University of Isfahan New Educational Approaches 2423-6780 19 2 2025 01 20 Comparing the Effects of Teaching based on the Learning cycle model, Collaborative method and usual method on the level of Academic Engagement and Attitude towards Learning in Experimental Sciences course for Eighth grade boys Comparing the Effects of Teaching based on the Learning cycle model, Collaborative method and usual method on the level of Academic Engagement and Attitude towards Learning in Experimental Sciences course for Eighth grade boys 1 22 29214 10.22108/nea.2024.142025.2050 FA Hassan Gharibi Assistant Professor, Department of Psychology, University of Kurdistan, Sanandaj, Iran. Saber Tabarsharafi Master's degree in Educational Psychology, Payam Noor University, Tehran, Iran. Shahin Rahmyan Master's degree in Educational psychology, Payam Noor University, Tehran, Iran. Saba Shafaeirad PhD Student in Educational psychology, Islamic Azad University, Sanandaj branch, Iran. Journal Article 2024 07 03 This research was conducted with the aim of comparing the effects of education based on the learning cycle model, collaborative method and usual method on the level of academic engagement and attitude towards learning in the eighth grade experimental sciences course for boys. This research was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of the research included all eighth grade male students of the first year of high school in the academic year 1400-1401 in Gilan Gharb city, and 60 of them were selected as the research sample using the available sampling method. In order to collect data, Tinio's academic engagement questionnaire (2009) and Ekpiner et al. attitude towards science learning questionnaire (2009) were used. Also, multivariate analysis of covariance test was used to analyze the data. The results obtained from this research showed that after training based on the learning cycle method, the level of academic engagement and attitude towards learning of the group trained based on the learning cycle model had a significant decrease compared to the usual method in the post-test stage, and in other words, training based on the cycle model Learning compared to the usual method is more effective on the level of academic engagement and attitude towards learning in experimental sciences. According to the results of this research, it can be said that both the learning cycle intervention approach and the collaborative method have been effective in increasing academic engagement compared to the usual method, and the learning cycle intervention approach has been more effective than the collaborative method. Introduction: Attitude towards learning and how to deal with it, nowadays is one of the concerns of developed and developing educational systems. It seems that the speed and scope of progress in the field of science have influenced the human attitude towards the nature and method of learning. These influences are many and varied, one of them is academic engagement. One of the sources of strengthening the attitude towards learning and academic engagement is teaching-learning methods. Collaborative learning is a type of learning and approach that are used to perform a variety of educational activities and tasks, including learning different courses to completing research projects. Among other teaching methods that is compatible with science education and appropriate in this field, is the learning cycle model (Alaghemand, 2018). The evidence shows that these methods can help students to internalize educational materials and able to use their discoveries in new social situations (Aydisheh & Gharibi, 2015). The existing researches in this field primarily examine the effect of a teaching method on the mentioned variables and the difference between these two teaching methods has not been compared. present research investigated the following hypotheses: 1- There is a difference between the averages of the post-test of academic engagement in the three groups of education using the learning cycle method, collaborative method, and the usual method. 2- There is a difference between the post-test averages of attitude to learning in the three groups of teaching by the learning cycle method, teaching by the collaborative method and the usual method. Research methodology In terms of implementation, this research was a semi-experimental method of pre-test-post-test type with a control group. The statistical population included all male students of the eighth grade of the first period secondary school in the city of Gilan Gharb, whose number was 723. Random sampling was available. The sample size was calculated at 60 people using the available sampling method and they were randomly assigned to two experimental groups (two groups of 20 people) and a control group (20 people). Intervention program was designed and implemented according to the variables and research literature. It was carried out on experimental groups. In order to homogenize the experimental and control groups and to have similar background conditions in terms of social status and the level of access to facilities, all three groups were selected from the same school. The criteria for entering the study included: being a first-year high school student, willingness to participate in the research, and the criteria for exiting the study included: unwillingness to participate in the research. Data analysis was done using multivariate covariance and SPSS version 23 software. To collect data, questionnaires of academic engagement (Tinio, 2009) and attitude to learning (Ecpiner, 2009) were used. One of the classes was taught by the learning cycle method, the other class was taught by the cooperative method, but the third group, the control group, did not receive any training and continued their education in the usual way of schools. Research findings Table 1: Results of one-way covariance analysis to investigate the mean difference between the experimental and control groups in the variables of academic engagement Statistical power Eta coefficient Significant level F mean square ms degree of freedom df sum of squares Ss Source of changes Variable 1 0/549 0/001* 31/65 93/88 1 93/88 pre-test Academic 0/993 0/495 0/001* 12/73 32/76 2 75/52 group engagement Table 2. The results of adjusted averages for the variable of academic engagement Standard error Average Group Variable 0/551 24/52 Collaborative method Academic 0/545 26/87 Learning cycle engagement 0/547 22/4 The usual method Table 3: The results Bonferroni's test to compare means scores academic engagement in three groups Significant level standard error Difference of means groups comparison dependent variable group group 0/005 0/736 2/349 Learning cycle Collaborative method Academic *0/001 0/747 3/879 The usual method engagement **0/009 0/771 2/53 The usual method Learning cycle Table 4: Results of one-way covariance analysis to investigate the mean difference between the experimental and control groups in the variables of attitude to learning Statistical power Eta coefficient Significant level F mean square ms degree of freedom df Sum of squares Ss Source of changes Variable 1 0/438 0/001* 20/54 78/71 1 78/71 pre-test Attitude to 0/882 0/384 0/001* 11/62 12/65 2 64/31 group learning Table 5: The results of adjusted averages for the variables of attitude to learning Standard error Average Group Variable 0/681 46/74 Collaborative method Attitude to 0/235 49/42 Learning cycle learning 0/356 44/61 The usual method Table 6: The results Bonferroni's test to compare means scores attitude to learning in three groups Significant level standard error Difference of means groups comparison dependent variable group group 0/005 0/736 2/432 Learning cycle Collaborative method Attitude to *0/001 0/747 3/456 The usual method learning **0/009 0/230 1/235 The usual method Learning cycle Discussion and conclusion: The results showed that learning cycle teaching and collaborative teaching have an effect on academic engagement and attitude towards learning. It seems that in the collaborative method and the learning cycle, students' cognitive constructions become imbalanced through facing the real problems of the class and pondering over them. In the learning cycle model class, learners interact with activities at each stage, discuss questions and share their knowledge with each other. Also, in the collaborative method, the sense of integration and high interaction leads to more practice and repetition, improves learning and increases students' academic enthusiasm. The results of comparing the effectiveness of the methods showed that both the learning cycle intervention approach and the collaborative method have been effective in increasing academic engagement compared to the usual method, but the learning cycle intervention approach has been more effective than the collaborative method. In the explanation, it can be said that the agency combined with the interaction of learners together in cooperative learning has an effect on students' cooperation, self-reliance, the motivation to participate in solving challenging problems, increasing cognitive, metacognitive, motivational and cooperative skills, and the feeling of belonging to the group. Another finding of the research about the difference between the effectiveness of learning cycle teaching, collaborative teaching and conventional teaching on the level of attitude towards learning