https://noavaryedu.oerp.ir/ Journal of Educational Innovations en daily 1 Fri, 22 May 2026 00:00:00 +0330 Fri, 22 May 2026 00:00:00 +0330 https://noavaryedu.oerp.ir/article_219272.html This qualitative study employed a research synthesis method, following the sequence proposed by Gough (2007), to integrate findings from primary and scattered research on work and technology education in the primary school curriculum. A systematic search was conducted in three major international databases—Scopus, ProQuest (including ERIC and Education Database), and EBSCO (Education Source)—as well as two Iranian databases, Magiran and SID (Scientific Information Database). The search covered the period 2010–2023 for international sources and 2011–2023 for domestic sources. A total of 41 scientific documents (30 English and 11 Persian articles) were selected and analyzed using comparative content analysis. The findings revealed that key concepts related to work and technology education in the reviewed studies can be grouped into five thematic areas. A core set of work, technology, and information skills—including learning to learn, communication, teamwork, problem solving, and information and communication technology (ICT)—was identified as essential for integrating work and technology education into the elementary school curriculum. The reviewed literature collectively underscores the need for advanced technological content knowledge among primary school educators. Such knowledge helps them in the design and implementation of targeted technology education activities, assists them in recognizing the importance of incorporating various dimensions of technology into the curriculum, and provides the groundwork for the manifestation of this knowledge in primary education teaching practices. https://noavaryedu.oerp.ir/article_210612.html This study aims to provide a conceptual review of the literature on motivation, desire, willingness, interest, passion, eagerness, enthusiasm, love, and engagement in the context of learning. The objectives are: (a) to identify the similarities and differences between eagerness to learn and related concepts, (b) to specify the indicators, criteria, and components associated with eagerness for learning, and (c) to propose a clear definition of this construct. A systematicsearch was conducted in the Semantic Scholar and Google Scholar search engines, as well as the Springer, SAGE, and ScienceDirect databases, using relevant keywords for the period2000–2023. The initial search yielded 21,609 articles. After applying inclusion and exclusion criteria, 125 articles were selected for review. These articles were analyzed using Altheide’s qualitative content analysis strategy. Overall, eagerness to learn is defined as a culture-dependent motivational construct, synonymous with enthusiasm, characterized by the learner’s desire,willingness, or strong interest in learning something they find enjoyable, exciting, or meaningful. The analysis of differences and similarities between eagerness and related constructs —such as motivation, desire, willingness, interest, enthusiasm, passion, love, and engagement—reveal s that these concepts differ primarily in the intensity of the motivational source and the level of emotional expression. They can be arranged along a continuum ranging from internal motivation to external emotional manifestation and observable behavior. https://noavaryedu.oerp.ir/article_226868.html The present study was conducted with the aim of investigating the effectiveness of metacognitive-based mathematics education on the academic engagement of ninth-grade female students. This study was a quasi-experimental study with two experimental groups and a control group, and used a questionnaire in two stages before and after the intervention as an independent variable in both groups. The statistical sample was 65 students from Ghaemshahr city who were selected through purposive sampling. In this study, the independent variable was metacognitive-based mathematics education and the dependent variable was the level of academic engagement of students in mathematics lessons, which was measured using the Rio (2013) questionnaire. To achieve this goal, the EMPROVE metacognitive teaching method was used as an intervening variable in the experimental group. The results of the study were analyzed using the equality of variances test and the t-test. The findings of the study showed that the use of the metacognitive-based teaching method in mathematics education significantly increased the level of academic engagement of ninth-grade female students. Also, using the metacognitive teaching method in mathematics education significantly increased the level of engagement in each of the components of academic engagement (cognitive engagement, emotional engagement, behavioral engagement, and agency engagement). https://noavaryedu.oerp.ir/article_225547.html The purpose of the current research was to identify and rank the components of specialized weakness of the 11th grade humanities students in simile, metaphor, majaz and irony. According to the analysis of the research, the results of the research showed that among the specialized reasons for students' weakness are "inability to recognize hidden metaphors due to not recognizing features and accessories similar to those omitted" and "weakness of lexical and lexical treasure and semantic understanding of students in recognizing irony" with the highest importance coefficient of 29.39 and "students' inability in imagination or mental imagery to discover similarities and proportions between similar and similar in intensive and extensive similes", "students' weakness in grammar topics (additional combinations) in recognizing and understanding addition simile", "Students' inability to recognize the similarity link