an empirical phenomenological approach. The statistical population consists of students from the Faculty of Psychology and Education at the University of Tehran. Data were collected through semi-structured interviews with fifteen students and analyzed using a three-stage coding process and thematic analysis. Findings from the interviews revealed five core components that significantly impact Generation Z’s learning process: 1-individual learner characteristics such as self-directed learning, personal interests, and emotional engagement; 2-the role of the teacher, including professional competence, teaching methods, and supportive behavior; 3-the learning environment, encompassing available resources, organizational climate, and culture; 4-the content of learning, which including trendiness, practical, and technology-integrated; and 5-social interactions, including family support and peer collaboration. Results indicated that Generation Z students are deeply immersed in technology, prefer flexible and interactive learning styles, and show a strong inclination toward experiential learning. Moreover, the teacher’s role in fostering a participatory and motivating atmosphere is crucial. In light of these findings, it is essential for educational institutions, policymakers, and university instructors to revise instructional strategies, design experience-based and practical curricula, and create interactive and collaborative learning environments. Such efforts are vital to improving the quality of education for Generation Z and ensuring the success of educational systems in meeting their needs.

The aim of the present study was to predict the reading literacy of high and low performance Iranian students using factors identified from PIRLS 2021 student questionnaire by correlational research method. The statistical population consisted of 1,348,842 fourth grade students, out of which 5,962 students were selected. The data were analyzed using multiple regression analysis to identify the predictor role of variables including home resources for learning, digital self-efficacy, sense of school belonging, student bullying, engaged in reading lessons, disorderly behaviour, like reading, and confident in reading in reading literacy. Results showed that the average scores of the aforementioned factors in the two high and low groups were high or medium. Based on Cohen’s effect size values, only there was a significant difference between the two groups in the mean scores of home resources for learning and confident in reading. The correlation with reading literacy was measurable for only two factors in the high-performance group and six factors in the low-performance group. In the high-performance group, only home learning resources and disorderly behaviors were significant predictors in explaining the variance of reading literacy, whereas in the low-performance group, digital self-efficacy, student bullying, home resources for learning, like reading, and confident in reading were significant predictors, respectively. The explained variance in the high- and low-performance groups was 3% and 19%, respectively. Overall, the findings indicated a more significant role of the mentioned factors in predicting reading literacy in the low-performance group compared to the high-performance group.IntroductionReading literacy is a fundamental goal at primary education, influencing students’ academic achievement across subjects. Since Iran has no national assessment system for reading literacy, participation in the international PIRLS study since 2001 has provided valuable insights. However, Iranian fourth graders have shown limited progress across PIRLS cycles. This study aimed to predict reading literacy among high- and low-performance Iranian students in PIRLS 2021 based on factors derived from the student questionnaire, including home resources for learning, digital self-efficacy, sense of school belonging, bullying, engagement in reading lessons, disorderly behavior, like reading, and confident in reading.MethodUsing a quantitative, correlational design and secondary analysis of PIRLS 2021 data, students one standard deviation above (1052 students, equivalent to 17.6%) or below (831 students, equivalent to 13.9%) the national mean reading score (M = 413, SD = 53.95) were categorized as high and low performers, respectively. The variables included home resources for learning, digital self-efficacy, sense of school belonging, student bullying, engaged in reading lessons, disorderly behaviour, like reading, and confident. The statistical population consisted of 1,348,842 fourth grade students in the academic year 2010-2011,out of which 5,962 students were selected as sample using a stratified two-stage cluster sampling design with probability proportional to the sample size (PPS). To describe the factors affecting high and low reading literacy, descriptive statistics, t-test, effect size, Pearson correlation, and step-by-step multiple linear regression analysis were used using SPSS 27 software while weighting the data. ResultsThe data were analyzed using step-by-step multiple linear regression analysis. Findings showed that in the two high and low groups, the average levels of the aforementioned factors were high (sense of belonging, involvement, and interest in reading) or medium (home resources for learning and disorderly behaviours). In the factors of digital self-efficacy and confident in reading, high-performing students reported high levels and low-performing students reported medium levels. Only in the factor of being exposed to bullying, the level of this factor was insignificant in high-performing students and reported monthly in low-performing students. Also, according to Cohen's effect size values, there was a significant difference between the two high and low groups in the average of all factors (except sense of belonging and disorderly behaviour). The correlation of these factors with reading literacy in the high-performance group (between 0.13 and 0.03) was insignificant compared to the low-performance group (0.30 and 0.03). The results of the regression analysis showed that in the high group, home resources for learning and disorderly behaviors played a significant role in explaining the variance of reading literacy, while in the low group, the factors of digital self-efficacy, exposure to bullying, home resources for learning, and interest in reading played a significant role in explaining the variance. The amount of explained variance in the high group was 3 percent and in the low group was 19 percent. ConclusionOverall, the results of this study showed that in all of the factors examined, except for a sense of belonging and disorderly behaviours, both groups had high levels of these factors, but students in the upper group reported a higher level of these factors than the lower group. On the other hand, despite the tendency of students in the upper and lower groups to have positive reports, these factors not only did not have a high relationship with the reading literacy of students in the two groups, but in the upper group, the contribution of these factors in predicting reading literacy was very small and in the lower group. Also, the status of most contextual factors in both high and low groups (even the entire population) was reported as almost favorable. This result raises the suspicion that either Iranian students do not understand the self-report questions correctly or, due to the prevailing cultural context in society, do not want to express their true opinion and avoid reporting the real situation by wanting to respond favorably. Therefore, it is suggested that a qualitative study be conducted through interviews with Iranian students on the aforementioned factors to confirm the accuracy of the findings. Another result of this study was the insignificant contribution of the identified factors in predicting reading literacy in the high group compared to the low group. This result may indicate that the contextual factors examined in the PIRLS play a more important role in explaining reading literacy for low-performing students and that these students are probably more influenced by emotional or environmental factors, while for high-performing students, these factors are almost neutral. Therefore, it seems that the educational system should look for other effective factors in explaining the reading performance of high-performing students, such as cognitive factors such as working memory, attention, and concentration. However, in low-performing students, digital self-efficacy and bullying played a decisive role in predicting reading literacy. Therefore, it is suggested that interventions based on improving educational ability be designed to integrate the use of technology with homework (such as making videos, searching) for the purpose of further learning, and efforts should be made to improve social ability in order to positively interact between students and maintain mutual respect with the aim of creating a safe environment at school.