showed that the difference was significant. Also, the learning cycle intervention approach was more effective than the collaborative method. It can be said that students who are taught with the learning cycle approach pay attention to time management, checking goals and making connections between new and previous material. It is suggested to use samples including female students and a wider geographical area and other communities with different cultural-social backgrounds in future researches. This research was conducted with the aim of comparing the effects of education based on the learning cycle model, collaborative method and usual method on the level of academic engagement and attitude towards learning in the eighth grade experimental sciences course for boys. This research was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of the research included all eighth grade male students of the first year of high school in the academic year 1400-1401 in Gilan Gharb city, and 60 of them were selected as the research sample using the available sampling method. In order to collect data, Tinio's academic engagement questionnaire (2009) and Ekpiner et al. attitude towards science learning questionnaire (2009) were used. Also, multivariate analysis of covariance test was used to analyze the data. The results obtained from this research showed that after training based on the learning cycle method, the level of academic engagement and attitude towards learning of the group trained based on the learning cycle model had a significant decrease compared to the usual method in the post-test stage, and in other words, training based on the cycle model Learning compared to the usual method is more effective on the level of academic engagement and attitude towards learning in experimental sciences. According to the results of this research, it can be said that both the learning cycle intervention approach and the collaborative method have been effective in increasing academic engagement compared to the usual method, and the learning cycle intervention approach has been more effective than the collaborative method. Introduction: Attitude towards learning and how to deal with it, nowadays is one of the concerns of developed and developing educational systems. It seems that the speed and scope of progress in the field of science have influenced the human attitude towards the nature and method of learning. These influences are many and varied, one of them is academic engagement. One of the sources of strengthening the attitude towards learning and academic engagement is teaching-learning methods. Collaborative learning is a type of learning and approach that are used to perform a variety of educational activities and tasks, including learning different courses to completing research projects. Among other teaching methods that is compatible with science education and appropriate in this field, is the learning cycle model (Alaghemand, 2018). The evidence shows that these methods can help students to internalize educational materials and able to use their discoveries in new social situations (Aydisheh & Gharibi, 2015). The existing researches in this field primarily examine the effect of a teaching method on the mentioned variables and the difference between these two teaching methods has not been compared. present research investigated the following hypotheses: 1- There is a difference between the averages of the post-test of academic engagement in the three groups of education using the learning cycle method, collaborative method, and the usual method. 2- There is a difference between the post-test averages of attitude to learning in the three groups of teaching by the learning cycle method, teaching by the collaborative method and the usual method. Research methodology In terms of implementation, this research was a semi-experimental method of pre-test-post-test type with a control group. The statistical population included all male students of the eighth grade of the first period secondary school in the city of Gilan Gharb, whose number was 723. Random sampling was available. The sample size was calculated at 60 people using the available sampling method and they were randomly assigned to two experimental groups (two groups of 20 people) and a control group (20 people). Intervention program was designed and implemented according to the variables and research literature. It was carried out on experimental groups. In order to homogenize the experimental and control groups and to have similar background conditions in terms of social status and the level of access to facilities, all three groups were selected from the same school. The criteria for entering the study included: being a first-year high school student, willingness to participate in the research, and the criteria for exiting the study included: unwillingness to participate in the research. Data analysis was done using multivariate covariance and SPSS version 23 software. To collect data, questionnaires of academic engagement (Tinio, 2009) and attitude to learning (Ecpiner, 2009) were used. One of the classes was taught by the learning cycle method, the other class was taught by the cooperative method, but the third group, the control group, did not receive any training and continued their education in the usual way of schools. Research findings Table 1: Results of one-way covariance analysis to investigate the mean difference between the experimental and control groups in the variables of academic engagement Statistical power Eta coefficient Significant level F mean square ms degree of freedom df sum of squares Ss Source of changes Variable 1 0/549 0/001* 31/65 93/88 1 93/88 pre-test Academic 0/993 0/495 0/001* 12/73 32/76 2 75/52 group engagement Table 2. The results of adjusted averages for the variable of academic engagement Standard error Average Group Variable 0/551 24/52 Collaborative method Academic 0/545 26/87 Learning cycle engagement 0/547 22/4 The usual method Table 3: The results Bonferroni's test to compare means scores academic engagement in three groups Significant level standard error Difference of means groups comparison dependent variable group group 0/005 0/736 2/349 Learning cycle Collaborative method Academic *0/001 0/747 3/879 The usual method engagement **0/009 0/771 2/53 The usual method Learning cycle Table 4: Results of one-way covariance analysis to investigate the mean difference between the experimental and control groups in the variables of attitude to learning Statistical power Eta coefficient Significant level F mean square ms degree of freedom df Sum of squares Ss Source of changes Variable 1 0/438 0/001* 20/54 78/71 1 78/71 pre-test Attitude to 0/882 0/384 0/001* 11/62 12/65 2 64/31 group learning Table 5: The results of adjusted averages for the variables of attitude to learning Standard error Average Group Variable 0/681 46/74 Collaborative method Attitude to 0/235 49/42 Learning cycle learning 0/356 44/61 The usual method Table 6: The results Bonferroni's test to compare means scores attitude to learning in three groups Significant level standard error Difference of means groups comparison dependent variable group group 0/005 0/736 2/432 Learning cycle Collaborative method Attitude to *0/001 0/747 3/456 The usual method learning **0/009 0/230 1/235 The usual method Learning cycle Discussion and conclusion: The results showed that learning cycle teaching and collaborative teaching have an effect on academic engagement and attitude towards learning. It seems that in the collaborative method and the learning cycle, students' cognitive constructions become imbalanced through facing the real problems of the class and pondering over them. In the learning cycle model class, learners interact with activities at each stage, discuss questions and share their knowledge with each other. Also, in the collaborative method, the sense of integration and high interaction leads to more practice and repetition, improves learning and increases students' academic enthusiasm. The results of comparing the effectiveness of the methods showed that both the learning cycle intervention approach and the collaborative method have been effective in increasing academic engagement compared to the usual method, but the learning cycle intervention approach has been more effective than the collaborative method. In the explanation, it can be said that the agency combined with the interaction of learners together in cooperative learning has an effect on students' cooperation, self-reliance, the motivation to participate in solving challenging problems, increasing cognitive, metacognitive, motivational and cooperative skills, and the feeling of belonging to the group. Another finding of the research about the difference between the effectiveness of learning cycle teaching, collaborative teaching and conventional teaching on the level of attitude towards learning showed that the difference was significant. Also, the learning cycle intervention approach was more effective than the collaborative method. It can be said that students who are taught with the learning cycle approach pay attention to time management, checking goals and making connections between new and previous material. It is suggested to use samples including female students and a wider geographical area and other communities with different cultural-social backgrounds in future researches.