between the main and figurative meaning in metaphorical words", "Inability to recognize metaphorical addition due to students' grammatical weakness in recognizing types of nominal and additional combinations", "Inability to recognize and distinguish between the permissible array and metaphor due to the similarity of these arrays to each other", "weakness in understanding the semantic relationships and proximity of words to better learn the permitted array", "students' inability to distinguish between irony and permitted and due to the similarity of these arrays" and "weakness in Recognition of the infinitive and the structure of sentences and compound verbs for recognizing ironic expressions" with an importance coefficient of 25.28 have been assigned the lowest importance coefficient. https://noavaryedu.oerp.ir/article_218502.html This study investigated the effectiveness of physics instruction using the nature of science (NOS) approach on students' academic achievement and motivational beliefs. A quasi-experimental pretest-posttest design with a control group was employed. The statistical population comprised all tenth-grade female students in Kalaleh, Iran, during the 2021–2022 academic year. A convenience sample of 40 students was selected and randomly assigned to an experimental group (n = 20) and a control group (n = 20). The experimental group received physics instruction based on the NOS approach, while the control group was taught using conventional methods. Data were collected using an academic achievement test (reliability coefficient: 0.73) and the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990). Analysis of covariance (ANCOVA) revealed that the NOS-based instruction was significantly more effective than the conventional approach in improving both students' academic achievement and their motivational beliefs. Given students' weak motivational beliefs and low performance in learning physics concepts, the integration of the nature of science approach into science education is strongly recommended. https://noavaryedu.oerp.ir/article_225009.html The present study aimed to evaluate the effectiveness of a mobile phone-free entertainment program on creativity, self-reliance, responsibility, and self-regulation in children aged 6 to 8 years. The research method was a quasi-experimental design with a pretest-posttest and a 45-day follow-up period, along with a control group. The statistical population comprised all children aged 6 to 8 years in Isfahan during the 2023-2024 academic year. The sampling method was multi-stage random sampling, through which 40 children were selected, with 20 randomly assigned to the experimental group and 20 to the control group. The experimental group received ten sessions of the mobile phone-free entertainment program based on the protocol by Matthew Jarvis (2015), while the control group did not receive any intervention. The research instruments included Abedi’s Creativity Questionnaire (1993), Azizi-Moghadam’s Preschool Children Self-Esteem Checklist (2007), the Student Responsibility Questionnaire (2014), and Mark Davis’s Self-Regulation Questionnaire (1983). Data were analyzed using repeated measures ANOVA via SPSS version 26. The results indicated a significant difference between the experimental and control groups in creativity, self-reliance, responsibility, and self-regulation. Furthermore, the follow-up test revealed significant improvements in creativity, self-reliance, responsibility, and self-regulation compared to the pretest scores. Therefore, it can be concluded that the mobile phone-free entertainment program effectively enhances creativity, self-reliance, responsibility, and self-regulation in children aged 6 to 8. https://noavaryedu.oerp.ir/article_219273.html This study aimed to conduct an in-depth exploration of academic jealousy among pre-service teachers at Mashhad CFU. A concurrent mixed-methods design was employed. In the qualitative phase, a phenomenological descriptive method was used. Participants were fourth-year student teachers selected through purposive and criterion sampling. Data were collected via semi-structured interviews and analyzed using thematic analysis, resulting in the identification of basic, organizing, and overarching themes. In the quantitative phase, a descriptive-survey method was adopted. The population again consisted of fourth-year students, from which a simple random stratified sample of 85 student teachers across various academic groups was selected. The research instrument was the Academic Jealousy Scale (Kocak, 2019), which was administered after establishing its reliability and validity. Data were analyzed using one-sample t-test and repeated measures ANOVA. Qualitative findings revealed that student teachers’ lived experiences of academic jealousy were predominantly characterized by feelings of resentment, self-blame, and growth. Quantitative results confirmed the presence of academic jealousy, with resentment identified as the most prevalent feeling. Taken together, the findings indicate that academic jealousy is a significant challenge among student teachers at Mashhad CFU. A deeper understanding of their emotional experiences can inform the design of more effective intervention programs aimed at reducing academic jealousy and promoting students’ psychological well-being. Furthermore, university policies concerning performance evaluation, academic competition, and student support should be reconsidered. https://noavaryedu.oerp.ir/article_218346.html This study examined the effectiveness of training based on the Pygmalion effect on cognitive confusion and extra-role behaviors among first-grade primary school teachers in Meybod City. A quantitative, quasi-experimental pretest-posttest design with a control group was employed. The statistical