This research aims to identify the factors influencing students' mathematical performance and employed a meta-synthesis method. The statistical population included valid scientific articles, dissertations and doctoral theses related to the subject from the last fifteen years (2010-2024) which were registered in specialized and scientific databases inside and outside Iran. After several screening stages based on the indicators of title, abstract and content of the research and criterion of the Critical Appraisal Skills Program (CASP), 42 sources were selected purposefully. The conventional seven-step method in meta-synthesis research was used for the qualitative analysis of the sources. The data were coded and analyzed and to check the reliability of the study, the Kappa index was used and its value was calculated at 0.71. Results showed that various areas affect students' mathematical performance, and there are connections between them. According to the findings, five main categories, 20 factors and 183 final codes were identified and extracted. The main categories affecting mathematical performance include factors related to the student, society, family, educational issues and traumatic issues, which include factors such as the student's background, values ​​and attitudes, interests and motivations, emotional and psychological factors, cognitive factors, learning, abilities and skills. school, teacher, school staff and management, macro-social factors, family background, parents' behavior and home environment, facilities available at home, educational activities, educational facilities, the educational system, student's disciplinary and moral harms and traumatic conditions. These findings can be used by researchers, teachers and those involved in education.IntroductionTo improve students' mathematical performance, it is necessary to examine the factors affecting student performance and determine why they do not achieve the desired results. On the other hand, to find the causes and factors, a multifaceted approach is needed because education is a social, political, and cultural phenomenon and is also affected by psychological factors. Determining at which stage of learning and from what aspect the possible damage to students' mathematical performance has occurred, is very important and also difficult, given the involvement of various educational, philosophical, mathematical, and other fields in education. Therefore, the field of effectiveness of teaching and learning is broad, and with the advancement of science and its increasing pace, it is inevitable that identifying the factors affecting academic performance, especially in mathematics, will become more complex. Naturally, given that mathematics education researchers have a significant role in identifying, introducing, measuring, and providing an analysis of the factors affecting students mathematical performance, examining and extracting predetermined factors in research is the first step that must be taken to identify the aforementioned factors. The present study aims to integrate the factors affecting students' mathematical performance that have been discussed in previous studies while providing a comprehensive picture of these influencing factors and to explain and clarify this area of mathematical education for those involved in the education system. Also, the fragmentation and the gap that exist between the areas affecting mathematical performance require more care and effort to protect the present study from these shortcomings.Research MethodThe present qualitative research was conducted using the meta-synthesis method and aimed to identify the factors affecting the mathematical performance of students in grades 1 to 12 by collecting and reviewing the research background on this topic to analyze, interpret, and combine these findings to extract the components affecting the mathematical performance of students. For this purpose, Sandlowski and Barroso's (2006) seven-stage model was used.A systematic review of reliable citation sources and information databases was conducted, considering the keywords "student performance in mathematics," "progress in mathematics," "success in mathematics," "factors of student failure and success in mathematics," and various combinations of keywords. Among the studies published between 2010 and 2024, 43 sources met the inclusion criteria for the present study. The CASP (Critical Appraisal Skills Program) tool was used to assess the quality of the selected studies. After open coding, axial coding, and selective coding, the codes extracted from the sources were analyzed using the classification method and the categorization method to assess the level of agreement between coders and the reliability of the analysis Kappa index was used, and its value was calculated as 0.71, which indicates satisfactory reliability of this coding. FindingsAfter a systematic review of the sources identified in the present study and the coding and text analysis of these sources, 186 final codes were extracted, which were then categorized into 20 themes and 5 categories around the factors affecting students' mathematical performance. The conceptual model of the aforementioned findings presented in Figure 1.Figure 1: Conceptual model of factors affecting students' mathematical performanceDiscussion and ConclusionFindings of present study identified five main influential categories, which include the student himself, family, society, educational issues, and traumatic issues, under which several factors have been defined. In many studies, the role of the student in mathematical performance has been considered, and of course, the interesting point is the diversity in the classification of influential factors related to the student. The importance of the student's actions and behavior in improving his academic performance is obvious, but perhaps the aspect of the aforementioned role-playing is unknown to many. Factors such as the student's background, which is difficult and sometimes impossible to change, emotional and psychological factors that refer to mental states and mental processes, attitudes and values that include the student's beliefs and principles, interests and motivations, cognitive factors that express the student's perceptions, the learning factor and its related sub-factors, as well as the factor related to the student's ability and skill, each have implications that the research conducted has sought to investigate.The multitude of influential components examined by the researchers expresses the message more clearly than before that a student can have poor performance in mathematics under the influence of various personal, family, educational, social, etc., factors and needs to be examined and supported separately. It is recommended that researchers use these findings to conduct additional research This topic is more attractive to students in the field of mathematics education, newcomers to this field, people who are looking for a research topic, academic advisors, as well as non-academic audiences such as teachers and students, and other educational stakeholders and specialists.

Given the need to review and evolve professional development approaches, peer coaching has been considered in the global literature as an interactive, effective, and cost-effective method. The present study aimed to investigate the perceptions of faculty members of the University of Mazandaran towards peer coaching as a tool for institutionalizing professional development. This study, using a descriptive-survey method and using the standard questionnaire of Aderibigbe and Ajasa (2013), collected and analyzed the views of 120 faculty members. The results of data analysis using the weighted average method show that participants rated peer mentoring as an effective mechanism for interactive learning, improving professional performance, and increasing job satisfaction. However, challenges such as differences in attitudes, time constraints, and lack of adequate training were also cited as potential barriers. The results also showed that faculty members preferred learning through formal training courses, although peer mentoring is also gaining a growing place among learning methods. IntroductionIn a higher education system, the professional development of faculty members plays a fundamental role in enhancing the quality of teaching and research (Tigelaar et al., 2004). However, traditional professional development programs—due to their lack of continuity, limited alignment with actual needs, and low levels of participation—have not succeeded in achieving sustainable improvements in professional competencies. Therefore, the need for innovative and interactive approaches is increasingly recognized (Abdollahi & Shahraini, 2024). One of the contemporary approaches in this field is peer coaching, which is defined as an interactive process among individuals who occupy similar professional positions (Zwart et al., 2009). This method has been acknowledged in many leading higher education systems as an effective tool for enhancing performance and job satisfaction (Lofthouse & Hall, 2014). Nevertheless, in Iran’s higher education system, peer coaching still lacks a clearly defined position, and professional development remains predominantly focused on traditional approaches (Shahali-Zadeh et al., 2023). Moreover, existing evidence indicates that domestic studies have rarely explored the potential of peer coaching in improving professional learning and collegial collaboration. Accordingly, the main problem of the present research is to understand how faculty members—within the current context of Iranian higher education and particularly at the University of Mazandaran—perceive and conceptualize peer coaching as a tool for professional development, and to what extent this model can be implemented effectively within the university’s cultural and organizational context. MethodologyThe present study is applied in terms of purpose and descriptive–survey in terms of nature and methodology. The statistical population consists of 417 faculty members at the University of Mazandaran. A census sampling method was employed. Ultimately, 120 faculty members from 12 faculties of the University of Mazandaran were selected to participate in the study. Data were collected using both library research and field methods (a questionnaire instrument). Using the standardized questionnaire developed by Aderibigbe and Ajasa (2013), the study seeks to answer the following question: How do faculty members of the University of Mazandaran perceive peer coaching as a tool for professional development? Finally, for inferential data analysis through SPSS software, the weighted mean of each item associated with a given component was calculated. Bar charts were used to present the research findings, illustrating the weighted mean of each item related to each specific component. FindingsThe concept of peer coaching in the university: The highest-rated aspects of peer coaching, include the process of sharing new ideas or skills, collaborative efforts to enhance personal development, the exchange of ideas to solve problems, and the process of training a colleague to improve performance respectively. The lowest-rated aspect is the process of simply transferring information.The importance of peer coaching: Faculty members in this study generally agreed that peer coaching serves as a mechanism for increasing understanding the dynamics of academic environments. However, two additional highly rated views indicated that peer coaching provides a cost-effective opportunity for continuous learning and enhances job satisfaction through the development of strong team relationships.Barriers to the effective use of peer coaching: The most significant barriers identified include differences in faculty members’ perspectives regarding peer coaching, followed by the lack of consideration of factors such as time and disciplinary specialization, insufficient training on peer coaching, and challenges in obtaining funding to participate in related training programs.Strategies for enhancing peer coaching programs: Faculty members considered three factors particularly important: (1) alignment with colleagues’ areas of expertise, (2) allowing faculty members the option to choose their peer coach, and (3) adopting a participatory approach in the planning and implementation process.Benefits of peer coaching: The reported benefits, include enhanced understanding through learning from others, learning to collaborate effectively through team-building, strengthened social and interpersonal connections, peer support and problem solving, information sharing, and exposure to diverse learning styles and viewpoints.Drawbacks of peer coaching: The identified disadvantages, in order, include dominant or controlling personalities, differences in learning pace and motivation, social loafing, and a limited number of suitable colleagues to work with respectively.Faculty members’ preferences regarding learning methods: Faculty members preferred: (1) learning through participation in specialized training courses, (2) learning through peer coaching, and (3) learning through specialized reading and research. Discussion and ConclusionThe aim of the present study was to examine the perceptions of faculty members at the University of Mazandaran regarding peer coaching as a tool for professional development and the feasibility of institutionalizing it within the higher education structure. Findings indicated that faculty members’ perceptions of peer coaching are more closely associated with concepts such as “skill sharing,” “mutual development,” and “collaborative problem solving” rather than traditional top-down training models. The perceived importance of peer coaching was also noteable. Respondents viewed it as a mechanism for better understanding the dynamics of academic environments, enhancing job satisfaction, and providing continuous and cost-effective professional learning. However, several significant challenges were also identified. Differences in perspectives, time constraints, and the lack of adequate training were among the most significant barriers, indicating the need for structured planning, skills-based training for participants, and sustained organizational support. On the other hand, the benefits of peer coaching were clearly reflected in the findings—particularly increased learning from colleagues, strengthened professional relationships, social support, and fostering of collaboration within the academic environment. Alongside these advantages, findings also revealed several potential drawbacks associated with peer coaching. The main disadvantages reported included “dominant personalities,” “differences in learning pace and motivation,” “social loafing,” and “a limited number of suitable peers for collaboration.” Finally, faculty members’ preferences regarding professional learning methods were examined. Results showed that their highest preference was participation in specialized training courses, with peer coaching ranked second. This outcome reflects the continued reliance of academics on formal, authority-based structures of learning, which may prevent newer approaches such as peer coaching from being fully employed.

