دانشگاه اصفهانرویکردهای نوین آموزشی2423-678020220250923A Synthesis Study of Intelligent Tutoring Systems in Mathematics Education and Learning (Components and Platforms)سنتزپژوهی سیستمهای هوشمند آموزشی در آموزش و یادگیری ریاضی (مؤلفهها و سکوها)1342984510.22108/nea.2025.143624.2091FAفرخفیضیدانشجوی دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران.0009-0002-0217-8577اسماعیلزارعی زوارکیاستاد، گروه علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.پرویزشریفی درآمدیاستاد، گروه روان شناسی و آموزش کودکان استثنایی، دانشگاه علامه طباطبایی، تهران، ایران.حسنرشیدیاستاد، گروه آموزشی رایانه، دانشگاه علامه طباطبایی، تهران، ایران.فاطمهجعفرخانیدانشیار، گروه تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران.Journal Article20241210This study aimed to identify and extract the key components affecting artificial intelligence-based intelligent educational systems and platforms offering smart education in mathematics. The method used in the study was a synthesis approach based on the seven-stage model proposed by Cooper (2015). To this end, English-language articles published in journals available in the Web of Science database in the field of education and educational research were searched using two keyword categories: artificial intelligence and related keywords (16 keywords), and mathematics and mathematics education, spanning the years 2000 to 2024. The selection of the articles for the study was carried out using criterion-based sampling, and after the review and screening process, 73 articles were selected for final analysis. The analysis of the sources was done through line-by-line analysis, and MAXQDA software was used to manage the resources and data analysis. The results of the analysis revealed 386 basic codes, which, after removing duplicates, irrelevant ones, and those with low frequency, resulted in the identification of 47 components and 24 intelligent education platforms. The identified components were categorized into 8 groups based on shared characteristics, and the platforms were categorized into 7 groups based on their interaction methods with students. The identification and extraction of key components of intelligent educational systems and their potential and capabilities in AI-based educational service platforms provide an opportunity for designers and users in this field to enhance the effectiveness and efficiency of educational processes through the integration of advanced technologies.<br /><strong>Introduction</strong><br />This study reviews related theories and empirical evidence from educational research on the components of an intelligent system to achieve optimal efficiency in mathematics education. By introducing the main components of intelligent educational systems, it offers solutions to refine some key parameters adjusted by the system. In the second part, a set of significant and widely-used intelligent platforms for mathematics education designed based on artificial intelligence is introduced and analyzed. These platforms include globally recognized software and tools that have attracted the attention of many researchers in the field of intelligent education and learning. The study examines the role of these platforms in improving the learning process, enhancing learner motivation, and facilitating access to personalized education. Ultimately, the study aims to identify the strengths and weaknesses of these systems and propose innovative paths to enhance the effectiveness of intelligent educational systems.<br /><strong> </strong><strong>Methodology</strong><br /><strong> </strong>The research method employed is a synthesis study based on Cooper's (2015) seven-step model, which includes defining the problem, gathering research evidence, collecting information from selected studies, evaluating the quality of studies, analyzing and integrating results, interpreting evidence, and presenting findings. English articles published in journals indexed in the Web of Science database were searched on June 11, 2024 (corresponding to January 21, 2024) in the fields of education and educational reviewd using two sets of keywords: artificial intelligence (including “artificial intelligence,” “machine intelligence,” “intelligent support,” “intelligent virtual reality,” “chat bot*,” “machine learning,” “automated tutor*,” “personal tutor*,” “intelligent agent*,” “expert system*,” “neural network*,” “natural language processing,” “chatbot*,” “intelligent system,” and “intelligent tutor*”); and mathematics education (including “mathematics” and “math education”) between the years 2000 and 2024. The initial search yielded 89 articles meeting the desired characteristics. After reviewing the abstracts and full texts, 16 articles were excluded from the synthesis process, leaving 73 articles selected for the final analysis. Following Wu et al. (2013), the selection of articles was conducted in two stages. In the first stage, an article was included in the potential analysis pool if it met two qualifying criteria: (a) it included a specific artificial intelligence technique as an intervention to support learning or teaching, and (b) it provided empirical evidence or in-depth analysis (English articles indexed in SSCI). Articles focusing solely on AI development processes without educational implications or adopting AI as a learning topic without utilizing AI were excluded.<br /><strong>Findings</strong><br />The resources were analyzed through full-text examination and line-by-line analysis. In this phase, 386 fundamental codes were extracted. After eliminating duplicates, irrelevant entries, and low-frequency codes, 47 components with the highest frequency and recurrence among the reviewed articles were identified and extracted. Additionally, 24 platforms for intelligent mathematics education were identified. The extracted components were grouped into eight categories based on shared characteristics: personalization, student grouping, intelligent system design, assessment and remediation, motivation and interaction, online and offline support, educational content and methods, progress monitoring and mastery, and human-AI collaboration. The identified platforms were categorized into seven groups based on their interaction methods with students: platforms with direct user interaction, game-based platforms for student engagement, model-based platforms offering feedback and personalized interaction, simulation-based platforms for deeper interaction, human-AI collaborative problem-solving platforms, interactive platforms emphasizing feedback and social collaboration, and platforms focusing on teaching verbal and conceptual problems.<br /><strong> </strong><strong>Discussion and Conclusion</strong><br /><strong> </strong>The findings of this study indicate that identifying and utilizing key components in the design of intelligent educational systems plays a significant role in enhancing the quality of the teaching–learning process. The use of modern technologies—particularly artificial intelligence—can lead to a fundamental transformation in the educational system, provided that such systems are designed and implemented based on rigorous theoretical frameworks and the actual needs of learners. An analysis of the data from the present study shows that the proposed components can serve as strategic tools for developing educational modules that support personalized learning, increase learner interaction with content, and enhance active engagement in the learning process. This is especially effective in contexts where learners exhibit diverse abilities, learning styles, and personal interests, potentially resulting in greater instructional effectiveness and improved academic performance.<br />Moreover, the design of intelligent educational systems based on the extracted components enables continuous monitoring of learning through periodic assessments and targeted feedback, thereby facilitating ongoing refinement and optimization of educational content and learning processes. In addition, employing this approach can support effective student grouping and the adaptation of instructional content to the cognitive and educational characteristics of each group. Overall, it can be concluded that an approach grounded in intelligent components not only addresses the challenges inherent in traditional educational systems but also creates the foundation for a dynamic, flexible, and learner-centered educational environment—paving the way for a fundamental transformation in modern education.<br /> <br /> <br /> این مطالعه با هدف شناسایی و استخراج مؤلفههای مؤثر در سیستمهای آموزشی هوشمند مبتنی بر هوش مصنوعی و سکوهای ارائهدهندۀ آموزش هوشمند در درس ریاضی انجام شد. روش استفادهشده در مطالعه سنتزپژوهی بر اساس مدل هفتمرحلهای پیشنهادی کوپر (2015) بود. به این منظور، مقالههای انگلیسی چاپشده در نشریههای موجود در پایگاه داده (Web of Science) در دستۀ آموزش و پژوهشهای آموزشی با استفاده از دو رشته کلیدواژۀ هوش مصنوعی و کلیدواژههای مرتبط (16 کلیدواژه) و ریاضی و آموزش ریاضی بین سالهای 2000 تا 2024 جستوجو شدند. انتخاب مقالههای مدنظر مطالعه با استفاده از شیوۀ نمونهگیری مبتنی بر معیار صورت گرفت و پس از طی مراحل مرور و بازبینی، 73 مقاله برای تحلیل نهایی گزینش شدند. تحلیل منابع به شیوۀ تحلیل خطبهخط انجام شد و برای مدیریت منابع و تحلیل دادهها از نرمافزار MAXQDA استفاده شد. نتایج تحلیل منابع استخراج 386 کد اساسی بود که پس از حذف موارد تکراری، نامرتبط و با فراوانی کم، 47 مؤلفه و 23 سکوی آموزش هوشمند شناسایی شدند. مؤلفههای مدنظر بر اساس ویژگیهای مشترک در 8 گروه و سکوهای شناساییشده بر اساس شیوۀ تعامل آنها با دانشآموزان در 7 گروه دستهبندی شدند. شناسایی و استخراج مؤلفههای مؤثر سیستمهای هوشمند آموزشی و توانایی و پتانسیل آنها در سکوهای ارائهدهندۀ خدمات آموزشی مبتنی بر هوش مصنوعی فرصتی برای طراحان و بهرهبرداران این حوزه است تا ارتقای اثربخشی و کارایی فرایندهای آموزشی از طریق ادغام فناوریهای پیشرفته را ممکن کنند.