population comprised all first-grade primary school teachers in Meybod, from whom 30 participants were selected using convenience sampling and randomly assigned to either an experimental group (n = 15) or a control group (n = 15). Participants completed Organ’s (1988) Extra-Role Behaviors Questionnaire and Mason’s (1995) Cognitive Confusion Questionnaire. The experimental group received eight 60minute sessions of the Pygmalion effect training program (based on Jacobson & Rosenthal, 1986), while the control group received no intervention. After the intervention, both groups completed the same questionnaires again. Data were analyzed using analysis of covariance (ANCOVA) with SPSS26 at a significance level of 0.05. The results showed that the training based on the Pygmalion effect had a significant effect on cognitive confusion and extra-role behaviors in the teachers of the first grade of primary school in Meybod City (P<0.001). Based on the findings, it can be concluded that by teaching the Pygmalion effect to teachers, it is possible to reduce their inefficient behaviors and cognitive confusion, and also make them more efficient in the workplace and classroom so that they show more extra-role behaviors. The results showed that Pygmalioneffectbased training had a significant positive effect on reducing cognitive confusion and increasing extra-role behaviors in the experimental group compared to the control group (p < 0.001). It can be concluded that equipping teachers with knowledge of the Pygmalion effect can decrease their inefficient cognitive patterns and enhance their engagement in extra-role behaviors, thereby improving their effectiveness in both classroom and school environments. https://noavaryedu.oerp.ir/article_218367.html The present study aimed to compare the effectiveness of social competence training and social-emotional competence training on expectation stress and academic self-defeating behaviors in students. Quasi-experimental research was employed, utilizing a pretest-posttest control group design with two experimental groups and one control group. The statistical population comprised all secondary school students who referred to the counseling centeraffiliated with the Department of Education in Gorgān, Iran, during the academic year2023-2024. Through purposive sampling, 45 students were selected and randomly assigned to two experimental groups and one control group (n=15 per group). The research tools included the Academic Expectation Stress Inventory (AES-I) developed by Ang and Huan (2006) and the Academic Self-Defeating Behaviors Scale by Cunningham (2007). Data were analyzed using multivariate analysis of covariance (MANCOVA) and the Least Significant Difference (LSD) post hoc test via SPSS software (version 26). The findings revealed significantdifferences between the experimental and control groups regarding the effectiveness of the interventions on expectation stress and academic self-defeating behaviors (p‌<‌0.05). Furthermore, social-emotional competence training was more effective than social competence training in reducing both expectation stress and academic self-defeating behaviors. These results suggest that social-emotional competence training, by modifying attitudes, values, and behaviors, as well as enhancing self-esteem and social interactions, reduces expectation stress and academic self-defeating behaviors among students. Belief in one’s social and emotional abilities and competencies, along with a positive appraisal of events, serves as a significant predictor of resilience against academic stressors and challenges, thereby preventing academic decline and enabling students to cope more adaptively with stress through enhanced insight. https://noavaryedu.oerp.ir/article_215495.html Recognizing and explaining the concept of educational justice as a main issue in the research field of educational systems and not explaining the components of this variable is practically a strategic challenge and a serious obstacle to the realization of educational planning goals.Therefore, in order to reduce the scientific gaps, this article was conducted with the aim of identifying the components of educational justice with the Islamic Iranian approach.The research method was conducted through exploratory research and after in-depth interviews with 20 experts in the field of education, qualitative data analysis was done with MAXQDA software using the data theory method, and then the results were checked and confirmed with the confirmatory factor analysis method and using AMOS software.Based on the research findings, the components identified in order of priority are the educational, distribution, infrastructure, Islamic, managerial, executive, nationalistic, educational, social and economic dimension. The results of the quantitative part also indicate the appropriate fit of the model and confirm the identified components of the qualitative part. Therefore, in order to realize a desirable model of educational justice while considering the identified dimensions and components, attention should be paid to the effective role of the background context, intervening factors of the subject and It is necessary to pay attention to strategies such as amending and revising laws, paying attention to cultural and religious issues, changing the approach of the educational system and playing the desired role of organizations and institutions in charge. https://noavaryedu.oerp.ir/article_216638.html The purpose of this research is to investigate the effect of storytelling teaching method on the learning of mathematics lesson of fourth grade elementary students. In this research, a semi-experimental method was used with a pre-test- post- test design with control and experimental groups. The statistical population of the research included the