https://nea.ui.ac.ir/article_29214_453f063740acea759dfca67797c5ad75.pdf

University of Isfahan New Educational Approaches 2423-6780 19 2 2025 01 20 Developing of the Pattern of Revising the Elementary School math Curriculum based on Fullan's Approach Developing of the Pattern of Revising the Elementary School math Curriculum based on Fullan's Approach 23 50 28826 10.22108/nea.2024.142401.2067 FA Reza Jafariharandi Associate Professor, Educational Sciences Department, Literature & Human Sciences Faculty, University of Qom, Qom, Iran. Journal Article 2024 08 08 The aim of the current research was to present the model of the elementary school math curriculum based on Fulen's approach. The method of qualitative research was using synthesis research based on the analogy model based on Klein's model. The research community included reference texts in the field of identifying educational reforms needed in order to revise the elementary school math curriculum. Based on this, 42 sources in the range of 2011 to 2024 were selected and examined in a targeted manner in order to identify the educational reforms needed in the mathematics curriculum. Stopping the sampling process was based on theoretical saturation. After extracting the concepts and also compiling the final model of their validity by 10 experts in the field of educational sciences in the fields of curriculum planning, primary education and mathematics education in Isfahan in 2023, who were purposefully selected, using the content validity ratio (CVR) method to evaluate became. The results showed the pattern of revising the elementary math curriculum based on Fulen's approach with the aim of achieving deep learning and partial goals of creating and strengthening the six global competencies in students, providing the four elements of learning design, providing learning and teaching conditions and facilitating the joint research process. It is useful and executable. Therefore, it is suggested to the officials of the Ministry of Education and Research to use the designed model in order to implement educational reforms in the mathematics curriculum of the elementary school. Introduction The survival and dynamism of societies are depend on the quality of the education system at the national and international levels, and this depends on the provision of suitable conditions for the enrichment of curricula, especially in the primary period. Therefore, according to the concerns that exist in this field, most countries of the world have allocated a huge part of their country's budget to the development of the education of this course, and experts consider the design and revision of curriculum patterns to be a useful solution to achieve the educational goals of this period. One of the most important subjects in elementary school is mathematics, which unfortunately, due to its abstract nature and little connection with the realities of life, has always caused many difficulties for students compared to other subjects. The mathematics rank of Iranian students in the Tims Test (TIMSS) has shown moderate growth in the mathematics rank of students from 1995 to 2011, but this growth stopped in 2015 and has started a sharp decline since then. This sharp drop coincided with the implementation of curriculum changes in Iran, which indicates the inadequacy of the applied changes and the need to revise existing curricula in the field of mathematics. In the field of curriculum revision, various models have been presented. Among the suggested models, Fullan's model (2013) has received a lot of attention in recent years due to its comprehensive perspective on the process of change and implementation. Therefore, the current research was conducted to provide a model for revising the elementary school math curriculum based on Fullan's point of view. Method This research was applied in terms of its purpose, and in terms of how data was collected, it was qualitative research, which was conducted by synthesis research based on the analogy model. The field of research in this section included domestic and foreign reference texts in the field of identifying educational reforms needed to revise the elementary school math curriculum. After several stages of screening, 302 sources were selected and studied among the reference texts based on the review of the title, abstract, and content. At the end, 42 studies, that were most related to the research subject in terms of content and had the necessary quality to be included in the research sample, were purposefully selected as a sample and were examined and analyzed. For this purpose, a sample of articles and specialized books were used. In the next step, the necessary information was extracted from the selected sources and the findings were categorized. After identifying the educational reforms extracted in line with the design of the model for revising the elementary mathematics curriculum, experts in the field of curriculum planning and elementary education were asked to give their opinion on each of the identified components in the form of a questionnaire with a three-point Likert scale (very necessary, useful and unnecessary). After applying the experts' opinions, the components obtained from the synthesis were presented. Finally, based on the identified components, a template for revising the elementary school math curriculum was presented and 10 experts in the field of curriculum planning and elementary education were asked to express their opinion about this template. Then, the content validity ratio (CVR) was evaluated for each component with the Lausche method. Finding The findings of this research showed that the goals in the revision pattern of the elementary school math curriculum are to achieve in-depth math learning and partial goals include creating and strengthening the six global competencies in students, providing the four elements of learning design, providing learning and teaching conditions, and facilitating the joint research process. Content includes character development, creativity enhancement, critical thinking/ problem-solving enhancement, cooperation enhancement, relationship quality improvement, and social belonging; Learning-teaching strategies including teaching methods, learning partnerships, learning environments, and digital use; Evaluation before teaching, during teaching, evaluation based on the person's performance in life, continuous evaluation and diverse evaluation and joint research process. Grouping should be with a small number and according to the individual differences, needs, and interests of the students. The resources and facilities needed in teaching include equipping the teaching process with facilities and educational technology and empowering teachers. The teaching time should be adjusted according to the volume of the book and the ability of the students, and the teaching place should include a variety of teaching places and a quiet environment. These factors in the form of the presented model have relatively high precision and accuracy. Discussion The purpose of this research was to provide a model for revising the elementary school math curriculum based on Fullan's approach. According to the obtained results, the overall goal of this model is to achieve deep learning, which has been emphasized in numerous domestic studies. The findings of this research showed that this goal can be achieved with four more detailed goals, including creating and strengthening the six global competencies in students, providing the four elements of learning design, providing learning and teaching conditions, and facilitating the joint research process. In line with these results, Fullan has introduced the deep learning model with four layers; The first layer is global competencies that represent the true meaning of deep learning; The second layer represents elements of learning design and includes processes that facilitate change in thinking and action for leaders, teachers, families, and students. The third layer shows the necessary conditions for equipping deep learning at the school, district, and educational system level, which provides solutions in the direction of innovation, growth, and learning culture. The fourth layer is collaborative research which encompasses all layers and a process for continuous improvement of implementation practices. Finally, it should be said that because the math curriculum review model presented in this research is specific to the elementary level, the generalization of the research findings to other subjects and also to other educational levels, have limitations. Therefore, it is suggested that researchers in the field of psychology and educational sciences study to develop a model for revising the curriculum of different branches of mathematics in the secondary education period. The aim of the current research was to present the model of the elementary school math curriculum based on Fulen's approach. The method of qualitative research was using synthesis research based on the analogy model based on Klein's model. The research community included reference texts in the field of identifying educational reforms needed in order to revise the elementary school math curriculum. Based on this, 42 sources in the range of 2011 to 2024 were selected and examined in a targeted manner in order to identify the educational reforms needed in the mathematics curriculum. Stopping the sampling process was based on theoretical saturation. After extracting the concepts and also compiling the final model of their validity by 10 experts in the field of educational sciences in the fields of curriculum planning, primary education and mathematics education in Isfahan in 2023, who were purposefully selected, using the content validity ratio (CVR) method to evaluate became. The results showed the pattern of revising the elementary math curriculum based on Fulen's approach with the aim of achieving deep learning and partial goals of creating and strengthening the six global competencies in students, providing the four elements of learning design, providing learning and teaching conditions and facilitating the joint research process. It is useful and executable. Therefore, it is suggested to the officials of the Ministry of Education and Research to use the designed model in order to implement educational reforms in the mathematics curriculum of the elementary school. Introduction The survival and dynamism of societies are depend on the quality of the education system at the national and international levels, and this depends on the provision of suitable conditions for the enrichment of curricula, especially in the primary period. Therefore, according to the concerns that exist in this field, most countries of the world have allocated a huge part of their country's budget to the development of the education of this course, and experts consider the design and revision of curriculum patterns to be a useful solution to achieve the educational goals of this period. One of the most important subjects in elementary school is mathematics, which unfortunately, due to its abstract nature and little connection with the realities of life, has always caused many difficulties for students compared to other subjects. The mathematics rank of Iranian students in the Tims Test (TIMSS) has shown moderate growth in the mathematics rank of students from 1995 to 2011, but this growth stopped in 2015 and has started a sharp decline since then. This sharp drop coincided with the implementation of curriculum changes in Iran, which indicates the inadequacy of the applied changes and the need to revise existing curricula in the field of mathematics. In the field of curriculum revision, various models have been presented. Among the suggested models, Fullan's model (2013) has received a lot of attention in recent years due to its comprehensive perspective on the process of change and implementation. Therefore, the current research was conducted to provide a model for revising the elementary school math curriculum based on Fullan's point of view. Method This research was applied in terms of its purpose, and in terms of how data was collected, it was qualitative research, which was conducted by synthesis research based on the analogy model. The field of research in this section included domestic and foreign reference texts in the field of identifying educational reforms needed to revise the elementary school math curriculum. After several stages of screening, 302 sources were selected and studied among the reference texts based on the review of the title, abstract, and content. At the end, 42 studies, that were most related to the research subject in terms of content and had the necessary quality to be included in the research sample, were purposefully selected as a sample and were examined and analyzed. For this purpose, a sample of articles and specialized books were used. In the next step, the necessary information was extracted from the selected sources and the findings were categorized. After identifying the educational reforms extracted in line with the design of the model for revising the elementary mathematics curriculum, experts in the field of curriculum planning and elementary education were asked to give their opinion on each of the identified components in the form of a questionnaire with a three-point Likert scale (very necessary, useful and unnecessary). After applying the experts' opinions, the components obtained from the synthesis were presented. Finally, based on the identified components, a template for revising the elementary school math curriculum was presented and 10 experts in the field of curriculum planning and elementary education were asked to express their opinion about this template. Then, the content validity ratio (CVR) was evaluated for each component with the Lausche method. Finding The findings of this research showed that the goals in the revision pattern of the elementary school math curriculum are to achieve in-depth math learning and partial goals include creating and strengthening the six global competencies in students, providing the four elements of learning design, providing learning and teaching conditions, and facilitating the joint research process. Content includes character development, creativity enhancement, critical thinking/ problem-solving enhancement, cooperation enhancement, relationship quality improvement, and social belonging; Learning-teaching strategies including teaching methods, learning partnerships, learning environments, and digital use; Evaluation before teaching, during teaching, evaluation based on the person's performance in life, continuous evaluation and diverse evaluation and joint research process. Grouping should be with a small number and according to the individual differences, needs, and interests of the students. The resources and facilities needed in teaching include equipping the teaching process with facilities and educational technology and empowering teachers. The teaching time should be adjusted according to the volume of the book and the ability of the students, and the teaching place should include a variety of teaching places and a quiet environment. These factors in the form of the presented model have relatively high precision and accuracy. Discussion The purpose of this research was to provide a model for revising the elementary school math curriculum based on Fullan's approach. According to the obtained results, the overall goal of this model is to achieve deep learning, which has been emphasized in numerous domestic studies. The findings of this research showed that this goal can be achieved with four more detailed goals, including creating and strengthening the six global competencies in students, providing the four elements of learning design, providing learning and teaching conditions, and facilitating the joint research process. In line with these results, Fullan has introduced the deep learning model with four layers; The first layer is global competencies that represent the true meaning of deep learning; The second layer represents elements of learning design and includes processes that facilitate change in thinking and action for leaders, teachers, families, and students. The third layer shows the necessary conditions for equipping deep learning at the school, district, and educational system level, which provides solutions in the direction of innovation, growth, and learning culture. The fourth layer is collaborative research which encompasses all layers and a process for continuous improvement of implementation practices. Finally, it should be said that because the math curriculum review model presented in this research is specific to the elementary level, the generalization of the research findings to other subjects and also to other educational levels, have limitations. Therefore, it is suggested that researchers in the field of psychology and educational sciences study to develop a model for revising the curriculum of different branches of mathematics in the secondary education period.