<br /> https://nea.ui.ac.ir/article_29845_4b42990c10998abc6d85ca802fd939a9.pdfدانشگاه اصفهانرویکردهای نوین آموزشی2423-678020220250923Meta-Analysis of Educational-Psychological Interventions on Academic Enthusiasm of High School Studentsفراتحلیل مداخلات آموزشی- روانشناختی بر اشتیاق تحصیلی دانشآموزان دورۀ دوم متوسطه35662984710.22108/nea.2025.144435.2109FAابوالقاسمیعقوبیاستاد روانشناسی، گروه روانشناسی، دانشکدۀ علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران.فاطمهمرادیانیکاندیدای دکتری روانشناسی تربیتی، گروه روانشناسی، دانشکدۀ علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران.0009-0001-1001-1067محمدرضاروشناییکاندیدای دکتری روانشناسی، گروه روانشناسی، دانشکدۀ علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران.Journal Article20250221This study aimed to systematically evaluate educational-psychological interventions on academic enthusiasm in high school students through a meta-analytic approach. The research was designed as a descriptive study with utilizing quantitative data analysis. Research population comprised of scientific research articles and master’s theses available in domestic databases, specifically addressing academic enthusiasm in high school students between 2014 and 2024. A total of 25 studies meeting the inclusion criteria were selected and subjected to meta-analysis. To calculate the effect size, Hedges' g indices and fixed and random effects models were used. In order to examine the existence of publication bias in the primary studies, funnel plots diagram and Duval-Tweed correction and fitting test were used. Also, to assess the homogeneity of the studies, and Q tests were used. Data analysis was performed with CMA-3 software. Funnel plot diagram showed limited bias in publications, so that by adding ten studies to the sample, the distribution of meta-analysis studies will be symmetrical. Based on the results of the and Q tests, the heterogeneity of the studies was confirmed. According to the Hedges' g index, the effect size and Z calculated for 26 variables were significant at the alpha level of 0.05. Also, the overall effect size was 1.361 in the fixed model and 1.502 in the random model and is significant at the alpha level of 0.05. The combination of the results of the conducted studies showed the diversity of interventions that have a significant effect on academic enthusiasm.<br /><strong>Introduction</strong><br />Nowadays, education system plays a pivotal role in nurturing future generations, and students' academic success depends on the quality of this system (Darabi et al., 2022). Academic enthusiasm, as a key factor in academic performance, consists of three dimensions: absorption (deep concentration), vigor (high energy), and dedication (psychological involvement) (Mollahoseini et al., 2022) and influences students' active engagement in the learning process (Darling-Hammond et al., 2019). Students with higher academic enthusiasm exhibit greater motivation and self-regulation (Wu & He, 2022), whereas low academic enthusiasm leads to academic decline and deviant behaviors (Datu & King, 2018).<br />The theoretical framework of this study aims to provide a systematic classification of interventions affecting academic enthusiasm, based on three analytical levels: cognitive-metacognitive, motivational-emotional, and behavioral-social. At the cognitive level, self-regulatory and metacognitive strategies (Schneider et al., 2022); at the motivational level, reality therapy (Glasser, 1999) and acceptance and commitment therapy (Tarbox et al., 2022); and at the behavioral level, social skills training (Bandura, 2023) and environment-based programs (Eccles & Roeser, 2011), are emphasized.<br />Domestic and foreign studies show that interventions such as reality therapy (Mohammadian & Hajhosseini, 2023), mindfulness (Ghanbari et al., 2023), and spiritual intelligence training (Safezadeh & Mohammadpanah, 2021) effectively enhance academic enthusiasm. However, the lack of a comprehensive intervention model justifies the need for a meta-analysis to develop an integrated, localized framework. This study synthesizes past findings to design a holistic model for improving students' academic enthusiasm.<br /><strong>Research Methodology</strong><br />Meta-analysis, as a systematic research method, integrates data from multiple studies to identify new patterns and relationships that cannot be detected in individual studies. This research examined effective interventions on academic engagement among upper secondary school students, employing both fixed-effect and random-effects models for data analysis (Cohen, 1988). The reviewed studies showed no significant qualitative differences, and only those meeting minimum methodological standards published in Iran between 2014 and 2024 were selected.<br />For data collection, a systematic search was conducted using keywords such as "effect," "academic engagement," and their equivalents in Iranian databases including IranDoc, Academic Jihad Database, MagIran, Noormags, and the Comprehensive Humanities Portal. From the retrieved articles, 25 studies (equivalent to 38 effect sizes) were selected for analysis.<br />Data analysis was performed using CMA-3 software. Publication bias was assessed through funnel plots and the Duval and Tweedie methods. The fail-safe N method was used to estimate missing studies. Heterogeneity among studies was examined using Cochran's Q test and I² index. Sensitivity analysis was conducted through two approaches: gradual elimination of studies and methodological quality stratification, which revealed no significant differences between subgroups.<br />Effect sizes were calculated as standardized mean differences (Hedges' g). For multi-group studies, effects were computed separately and then combined. When necessary statistics were not reported, t-values, F-values, or p-values were used to maintain analytical precision. This process yielded comprehensive and reliable results regarding the impact of interventions on academic engagement.<br /><strong> </strong><br /><strong>Findings</strong><br />Funnel plot analysis indicated potential unpublished studies. To adjust for this bias, Duval & Tweedie’s trim-and-fill method suggested adding 10 studies to reduce the effect size from 1.36 (fixed) and 1.50 (random) to adjusted values of 1.14 and 1.17, respectively. The fail-safe <em>N</em> test revealed that 6,274 hypothetical studies with null effects would be needed to nullify the overall effect, confirming result reliability.<br />Cochran’s test <em>(Q=140.142</em>,<em> df =37</em>,<em> p<0.05)</em> and <em>I²=140.142</em> indicated significant heterogeneity. Among 27 interventions analyzed, reality therapy (4.05), help-seeking strategies training (3.42), and self-regulatory strategies training (2.63) had the highest effect sizes.<br />Other effective interventions included Problem-solving training, Acceptance and commitment therapy, Positive thinking skills training (Quilliam-based package), Integrated teaching, Martin’s multidimensional cognitive-behavioral intervention, Video-based content production study strategies, School-based psychoeducational packages, Psychological self-care training, Social adaptation training, Meaning-centered academic package (based on healthy human theory), Positive psychology training, Spiritual intelligence training, Mindfulness training, Logotherapy, Combined time perspective and mindfulness package, Social cognitive career counseling, Mission-based career counseling, Desirable academic social behaviors training, Metacognitive skills training, Academic vitality training, Cognitive and metacognitive strategies training (CMST), Augmented reality-based education and MOOC-based physics teaching<br />The overall effect sizes for fixed and random models were 24.03 and 13.38, respectively, both significant (p<0.05) and classified as high (Delavar, 2015). These results underscore the significant efficacy of educational-psychological interventions on academic enthusiasm.<br /><strong> </strong><strong>Discussion and Conclusion</strong><br />This meta-analysis examined the impact of educational-psychological interventions on high school students' academic enthusiasm. Reality therapy-based group counseling, with the largest effect size, was the most effective intervention, enhancing enthusiasm by fostering better choices to meet psychological needs. Help-seeking and self-regulatory strategies also showed substantial effects, improving enthusiasm through cognitive-motivational reinforcement and stress reduction. Other interventions (e.g., problem-solving, ACT, mindfulness, positive psychology) were also effective.