The present research aimed to identify the content features of the art curriculum for the first period of secondary education, using a mixed-methods approach (qualitative-quantitative). The qualitative data were collected through 27 interviews with experts in the field of art and curriculum, who were purposefully selected and were interviewed until theoretical saturation was reached. The quantitative phase population consisted of 504 art teachers in Isfahan city, from which 218 were randomly selected according to Morgan’s table. Data were obtained throgh semi-structured interviews and questionnaires. Content validity was applied for the validity of both interviews and questionnaires, and the reliability of the questionnaire was confirmed with a Cronbach’s alpha coefficient of 0.91. The interview findings were analyzed using the Strauss and Corbin method. According to the results, both research experts and art teachers emphasized the features of “audience-centeredness of the artwork,” which closely relates to the nature of art; “aesthetic innovation,” with its impactful role in various life aspects; and “integration of art with science and technology” as a novel approach in today’s world. The common ground between these two groups is the establishment of connections between art and other sciences and new technologies, which is globally applied as an innovative method. This highlights both groups’ emphasis on an interdisciplinary approach in content, explaining the linkage of art with other subjects as an innovative and global strategy for enhancing learning and creativity.IntroductionExamining the characteristics of art curriculum content in the first period of middle school is important because it forms the basis for students’ future artistic development. This content not only supports creativity and critical thinking but also helps students make logical choices in later grades and maintain long-term engagement with art. Having elements such as musical content for cognitive and motivational growth, visual arts for emotional expression, art history for understanding cultural and social contexts, and components like art criticism, aesthetics, and interdisciplinary connections offers several benefits, including cultural enrichment, cognitive improvement, and emotional well-being. Research findings has also highlighted the importance of creativity, the integration of art with other subjects, mental-health benefits, and the educational value of painting and crafts. Attention to individual differences, cultural and historical heritage, and philosophical foundations also plays a key role in developing meaningful curriculum content, ultimately leading to stronger emotional well-being, improved critical thinking, and greater cultural awareness. Methodology This study used a mixed-methods design. In the qualitative phase, semi-structured interviews were conducted with experts in art education and curriculum studies who were selected through purposive sampling until data saturation was reached. The validity of the instrument was confirmed by six specialists, and data analysis followed Strauss and Corbin’s coding model (open, axial, and selective coding). In the quantitative phase, statistical population consisted of 504 art teachers from first-year secondary schools in Isfahan, from which a random sample of 218 participants were selected using the Morgan table. A researcher-made questionnaire with 11 Likert-scale items was developed based on the qualitative results, showed strong reliability (Cronbach’s alpha = 0.91). Data were analyzed using descriptive and inferential statistics, including t-tests and regression analysis, with SPSS software. Findings The qualitative findings revealed several key themes: audience-centered artistic activities (such as painting, crafts, and music), integration of art with STEAM subjects (mathematics, science, literature, and foreign languages), aesthetic innovation, art appreciation (including knowledge of art history and local arts), recognition of individual differences, art criticism and analysis, philosophical foundations, aesthetic experience, the influence of social and environmental contexts (such as human rights and the environment), and reference to cultural and historical heritage.The quantitative findings, based on teachers’ perspectives, showed similar priorities. The most important features of art curriculum content were: art appreciation, integration of art with science and technology (STEAM), attention to cultural and historical heritage, artwork analysis, aesthetic innovation, philosophical foundations, aesthetic components, adequacy of the current content, respect for individual differences, audience-centered artistic activities, and the influence of social context. Discussion & ConclusionResults of this study showed a clear alignment between qualitative and quantitative findings. Both emphasize the importance of audience-centered artistic activities, the integration of art with science and technology, aesthetic innovation, art appreciation, STEAM-based learning, and attention to cultural and historical heritage. These findings are consistent with global research findings indicating that creativity supports both cognitive and emotional development, encourages broader and deeper thinking, and helps students build essential life skills.Applied and socially relevant art content strengthens the practical value of art education, while art appreciation plays an important role in improving empathy and mental well-being. Integrating art within STEAM frameworks also supports interdisciplinary learning and creative problem-solving.