https://nea.ui.ac.ir/article_28826_c85aa326ffa18a191c577198202a9f7a.pdf

University of Isfahan New Educational Approaches 2423-6780 19 2 2025 01 20 Designing and Validating an Educational Model of Accounting Graduate Students in the Knowledge and Skills Required in Qualitative and Quantitative Research Designing and Validating an Educational Model of Accounting Graduate Students in the Knowledge and Skills Required in Qualitative and Quantitative Research 51 78 28761 10.22108/nea.2024.140020.1995 FA Akram Taftiyan Assistant Professor, Department of Accounting,Islamic Azad University, Yazd Branch, Yazd, Iran. Nasrin Alraji Master Student, Department of Accounting, Islamic Azad University, Yazd Branch, Yazd, Iran. Fatemeh Mansouri Mohammad Abadi Ph. D. Student, Department of Accounting, Islamic Azad University, Yazd Branch, Yazd, Iran. Journal Article 2024 01 27 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. 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.

https://nea.ui.ac.ir/article_28761_c73cf450be7d8d4d9161ea401d8bd963.pdf

University of Isfahan New Educational Approaches 2423-6780 19 2 2025 01 20 The Effectiveness of Instruction Based on the Four-Component Instructional Design (4C-ID) Model on Meaningful Learning and Critical Thinking in Sixth-Grade Students of Ardabil The Effectiveness of Instruction Based on the Four-Component Instructional Design (4C-ID) Model on Meaningful Learning and Critical Thinking in Sixth-Grade Students of Ardabil 79 106 29068 10.22108/nea.2024.142142.2053 FA Nader Heidari Raziabad PhD Student in Educational Management, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran. 0000-0002-9463-0075 Vahid Rahimzadeh Master of Educational Research, Faculty of Education Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran. Ali Khaleghkhah Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran. 0000-0001-9651-1320 Journal Article 2024 07 13 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 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

https://nea.ui.ac.ir/article_29068_173592283e4a29327bae299f42f2b714.pdf

University of Isfahan New Educational Approaches 2423-6780 19 2 2025 01 20 Analyzing and explaining the reflective teacher approach and its role in improving curriculum knowledge: Developing an educational discourse at Farhangian University Analyzing and explaining the reflective teacher approach and its role in improving curriculum knowledge: Developing an educational discourse at Farhangian University 107 136 29343 10.22108/nea.2024.141682.2036 FA Reza Masouminejad Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran. 0000-0003-4558-1200 Journal Article 2024 05 30 The present research was conducted with the aim of identifying and explaining the indicators of reflective teacher approach and the role of these components in the development of curriculum knowledge. The qualitative research approach was thematic analysis with comparative analysis. The participants were student-teachers in which data was collected through semi-structured interviews (individual and group).The researcher's self-review method, rich description of the data was used to determine the validity of the data, and the parallel analysis method and the systematic process in recording and writing the data were used to determine the reliability. The obtained data were analyzed through thematic network analysis of Etride-Sterling (2001). The findings of this research include 9 overarching themes, 24 organizing themes and 171 primary themes and include the categories of metacognition, educational spontaneity, self-directedness, problem-oriented, educational self-actualization, abstract structuring, mindfulness, educational self-determination and attitude development in which curriculum knowledge It is based on the nature of the teacher's personalization and is organized and implemented under the influence of their thinking process. The results show that in order to develop the skills of student-teachers, Farhangian University emphasized the reflection approach as a factor to improve activities and provide the conditions for improving process-oriented educational experiences in the educational system. Introduction Teachers and their skills are considered as the main focus of improving the quality of the education process, and paying attention to their performance provides the conditions for improving and facilitating sustainable school learning. But most of the teachers, when faced with educational issues and events, examine these issues superficially and provide temporary solutions, and insisting on repeatedly using this process and getting used to the existing conditions puts teachers in a position to resist these changes. In fact, thinking about educational problems in order to understand its characteristics and dimensions as a strategy to correct the existing situation requires the use of a reflective approach and accepting the nature of the teacher as an active implementer of thought in the curriculum. In fact, reflective activity allows teachers to take a moment to examine their past teaching experiences and through the tools of self-observation, self-analysis and self-evaluation, identify individual experiences and discover the truth about themselves and improve their professional life (Suphasri & Chinokul, 2021). In the current research, the answers to the questions that can define the role of new teachers with a reflective approach and shape the nature of the reflective teacher's relationship with the curriculum in a favorable way have been proposed. These questions are: 1- What components does a reflective teacher include in order to form an educational discourse in Farhangian University? 2- What is the role of the reflective teacher's approach in the formation of the relationship between the teacher and the curriculum? Methodology In this research, the method of thematic analysis along with comparative analysis were used to understand the nature of the (reflective) thoughtful teacher. The participants were studen-teachers of Farhangian University, 14 of whom were admiestered semi-structured interviews using purposive sampling. The process of interviewing students-teachers was both individually and in groups. First, the students expressed their personal views on the application of reflection in the teaching profession and in the direction of contemplate and thinking deeply about educational phenomena. Then, in the framework of groups of 4 or 5 people and common consensus, the indicators that can lead to the formation of reflective teachers in education and its effectiveness on curriculum knowledge were determined. The process of asking the interview questions had an argumentative nature, so that first, general questions about the research topic were asked, and then more detailed and accurate questions were asked according to the interview process. In the data analysis stage, the relationship between the components of reflective teacher and their role in the formation of curriculum identity was determined. For the validity of qualitative data, techniques such as researcher self-review and the method of obtaining parallel information were used, and for the transferability of research findings, rich description of data was used. Findings Findings of this research include 9 overarching themes, 27 organizing themes and 170 primary themes including categories of metacognition, educational spontaneity, self-directedness, problem-oriented, educational self-actualization, abstract structuring, mindfulness, educational self-determination and attitude development, in which the components of reflective teacher act in a meaningful interactions in order to form and improve the reflection process in the educational activities of teachers. Also, in the teacher's approach, the curriculum is a reflective phenomenon that the teacher defines. The teacher, in the role of curriculum content designer, mtervine his mental ideas in its conceptual formation. In other words, the curriculum is the mentalities, and individual thoughts of teachers who are trying to convey it meaningfully with a new structure to the students. Therefore, the curriculum identity is overshadowed by the mental experiences and personal creativity of the teachers, and the implemention of course materials is made according to the cognitive motivations and analytical ability of the teachers. Therefore, the relationship between the reflective teacher and the curriculum is a two-way relationship in wich the quality of interactions between teachers' reflection and the curriculum has an evolutionary process that leads to the improvement and greater efficiency of the quality of teachers' performance in the curriculum. Discussion and conclusion Thoughtful actions of teachers are considered as a platform for providing transparency to the process of educational life and genuine awareness of the events and phenomena governing them, which tries to define how to implement curricula from a new angle. These features include: Controlling cognitive information and getting feedback from them in order to upgrade the cycle of correction and improvement of educational awareness that leads to the creation of thoughtful actions of teachers in the process of implementing educational content. Resolving the intellectual ambiguities of teachers with regard to reflection and deep thinking that puts them in a cognitively enjoyable situation which leads to understanding new perspectives and revealing the hidden angles of educational issues. Personal