<br />The theoretical framework categorized interventions into four groups: cognitive-behavioral, humanistic, positive psychology, and environment-based, each contributing through distinct mechanisms. Despite the high validity of findings, limitations-such as methodological heterogeneity, potential publication bias, urban sample focus, and short follow-up periods-should be considered. Nevertheless, these results provide valuable insights for policymakers and educators in designing effective interventions. Future research should explore long-term effects, and schools are encouraged to integrate these interventions into curricula.<br /> <br /> <br /><strong> </strong><br /> <br /> هدف از این پژوهش شناسایی مداخلات آموزشی-روانشناختی بر اشتیاق تحصیلی دانشآموزان دورۀ دوم متوسطه با استفاده از رویکرد فراتحلیل بود.<strong> </strong>پژوهش حاضر از نظر هدف، توصیفی و از نظر نوع استفاده، کاربردی و از نظر نوع دادهها، پژوهشی کمّی بود. جامعۀ مورد بررسی شامل مقالههای علمی-پژوهشی و پایاننامههای کارشناسی ارشد در پایگاههای اطلاعاتی داخلی در زمینۀ اشتیاق تحصیلی در دانشآموزان دورۀ دوم متوسطه از سال 1393 تا سال 1403 بود که طی آن 25 پژوهش به عنوان نمونه وارد فرایند فراتحلیل شدند. به منظور بررسی وجود سوگیری انتشار در مطالعات اولیه، از نمودار فانل پلات و آزمونهای اصلاح و برازش دووال توئیدی بهره گرفته شد. برای محاسبۀ اندازۀ اثر از شاخصهای Hedges' g و مدلهای اثرات ثابت و تصادفی استفاده شد. همچنین، برای ارزیابی همگنی مطالعات، از آزمونهای و Q استفاده شد. تحلیل دادهها با کمک نرمافزار CMA-3 انجام شد.<strong> </strong>نمودار فانل پلات حاکی از وجود سوگیری جزئی در انتشار مطالعات است؛ به طوری که اگر ده مطالعۀ دیگر به نمونه اضافه شوند، توزیع مطالعات در فراتحلیل به حالت متقارن درمیآید و سوگیری انتشار برطرف خواهد شد. نتایج آزمونهای و Q نشاندهندۀ ناهمگونی میان مطالعات است. بر اساس شاخص Hedges' g، اندازۀ اثر و آمارۀ Z برای 26 مداخله در سطح معناداری ۰٫۰۵ محاسبه و تأیید شد. علاوه بر این، اندازۀ اثر کلی در مدل اثرات ثابت ۱٫۳۶۱ و در مدل اثرات تصادفی ۱٫۵۰۲ به دست آمد که هر دو در سطح ۰٫۰۵ معنادار بودند.<strong> </strong>ترکیب نتایج مطالعات انجامشده بیانگر تنوع مداخلاتی است که بر اشتیاق تحصیلی اثری معنادار دارند.<br /> https://nea.ui.ac.ir/article_29847_7ad84f974421ae78a09c8032c58b511f.pdfدانشگاه اصفهانرویکردهای نوین آموزشی2423-678020220250923Analyzing the Lived Experience of Elementary School Teachers from the Implementation of the Digital and Technological Competence plan of the Ministry of Educationواکاوی تجربۀ زیستۀ معلمان دورۀ ابتدایی از اجرای طرح شایستگی دیجیتالی و فناورانۀ وزارت آموزشوپرورش67943003410.22108/nea.2025.143982.2099FAرحیممرادیاستادیار تکنولوژی آموزشی، گروه علوم تربیتی، دانشکدۀ علوم انسانی، دانشگاه اراک، اراک، ایران.زهرامعتمدی لشت نشاییکارشناس ارشد تکنولوژی آموزشی دانشکدۀ علوم انسانی دانشگاه پیام نور شهرری، تهران، ایران.Journal Article20250108This research aimed to analyze the lived experiences of elementary school teachers regarding the implementation of the Ministry of Education's digital and technological competency plan. The study employed a qualitative approach with a phenomenological methodology. The statistical population consisted of sixth-grade teachers in Tehran and Alborz provinces. Using purposive sampling, in-depth interviews were conducted with 17 sixth-grade teachers from District 2 of Tehran and District 2 of Karaj. Collected data were analyzed using thematic analysis.The lived experiences of teachers in implementing the Ministry of Education's digital and technological competency plan were organized into several key areas. After coding the interview texts, 14 basic themes were extracted. In the lived experience component, three basic themes emerged: 1) emotional and psychological aspects, 2) increased cybersecurity capabilities, and 3) student progress in programming. In addition, the opportunities arising from the digital competency plan included four basic themes: 1) enhanced digital literacy skills, 2) student engagement, 3) application of algorithmic lessons, and 4) engaging classes through programming. From the participants' perspectives, the challenges of the digital competency plan also comprised four basic themes: 1) technological infrastructure, 2) cultural resistance to change, 3) lack of digital prerequisites, and 4) technological fear. The final finding of this research focused on the necessary support for the effective implementation of the digital competency plan, which included themes such as: 1) the role of school principals, 2) training and empowerment courses, and 3) educational support policies. The findings of this study can assist educational policymakers and planners in improving the implementation of technological plans in schools.<br /><strong>Introduction</strong><br />The use of technology in education, as an inevitable necessity at the present era, faces numerous challenges in many countries. In addition to obvious barriers such as lack of technology infrastructure and financial resources, soft barriers such as teachers' beliefs, skills, and competencies play a significant role in preventing the effective use of technology in the education process. In this regard, the Technology Pedagogical Content Knowledge (TPACK) framework has been developed with the aim of conceptualizing the fundamental knowledge that teachers need to successfully integrate technology into their teaching. The importance of digital competence in the field of education, especially in recent years, has been increasingly recognized. On the one hand, this is due to the fact that technology has become an integral part of everyday life. On the other hand, it is due to the increasing dependence of citizens' professional development on the efficient and appropriate use of information and communication technologies. Meanwhile, digital competence, as one of the key competencies, plays a pivotal role in empowering teachers, to participate effectively in the future society. Teachers, as key actors and the most responsible individuals, play a pivotal role in preparing children to enter the global economy and digital era. Improving teachers’ digital competences, in turn, enables students to become efficient and responsible digital citizens. From this perspective, measuring and evaluating teachers’ digital competences is essential and inevitable. In this regard, a plan has recently been implemented in Iran to strengthen teachers’ digital competences. The Ministry of Education's Digital Competency Plan, with an emphasis on improving programming skills and digital literacy of elementary school students, based on the digital and computer science mastery and competency model in the transformation plan of the Deputy for Elementary Education, pursues the following themes: 1) The effects of computers on life, 2) Computational thinking, 3) Communication networks and system design, 4) Cybersecurity, and 5) Digital literacy. Therefore, analyzing teachers' lived experience of implementing the Digital Competency Plan is necessary and inevitable. In this regard, the aim of the present study is to conduct an in-depth and scientific investigation of elementary school teachers' lived experience of implementing the Ministry of Education's Digital Competency Plan.<br /><strong> </strong><strong>Methodology</strong><br />In order to analyze the lived experience of elementary school teachers from implementing the Ministry of Education's Digital Competency Plan, a qualitative interpretive phenomenological approach was used. Data were collected through in-depth interviews with 17 sixth-grade teachers from District 2 of Tehran and District 2 of Karaj who participated in the Digital Competency Education Project. The interviews were semi-structured, and conducted in-person, by telephone, and online. The in-depth interviews, using open-ended questions, lasted 45 to 55 minutes.<br /><strong> </strong><br /><strong>Findings</strong><br />The implementation of the Digital Competency Project in schools has impacted various dimensions of teachers’ lived experience. These dimensions include personal experiences, opportunities created, challenges faced, and support needed.<br /><br />1. Lived experience: Teachers’ experiences indicate the multiple impacts of the project on their professional and personal lives. Teachers indicate that the project has been a transformative experience for them, citing emotional and psychological aspects, professional growth, and a positive impact on students, beyond just a training program. For example, code 7 indicates the importance of teachers’ psychological readiness to accept changes and learn new skills, and code 1 indicates the positive impact of the project on teachers’ professional development in the field of cybersecurity.<br />2. Opportunities:The implementation of the Digital Competency Project has provided valuable opportunities for teachers. These opportunities include improving digital literacy skills, increasing interaction with students, making teaching practical, and creating interest in the classroom. For example, code 11 indicates an increase in teachers’ confidence in using digital tools, and code 17 indicates the positive impact of the project on making teaching practical and increasing student satisfaction.<br />3. Challenges: Teachers have faced several challenges in the process of implementing the plan. These challenges include infrastructural barriers, cultural resistance, lack of prerequisite skills, and technological fear. For example, code 9 indicates resistance of some teachers to change and learn new skills, and code 10 indicates lack of prerequisite digital skills among some teachers.