This research aimed to analyze the lived experiences of elementary school teachers regarding the implementation of the Ministry of Education's digital and technological competency plan. The study employed a qualitative approach with a phenomenological methodology. The statistical population consisted of sixth-grade teachers in Tehran and Alborz provinces. Using purposive sampling, in-depth interviews were conducted with 17 sixth-grade teachers from District 2 of Tehran and District 2 of Karaj. Collected data were analyzed using thematic analysis.The lived experiences of teachers in implementing the Ministry of Education's digital and technological competency plan were organized into several key areas. After coding the interview texts, 14 basic themes were extracted. In the lived experience component, three basic themes emerged: 1) emotional and psychological aspects, 2) increased cybersecurity capabilities, and 3) student progress in programming. In addition, the opportunities arising from the digital competency plan included four basic themes: 1) enhanced digital literacy skills, 2) student engagement, 3) application of algorithmic lessons, and 4) engaging classes through programming. From the participants' perspectives, the challenges of the digital competency plan also comprised four basic themes: 1) technological infrastructure, 2) cultural resistance to change, 3) lack of digital prerequisites, and 4) technological fear. The final finding of this research focused on the necessary support for the effective implementation of the digital competency plan, which included themes such as: 1) the role of school principals, 2) training and empowerment courses, and 3) educational support policies. The findings of this study can assist educational policymakers and planners in improving the implementation of technological plans in schools.IntroductionThe use of technology in education, as an inevitable necessity at the present era, faces numerous challenges in many countries. In addition to obvious barriers such as lack of technology infrastructure and financial resources, soft barriers such as teachers' beliefs, skills, and competencies play a significant role in preventing the effective use of technology in the education process. In this regard, the Technology Pedagogical Content Knowledge (TPACK) framework has been developed with the aim of conceptualizing the fundamental knowledge that teachers need to successfully integrate technology into their teaching. The importance of digital competence in the field of education, especially in recent years, has been increasingly recognized. On the one hand, this is due to the fact that technology has become an integral part of everyday life. On the other hand, it is due to the increasing dependence of citizens' professional development on the efficient and appropriate use of information and communication technologies. Meanwhile, digital competence, as one of the key competencies, plays a pivotal role in empowering teachers, to participate effectively in the future society. Teachers, as key actors and the most responsible individuals, play a pivotal role in preparing children to enter the global economy and digital era. Improving teachers’ digital competences, in turn, enables students to become efficient and responsible digital citizens. From this perspective, measuring and evaluating teachers’ digital competences is essential and inevitable. In this regard, a plan has recently been implemented in Iran to strengthen teachers’ digital competences. The Ministry of Education's Digital Competency Plan, with an emphasis on improving programming skills and digital literacy of elementary school students, based on the digital and computer science mastery and competency model in the transformation plan of the Deputy for Elementary Education, pursues the following themes: 1) The effects of computers on life, 2) Computational thinking, 3) Communication networks and system design, 4) Cybersecurity, and 5) Digital literacy. Therefore, analyzing teachers' lived experience of implementing the Digital Competency Plan is necessary and inevitable. In this regard, the aim of the present study is to conduct an in-depth and scientific investigation of elementary school teachers' lived experience of implementing the Ministry of Education's Digital Competency Plan. MethodologyIn order to analyze the lived experience of elementary school teachers from implementing the Ministry of Education's Digital Competency Plan, a qualitative interpretive phenomenological approach was used. Data were collected through in-depth interviews with 17 sixth-grade teachers from District 2 of Tehran and District 2 of Karaj who participated in the Digital Competency Education Project. The interviews were semi-structured, and conducted in-person, by telephone, and online. The in-depth interviews, using open-ended questions, lasted 45 to 55 minutes. FindingsThe implementation of the Digital Competency Project in schools has impacted various dimensions of teachers’ lived experience. These dimensions include personal experiences, opportunities created, challenges faced, and support needed.1. Lived experience: Teachers’ experiences indicate the multiple impacts of the project on their professional and personal lives. Teachers indicate that the project has been a transformative experience for them, citing emotional and psychological aspects, professional growth, and a positive impact on students, beyond just a training program. For example, code 7 indicates the importance of teachers’ psychological readiness to accept changes and learn new skills, and code 1 indicates the positive impact of the project on teachers’ professional development in the field of cybersecurity.2. Opportunities:The implementation of the Digital Competency Project has provided valuable opportunities for teachers. These opportunities include improving digital literacy skills, increasing interaction with students, making teaching practical, and creating interest in the classroom. For example, code 11 indicates an increase in teachers’ confidence in using digital tools, and code 17 indicates the positive impact of the project on making teaching practical and increasing student satisfaction.3. Challenges: Teachers have faced several challenges in the process of implementing the plan. These challenges include infrastructural barriers, cultural resistance, lack of prerequisite skills, and technological fear. For example, code 9 indicates resistance of some teachers to change and learn new skills, and code 10 indicates lack of prerequisite digital skills among some teachers.4. Support needed: Teachers need multifaceted support from school administrators, education and training, and appropriate training courses to successfully implement the plan. For example, code 7 indicates the critical role of administrators in supporting the implementation of the plan, and code 16 indicates the importance of supportive education and training policies. Discussion and ConclusionsAccording to the research findings, it can be concluded that teachers' lived experience in implementing the digital competency plan include various dimensions, including emotional and psychological aspects, professional growth, student progress, opportunities, challenges, and the need for support from administrators. Therefore, it is suggested that for the effective implementation of the digital competency plan, it is necessary to provide appropriate software and hardware infrastructure in schools so that teachers can easily use digital tools. Also, the educational content of the work and technology lesson should be updated by adding sections on cybersecurity skills and the application of computational thinking. Creating programming clubs for teachers across the country can help develop their skills while strengthening synergy and exchange of experiences. In addition, the use of gamification in teaching computational thinking and digital literacy can help increase student motivation and participation. Finally, ongoing and practical training courses for teachers, emphasizing educational strategies for integrating technology into curricula, are essential so that teachers can confidently and skillfully use digital tools in the teaching process.

Games are vital in accounting education and significantly enhancing students’ motivation. Combining motivation and gaming in the educational process increases student engagement, deepens understanding, and ultimately improves academic performance. This study aimes to investigate the impact of experiential learning through games on students’ self-perceived academic performance, mediated by self-efficacy and learning motivation. 100 female high school students from Tehran, familiar with basic accounting principles, were selected as the research sample. The Hernandez et al. (2022) Motivation Questionnaire was used to measure Academic Motivation, using structural equation model and SmartPLS. Four variables were considered: Experiential Learning, Self-efficacy, Learning Motivation, and Self-Perceived Academic Performance. Results of the direct hypotheses indicated that Experiential Learning had a positive and significant impact on Self-efficacy and Learning Motivation. Moreover, Self-Efficacy and Learning Motivation directly influence Self-Perceived Academic Performance and experiential learning alone does not have a significant impact on academic performance. Results of the indirect hypotheses revealed that Experiential Learning influenced Self-Perceived Academic Performance through the mediation of Self-efficacy and Learning Motivation. The findings revealed that students who engaged in Experiential Learning demonstrated higher Self-efficacy, and greater Motivation, consequently, improved Academic Performance This study, employing a gamification approach, explored the impact of Experiential Learning on accounting students’ Academic Performance, demonstrating that this method effectively increases students’ Motivation and Performance.IntroductionTeaching accounting and fostering a deep understanding of its concepts presents a significant challenge in educational systems, as traditional teaching methods relying on lectures and problem-solving have failed to generate sufficient motivation among students and have made understanding abstract accounting concepts difficult. This research aims to examine the impact of serious games in accounting education and the mediating role of self-efficacy and learning motivation in improving students' academic performance. Experiential learning, serving as the theoretical framework of this study, is a process that operates through a four-stage cycle of experience, reflection, conceptualization, and practical experimentation. Serious games, combining entertainment elements with educational objectives, provide an appropriate platform for experiential learning. In this process, self-efficacy (belief in one's capabilities) and learning motivation (intrinsic desire for active participation in learning) act as mediating variables. Previous studies, including Hernandez et al. (2022), Sugahara et al. (2024), and Haji Moradkhani and Mashayekh (2022), have demonstrated that using games in accounting education can contribute to improve academic performance, increase motivation, and enhance student