conceptualizations which promote teachers' explanatory power in facing challenges and form cognitive and logical analysis of educational subjects with the purpose of transformation and enrichment of intellectual content. The careful examination and study of educational subjects develops the challenging mindset of teachers and makes their intellectual performance critical in educational situations that seek to identify existing obstacles. Providing educational capabilities provides the conditions to accelerate thinking in the field of education and creates a mutual interactive cycle between input, process and output within the framework of individual activities. The integrated understanding of teachers determines their reactions in creating a holistic conceptualization and creating thought patterns with specific thinking methods. Mental preparation and multi-facets mastery of intellectual elements leads to the interaction between abstract concepts and their understanding, so that none of the influential factors in the process of deep thinking of phenomena is neglected. By being in a conflicting situation, teachers increase the power of their personal choice among different mental concepts in the process of thinking, and by changing the type of conceptualizations, they assume the meaningful quality of educational phenomena. The present research was conducted with the aim of identifying and explaining the indicators of reflective teacher approach and the role of these components in the development of curriculum knowledge. The qualitative research approach was thematic analysis with comparative analysis. The participants were student-teachers in which data was collected through semi-structured interviews (individual and group).The researcher's self-review method, rich description of the data was used to determine the validity of the data, and the parallel analysis method and the systematic process in recording and writing the data were used to determine the reliability. The obtained data were analyzed through thematic network analysis of Etride-Sterling (2001). The findings of this research include 9 overarching themes, 24 organizing themes and 171 primary themes and include the categories of metacognition, educational spontaneity, self-directedness, problem-oriented, educational self-actualization, abstract structuring, mindfulness, educational self-determination and attitude development in which curriculum knowledge It is based on the nature of the teacher's personalization and is organized and implemented under the influence of their thinking process. The results show that in order to develop the skills of student-teachers, Farhangian University emphasized the reflection approach as a factor to improve activities and provide the conditions for improving process-oriented educational experiences in the educational system. Introduction Teachers and their skills are considered as the main focus of improving the quality of the education process, and paying attention to their performance provides the conditions for improving and facilitating sustainable school learning. But most of the teachers, when faced with educational issues and events, examine these issues superficially and provide temporary solutions, and insisting on repeatedly using this process and getting used to the existing conditions puts teachers in a position to resist these changes. In fact, thinking about educational problems in order to understand its characteristics and dimensions as a strategy to correct the existing situation requires the use of a reflective approach and accepting the nature of the teacher as an active implementer of thought in the curriculum. In fact, reflective activity allows teachers to take a moment to examine their past teaching experiences and through the tools of self-observation, self-analysis and self-evaluation, identify individual experiences and discover the truth about themselves and improve their professional life (Suphasri & Chinokul, 2021). In the current research, the answers to the questions that can define the role of new teachers with a reflective approach and shape the nature of the reflective teacher's relationship with the curriculum in a favorable way have been proposed. These questions are: 1- What components does a reflective teacher include in order to form an educational discourse in Farhangian University? 2- What is the role of the reflective teacher's approach in the formation of the relationship between the teacher and the curriculum? Methodology In this research, the method of thematic analysis along with comparative analysis were used to understand the nature of the (reflective) thoughtful teacher. The participants were studen-teachers of Farhangian University, 14 of whom were admiestered semi-structured interviews using purposive sampling. The process of interviewing students-teachers was both individually and in groups. First, the students expressed their personal views on the application of reflection in the teaching profession and in the direction of contemplate and thinking deeply about educational phenomena. Then, in the framework of groups of 4 or 5 people and common consensus, the indicators that can lead to the formation of reflective teachers in education and its effectiveness on curriculum knowledge were determined. The process of asking the interview questions had an argumentative nature, so that first, general questions about the research topic were asked, and then more detailed and accurate questions were asked according to the interview process. In the data analysis stage, the relationship between the components of reflective teacher and their role in the formation of curriculum identity was determined. For the validity of qualitative data, techniques such as researcher self-review and the method of obtaining parallel information were used, and for the transferability of research findings, rich description of data was used. Findings Findings of this research include 9 overarching themes, 27 organizing themes and 170 primary themes including categories of metacognition, educational spontaneity, self-directedness, problem-oriented, educational self-actualization, abstract structuring, mindfulness, educational self-determination and attitude development, in which the components of reflective teacher act in a meaningful interactions in order to form and improve the reflection process in the educational activities of teachers. Also, in the teacher's approach, the curriculum is a reflective phenomenon that the teacher defines. The teacher, in the role of curriculum content designer, mtervine his mental ideas in its conceptual formation. In other words, the curriculum is the mentalities, and individual thoughts of teachers who are trying to convey it meaningfully with a new structure to the students. Therefore, the curriculum identity is overshadowed by the mental experiences and personal creativity of the teachers, and the implemention of course materials is made according to the cognitive motivations and analytical ability of the teachers. Therefore, the relationship between the reflective teacher and the curriculum is a two-way relationship in wich the quality of interactions between teachers' reflection and the curriculum has an evolutionary process that leads to the improvement and greater efficiency of the quality of teachers' performance in the curriculum. Discussion and conclusion Thoughtful actions of teachers are considered as a platform for providing transparency to the process of educational life and genuine awareness of the events and phenomena governing them, which tries to define how to implement curricula from a new angle. These features include: Controlling cognitive information and getting feedback from them in order to upgrade the cycle of correction and improvement of educational awareness that leads to the creation of thoughtful actions of teachers in the process of implementing educational content. Resolving the intellectual ambiguities of teachers with regard to reflection and deep thinking that puts them in a cognitively enjoyable situation which leads to understanding new perspectives and revealing the hidden angles of educational issues. Personal conceptualizations which promote teachers' explanatory power in facing challenges and form cognitive and logical analysis of educational subjects with the purpose of transformation and enrichment of intellectual content. The careful examination and study of educational subjects develops the challenging mindset of teachers and makes their intellectual performance critical in educational situations that seek to identify existing obstacles. Providing educational capabilities provides the conditions to accelerate thinking in the field of education and creates a mutual interactive cycle between input, process and output within the framework of individual activities. The integrated understanding of teachers determines their reactions in creating a holistic conceptualization and creating thought patterns with specific thinking methods. Mental preparation and multi-facets mastery of intellectual elements leads to the interaction between abstract concepts and their understanding, so that none of the influential factors in the process of deep thinking of phenomena is neglected. By being in a conflicting situation, teachers increase the power of their personal choice among different mental concepts in the process of thinking, and by changing the type of conceptualizations, they assume the meaningful quality of educational phenomena.