<br />4. Support needed: Teachers need multifaceted support from school administrators, education and training, and appropriate training courses to successfully implement the plan. For example, code 7 indicates the critical role of administrators in supporting the implementation of the plan, and code 16 indicates the importance of supportive education and training policies.<br /><br /><strong> </strong><br /><strong>Discussion and Conclusions</strong><br />According to the research findings, it can be concluded that teachers' lived experience in implementing the digital competency plan include various dimensions, including emotional and psychological aspects, professional growth, student progress, opportunities, challenges, and the need for support from administrators. Therefore, it is suggested that for the effective implementation of the digital competency plan, it is necessary to provide appropriate software and hardware infrastructure in schools so that teachers can easily use digital tools. Also, the educational content of the work and technology lesson should be updated by adding sections on cybersecurity skills and the application of computational thinking. Creating programming clubs for teachers across the country can help develop their skills while strengthening synergy and exchange of experiences. In addition, the use of gamification in teaching computational thinking and digital literacy can help increase student motivation and participation. Finally, ongoing and practical training courses for teachers, emphasizing educational strategies for integrating technology into curricula, are essential so that teachers can confidently and skillfully use digital tools in the teaching process.هدف این پژوهش واکاوی تجربۀ زیستۀ معلمان دورۀ ابتدایی از اجرای طرح شایستگی دیجیتال و فناورانۀ وزارت آموزشوپرورش بود. این پژوهش با رویکرد کیفی و روش پدیدارشناسی انجام شد. جامعۀ آماری پژوهش معلمان پایۀ ششم استانهای تهران و البرز بودند. با استفاده از نمونهگیری هدفمند، با 17 نفر از معلمان پایۀ ششم ابتدایی منطقۀ 2 شهر تهران و ناحیۀ 2 کرج مصاحبۀ عمیق انجام شد. دادههای گردآوریشده با استفاده از روش تحلیل مضمون بررسی شدند. تجربیات زیستۀ معلمان در اجرای طرح شایستگی دیجیتال و فناورانۀ وزارت آموزشوپرورش در چند حوزۀ کلیدی سازماندهی شد. پس از کدگذاری متن مصاحبهها، 14 مضمون پایه استخراج شدند. در مؤلفۀ تجربۀ زیسته، 3 مضمون پایه شامل 1) جنبههای عاطفی و روانی، 2) افزایش توانایی امنیت سایبری و 3) پیشرفت دانشآموزان در برنامهنویسی به دست آمد. همچنین، فرصتهای حاصل از طرح شایستگی دیجیتال دارای 4 مضمون پایه شامل 1) تقویت مهارت سواد دیجیتالی، 2) درگیرکردن دانشآموزان، 3) کاربردیشدن درس با الگوریتمنویسی و 4) جذابشدن کلاس با کمک برنامهنویسی بود. از دیدگاه مشارکتکنندگان، چالشهای طرح شایستگی دیجیتال نیز شامل 4 مضمون پایه بود: 1) زیرساختهای فناوری، 2) مقاومت فرهنگی در برابر تغییر، 3) کمبود مهارت پیشنیاز دیجیتالی و 4) ترس فناورانه. آخرین یافتۀ این پژوهش به حمایتهای مورد نیاز برای اجرای اثربخش طرح شایستگی دیجیتال اختصاص داشت که شامل مضامینی مانند 1) نقش مدیران، 2) دورههای آموزشی و توانمندسازی و 3) سیاستهای پشتیبانی آموزشوپرورش بود. یافتههای این پژوهش میتواند به سیاستگذاران و برنامهریزان آموزشی در راستای بهبود اجرای طرحهای فناورانه در مدارس کمک کند.<br /> https://nea.ui.ac.ir/article_30034_d26524fa6352cdf80208375b965766ed.pdfدانشگاه اصفهانرویکردهای نوین آموزشی2423-678020220250923Analysis of Factors Affecting Reading Literacy among High- and Low- Performance Iranian Students: Evidence from PIRLS 2021تحلیل عوامل مؤثر بر سواد خواندن دانشآموزان ایرانی با عملکرد بالا و پایین: شواهدی از پرلز 2021951203000410.22108/nea.2025.144927.2121FAاعظممقدمدکتری سنجش و اندازهگیری، دانشکدۀ روان شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.مریممحسن پوردانشیار، گروه روانشناسی تربیتی، دانشکدۀ علوم تربیتی و روان شناسی، دانشگاه الزهرا، تهران، ایران.Journal Article20250501The aim of the present study was to predict the reading literacy of high and low performance Iranian students using factors identified from PIRLS 2021 student questionnaire by correlational research method. The statistical population consisted of 1,348,842 fourth grade students, out of which 5,962 students were selected. The data were analyzed using multiple regression analysis to identify the predictor role of variables including home resources for learning, digital self-efficacy, sense of school belonging, student bullying, engaged in reading lessons, disorderly behaviour, like reading, and confident in reading in reading literacy. Results showed that the average scores of the aforementioned factors in the two high and low groups were high or medium. Based on Cohen’s effect size values, only there was a significant difference between the two groups in the mean scores of home resources for learning and confident in reading. The correlation with reading literacy was measurable for only two factors in the high-performance group and six factors in the low-performance group. In the high-performance group, only home learning resources and disorderly behaviors were significant predictors in explaining the variance of reading literacy, whereas in the low-performance group, digital self-efficacy, student bullying, home resources for learning, like reading, and confident in reading were significant predictors, respectively. The explained variance in the high- and low-performance groups was 3% and 19%, respectively. Overall, the findings indicated a more significant role of the mentioned factors in predicting reading literacy in the low-performance group compared to the high-performance group.<br /><strong>Introduction</strong><br />Reading literacy is a fundamental goal at primary education, influencing students’ academic achievement across subjects. Since Iran has no national assessment system for reading literacy, participation in the international PIRLS study since 2001 has provided valuable insights. However, Iranian fourth graders have shown limited progress across PIRLS cycles. This study aimed to predict reading literacy among high- and low-performance Iranian students in PIRLS 2021 based on factors derived from the student questionnaire, including home resources for learning, digital self-efficacy, sense of school belonging, bullying, engagement in reading lessons, disorderly behavior, like reading, and confident in reading.<br /><strong>Method</strong><br />Using a quantitative, correlational design and secondary analysis of PIRLS 2021 data, students one standard deviation above (1052 students, equivalent to 17.6%) or below (831 students, equivalent to 13.9%) the national mean reading score (M = 413, SD = 53.95) were categorized as high and low performers, respectively. The variables included home resources for learning, digital self-efficacy, sense of school belonging, student bullying, engaged in reading lessons, disorderly behaviour, like reading, and confident. The statistical population consisted of 1,348,842 fourth grade students in the academic year 2010-2011,out of which 5,962 students were selected as sample using a stratified two-stage cluster sampling design with probability proportional to the sample size (PPS). To describe the factors affecting high and low reading literacy, descriptive statistics, t-test, effect size, Pearson correlation, and step-by-step multiple linear regression analysis were used using SPSS 27 software while weighting the data.<br /><strong> </strong><strong>Results</strong><br />The data were analyzed using step-by-step multiple linear regression analysis. Findings showed that in the two high and low groups, the average levels of the aforementioned factors were high (sense of belonging, involvement, and interest in reading) or medium (home resources for learning and disorderly behaviours). In the factors of digital self-efficacy and confident in reading, high-performing students reported high levels and low-performing students reported medium levels. Only in the factor of being exposed to bullying, the level of this factor was insignificant in high-performing students and reported monthly in low-performing students. Also, according to Cohen's effect size values, there was a significant difference between the two high and low groups in the average of all factors (except sense of belonging and disorderly behaviour). The correlation of these factors with reading literacy in the high-performance group (between 0.13 and 0.03) was insignificant compared to the low-performance group (0.30 and 0.03). The results of the regression analysis showed that in the high group, home resources for learning and disorderly behaviors played a significant role in explaining the variance of reading literacy, while in the low group, the factors of digital self-efficacy, exposure to bullying, home resources for learning, and interest in reading played a significant role in explaining the variance. The amount of explained variance in the high group was 3 percent and in the low group was 19 percent<strong>.