skills. Based on the theoretical framework, seven hypotheses were developed, with five addressing direct relationships between experiential learning and variables of self-efficacy, learning motivation, and academic performance, and two examining the mediating role of self-efficacy and learning motivation. MethodologyThis quantitative research was conducted with a statistical population of female accounting students in tenth and eleventh grades from Tehran's technical schools during the 2023-2024 academic year, from which 100 students were selected through simple random sampling. Research instruments included an educational serious game and a 12-item questionnaire with a five-point Likert scale (adapted from Hernanz et al., 2022), measuring four variables: experiential learning (4 items from Kolb & Kolb, 2005), learning motivation (2 items from Pintrich & Schrauben, 1992), self-efficacy (2 items from Su & Cheng, 2019), and self-perceived academic performance (4 items from Welbourne & Johnson, 1997). The game was implemented both individually and in groups of 4-5 students, where participants assumed the role of accountants, performing accounting entries at three difficulty levels with time constraints (20, 45, and 60 seconds) and varying scores (10, 20, and 30 points). The reliability of the instruments confirmed through Cronbach's alpha (above 0.7 for all variables), composite reliability (CR above 0.7), and factor loadings (above 0.4). Convergent validity was established using AVE criteria (above 0.5 for all variables), and discriminant validity was confirmed through comparison of correlation coefficients between variables. The game was implemented twice, with its primary objective being to teach fundamental accounting concepts through interactive and engaging experiences, utilizing gamification elements and action-based learning approaches to facilitate a deeper understanding of accounting concepts. Research FindingsThe structural equation modeling analysis revealed that experiential learning significantly influences self-efficacy (β=0.49, p<0.001) and learning motivation (β=0.47, p<0.001), demonstrating a positive and significant impact. These findings indicate that when students are exposed to experiential learning environments, their self-confidence and enthusiasm for learning increase. Furthermore, both self-efficacy (β=0.41, p<0.001) and learning motivation (β=0.34, p<0.01) showed positive and significant effects on self-perceived academic performance, highlighting the importance of these factors in academic success. Notably, while the direct relationship between experiential learning and academic performance was not significant (β=0.01, p=0.90), the indirect effects of experiential learning on academic performance through self-efficacy (β=0.206, p<0.01) and learning motivation (β=0.163, p<0.05) were significantly confirmed. These findings suggest that experiential learning alone cannot enhance academic performance; rather, its impact is mediated through the strengthening of students' self-efficacy and learning motivation. The overall model fitness was confirmed with an SRMR index of 0.078, indicating an appropriate fit between the conceptual model and empirical data. These results emphasize the crucial mediating roles of self-efficacy and learning motivation in the relationship between experiential learning and academic performance, suggesting that the impact of experiential learning on academic achievement is realized through these intermediary psychological constructs rather than direct effects. Discussion and ConclusionThis research examined the role of experiential learning through gaming in accounting education and revealed interesting results through testing four direct hypotheses and two indirect hypotheses. Findings showed that while experiential learning alone does not have a significant direct effect on academic performance, it can contribute to improved academic performance through strengthening two mediating variables - self-efficacy and learning motivation. Specifically, students who participated in experiential learning activities demonstrated higher levels of self-efficacy and learning motivation, which in turn led to improved academic performance. Advanced statistical analyses using Structural Equation Modeling showed that the path coefficients from experiential learning to self-efficacy (β=0.49) and learning motivation (β=0.47) were significant at the 0.001 level, while its direct effect on academic performance (β=0.01) was not significant. Additionally, indirect effects through self-efficacy (β=0.206) and learning motivation (β=0.163) were significant at 0.01 and 0.05 levels, respectively. However, limitations such as the absence of a control group and the sample limited to 100 female students in a specific geographical area limit the generalizability of the results and indicate the need for further research with more diverse samples and more rigorous research designs. Nevertheless, this study represents an important step in understanding how experiential learning affects students' academic performance in accounting and suggests that instructional designers and accounting teachers should pay special attention to strengthening self-efficacy and learning motivation alongside delivering educational content.

The aim of this study was to examine the effectiveness of instruction based on the Four-Component Instructional Design (4C-ID) model on meaningful learning and critical thinking in students. The research was applied in terms of purpose, quantitative in nature, and quasi-experimental in terms of methodology, with control and experimental groups. The statistical population included all sixth-grade students in Ardabil, Iran. The sample size was determined to be 40 students, using a non-random convenience sampling method from two sixth-grade classes in Ardabil. One class was assigned to be control group and the other to be the experimental group. The independent variable was instruction based on the 4C-ID model, while the dependent variables were meaningful learning and critical thinking. To measure meaningful learning, a researcher-made questionnaire was used. The reliability, composite reliability, construct validity, and confirmatory factor analysis of this questionnaire were examined and all were confirmed. Critical thinking was assessed using the Ricketts (2003) Critical Thinking Questionnaire, with a reported reliability coefficient of 0.91 by Derikvandi (2014). The findings indicated that instruction based on the 4C-ID model had a significant effect on both meaningful learning and critical thinking in sixth-grade students in Ardabil. The instruction accounted for 67% of the variance in meaningful learning and 77% of the variance in critical thinking (p<0.05). In conclusion, it can be stated that using the 4C-ID instructional model significantly enhances meaningful learning and critical thinking in sixth-grade students, which carries important educational implications for teaching and learning practices. Introduction One important aspect that provides a favorable learning situation is the teaching method. Previous research shows that the most important effective variable in the teaching process is the teacher's teaching method, which is based on the organization of course materials, the use of learning theories, and the use of various teaching techniques in the classroom (Goldberg & et al, 2021). One important component in the process of creating and consolidating the structure of making learning meaningful is connecting new knowledge with concepts that already exist in a person's cognitive structure. The greater the number of these connections, the deeper the learning and understanding (Safian Jozdani and Saadat Nia, 1400). The teacher should try to establish a meaningful relationship between what he wants to teach and what the students have already learned in teaching different subjects (Seif, 1401). The purpose of teaching is to prepare students for life, not only to transfer vocabulary knowledge, but also developing 21st century skills that lead to success in the labor market (Chu & et al, 2021). Paul & Elder (2019) defined critical thinking as the art of evaluating cognitive processes, a process aimed at continuous improvement, self-monitoring, control and correction. Critical thinking consists of a number of cognitive abilities and emotional dispositions (Ennis, 2018; Haber, 2020); Therefore, it includes not only the sum of skills, but also the willingness to use those skills. The ability to think critically about a specific topic requires knowledge of that topic and a willingness to use thinking skills (Ennis, 2018; Halpern & Sternberg, 2020). Most caring, successful and interested teachers are looking for new ways, new ideas, methods and solutions to make learning more attractive and effective for learners. Educational design is a teaching and learning tool that makes educational materials more effective and efficient (Qasemi Samani et al., 2020). The theoretical perspective of the model (4C-ID) is that complex skill training should be guided by principles that promote learning and transfer of learning (Wade & et al, 2020). The 4C-ID model has a strong foundation in research and has already been used in various types of research (Mulders, 2022). Finally, the purpose of this research is the effectiveness of education based on the four-component educational design model (4C-ID) on meaningful learning and critical thinking. Method Considering that the purpose of this research was the effectiveness of instruction based on the four-component educational design model (4C-ID) on meaningful learning and critical thinking. Results of the research can be directly used, therefore, the research was practical from the perspective of the purpose. Also, in terms of its nature, it was quantitative and in terms of its implementation method, the current research was semi-experimental with two control and experimental groups. The statistical population of the research was all sixth grade students of Ardabil city. Based on Cohen's table with an effect size of 0.4, test power of 0.8, the number of hidden variables (sum of independent and dependent variables) 3 and the number of manifest variables (sum of questionnaire questions) 59, the minimum sample size of 40 people was determined as the sample size. Using the available non-random sampling method, this number of students were selected from two classes of 20 students in the sixth grade of Ardabil city. The students of one class were designated as the control group and the students of the same class as the experimental group. The independent variable of education was based on the four-component educational design model (4C-ID) and the dependent variables were meaningful learning and critical thinking. The training protocol based on the four-component training design model (4C-ID) is introduced in 10 steps and aims to design the training courses correctly (Van Merriënboer & Kirschner, 2017). In order to measure the variable of meaningful learning, questions were designed for students using Bloom's perspective in three areas (cognitive, emotional and skill). In order to validate this questionnaire, it was distributed to 384 sixth grade students in Ardabil city. Due to the fact that the statistics of the exact