fourth grade male students sheerestan takstan of Qazvin province in the academic year of 1400-1401, from which 40 people(20 people in the experimental group and 20 people in the control group) were selected by available sampling method. The data was collected using a researcher- made test and the learning performance included the cognitive domain. Data were analyzed using one-way analysis of covariance (ANCOVA). The findings showed that the implementation of the storytelling teaching method in the math lesson has been able to increase the academic performance score of the math lesson in cognitive domain( level of knowledge, comprehension, application, analysis, synthesis), but no positive performance was obtained at the level of evaluation https://noavaryedu.oerp.ir/article_219510.html This research was conducted with the aim of investigating and identifying the duties and roles of school principals in turnaround leadership in secondary schools. The current research has been carried out with the approach of systematic review of scientific research related to the role of school principals in turnaround leadership schools. In such a way that the related researche is extracted from international prestigious journals and then evaluated in term of research topic, after reviewing the data and analyzing them, open coding and the desired categories have been done. It was identified in the turnaround leadership, which were categorized in the form of strategic components. The results of the research showed: after analyzing and reviewing the content of the texts and central coding and selecting was categories and subcategories, a total of 81 open codes and 6 central codes (management and leadership, organizational development, improving processes and quality, cooperation and communication, evaluation and optimization creation, individual and organizational development) were identified for the activities of school turnaround leadership. https://noavaryedu.oerp.ir/article_219693.html The present study aimed to synthesize the results of various research studies and achieve an overall conclusion regarding the relationship between the dimensions of academic engagement (behavioral, cognitive, emotional, metacognitive, and agency) and academic achievement, as well as to address potential contradictions in the findings of different studies, using a meta-analysis method. The statistical population included all published and accessible articles on the relationship between components of academic engagement and academic achievement. After applying inclusion and exclusion criteria, 32 studies were selected, and 71 effect sizes (r) were extracted from them. These data were analyzed using CMA2 software. The findings indicated that the combined effect size was significant in both fixed and random effects models and was evaluated at a moderate level based on interpretive criteria. Additionally, the relationship between the dimensions of academic engagement (behavioral, cognitive, emotional, metacognitive, and agency) and academic achievement was interpreted at a moderate to high level. Accordingly, it can be concluded that improving and enhancing these dimensions in students, while making the learning process more engaging, can strengthen their ability to manage academic challenges and pressures, thereby promoting academic achievement. https://noavaryedu.oerp.ir/article_220681.html The aim of the current research was to identify the teaching-learning strategies of the art lesson in middle school, which was done with a qualitative method, in two parts (comparative study and interview). In the comparative study part, on one hand, four countries, Australia, Italy, America and Japan, and on the other hand, Iran, were examined. In the interview section, 27 experts in the research field were interviewed with the purposeful sampling method, and the adequacy of the sample size was determined through the data saturation criterion.The tools of the qualitative part were documents and documents related to the teaching-learning strategies of art lessons in selected countries and an interview form made by the researcher, whose content validity was checked through inter-rater validity. The information obtained from the comparative studies was analyzed based on Brady's method, and the content of the interviews was analyzed using the method of Strauss and Corbin (1998).The teaching-learning strategies of the two comparative parts and the interviews emphasized teaching outside the classroom and student-centered methods and the use of technology in education, cooperative education, life skills and art, the integration of art and practical methods in art, and new methods such as,The modular method, high-impact teaching strategies, and self-signature discovery resulted from comparative studies. Finally, we can understand the need for a comprehensive approach in art education that can balance new and traditional methods and take advantage of both. https://noavaryedu.oerp.ir/article_220998.html This study aimed to investigate the effect of a math curriculum designed based on brain-based learning principles on working memory performance and selective attention of sixth grade elementary school students. The method of this study was a quasi-experimental design with a pre-test-post-test design with a control group. In this study, convenient sampling was used, and 60 sixth grade male students in Kharamah were selected to participate in the study. Participants were randomly assigned to three groups of 20: Experiment 1, Experiment 2, and Control. In Experiment 1, a math curriculum designed based on brain-based learning strategies was used. In Experiment 2, a non-brain-based curriculum was used, and in the control group, training was only provided using the conventional method. Subsequently, in order to