</strong><br /><strong> </strong><strong>Conclusion</strong><br />Overall, the results of this study showed that in all of the factors examined, except for a sense of belonging and disorderly behaviours, both groups had high levels of these factors, but students in the upper group reported a higher level of these factors than the lower group. On the other hand, despite the tendency of students in the upper and lower groups to have positive reports, these factors not only did not have a high relationship with the reading literacy of students in the two groups, but in the upper group, the contribution of these factors in predicting reading literacy was very small and in the lower group. Also, the status of most contextual factors in both high and low groups (even the entire population) was reported as almost favorable. This result raises the suspicion that either Iranian students do not understand the self-report questions correctly or, due to the prevailing cultural context in society, do not want to express their true opinion and avoid reporting the real situation by wanting to respond favorably. Therefore, it is suggested that a qualitative study be conducted through interviews with Iranian students on the aforementioned factors to confirm the accuracy of the findings. Another result of this study was the insignificant contribution of the identified factors in predicting reading literacy in the high group compared to the low group. This result may indicate that the contextual factors examined in the PIRLS play a more important role in explaining reading literacy for low-performing students and that these students are probably more influenced by emotional or environmental factors, while for high-performing students, these factors are almost neutral. Therefore, it seems that the educational system should look for other effective factors in explaining the reading performance of high-performing students, such as cognitive factors such as working memory, attention, and concentration. However, in low-performing students, digital self-efficacy and bullying played a decisive role in predicting reading literacy. Therefore, it is suggested that interventions based on improving educational ability be designed to integrate the use of technology with homework (such as making videos, searching) for the purpose of further learning, and efforts should be made to improve social ability in order to positively interact between students and maintain mutual respect with the aim of creating a safe environment at school.<br /> <br /> هدف مطالعۀ حاضر پیشبینی سواد خواندن دانشآموزان ایرانی دارای عملکرد بالا و پایین با استفاده از عوامل شناساییشده از پرسشنامۀ دانشآموز در مطالعۀ پرلز 2021 و روش پژوهش از نوع همبستگی بود<strong>. </strong>جامعۀ آماری 1348842 دانشآموز پایۀ چهارم بودند که از میان آنها، با نمونهگیری طرح دومرحلهای خوشهای طبقهای با احتمال متناسب با حجم نمونه، 5962 دانشآموز انتخاب شدند. دادهها با استفاده از تحلیل رگرسیون چندگانه برای شناسایی نقش عوامل منابع یادگیری در خانه، خودکارامدی فناورانه، احساس تعلق، در معرض قلدری، درگیرشدن، رفتار مختلکننده، علاقه به خواندن و خودپنداره در خواندن، در پیشبینی سواد خواندن بررسی شدند. نتایج نشان داد در دو گروه بالا و پایین میزان معدل عوامل یادشده در حد بالا یا متوسط بود. همچنین، با توجه به مقادیر اندازۀ اثر کوهن، فقط در میانگین منابع یادگیری در خانه و خودپنداره در خواندن تفاوتی جالب توجه بین دو گروه بالا و پایین بود. میزان همبستگی با سواد خواندن فقط برای دو عامل در گروه بالا و شش عامل در گروه پایین قابل ارزیابی بود. در گروه بالا، فقط منابع یادگیری در خانه و رفتارهای مختلکننده نقش پیشبینیکنندههای معنادار در تبیین واریانس سواد خواندن داشتند، در حالی که درگروه پایین، به ترتیب عوامل خودکارآمدی فناورانه، در معرض قلدری، منابع یادگیری در خانه، علاقه به خواندن و خودپنداره در خواندن پیشبینیکنندههای معنادار بودند. میزان واریانس تبیینی در گروه بالا و پایین به ترتیب 3 و 19 درصد بود. در مجموع، نتایج حاکی از نقش جالب توجه عوامل یادشده در پیشبینی سواد خواندن در گروه پایین در مقایسه با گروه بالا بود.<br /> <br /> https://nea.ui.ac.ir/article_30004_2c07825d76ac688206fd010cc3f8c564.pdfدانشگاه اصفهانرویکردهای نوین آموزشی2423-678020220250923Comparison of the Effectiveness of the 5E Instructional Model and Advance Organizer Method in Teaching Science on Sixth-Grade Girls’ Understanding the Nature of Scienceمقایسۀ اثربخشی روشهای تدریس پنج E و پیشسازماندهنده در درس علوم تجربی بر درک ماهیت علم دانشآموزان دختر ششم ابتدایی1211483013510.22108/nea.2025.145526.2132FAحنانهبهشتیدانشجوی دکتری برنامهریزی درسی، گروه علوم تربیتی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران.یوسفادیباستاد، گروه علوم تربیتی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران.رحیمبدری گرگریاستاد، گروه روانشناسی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران.Journal Article20250610This study aimed to compare the effectiveness of the 5E instructional model and the advance organizer teaching method in science education on sixth-grade female students’ understanding the nature of science. The research employed a quasi-experimental design with a pre-test–post-test structure, including two experimental groups and one control group. The statistical population consisted of all sixth-grade female students in Bostanabad County, East Azerbaijan Province, totaling 380 students in the 2023–2024 academic year. A sample of 60 students were selected through convenience sampling and randomly assigned to three groups (20 students per group). To assess students’ understanding of the nature of science, the Liang et al. (2008) questionnaire was used, and both teaching methods were implemented using researcher-developed instructional packages. Data analysis using covariance analysis revealed that the 5E model (effect size = 0.981) and the advance organizer method (effect size = 0.991) had statistically significant impacts on students’ understanding of the nature of science (p < 0.05). However, no significant difference was found between the effectiveness of the two methods (p > 0.05). Therefore, it is concluded that both approaches are effective in enhancing sixth-grade students’ understanding of the nature of science and are recommended for use in science instruction and other subjects at this grade level.<br /><strong>Introduction</strong><br />Understanding the nature of science is considered one of the fundamental pillars of science education, playing a crucial role in fostering students’ logical and critical thinking. This understanding encompasses scientific processes such as observation, hypothesis formation, experimentation, and analysis, enabling learners to apply scientific knowledge in a structured and meaningful way in their everyday lives (Lederman, 2016). Accordingly, the present study investigates the effectiveness of two instructional approaches—the 5E model and the advance organizer method—in enhancing sixth-grade students’ comprehension of the nature of science. The main research question is whether these methods can strengthen students’ understanding of the nature of science, and if so, which method is more effective.<br />The significance of this study lies in the fact that active teaching strategies have a profound impact on deep learning and the retention of scientific concepts. Selecting appropriate methods can therefore positively influence the quality of science education at the elementary level. The 5E model, with its stages of <em>Engage, Explore, Explain, Elaborate,</em> and <em>Evaluate</em>, actively involves students in the learning process (Khajehvand, 2019). In contrast, the advance organizer method facilitates mental organization and deeper comprehension by linking new knowledge to prior concepts (Davis et al., 2018).<br />Previous research indicated that both methods contribute positively to scientific learning and critical thinking (Bimbola & Daniel, 2018). However, few studies have specifically examined their impact on students’ understanding of the nature of science. Based on this gap, the following hypotheses are proposed:<br /><br />The 5E instructional model has a positive effect on students’ understanding of the nature of science.<br />The advance organizer method has a positive effect on students’ understanding of the nature of science.<br />Comparing the two methods in science education will reveal differing impacts on students’ understanding of the nature of science.<br /><br /><strong> </strong><strong>Research Methodology</strong><br />This study is quasi-experimental, employing a pre-test/post-test design with a control group and two experimental groups. The main purpose of the research is to examine the effect of two teaching methods—the 5E instructional model and advance organizers—on sixth-grade female students’ understanding of the nature of science in Bostanabad.<br />The statistical population consisted of 380 sixth-grade female students in the academic year 2023–2024 in Bostanabad. From this population, 60 students were randomly assigned into three groups of 20 (two experimental groups and one control group).<br />For data collection, the Nature of Science Questionnaire developed by Liang et al. (2008) was used. The updated version was translated and applied by the researchers. This questionnaire includes 24 items across 6 subscales, measured on a 5-point Likert scale.<br />Instruction for the two experimental groups was delivered over 12 sessions of 45 minutes each, using the 5E model and advance organizer teaching methods. The control group received instruction through traditional methods. Data analysis employed both descriptive statistics (mean, standard deviation) and inferential statistics (multivariate analysis of covariance and independent t-test).