https://nea.ui.ac.ir/article_29343_d4d382033b852856ca6de692fbc7ff8c.pdf

University of Isfahan New Educational Approaches 2423-6780 19 2 2025 01 20 Technology-Enhanced Differentiated Instruction: A Narrative Review Technology-Enhanced Differentiated Instruction: A Narrative Review 137 162 29046 10.22108/nea.2024.141410.2030 FA Ata Barzegari Ph.D. Student in Educational Technology, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran. Esmaeil Azimi Yancheshmeh, ata_barzegari@modares.ac.ir Esmaeil Azimi *: Assistant Professor. Faculty of Humanities, Tarbiat Modares University, Tehran, Iran. Javad Hatami Professor, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran. Journal Article 2024 05 09 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. Introduction The 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.. Method This 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. Findings Research 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 Discussion This 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. 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. Introduction The 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.. Method This 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. Findings Research 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 Discussion This 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.

https://nea.ui.ac.ir/article_29046_9fa66ae519f924f605ea075e2d94c8ee.pdf

University of Isfahan New Educational Approaches 2423-6780 19 2 2025 01 20 Identifying and Ranking the Challenges and Strategies of Academic Resilience based on the Integration of Thematic analysis and the House of quality Identifying and Ranking the Challenges and Strategies of Academic Resilience based on the Integration of Thematic analysis and the House of quality 163 188 29311 10.22108/nea.2025.143526.2089 FA Dariush Mohamadi Zanjirani Associated Professor, Faculty of Administrative sciences and Economics, University of Isfahan, Isfahan, Iran. Shahla Shahpari Master's degree in Educational Sciences, Department of Educational Sciences, Islamic Azad University, Booshehr Branch, Iran. Journal Article 2024 12 02 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. 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.