measure the dependent variables, the Working Memory and Stroop Test software of the Sina Institute of Behavioral and Cognitive Sciences was used. The research data were analyzed using multivariate analysis of covariance on the scores of the working memory and selective attention performance test. The results showed that the performance of students in experimental group 1 in working memory and selective attention performance was significantly better (P<0.05) than the control group and experimental group 2; therefore, the use of curriculum designed based on the principles of brain-based learning has a significant effect on increasing students' ability in working memory and selective attention performance. https://noavaryedu.oerp.ir/article_221807.html The main goal of this research is " Providing A culture Development Framework of Educational Supervision in Islamic Republic of Iran's General Education system". Research development in terms of purpose. The research design is qualitative, the method used is case study, and the approach used is purposive and conspicuous sampling method.The potential participants in this research were faculty members of Shiraz University, with related expertise as specialized experts, as well as experts of supervision and educational guidance in Fars Education Organization, as experienced experts, and theoretical saturation was achieved after 12 interviews.The data collection tool was a semi-structured interview. To measure the initial validity of the data, the criteria of reliability, verifiability, reliability and transferability of qualitative data were used. After coding the data, the theme analysis method was used to draw the culture development framework of supervision culture, and the basic themes, first and second level organizing themes, and comprehensive themes were analyzed. The results of the research indicated that 38 fundamental themes were extracted from the combination of 120 initial codes, which were categorized into two levels. At the first level, the themes were divided into three main areas: assessment of the current status of supervision and educational guidance culture, development of an ideal supervision culture, and strategies for developing the supervision culture. https://noavaryedu.oerp.ir/article_222234.html The aim of this study was to explain the characteristics of the work-based learning curriculum. The research approach was qualitative and systematic review and content analysis methods were used. The research field consisted of reputable global sources related to this field, and 68 sources were selected based on the systematic review criteria. First, the concept of curriculum and the triple interactions of "workplace-learner-educational environment" in this curriculum and its similarities and differences with other programs were briefly explained. Then, topics related to the components of the work-based curriculum were identified and searched. After selecting the studies, a questionnaire was taken to extract data from the evaluated studies; then, it was analyzed qualitatively (inductive content analysis). For this purpose, open coding was performed after extracting the components. In the next step, the categories were categorized and then the themes were extracted. By categorizing the open codes, 32 categories and 10 themes related to the characteristics of work-based curriculum elements were obtained. https://noavaryedu.oerp.ir/article_222849.html The purpose of this research is to identify the characteristics of content and educational materials and resources within the context of context-based mathematics approaches, as well as to evaluate the content of the sixth-grade mathematics curriculum according to this approach. This research is practical and uses exploratory mixed methods. In the qualitative phase, articles, theses, and books related to the research topic from the years 2014 to 2025 were reviewed, and interviews were conducted with experts and individuals with experience related to the research topic. Ultimately, by analyzing the data obtained from studies and interviews using the Colaizzi method, five main categories related to content characteristics and seven main categories related to educational materials and resources in the mathematics curriculum according to the context-based approach were identified. In the quantitative phase, based on the identified characteristics, a 17-item questionnaire based on a five-point Likert scale was designed and distributed. The results of the one-sample t-test indicated that, from the perspective of sixth-grade teachers in the cities of Isfahan and Shahrekord, both components evaluated in this study—namely, the content and educational resources for sixth-grade mathematics—have a favorable status in terms of alignment with context-based mathematics characteristics. Nevertheless, it is recommended that: the use of context-based problems in the sixth-grade mathematics textbook be increased and specialized workshops on the use of technology in education and the production of electronic content be organized, so that teachers can themselves become designers capable of creating standard and desirable content. https://noavaryedu.oerp.ir/article_223965.html The curriculum based on climate-smart agriculture is of great importance because it teaches practical skills and knowledge to deal with the challenges caused by climate change. The research is applied in terms of its purpose and descriptive-analytical in terms of its method. First, in order to examine the components of the curriculum, a review of scientific texts and previous research was conducted and numerous meetings were held with 10 experts and specialists, including textbook authors, managers, and experts from the textbook development office of the Educational Research and Planning