<br /><strong> </strong><strong>Findings</strong><br />Findings of the study were presented in two sections: descriptive and inferential. In the descriptive section, comparison of pre-test and post-test scores revealed that the mean scores in the post-test were higher in both experimental groups. Specifically, in the 5E experimental group, components such as observation and subjectivity showed notable improvement, with observation increasing from 13.95 to 15.65 and subjectivity from 14.51 to 15.71. In the advance organizer group, improvements were particularly evident in creativity and scientific method. In the inferential section, statistical analyses were conducted using the Shapiro–Wilk test, multivariate analysis of covariance (MANCOVA), and independent t-tests. Results of MANCOVA indicated that the 5E instructional method had a significant effect on students’ understanding of the nature of science. The credibility indices of covariance analysis showed Pillai’s Trace = 0.981, Wilks’ Lambda = 0.019, Hotelling’s Trace = 50.613, and Roy’s Largest Root = 50.613, all significant at p = 0.001 with η² = 0.658.<br />Further analysis of post-test results demonstrated that the components of observation, subjectivity, creativity, consideration of culture and society, scientific laws, and scientific method were all influenced by the 5E method. For example, observation was significant with F = 6.757, p = 0.001; subjectivity with F = 1.993, p = 0.015; and scientific laws with F = 6.654, p = 0.001.<br />Similarly, the results for the advance organizer method confirmed its significant impact on understanding the nature of science, particularly in creativity and scientific method. The credibility indices of covariance analysis for this method included Pillai’s Trace = 1.001, Wilks’ Lambda = 0.009, Hotelling’s Trace = 109.567, and Roy’s Largest Root = 109.556, all significant at p = 0.001 with η² = 0.472. In the post-test stage, components such as observation, subjectivity, creativity, consideration of culture and society, scientific laws, and scientific method were significantly affected by the advance organizer method.<br />Finally, the independent t-test comparing the two teaching methods revealed a significant difference only in the component of “consideration of culture and society in science” (p = 0.001), where the advance organizer group scored higher. No significant differences were found between the two groups in other components. Therefore, it can be concluded that both the 5E and advance organizer methods had generally similar effects on students’ understanding of the nature of science, except in the cultural and social dimension, where the advance organizer method demonstrated superiority.<br /> <br /><strong>Discussion and Conclusion</strong><br />The study showed that both the <strong>5E instructional model</strong><strong> </strong>and the<strong> advance organizer method</strong> improved sixth-grade students’ understanding of the nature of science. While both approaches significantly enhanced comprehension of scientific concepts, the advance organizer method was more effective in the dimension of <strong>consideration of culture and society in science.</strong><br />These findings align with previous research and emphasize the value of <strong>active, constructivist learning strategies</strong> in strengthening students’ scientific understanding. By offering clear conceptual frameworks and opportunities for participation, both methods helped students view science as a <strong>dynamic, evidence-based process.</strong><br />In conclusion, teachers are encouraged to apply these methods to foster scientific learning and classroom engagement. Future studies should examine their impact on other aspects of scientific understanding and across diverse educational contexts.پژوهش حاضر با هدف مقایسۀ اثربخشی روشهای تدریس<strong> </strong>پنج E و پیشسازماندهنده در درس علوم تجربی بر درک ماهیت علم دانشآموزان دختر پایۀ ششم ابتدایی انجام شد. این پژوهش به شیوۀ شبهآزمایشی و با الگوی پیشآزمون-پسآزمون همراه با گروه کنترل و آزمایش انجام شد. جامعۀ آماری شامل کلیۀ دانشآموزان دختر ششم ابتدایی شهرستان بستانآباد استان آذربایجان شرقی به تعداد 380 نفر در سال تحصیلی 1402-1403 بود. نمونۀ پژوهش شامل 60 دانشآموز بود که به روش نمونهگیری در دسترس انتخاب و به طور تصادفی در دو گروه آزمایش و یک گروه کنترل (هر کدام 20 نفر) تقسیم شدند. برای سنجش درک ماهیت علم از پرسشنامۀ لیانگ و همکاران (2008) استفاده شد و آموزش با استفاده از روشهای تدریس پنج E و پیشسازماندهنده اجرا شد. تحلیل دادهها با روش تحلیل کوواریانس نشان داد روش تدریس پنج E به میزان 751/0 در مشاهده و استنباط، 513/0 در ذهنیت و عینیت در علم، 486/0 در خلاقیت و عقلانیت در علم، 558/0 در لحاظکردن فرهنگ و اجتماع در علم، 651/0 در قوانین علمی و 349/0 در روش علمی و روش پیشسازماندهنده به میزان 429/0 در مشاهده و استنباط، 312/0 در ذهنیت و عینیت در علم، 591/0 در خلاقیت و عقلانیت در علم، 479/0 در لحاظکردن فرهنگ و اجتماع در علم، 368/0 در قوانین علمی و 525/0 در روش علمی تأثیری معنادار داشته است (p<0/05). با این حال، تفاوتی معنادار بین اثربخشی این دو روش مشاهده نشد (p>0/05) و فقط در زمینۀ تقویت درک نقش فرهنگ و اجتماع در علم، روش پیشسازماندهنده برتری خود را نسبت به روش پنج E نشان داد؛ بنابراین، نتیجه گرفته میشود که هر دو روش در بهبود درک ماهیت علم دانشآموزان ششم ابتدایی مؤثر هستند و استفاده از آنها در تدریس درس علوم و سایر دروس این پایه توصیه میشود.<br /> https://nea.ui.ac.ir/article_30135_34c4e3bb639be793deca15cfecd47428.pdfدانشگاه اصفهانرویکردهای نوین آموزشی2423-678020220250923Content Features of the Art Curriculum in Lower Secondary Educationویژگیهای محتوای برنامۀ درسی هنر در دورۀ اول متوسطه1491763013810.22108/nea.2025.146670.2162FAمژدهماه فردکتری برنامهریزی درسی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران.سید ابراهیممیرشاه جعفریاستاد برنامهریزی درسی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران.فریدونشریفیاندانشیار برنامهریزی درسی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران.Journal Article20250914The present research aimed to identify the content features of the art curriculum for the first period of secondary education, using a mixed-methods approach (qualitative-quantitative). The qualitative data were collected through 27 interviews with experts in the field of art and curriculum, who were purposefully selected and were interviewed until theoretical saturation was reached. The quantitative phase population consisted of 504 art teachers in Isfahan city, from which 218 were randomly selected according to Morgan’s table. Data were obtained throgh semi-structured interviews and questionnaires. Content validity was applied for the validity of both interviews and questionnaires, and the reliability of the questionnaire was confirmed with a Cronbach’s alpha coefficient of 0.91. The interview findings were analyzed using the Strauss and Corbin method. According to the results, both research experts and art teachers emphasized the features of “audience-centeredness of the artwork,” which closely relates to the nature of art; “aesthetic innovation,” with its impactful role in various life aspects; and “integration of art with science and technology” as a novel approach in today’s world. The common ground between these two groups is the establishment of connections between art and other sciences and new technologies, which is globally applied as an innovative method. This highlights both groups’ emphasis on an interdisciplinary approach in content, explaining the linkage of art with other subjects as an innovative and global strategy for enhancing learning and creativity.<br /><strong>Introduction</strong><br />Examining the characteristics of art curriculum content in the first period of middle school is important because it forms the basis for students’ future artistic development. This content not only supports creativity and critical thinking but also helps students make logical choices in later grades and maintain long-term engagement with art. Having elements such as musical content for cognitive and motivational growth, visual arts for emotional expression, art history for understanding cultural and social contexts, and components like art criticism, aesthetics, and interdisciplinary connections offers several benefits, including cultural enrichment, cognitive improvement, and emotional well-being. Research findings has also highlighted the importance of creativity, the integration of art with other subjects, mental-health benefits, and the educational value of painting and crafts. Attention to individual differences, cultural and historical heritage, and philosophical foundations also plays a key role in developing meaningful curriculum content, ultimately leading to stronger emotional well-being, improved critical thinking, and greater cultural awareness.<br /> <br /><strong>Methodology </strong><br />This study used a mixed-methods design. In the qualitative phase, semi-structured interviews were conducted with experts in art education and curriculum studies who were selected through purposive sampling until data saturation was reached. The validity of the instrument was confirmed by six specialists, and data analysis followed Strauss and Corbin’s coding model (open, axial, and selective coding). In the quantitative phase, statistical population consisted of 504 art teachers from first-year secondary schools in Isfahan, from which a random sample of 218 participants were selected using the Morgan table. A researcher-made questionnaire with 11 Likert-scale items was developed based on the qualitative results, showed strong reliability (Cronbach’s alpha = 0.91). Data were analyzed using descriptive and inferential statistics, including t-tests and regression analysis, with SPSS software.