https://nea.ui.ac.ir/article_29311_f83defec6c5d5d138a1d0e9a2dd49a88.pdf

University of Isfahan New Educational Approaches 2423-6780 19 2 2025 01 20 Comparative Study of Master's degree of Art Education Courses in Selected Universities with the aim of Proposing Practical Courses for the Establishment of this field in Iran Comparative Study of Master's degree of Art Education Courses in Selected Universities with the aim of Proposing Practical Courses for the Establishment of this field in Iran 189 212 29286 10.22108/nea.2025.141499.2034 FA Bahareh Heidari Venicheh Ph.D. Student in Reserch Art , Faculty of Reserch Excellence in Art and Entrepreneurship, Art University of Isfahan, Isfahan, Iran. Mehrnoosh Shafiei Sararoudi Associated Professor, Faculty of Handicrafts, Art University of Isfahan, Isfahan, Iran. Mohammad Javad Liaghatdar Liaghatdar:Professor in Curriculum, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran. Journal Article 2024 05 27 Teaching art is one of the most important issues from childhood to adulthood. How art is taught and what topics and categories should be considered in this education is so important that it has led to the formation of an independent field under the title of art education at the world level, and is offered in universities of many countries. Meanwhile, its absence and necessity of this field in Iran are clearly visible. The purpose of this article was to compare the curriculum of art education at the master's level among the eighteen universities of USA, Canada, UK, Germany, India, Singapore, UAE (Dubai) and South Africa. All universities have been selected purposefully as study samples. The comparative research method was based on the theory of George Brady and the data was collected from to the website of the selected universities. The main research question is: How is the curriculum of art education at master's level in other countries? And what common and non-common courses are offered for this field? The result of this research shows that the total number of courses available in eighteen selected universities is ninety courses. Among these, seventeen courses are taught jointly in universities. This shows that these lessons are very important. Based on the comparison and analysis of the obtained information, these courses can be presented in ten categories including Art lessons, Research method, Historical and philosophical lessons, Technology and current issues in art education, Learning and psychology topics, Teaching method and teacher training, Basics and theories in art education, Art workshop lessons, Curriculum and training and Thesis. The courses of each category were presented along with the priority, based on the frequency and repetition of courses in selected universities. These findings can be used in the development of this field in the country and be adapted according to the country's educational policies. Introduction Teaching art is a crucial issue from childhood to adulthood. The significance of how art is taught and what topics should be covered in art education has led to the establishment of an independent academic discipline called "Art Education" worldwide, offered in numerous universities across different countries. However, its absence and the necessity for this field in Iran are clearly evident. This paper aims to conduct a comparative analysis of the curriculum, focusing on the courses offered in the Master's degree program in Art Education at 18 universities: 1. Tufts University, USA 2. University of Illinois, USA 3. Kent State University, USA 4. Indiana University, USA 5. Penn State University, USA 6. University of Florida, USA 7. Adelphi University, USA 8. Boston University, USA 9. University of Cincinnati, USA 10. Concordia University, Canada 11. University of British Columbia, Canada 12. Middlesex University Dubai 13. Jamia Millia Islamia, India 14. Nanyang Technological University, Singapore 15. Leipzig University, Germany 16. Giessen University, Germany 17. UCL University, England 18. Stellenbosch University, South Africa. All universities were purposefully selected as case studies. Regarding the importance and necessity of art education and the establishment of this field in Iran, it can be said that since art plays a fundamental and strategic role in cultural development and social orientation across various population layers, it requires individuals who not only teach art effectively but also teach *good* art to others. Achieving this goal requires a well-structured curriculum in Art Education that trains graduates with both theoretical and practical expertise in teaching art. Unfortunately, in our country, art education has been treated superficially and left without a precise and scientific plan. In contrast, in the discussion of art education in developed countries, there are very important and necessary issues in the field of education, such as psychology, cultural, social issues, and targeted policies, which the art teacher should be aware of and have learned the methods of art education based on various conditions. Therefore, it can be said that art education has its own conditions and requirements, which in its scientific form is beyond teaching a mere technique that requires attention and specialized planning. Methodology This research falls into the category of developmental studies and employs a comparative analysis method based on George Bereday’s (1969) theory, which consists of four stages: description, interpretation, juxtaposition, and comparison. The information and data of the research were collected by reviewing the official websites of the selected universities and qualitatively analyzing course titles and content. This research initially started with a comprehensive and complete look at all universities offering the field of "Art Education" in different countries from different continents (Asia, Africa, America, and Europe), but since access to the curriculum of all those universities was not possible, only those universities that had this possibility were included in the research community, among which examples were used and presented in this article that have geographical-cultural diversity. Finally, 18 universities from eight countries of the United States, Canada, England, Germany, India, Singapore, the United Arab Emirates (Dubai), and South Africa were selected as case studies. Research Findings To answer the main research question "What is the structure of the Art Education curriculum at the master's level in other countries, and based on comparative studies, what courses can be proposed for establishing this field in Iran?" It is necessary to first find answers to other initial questions, which are: 1. What courses are offered in the Master’s Art Education programs at the 18 selected universities? 2. Under what titles can the courses offered in the 18 selected universities be categorized? 3. Which courses are commonly taught across these universities? 4. How can the common courses be ranked from the most to the least frequently offered? In order to achieve the goal of the research, it is necessary to answer the questions based on the sequence presented. Discussion of Results and Conclusion First, the courses in Art Education at each university were studied, and their titles were extracted to compile a list. The total number of courses across the 18 universities amounted to 90, as presented in Table 1. In the next step of the research, by examining the course titles and the content of the courses, they were categorized. Finally, the results of these reviews showed that eleven important categories are offered in the field of art education in the studied universities, which in order of priority are: 1. Art courses 2. Research methods 3. Historical and philosophical courses 4. Technology and current topics in art education 5. Learning and psychology topics 6. Cultural foundations 7. Teaching methods and teacher training 8. Foundations and theories in art education 9. Art workshop courses 10. Curriculum and instruction 11. Thesis. Out of the 90 courses, only 17 were commonly taught across some universities. A comparison of these courses with Table 2, which outlines the course categories, shows that these courses fall into ten categories. This suggests that these ten categories are among the most important topics in art education curriculum planning. Importantly, the only category that did not contain any commonly offered core courses was Cultural Foundations. This suggests that cultural studies in Art Education should be customized based on the specific needs of each society and offered as elective courses that