Organization and the Iranian Institute of Education Studies. The result of this stage was identifying 20 factors as components of the curriculum based on climate-smart agriculture in the form of five main factors, and finally,y a hierarchical decision tree was prepared. Then, using a paired comparison questionnaire, the experts' opinions were analyzed using the Analytic Hierarchy Process (AHP) technique and Expert Choice software, and the main and secondary factors were weighted and ranked. The results of the study showed that educational content was ranked first in importance with a weight of 0.292, followed by teaching methods with a weight of 0.248, and the factors of technical instructors and art students, the training process, and evaluation methods were ranked third, fourth, and fifth in importance with a weight of 0.198, 0.146, and 0.116, respectively. Similarly, the secondary factors in each main subgroup were weighted and ranked. https://noavaryedu.oerp.ir/article_224989.html The purpose of the current research was to quantify the teachers' lived experiences of the educational opportunities of the happy ecosystem in the post-coronavirus era. research method; It was based on qualitative approach and descriptive phenomenological method. A semi-structured interview was used to collect the data and thematic analysis was used to analyze the research data. The results of the research included two components and four key dimensions of the conceptual expansion of the classroom, educational expansion and dissemination, the point of transformation and quality improvement, and the rotation of the role of teachers. Based on the findings of this research, it can be concluded that benefiting from the educational opportunities of a happy environment in the post-corona era requires a change in teachers' attitude towards virtual education and there is a need for consistent policies in this regard. If the existing procedure regarding the happy ecosystem continues and its management process is neglected; It will cause the loss of virtual education capacity and return to the pre-corona era. https://noavaryedu.oerp.ir/article_225337.html Purpose: The purpose of the current research was to identify the components of network governance in education. The systematic review research method was carried out based on the Cochran protocol; For this purpose, the sources in Farsi and English from 2000 to 2023 with the topic of network governance in education and training were indexed in valid databases, using key words such as education governance, network governance of education and training, governance A network was investigated and 85 sources were identified, and after checking the full text, 26 qualified sources were analyzed.Findings: governance components and sub-components including multiple actors (government, private sector, civil society), form of network governance (joint, leadership organization, network administration organization), challenges (instability, inflexibility, lack of proper accountability, reduction of coordination and control, exaggeration in simplifying the role of the government) and dual tensions (efficiency-comprehensiveness, internal legitimacy-external legitimacy, flexibility-stability), coordination mechanisms between actors (interventionist and non-interventionist tools) through formal and informal mechanisms and extra-governance tools were identified.Conclusion: Based on the findings of the research, it is concluded that in order to design and establish the network governance model of the education system, the components obtained from the findings of the research should be considered and since the education management system of each country is inseparably Social, political and cultural contexts are related. It is suggested that the current research be considered as the first step and based on that, a governance model for the education system should be designed according to the country's environment. https://noavaryedu.oerp.ir/article_225352.html This research aimed to identify and analyze the types and cognitive levels of questions in the 12th-grade English final exams in Iran over the past decade (2014-2023). The study employed a mixed-methods approach, combining quantitative and qualitative analysis to categorize questions based on Bloom's Taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation).The findings revealed a predominance of questions at the lower levels of Bloom's Taxonomy, particularly those requiring knowledge and comprehension. Conversely, questions demanding higher-order thinking skills such as analysis, evaluation, and creation were less frequent. This indicates a strong emphasis on basic knowledge and understanding in the exams, with relatively limited attention given to fostering critical thinking and creativity.The research highlights the need to re-evaluate the alignment of the exams with the broader educational goals of promoting higher-order thinking skills. It suggests that there is a gap between the stated objectives of education and the actual assessment practices. The study recommends that future exam development should place greater emphasis on questions that require students to analyze, evaluate, and create, thereby fostering deeper learning and preparing students for the complexities of the 21st century. The study recommends that future exam development should place greater emphasis on questions that require students to analyze, evaluate, and create, thereby fostering deeper learning and preparing students for the complexities of the 21st https://noavaryedu.oerp.ir/article_225354.html Mathematics is the basis of scientific and technological development and is vital for the national and socio-economic development of nations; As a result, students' mathematics progress can play an important role in economic