number of the statistical population (for validating the meaningful learning questionnaire) which were sixth grade students was not available, therefore the maximum sample size of Cochran's formula which is 384 was used. The non-random sampling method was available for validating this questionnaire. The reliability of the questionnaire was determined using Cronbach's alpha, and the combined reliability and validity of the questionnaire was determined using construct validity (convergent and divergent validity). In order to measure critical thinking, Ricketts (2003) critical thinking questionnaire was used. This standard questionnaire contains 33 items and three subscales. The subject answers on a 5-point Likert scale. In order to standardize this questionnaire, Ricketts (2003) implemented it on 60 subjects. The reliability coefficient of the subscales of this questionnaire was reported as follows: creativity at 0.75, arrogance at 0.57 and commitment at 0.86. Also, Derikundi (2013) reported the reliability coefficient of this scale as 0.91. The findings of the current research are presented in descriptive and inferential sections. Findings Based on findings obtained from the multivariate analysis of covariance (MANCOVA), to examine the significance of the effect of group membership, and considering the obtained significance level, there is a significant difference between the experimental and control groups in at least one of the dependent variables, meaningful learning and critical thinking, during the pre-test and post-test stages (sig<0.05). According to the F values for the post-test of meaningful learning (73.400) and critical thinking (125.498), their significance levels were reported to be less than 5% (sig<0.05). Furthermore, reports related to eta squared indicate that instruction based on the four-component instructional design model (4C-ID) can predict 67% of meaningful learning and 77% of critical thinking among sixth-grade students in Ardabil city. In conclusion, it can be stated that instruction based on the four-component instructional design model (4C-ID) has significantly influenced the meaningful learning and critical thinking of sixth-grade students in Ardabil city. Discussion Finally, according to the findings of the research, the following practical suggestions are suggested for the development of the application of instruction based on the four-component educational design model (4C-ID): Expanding the Model to other educational levels Training teachers in the use of the 4C-ID Model Utilizing technology in instruction based on the 4C-ID Model Enhancing active student participation in the learning process Encouraging Self-regulated learning Promoting collaboration between schools and families

Accounting education courses have a very limited focus on skills development in the curriculum, which is reported by employers who want diverse skills and attributes in accounting graduates to maintain economic interests in the workplace. The aim of the current research is to design and validate an educational model of accounting graduate students in the knowledge and skills required in qualitative and quantitative research and to explain and identify its components and indicators. The statistical population of the research included experts, and in the qualitative phase, 25 interviews were conducted with them (professors of accounting and financial management) using a non-random and chain sampling method (snowball). In the quantitative phase, 157 doctoral graduates in accounting were determined as a sample by random sampling and the research questionnaire was distributed among them. Theme analysis method was used to analyze qualitative data. In the theme analysis section, 8 main categories were identified in the form of 30 sub-categories and 196 concepts. Structural equation approach with Smart PLS software was used for quantitative data analysis and model validation. Findings indicated 196 concepts in the form of 30 sub-themes and 8 comprehensive main themes including quantitative and econometrics, qualitative, essay writing, thesis writing, professional skills acquisition and general education, technology skills acquisition, research ethics and knowledge acquisition in various fields. The accounting requirements have been extracted, which are the components of the proposed educational model for accounting graduate students in the knowledge and skills required in qualitative and quantitative research. Also, the results of the research showed that the research model has a good fit and all the identified concepts have meaningfully explained the relevant categories; Therefore, this model can be used as an innovative strategy for curriculum developers of high-performing accounting graduate students. Keywords: Educational Model, Graduate Students of Accounting, Knowledge and Skills, Quantitative and Qualitative Research. Introduction The role of higher education institutions is not only to train graduates who are able to work in new jobs, but to prepare human resources who can contribute to the development of their jobs. For this reason, an important output of universities, especially at the graduate level, is to train students as worthy researchers who possess acquired knowledge and skills to conduct research and publish its results in a specific research field. Research skills refer to the abilities necessary to conduct research. Research skills can be classified into two groups: 1- skills that are necessary to review and evaluate surveys, experiments and other studies related to real issues in the field of research, and 2- skills that are necessary to conduct research such as designing, implementing and analyzing data and Interpretation and generalization of findings. Research report skills can also be added to this categery. This research has met a new dimension of the educational needs of graduate accounting students in the knowledge and skills needed in qualitative and quantitative research and provides effective steps to reduce the knawledge gap between professors and graduate accounting students. In general, an attempt has been made to conduct a comprehensive and extensive study of the knowledge and skills required in qualitative and quantitative research, and it seems that the validation of the obtained model will be effective in strengthening the results. Therefore, in the developing accounting environment of Iran, designing and presenting a coherent model, in addition to emphasizing the valuable findings of other researchers, as well as expanding the theoretical foundations, to present and evaluate the knowledge and skills required in qualitative and quantitative research seems necessary. In this context, this research, based on the opinions of experts, professors and graduate students of accounting, will seek to answer this uestion: what are the most important knowledge and skills needed in qualitative and quantitative research for graduate students of accounting? Methodology The current research is a hybrid research and was chosen in the qualitative part of the research from among the many approaches of qualitative research to examine the dimensions and components of the educational model of accounting graduate students in the knowledge and skills required in qualitative and quantitative research for theme analysis approach. In this section, in-depth semi-structured interview was used to collect data and to identify experts, the snowball technique, which is one of the targeted sampling methods, was used. The statistical population of the research in the qualitative part were all the experts (professors of accounting and financial management) who, in addition to having full experience, expertise on the subject of knowledge and skills required in qualitative and quantitative research, are also experts in this field an the quantitative part, the statistical population of the study is made up of Ph.D. graduates in the field of accounting. For sampling, simple random sampling was used, and for determining the sample size, the formula for structural equation modeling was used. To determine the degree of desirability of the proposed model, a questionnaire was designed based on the main categories and themes extracted from the codings. The questionnaire included 8 main dimensions and 95 questions, which are designed and adjusted in a 5-point Likert scale (very high, high, medium, low and very low) and are graded from 1 to 5. After designing the questionnaire, in a preliminary study, in order to estimate the validity of the questionnaire; it was sent to the professors of accounting and financial management. Based on receiving corrective feedback and modifying the wordings of the questionnaire, according to their opinion, the validity of the questionnaire and the compatibility of the topic with the questions and the usability and appropriateness of the questions were ensured. Based on this, it was found that the questions of the questionnaire have the power to explain and test the designed measurement tool. Finding The findings indicated 196 concepts in the form of 30 sub-themes and 8 comprehensive main themes including quantitative and econometrics, qualitative, essay writing, thesis writing, professional skills acquisition and general education, technology skills acquisition, research ethics and knowledge acquisition in various fields. The accounting requirements have been extracted, which are the components of the proposed educational model for accounting graduate students in the knowledge and skills required in qualitative and quantitative research. Also, the results of the research showed that the research model has a good fit and all the identified concepts have meaningfully explained the relevant categories. Discussion and Conclusion Students are one of the main elements of universities that will form the main body of various organizations and bodies of the society. Their satisfaction with the activities carried out in the university can influence their attitude towards their field of study in order to create motivation and maintain and improve the quality of education. Recognizing the needs and concerns of students, material and spiritual support, creating a suitable platform, providing tools and other facilities, and research are among the measures that can provide the basis for the emergence of graduate students' talents. Lack of motivation of students in the university, weak group spirit and lack of scientific enthusiasm is one of the internal shortcomings of the country's education system and a serious problem in universities. The model of the present research comprehensively expresses the effect of different types of factors affecting the knowledge and skills required in qualitative and quantitative researches, and finally, it helps to control the amount of education as well as the quality of education in qualitative and quantitative researches in universities, and in general, will lead to the improvement of education among graduate accounting students. Acknowledgment The study "Designing and Validating the Educational Model of Accounting Graduate Students in the Knowledge and Skills Required in Qualitative and Quantitative Research" was developed to complete the lack of a comprehensive model for sense of presence. I thank professionals' guidance.