<br /> <br /><strong>Findings </strong><br />The qualitative findings revealed several key themes: audience-centered artistic activities (such as painting, crafts, and music), integration of art with STEAM subjects (mathematics, science, literature, and foreign languages), aesthetic innovation, art appreciation (including knowledge of art history and local arts), recognition of individual differences, art criticism and analysis, philosophical foundations, aesthetic experience, the influence of social and environmental contexts (such as human rights and the environment), and reference to cultural and historical heritage.The quantitative findings, based on teachers’ perspectives, showed similar priorities. The most important features of art curriculum content were: art appreciation, integration of art with science and technology (STEAM), attention to cultural and historical heritage, artwork analysis, aesthetic innovation, philosophical foundations, aesthetic components, adequacy of the current content, respect for individual differences, audience-centered artistic activities, and the influence of social context.<br /><strong> </strong><strong>Discussion & Conclusion</strong><br />Results of this study showed a clear alignment between qualitative and quantitative findings. Both emphasize the importance of audience-centered artistic activities, the integration of art with science and technology, aesthetic innovation, art appreciation, STEAM-based learning, and attention to cultural and historical heritage. These findings are consistent with global research findings indicating that creativity supports both cognitive and emotional development, encourages broader and deeper thinking, and helps students build essential life skills.Applied and socially relevant art content strengthens the practical value of art education, while art appreciation plays an important role in improving empathy and mental well-being. Integrating art within STEAM frameworks also supports interdisciplinary learning and creative problem-solving.<br /> پژوهش حاضر با هدف شناسایی ویژگیهای محتوای برنامۀ درسی هنر، برای دورۀ اول متوسطه، با روش ترکیبی (کیفی- کمّی) انجام شد. دادههای مورد نیاز بخش کیفی از طریق مصاحبه با متخصصان حوزۀ هنر و برنامۀ درسی به دست آمد که با روش هدفمند انتخاب شدند و با معیار اشباع نظری با 27 نفر مصاحبه انجام شد. جامعۀ بخش کمّی 504 نفر از دبیران هنر شهر اصفهان بودند که با استفاده از جدول مورگان، 218 از آنها به صورت تصادفی انتخاب شدند. دادههای پژوهش از طریق مصاحبۀ نیمهساختاریافته و پرسشنامه به دست آمدند. برای روایی مصاحبه و پرسشنامه، از روایی محتوا استفاده شد و پایایی پرسشنامه با روش آلفای کرونباخ برابر با 91/0 به دست آمد. یافتههای مصاحبه با روش اشتراوس و کوربین بررسی شد. بر اساس نتایج بهدستآمده، متخصصان حوزۀ پژوهش و دبیران هنر، هر دو دسته، بر ویژگیهای «مخاطبمحوری اثر هنری» که ارتباطی نزدیک با ماهیت هنر دارد، «نواندیشی زیباشناختی» با نقش تأثیرگذاری آن در جوانب مختلف زندگی و «تلفیق هنر با علوم و فناوری» به عنوانی روشی نوین در جهان امروز تأکید کردند که وجه اشتراک نظر این دو دسته، برقراری ارتباط بین هنر با سایر علوم و فناوریهای جدید است که در سراسر دنیا به عنوان روشی نوین استفاده میشود و نشاندهندۀ تأکید هر دو گروه بر رویکرد میانرشتهای در محتواست که پیوند هنر با سایر دروس را به عنوان راهبردی نوآورانه و جهانی در بهبود یادگیری و خلاقیت تبیین میکند.<br /> https://nea.ui.ac.ir/article_30138_81efc3e2be2ef9e9ea82c74c16cc44c3.pdfدانشگاه اصفهانرویکردهای نوین آموزشی2423-678020220250923Examining the role of Peer Coaching as a tool for Institutionalizing Professional Developmentبررسی نقش مربیگری همتا به عنوان ابزار نهادینهسازی توسعۀ حرفهای1771983011510.22108/nea.2025.145754.2140FAزینبجهان آراکارشناسی ارشد، مدیریت منابع انسانی، دانشکدۀ علوم اقتصادی و اداری، دانشگاه مازندران، مازندران، ایران.محسنعلیزاده ثانیدانشیار، گروه مدیریت بازرگانی، دانشکدۀ علوم اقتصادی و اداری، دانشگاه مازندران، مازندران، ایران.0000-0001-6109-5275زینبکرامتی یزدیدانشجوی دکتری، مدیریت دولتی گرایش مدیریت منابع انسانی، دانشکدۀ مدیریت دولتی و علوم سازمانی، دانشگاه تهران، تهران، ایران.Journal Article20250627Given the need to review and evolve professional development approaches, peer coaching has been considered in the global literature as an interactive, effective, and cost-effective method. The present study aimed to investigate the perceptions of faculty members of the University of Mazandaran towards peer coaching as a tool for institutionalizing professional development. This study, using a descriptive-survey method and using the standard questionnaire of Aderibigbe and Ajasa (2013), collected and analyzed the views of 120 faculty members. The results of data analysis using the weighted average method show that participants rated peer mentoring as an effective mechanism for interactive learning, improving professional performance, and increasing job satisfaction. However, challenges such as differences in attitudes, time constraints, and lack of adequate training were also cited as potential barriers. The results also showed that faculty members preferred learning through formal training courses, although peer mentoring is also gaining a growing place among learning methods.<br /> <br /> <br /><strong>Introduction</strong><br />In a higher education system, the professional development of faculty members plays a fundamental role in enhancing the quality of teaching and research (Tigelaar et al., 2004). However, traditional professional development programs—due to their lack of continuity, limited alignment with actual needs, and low levels of participation—have not succeeded in achieving sustainable improvements in professional competencies. Therefore, the need for innovative and interactive approaches is increasingly recognized (Abdollahi & Shahraini, 2024). One of the contemporary approaches in this field is peer coaching, which is defined as an interactive process among individuals who occupy similar professional positions (Zwart et al., 2009). This method has been acknowledged in many leading higher education systems as an effective tool for enhancing performance and job satisfaction (Lofthouse & Hall, 2014). Nevertheless, in Iran’s higher education system, peer coaching still lacks a clearly defined position, and professional development remains predominantly focused on traditional approaches (Shahali-Zadeh et al., 2023). Moreover, existing evidence indicates that domestic studies have rarely explored the potential of peer coaching in improving professional learning and collegial collaboration. Accordingly, the main problem of the present research is to understand how faculty members—within the current context of Iranian higher education and particularly at the University of Mazandaran—perceive and conceptualize peer coaching as a tool for professional development, and to what extent this model can be implemented effectively within the university’s cultural and organizational context.<br /><strong> </strong><br /><strong>Methodology</strong><br />The present study is applied in terms of purpose and descriptive–survey in terms of nature and methodology. The statistical population consists of 417 faculty members at the University of Mazandaran. A census sampling method was employed. Ultimately, 120 faculty members from 12 faculties of the University of Mazandaran were selected to participate in the study. Data were collected using both library research and field methods (a questionnaire instrument). Using the standardized questionnaire developed by Aderibigbe and Ajasa (2013), the study seeks to answer the following question: <em>How do faculty members of the University of Mazandaran perceive peer coaching as a tool for professional development?</em> Finally, for inferential data analysis through SPSS software, the weighted mean of each item associated with a given component was calculated. Bar charts were used to present the research findings, illustrating the weighted mean of each item related to each specific component.<br /><strong> </strong><br /><strong>Findings</strong><br /><br />The concept of peer coaching in the university: The highest-rated aspects of peer coaching, include the process of sharing new ideas or skills, collaborative efforts to enhance personal development, the exchange of ideas to solve problems, and the process of training a colleague to improve performance respectively. The lowest-rated aspect is the process of simply transferring information.<br />The importance of peer coaching: Faculty members in this study generally agreed that peer coaching serves as a mechanism for increasing understanding the dynamics of academic environments. However, two additional highly rated views indicated that peer coaching provides a cost-effective opportunity for continuous learning and enhances job satisfaction through the development of strong team relationships.