growth and development. However, most students find it difficult to learn and they are afraid of it and cannot create a proper performance. The purpose of this research is to identify and prioritize indicators that affect students' mathematics progress. For this purpose, first, using qualitative methods (literature review, interviews with experts and fuzzy Delphi method), 42 indicators affecting math progress in the form of 9 dimensions (individual interest, family characteristics, students' self-efficacy, motivation and value, learning quality, learning initiative, teachers' emotional support, learning environment and teaching method) were identified. Then, based on the identified criteria, a questionnaire was designed and distributed among 384 students, teachers, and counselors of public secondary schools in 22 districts of Tehran (determined according to Cochran's formula), and they were asked to rate the identified criteria according to their importance in score students' math progress. In the following, the obtained data were evaluated with the AHP method. The results of the research showed that the variables related to "personal interest" are the most important indicators affecting the mathematical progress of secondary school students in Tehran, followed by the variables related to "learning quality", "teachers' emotional support", "learning environment", "teaching methods", "family characteristics", "self-efficacy students" and "learning initiative". https://noavaryedu.oerp.ir/article_225451.html In today's data-driven world, statistical literacy, defined as the ability to understand and apply data, has become an essential skill for everyone, particularly students. This research aimed to assess the statistical literacy of eleventh-grade students using a descriptive-analytical approach. The statistical population consisted of eleventh-grade students in the mathematics-Physics stream in Tehran's District One, with a sample of 45 female students from one high school selected through convenience sampling. For this study, a test comprising ten questions related to data-centric problems, specifically linked to the COVID-19 pandemic, was designed and administered focusing on two main axes: "Data Analysis" and "Interpretation of Results." The responses were analyzed using a modified SOLO taxonomy commonly used in statistical research. The results indicated that students performed better in interpreting statistical research results using everyday data compared to data analysis. This can be attributed to the close connection between real-life data and students' daily experiences. However, the data analysis axis, which involved complex calculations and identifying relationships between variables, required more advanced analytical skills, where students showed lower performance. This study's findings can draw educators' and curriculum planners' attention to integrating more real-life scenarios into educational resources and teaching statistics. https://noavaryedu.oerp.ir/article_225554.html The coaching -oriented organization is a new model of knowledge-age organizations in which the issue of coaching is given importance as an effective strategy in the continuous development of human resources and the cultivation of individual abilities. The aim of the present study, which was conducted within the framework of a qualitative approach, is to identify and explain the coaching -oriented organization model for Vocational school. The statistical population of this study included experts in the fields of coaching, academia, and technical and vocational education. The required data were collected through semi-structured interviews with 16 experts using a purposive sampling method. Data analysis was performed using MAXQDA software and based on the Strauss and Corbin design through three stages of open, axial, and selective coding. The research findings showed that paying attention to mission orientation and focusing on the organization's mission, organizational adaptability and dynamism, valuable and motivated human resources, and constructive organizational communications and interactions are causal factors effective in creating conservatories as coaching-oriented organizations. Strategies included designing an evaluation and feedback system, developing the organization, and institutionalizing a coaching culture. Contextual conditions included functional and specialized environmental factors within the organization and general environmental factors. Cultural, structural, and human barriers were also identified as intervening factors, and the interaction of all components leads to the emergence of the main consequences of coaching-oriented organization in three dimensions: individual, organizational, and supra-organizational in conservatories. https://noavaryedu.oerp.ir/article_225657.html The aim of this study is to determine the relationship between mathematical resilience and learning behaviors with academic engagement of Pre-service Mathematics Teachers at the Farhangian University of Tabriz. The research method is correlational-descriptive with a structural equation modeling approach. The statistical population consisted of all Pre-service Mathematics Teachers at Farhangian University of Tabriz, totaling 274 individuals during the academic year 2023-2024. All individuals were selected as a sample using a census method and completed the following questionnaires: the academic engagement questionnaire by Riyoo, the mathematical resilience questionnaire by Kokkinos et al. , and the learning behaviors questionnaire by McDermott et al. The data were analyzed using structural equation modeling and multivariate regression methods, employing SPSS27 and AMOS26 software. The findings indicated that both learning behaviors and mathematical resilience positively