Academic resilience is characterized by an individual's ability to maintain high levels of motivation, progress, and performance in the face of challenging circumstances within an educational setting. This study aimed to explore the specific challenges faced by adults aged 49-60 in terms of maintaining academic resilience, and subsequently, to develop and prioritize strategies to enhance this resilience. Through in-depth interviews with a select group of teachers and utilizing thematic analysis, various challenges strongly linked to academic resilience were identified. These challenges were further categorized into three overarching themes: individual, environmental, and organizational factors, comprising a total of 15 basic themes. The importance of each theme was then determined using the best-worst technique. The findings from the weight analysis revealed that "family problems of students" pose the greatest challenge to the academic resilience of students. Subsequently, key strategies for overcoming barriers to resilience were identified across four overarching themes: attention and motivation, learning and memory, culture and context, and organizational infrastructure. These strategies were formulated into 11 packages aimed at promoting resilience, which were then ranked and categorized using the quality house matrix. Among these packages, "family counseling and student rehabilitation" emerged as the most impactful in bolstering academic resilience among this demographic. The implications of this study extend to a better comprehension of the educational needs of these adults, serving as a foundation for the development of adaptive and supportive educational programs at the policy level. Keywords: Academic resilience, Adult literate , Learning challenges, Strategies, Theme analysis. Introduction: Romano conceptualizes resilience as a capacity that endows individuals with the requisite competencies to confront stressful situations. Resilience is defined as the ability to recover from sustained difficulties and to restore oneself (Romano et al., 2021). It is a significant construct within positive psychology and has emerged as a crucial factor in navigating the challenges of modern life, directly influencing individuals' responses to stressful events.Academic resilience specifically pertains to high levels of motivation, progress, and performance, even in the face of stressful circumstances encountered by students and other learners in educational settings (Amini et al., 2016). This concept underscores an individual's ability to adapt to educational challenges and pressures while maintaining a trajectory of learning (Nazari Bojani et al., 2020). While academic resilience has been extensively studied among students and young adults, research focusing on middle-aged individuals, particularly those aged 49 and above, remains limited and insufficient. Furthermore, the factors influencing academic resilience in adults, as well as the challenges they face, differ significantly from those encountered by younger students and warrant further investigation. The findings from such research could contribute to the development of resilience-building programs tailored for this demographic. Given that teaching and learning methodologies vary across different age groups, a deeper understanding of the challenges and strategies for fostering academic resilience among middle-aged individuals can inform the design of more flexible and effective educational programs. Research methodology This research aims to identify the challenges associated with academic resilience among literate people aged 49 years and older, and to subsequently develop and prioritize strategies for enhancing their academic resilience. The study is on applied research. In terms of data collection methodology, it adopts a survey-exploratory approach with the objective of identifying the facts related to academic resilience in this demographic and providing a comprehensive description of the targeted statistical population. Given the nature of the research, semi-structured interviews, the best-worst method, and the quality house matrix were employed for data collection and analysis. Statistical population comprised of 32 selected managers, experts, and instructors from the Literacy Movement Organization of Isfahan Province. These participants were chosen as a research sample using a purposive sampling method, specifically targeting key experts, and guided by the criterion of theoretical saturation. In accordance with the theoretical saturation criterion, a total of 12 participants were selected for participation in semi-structured interviews. For the evaluation of resilience challenges utilizing the best-worst method, a purposeful and judicious selection of 10 expert members from the statistical community was made. Finally, a sample of 15 members from the statistical community contributed to completing the matrices of the quality house and assessing the significance of resilience improvement strategies in relation to the identified challenges. Research findings Through employing thematic analysis, a total of 106 primary codes were identified, 103 basic themes, and 26 overarching themes. The relative importance (weight) of the challenges were assessed using the best-worst method, as illustrated in Table 1. Table 1. Degree of importance (weight) of academic resilience challenges degree of importance Challenges of academic resilience 0.067 Lack of self-confidence 0.078 Memory and learning problems 0.096 Individual needs and special learning interests 0.059 Fear and embarrassment 0.047 concentration and attention reduction 0.092 Financial problems and job concerns 0.056 Apathy and lack of motivation 0.073 Unsupportive family culture 0.11 Family problems 0.064 Problems of absorption system 0.057 Weakness of the communication infrastructure 0.054 Formality and supervision 0.034 Weak technical infrastructure 0.036 Lack of quality and richness of educational resources 0.078 Lack of attractive and useful content To evaluate both the significance and the impact of academic resilience packages on addressing these challenges, a quality house matrix was utilized. The prioritization of the identified resilience packages is shown in Table 2 Table 2. Prioritization of educational resilience packages for literate students over 49 years old Rank Weighted score Academic resilience packages 1 5.910 Family counseling and literacy rehabilitation 2 5.427 Material and Spiritual Incentives for Literate Students 3 5.395 Fostering Social Interaction in Post-Literacy Contexts 4 5.288 Providing Coaching and Promoting a Positive Classroom Environment 5 5.144 Utilizing Educational Resources and Experimental Learning Methods 6 5.124 Implementing Extracurricular Activities to Enhance Learning 7 4.951 Developing Alternative Learning Materials, Such as Workbooks 8 4.322 Promoting Identity and Cultural Awareness 9 4.111 Increasing Training Budgets and Enhancing Support for Educators 10 3.570 Revising the Targeted and Practical Content of Transition Courses 11 3.506 Implementing Age-Appropriate Classroom Segregation Discussion and Conclusion: In this study, the theme network comprises seven overarching themes at its core, six organizing themes that serve as subsets of the overarching themes, and 26 basic themes. The development of these themes was based on 106 interpretation codes established at the outset of the research, following the initial coding of the collected data. The findings regarding the significance of challenges to academic resilience indicate that "family problems" emerged as the most critical factor influencing the academic resilience of literate people aged 49 and older, given its highest weight among the identified themes. Consequently, it is recommended that officials involved in the Literacy Movement allocate resources for family counseling for literate students, as identified by the course instructors, during the implementation of literacy programs.The ranking results of the resilience packages indicate that, following psychological and family counseling for literate students, the resilience package centered on "establishing material and spiritual incentives" received the highest impact score of 5.427 among the primary themes. This package was assessed as the most significant influencing factor in addressing the challenges of academic resilience among literate students aged 49 to 60. Consequently, it is recommended that officials in the Literacy Movement prioritize the implementation of awards and material and spiritual incentives for literate students. The findings of this research suggest that future studies should explore the potential causal relationships between the overarching themes and their corresponding sub-indicators, specifically in relation to resilience challenges. Additionally, the relationship between the dependent variable of academic resilience and the proposed resilience packages warrants investigation through the development of conceptual models. Furthermore, the challenges identified in this study could be conceptualized in a framework incorporating both moderator and dependent variables in subsequent research, allowing for the measurement of their effects.