reflect the culture and identity of the target country. Finally, by comparing and analyzing the previous tables, the most frequently offered courses were identified and ranked by priority. The results, presented in Table 4, highlight the importance and priority of these courses in prominent universities worldwide. These findings can be utilized in developing the Art Education program in Iran, adapting it to the country's educational policies. Teaching art is one of the most important issues from childhood to adulthood. How art is taught and what topics and categories should be considered in this education is so important that it has led to the formation of an independent field under the title of art education at the world level, and is offered in universities of many countries. Meanwhile, its absence and necessity of this field in Iran are clearly visible. The purpose of this article was to compare the curriculum of art education at the master's level among the eighteen universities of USA, Canada, UK, Germany, India, Singapore, UAE (Dubai) and South Africa. All universities have been selected purposefully as study samples. The comparative research method was based on the theory of George Brady and the data was collected from to the website of the selected universities. The main research question is: How is the curriculum of art education at master's level in other countries? And what common and non-common courses are offered for this field? The result of this research shows that the total number of courses available in eighteen selected universities is ninety courses. Among these, seventeen courses are taught jointly in universities. This shows that these lessons are very important. Based on the comparison and analysis of the obtained information, these courses can be presented in ten categories including Art lessons, Research method, Historical and philosophical lessons, Technology and current issues in art education, Learning and psychology topics, Teaching method and teacher training, Basics and theories in art education, Art workshop lessons, Curriculum and training and Thesis. The courses of each category were presented along with the priority, based on the frequency and repetition of courses in selected universities. These findings can be used in the development of this field in the country and be adapted according to the country's educational policies. Introduction Teaching art is a crucial issue from childhood to adulthood. The significance of how art is taught and what topics should be covered in art education has led to the establishment of an independent academic discipline called "Art Education" worldwide, offered in numerous universities across different countries. However, its absence and the necessity for this field in Iran are clearly evident. This paper aims to conduct a comparative analysis of the curriculum, focusing on the courses offered in the Master's degree program in Art Education at 18 universities: 1. Tufts University, USA 2. University of Illinois, USA 3. Kent State University, USA 4. Indiana University, USA 5. Penn State University, USA 6. University of Florida, USA 7. Adelphi University, USA 8. Boston University, USA 9. University of Cincinnati, USA 10. Concordia University, Canada 11. University of British Columbia, Canada 12. Middlesex University Dubai 13. Jamia Millia Islamia, India 14. Nanyang Technological University, Singapore 15. Leipzig University, Germany 16. Giessen University, Germany 17. UCL University, England 18. Stellenbosch University, South Africa. All universities were purposefully selected as case studies. Regarding the importance and necessity of art education and the establishment of this field in Iran, it can be said that since art plays a fundamental and strategic role in cultural development and social orientation across various population layers, it requires individuals who not only teach art effectively but also teach *good* art to others. Achieving this goal requires a well-structured curriculum in Art Education that trains graduates with both theoretical and practical expertise in teaching art. Unfortunately, in our country, art education has been treated superficially and left without a precise and scientific plan. In contrast, in the discussion of art education in developed countries, there are very important and necessary issues in the field of education, such as psychology, cultural, social issues, and targeted policies, which the art teacher should be aware of and have learned the methods of art education based on various conditions. Therefore, it can be said that art education has its own conditions and requirements, which in its scientific form is beyond teaching a mere technique that requires attention and specialized planning. Methodology This research falls into the category of developmental studies and employs a comparative analysis method based on George Bereday’s (1969) theory, which consists of four stages: description, interpretation, juxtaposition, and comparison. The information and data of the research were collected by reviewing the official websites of the selected universities and qualitatively analyzing course titles and content. This research initially started with a comprehensive and complete look at all universities offering the field of "Art Education" in different countries from different continents (Asia, Africa, America, and Europe), but since access to the curriculum of all those universities was not possible, only those universities that had this possibility were included in the research community, among which examples were used and presented in this article that have geographical-cultural diversity. Finally, 18 universities from eight countries of the United States, Canada, England, Germany, India, Singapore, the United Arab Emirates (Dubai), and South Africa were selected as case studies. Research Findings To answer the main research question "What is the structure of the Art Education curriculum at the master's level in other countries, and based on comparative studies, what courses can be proposed for establishing this field in Iran?" It is necessary to first find answers to other initial questions, which are: 1. What courses are offered in the Master’s Art Education programs at the 18 selected universities? 2. Under what titles can the courses offered in the 18 selected universities be categorized? 3. Which courses are commonly taught across these universities? 4. How can the common courses be ranked from the most to the least frequently offered? In order to achieve the goal of the research, it is necessary to answer the questions based on the sequence presented. Discussion of Results and Conclusion First, the courses in Art Education at each university were studied, and their titles were extracted to compile a list. The total number of courses across the 18 universities amounted to 90, as presented in Table 1. In the next step of the research, by examining the course titles and the content of the courses, they were categorized. Finally, the results of these reviews showed that eleven important categories are offered in the field of art education in the studied universities, which in order of priority are: 1. Art courses 2. Research methods 3. Historical and philosophical courses 4. Technology and current topics in art education 5. Learning and psychology topics 6. Cultural foundations 7. Teaching methods and teacher training 8. Foundations and theories in art education 9. Art workshop courses 10. Curriculum and instruction 11. Thesis. Out of the 90 courses, only 17 were commonly taught across some universities. A comparison of these courses with Table 2, which outlines the course categories, shows that these courses fall into ten categories. This suggests that these ten categories are among the most important topics in art education curriculum planning. Importantly, the only category that did not contain any commonly offered core courses was Cultural Foundations. This suggests that cultural studies in Art Education should be customized based on the specific needs of each society and offered as elective courses that reflect the culture and identity of the target country. Finally, by comparing and analyzing the previous tables, the most frequently offered courses were identified and ranked by priority. The results, presented in Table 4, highlight the importance and priority of these courses in prominent universities worldwide. These findings can be utilized in developing the Art Education program in Iran, adapting it to the country's educational policies.

https://nea.ui.ac.ir/article_29286_23952cdfb889bc328f0003a7aca65451.pdf