<br />Barriers to the effective use of peer coaching: The most significant barriers identified include differences in faculty members’ perspectives regarding peer coaching, followed by the lack of consideration of factors such as time and disciplinary specialization, insufficient training on peer coaching, and challenges in obtaining funding to participate in related training programs.<br />Strategies for enhancing peer coaching programs: Faculty members considered three factors particularly important: (1) alignment with colleagues’ areas of expertise, (2) allowing faculty members the option to choose their peer coach, and (3) adopting a participatory approach in the planning and implementation process.<br />Benefits of peer coaching: The reported benefits, include enhanced understanding through learning from others, learning to collaborate effectively through team-building, strengthened social and interpersonal connections, peer support and problem solving, information sharing, and exposure to diverse learning styles and viewpoints.<br />Drawbacks of peer coaching: The identified disadvantages, in order, include dominant or controlling personalities, differences in learning pace and motivation, social loafing, and a limited number of suitable colleagues to work with respectively.<br />Faculty members’ preferences regarding learning methods: Faculty members preferred: (1) learning through participation in specialized training courses, (2) learning through peer coaching, and (3) learning through specialized reading and research.<br /><br /><strong> </strong><br /><strong>Discussion and Conclusion</strong><br />The aim of the present study was to examine the perceptions of faculty members at the University of Mazandaran regarding peer coaching as a tool for professional development and the feasibility of institutionalizing it within the higher education structure. Findings indicated that faculty members’ perceptions of peer coaching are more closely associated with concepts such as “skill sharing,” “mutual development,” and “collaborative problem solving” rather than traditional top-down training models. The perceived importance of peer coaching was also noteable. Respondents viewed it as a mechanism for better understanding the dynamics of academic environments, enhancing job satisfaction, and providing continuous and cost-effective professional learning. However, several significant challenges were also identified. Differences in perspectives, time constraints, and the lack of adequate training were among the most significant barriers, indicating the need for structured planning, skills-based training for participants, and sustained organizational support. On the other hand, the benefits of peer coaching were clearly reflected in the findings—particularly increased learning from colleagues, strengthened professional relationships, social support, and fostering of collaboration within the academic environment. Alongside these advantages, findings also revealed several potential drawbacks associated with peer coaching. The main disadvantages reported included “dominant personalities,” “differences in learning pace and motivation,” “social loafing,” and “a limited number of suitable peers for collaboration.” Finally, faculty members’ preferences regarding professional learning methods were examined. Results showed that their highest preference was participation in specialized training courses, with peer coaching ranked second. This outcome reflects the continued reliance of academics on formal, authority-based structures of learning, which may prevent newer approaches such as peer coaching from being fully employed.با توجه به ضرورت بازنگری و تحول در رویکردهای توسعۀ حرفهای، مربیگری همتا به عنوان روشی تعاملی، اثربخش و مقرونبهصرفه، در ادبیات جهانی مورد توجه قرار گرفته است. پژوهش حاضر با هدف بررسی ادراکات اعضای هیئت علمی دانشگاه مازندران نسبت به مربیگری همتا، به مثابۀ ابزاری برای نهادینهسازی توسعۀ حرفهای انجام شده است. این مطالعه با روش توصیفی-پیمایشی و با استفاده از پرسشنامۀ استاندارد آدریبیگبه و آجاسا (2013)، دیدگاههای 120 نفر از اعضای هیئتعلمی را گردآوری و تحلیل کرده است. نتایج حاصل از تحلیل دادهها با روش میانگین وزنی نشان میدهد مشارکتکنندگان، مربیگری همتا را سازوکاری مؤثر برای یادگیری تعاملی، ارتقای عملکرد حرفهای و افزایش رضایت شغلی ارزیابی کردهاند. با این حال، چالشهایی همچون تفاوت در نگرشها، محدودیت زمانی و نبود آموزش کافی نیز به عنوان موانع بالقوه مطرح شدهاند. همچنین، نتایج نشان داد اعضای هیئتعلمی ترجیح بیشتری به یادگیری از طریق دورههای رسمی آموزشی دارند، هرچند مربیگری همتا نیز در حال کسب جایگاهی روبهرشد در میان شیوههای یادگیری است.<br /> https://nea.ui.ac.ir/article_30115_6b7f0d908be4b94794a8f6584c1437cf.pdfدانشگاه اصفهانرویکردهای نوین آموزشی2423-678020220250923Identifying Affecting Factors in Teaching-Learning Process of
Generation Z Students
(case study: Students of the Faculty of Psychology and Educational Sciences at the University of Tehran)شناسایی عوامل مؤثر بر فرایند یاددهی-یادگیری دانشجویان نسل زد (مورد مطالعه: دانشجویان دانشکدۀ روانشناسی و علوم تربیتی دانشگاه تهران)1992083024210.22108/nea.2026.146065.2148FAفاطمهنصراللهی نیااستادیار گروه مدیریت و برنامهریزی آموزشی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.عارفهمیرسجادیدانشجوی کارشناسی ارشد، گروه مدیریت و برنامهریزی آموزشی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.فاطمهغلامیدانشجوی کارشناسی ارشد، گروه مدیریت و برنامهریزی آموزشی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.Journal Article20250722With the emergence of Generation Z in educational and professional settings, understanding the teaching-learning process of this generation and identifying the factors that enhance the quality of their education has become increasingly important. This study was conducted to explore the key elements influencing the teaching-learning process of Generation Z university students. The research is applied in nature and follows a qualitative methodology, specifically an empirical phenomenological approach. The statistical population consists of students from the Faculty of Psychology and Education at the University of Tehran. Data were collected through semi-structured interviews with fifteen students and analyzed using a three-stage coding process and thematic analysis. Findings from the interviews revealed five core components that significantly impact Generation Z’s learning process: 1-individual learner characteristics such as self-directed learning, personal interests, and emotional engagement; 2-the role of the teacher, including professional competence, teaching methods, and supportive behavior; 3-the learning environment, encompassing available resources, organizational climate, and culture; 4-the content of learning, which including trendiness, practical, and technology-integrated; and 5-social interactions, including family support and peer collaboration. Results indicated that Generation Z students are deeply immersed in technology, prefer flexible and interactive learning styles, and show a strong inclination toward experiential learning. Moreover, the teacher’s role in fostering a participatory and motivating atmosphere is crucial. In light of these findings, it is essential for educational institutions, policymakers, and university instructors to revise instructional strategies, design experience-based and practical curricula, and create interactive and collaborative learning environments. Such efforts are vital to improving the quality of education for Generation Z and ensuring the success of educational systems in meeting their needs.<br /> با ظهور نسل زد در محیطهای آموزشی و شغلی، شناخت فرایند یاددهی-یادگیری نسل زد و عوامل تأثیرگذار برای بهبود کیفیت آموزش آنها اهمیت زیادی دارد. بنابراین، این پژوهش با هدف شناسایی عوامل مؤثر بر فرایند یاددهی-یادگیری دانشجویان نسل زد انجام شده است. پژوهش حاضر از نظر هدف، کاربردی و از نظر روششناسی، کیفی و از نوع پدیدارشناسی تجربی است. جامعۀ آماری شامل دانشجویان دانشکدۀ روانشناسی و علوم تربیتی دانشگاه تهران است. دادههای بهدستآمده، از طریق مصاحبههای نیمهساختاریافته با ۱۵ نفر از دانشجویان جمعآوری و تحلیل شده است. تحلیل دادهها با استفاده از روش کدگذاری سهمرحلهای و تحلیل مضمون انجام شد. با توجه به یافتههای بهدستآمده از مصاحبه با دانشجویان، پنج مؤلفۀ کلیدی به عنوان عوامل مؤثر بر یادگیری نسل زد تأثیرگذار هستند: ۱. ویژگیهای فردی یادگیرنده که شامل مواردی همچون خودآموزی، علاقه شخصی و هیجانات یادگیری است. ۲. نقش معلم که مؤلفههای شایستگی حرفهای، روش تدریس، حمایتگری و موارد دیگر را شامل میشود. ۳. محیط یادگیری که امکانات، جوّ سازمانی و فرهنگ سازمانی را در بر میگیرد. ۴. محتوای یادگیری که شامل مواردی همچون بهروزبودن، کاربردیبودن و بهرهگیری از فناوری است. ۵. تعاملات اجتماعی به عنوان عامل نهایی شامل حمایت خانواده و همراهی همتایان است. نتایج این پژوهش نشان داد دانشجویان نسل زد با فناوری آمیخته هستند، سبک یادگیری انعطافپذیر و تعاملی را ترجیح میدهند و تمایل بیشتری به یادگیری مبتنی بر تجربه دارند. همچنین، نقش معلم در ایجاد فضای مشارکتی و انگیزهبخش بسیار حائز اهمیت است. با اشاره به عوامل مؤثر بر فرایند یاددهی-یادگیری دانشجویان نسل زد به عنوان یافتههای این پژوهش، به منظور ارتقای کیفیت آموزش و یادگیری نسل زد و تضمین موفقیت نظامهای آموزشی، ضروری است تا نهادهای آموزشی، سیاستگذاران و اساتید دانشگاهها با بازنگری در راهبردهای آموزشی، طراحی برنامههای درسی کاربردی و مبتنی بر تجربه و ایجاد فضاهای یادگیری تعاملی و مشارکتی، سهمی اثرگذار در بهبود کیفیت یادگیری این نسل از دانشجویان داشته باشند.<br /> https://nea.ui.ac.ir/article_30242_85a2365bc9c15aa0342b769f6031c219.pdf