Considering the diverse needs and characteristics of learners in e-learning environments is essential, and with the integration of technological tools in learning settings, this has become a focal point of research in the field of education. This study aims to explore differentiated instruction as an approach that deeply considers learners' differences in e-learning environments. It identifies the operational challenges of implementing this approach and ultimately proposes solutions to overcome these challenges by leveraging the capabilities of technology-enhanced learning potential. The methodology of this research was a narrative review, conducted by searching information sources using specific keywords and based on predefined inclusion and exclusion criteria. The findings reveal that the main challenges of adopting differentiated instruction in e-learning include time-consuming design and organization, the need for digital capabilities of teachers, the diversity and fluctuation of learner profiles and the challenge of managing large online classes and the challenges of assessment and feedback. The reviewed research emphasizes the role of data-driven approaches in education, such as learning analytics, in enhancing e-learning environments and addressing the operational challenges of differentiated instruction. In conclusion, suggestions for further research on the application of differentiated instruction in e-learning and the use of data through learning analytics to facilitate the adoption of this approach are presented.IntroductionThe increasing diversity of learners in educational settings, combined with the rise of online learning, presents unique challenges for educators. To address the varied needs of students, differentiated instruction (DI) has emerged as an effective pedagogical approach, which involves tailoring instruction to meet the diverse needs, interests, and readiness levels of individual learners. However, implementing DI in technology-enhanced learning (TEL) environments introduces several challenges, particularly in online settings where interactions are often less direct, and learning environments are more complex.This study explores these challenges and investigates how learning environment data, particularly through learning analytics (LA), can help educators overcome the hurdles of implementing DI effectively. The potential of TEL to collect and analyze learning data is vast, and this data can be utilized to tailor learning experiences that support DI. This narrative review aims to identify the key implementation challenges of DI in TEL environments and explores how data-driven approaches can help address these issues.DI involves adapting instruction to meet individual learner needs, with widely accepted models such as Tomlinson’s model and Hall’s model that provide frameworks for its implementation. In TEL environments, DI can be implemented through "diffuse approaches," "self-directed learning," and "model-based differentiation." These strategies allow teachers to personalize learning pathways, ensuring that each learner can engage with content that suits to their specific profile. Research has demonstrated that DI can enhance learner engagement, improve learning outcomes, and boost motivation and satisfaction. However, there are some research focusing on the specific challenges and solutions for DI implementation in TEL environments, especially in higher education and professional development contexts.To address this research gap, the following research questions are presented:RQ1: What are the key implementation challenges of DI in TEL environments?RQ2: How can data from the learning environment solve these implementation challenges?This narrative review identifies the challenges of DI implementation in TEL environments and explores how LA can provide solutions to these challenges, enabling more effective DI in online learning contexts.. MethodThis study employs a narrative review approach to explore the challenges and potential solutions for implementing DI in TEL environments. Narrative reviews are ideal for synthesizing diverse research findings from both quantitative and qualitative studies, allowing for a comprehensive examination of the topic across multiple disciplines. By utilizing critical narrative synthesis, this review integrates findings from various educational contexts to present a broad perspective on DI implementation in TEL settings.A comprehensive search of international academic databases was conducted to identify relevant studies. Search terms included combinations of “differentiated instruction,” “online learning differentiation,” “differentiated instruction challenges,” and “technology-enhanced differentiated instruction.” The search was not limited to any specific timeframe, ensuring that the most relevant studies are captured. Inclusion criteria focused on research that addressed DI at various educational levels and in different contexts, particularly those that investigated the use of TEL.Thematic analysis was used as the primary method of data analysis to identify recurring challenges faced by educators when implementing DI in online learning environments. Specific codes were assigned to sections of studies discussing these challenges, and emerging themes were grouped to form a comprehensive understanding of the key obstacles. This iterative process allowed for refinement of the codes and categories, ultimately identifying five major challenges in DI implementation in TEL environments.After identifying these core challenges, the study explores how learning analytics can be employed to address these issues and support the successful implementation of DI in TEL environments.FindingsResearch Question 1:What are the key implementation challenges of DI in TEL environments?This review identified five major challenges that educators are faced with when implementing differentiated instruction (DI) in online learning environments:Time-Consuming Design and Organization: Implementing DI requires significant time and resources due to the need to create and manage multiple sets of materials that cater to diverse learner profiles. The challenge is intensified in online settings, where learner diversity is more profound.Need for Teachers' Digital Competencies: Teachers must have strong digital skills to implement DI effectively. They need to be proficient in using technology to create personalized learning experiences and engage learners with interactive tools.Diversity and Variability in Learner Profiles: Learner profiles, including interests and readiness levels, change constantly. This variability makes it difficult for teachers to adapt instruction in online environments, where interactions are less direct.Managing Large Online Classes: Meeting the diverse needs of learners in large online classes is resource-intensive and demands careful planning to ensure all learners receive personalized instruction.Challenges in Assessment and Feedback: Providing timely, personalized feedback is difficult in online environments. Teachers require effective tools, often dependent on learning analytics, to assess progress and deliver relevant feedback.Research Question 2:How can data from the learning environment address these implementation challenges?Learning analytics (LA) offers promising solutions for addressing the challenges of DI in TEL environments. LA systematically collects and analyzes learner data to inform instructional decisions and personalize learning experiences.Providing Timely Data for Personalized Learning Design: LA automates data collection and analysis, allowing teachers to quickly visualize learner performance and guide content creation, reducing the time needed for personalized instruction.Facilitating Teachers' Use of Digital Platforms: LA provides user-friendly tools that simplify data interpretation, allowing teachers to adjust instruction without needing advanced technical skills.Handling Learner Profile Diversity: LA helps educators track and analyze learner behaviors, enabling them to group learners with similar profiles and tailor instruction to meet their specific needs.Improving Management of Large Online Classes: LA offers real-time insights into learner performance, allowing teachers to manage diverse learner needs in large classes more effectively.Enhancing Assessment and Feedback: LA automates feedback mechanisms, providing timely, personalized suggestions and allowing teachers to continuously assess learners and target support where needed. Result and DiscussionThis narrative review explored the challenges of implementing DI in TEL environments and examined how data-driven approaches, particularly LA can help address these issues. This study identified five key challenges: the time-consuming nature of designing and organizing personalized content, the need for advanced digital competencies among educators, the diversity and variability of learner profiles, the difficulty in managing large online classes, and the complexities of assessment and feedback in online settings. LA offers promising solutions to these challenges by automating data collection and analysis, providing real-time insights into learner behavior, and simplifying the use of digital tools. This allows educators to tailor more effectively instruction to individual learners and manage large groups with diverse needs. Additionally, LA enhances the feedback process by offering continuous, personalized evaluations based on real-time data. While implementing DI in TEL environments is resource-intensive, LA can streamline many aspects of this process, improving both efficiency and effectiveness. Further research is required to assess the long-term impact of LA on learner outcomes and its scalability in various educational contexts.