and directly predicted academic engagement. Moreover, learning behaviors served as a mediating factor between mathematical resilience and academic engagement. Sub-components such as attitudes toward learning, perceived value, challenge-seeking, and motivation for competence were significant predictors of academic engagement. Conversely, the contributions of sub-components related to growth mindset, attention–perseverance, and strategy–flexibility were not significant. These results highlight the importance of enhancing mathematical resilience and fostering effective learning behaviors to improve the academic engagement of Pre-service Mathematics Teachers. https://noavaryedu.oerp.ir/article_225960.html The note-taking method is one of the components of the cognitive approach in education that helps meaningful learning. In this research, the effect of two methods of note taking, Cornell and Mind map, on the ability of students to answer the questions of the analysis and evaluation levels of Bloom's taxonomy from the biology has been investigated. Research is a semi-experimental type that was conducted with a pre-test-post-test design with a control group. The statistical population included female students of the 11th grade in Hashtgerd city in the academic year 1402-1403. Due to the limitations, the available sample used. The sixty-three students were randomly divided into three groups of Cornell note taking, Mind map and control group based on their academic status. The experimental groups were trained in six sessions. The results of univariate covariance analysis with SPSS-28 program. Statistical methods of frequency, mean, standard deviation, and single variable covariance were used in the data analysis. Cronbach's alpha coefficient was used to check the reliability of the tests. The significance level for all tests was P<0.05. The findings showed that the pre-test and post-test differences between the control and experimental groups were significant, and the higher average scores of the experimental group indicated an increase in the response rate to the questions of the analysis and evaluation levels in both Cornell and Mind map groups. But the Cornell method is more effective than the Mind map in improving the answers to the questions of the analysis and evaluation levels. https://noavaryedu.oerp.ir/article_226533.html The purpose of this qualitative research was to analyze the factors influencing students' performance in quadrilaterals, which was done with meta-synthesis method. The statistical population included valid scientific articles related to the subject in the period from 2015 to 2024, which were published in domestic and foreign scientific databases. After examining the title, abstract, and content of the research and using the criterion of critical evaluation skills, 20 sources were selected purposefully and analyzed using the conventional seven-step method in meta-composite research. Also, the reliability of the research was calculated based on the Kappa index of 0.78. According to the research findings, 4 main categories, 14 themes and 101 final codes were identified and extracted. The results indicate that there are many factors that affect the learning of this subject of geometry. The main categories affecting students' performance in the subject of quadrilaterals include challenges and misconceptions of students about quadrilaterals, characteristics and skills of students, teachers and educational resources, which includes factors such as fundamental challenges, basic concepts and mistakes in definitions, characteristics of quadrilaterals and their relationships, drawing and calculating mistakes, effects of language and terms, special quadrilaterals, learning and cognitive characteristics, geometrical skills, teacher's teaching method, teacher's misconceptions, actions that cause misconceptions, teachers' professional competences in the subject of quadrilaterals, textbooks and educational tools. These findings can familiarize teachers and educators with the range of factors affecting students' geometric performance, as well as a set of misconceptions they have in the field of quadrilaterals, and provide researchers with ideas for conducting new research. Audiences can also identify factors emphasized in previous research and research gaps in this area. https://noavaryedu.oerp.ir/article_226807.html The aim of the current research is Pathology of mixed middle schools in rural areas. Using conventional qualitative content analysis research method, 16 teachers and principals, with the experience of working in mixed schools, were selected through targeted sampling and participated in semi-structured interviews. Data analysis was done manually using thematic analysis. To evaluate the qualitative data, the strategies of review by colleagues, review by participants, continuous involvement in the research process, and triangulation of the researcher were used. Findings in 5 main themes including "Lack of focus in mixed classes", "Manpower limitations", "Incomplete implementation of the curriculum", "Differences between boys and girls" and "Infrastructural barriers to health in mixed schools", "other barriers," along with this theme Subsections and relevant citations were counted. The results showed that distractions caused by the mixing of male and female students and male teachers, incomplete implementation of the physical education curriculum, and censorship of some curriculum content due to the lack of female teachers, shared bathrooms, and multi-grade classes at the middle schools level prevent the realization of educational justice and social justice in rural areas . It is suggested that according to the results of the research, adapting the physical space of sanitary services, adapting the organization of human resources in schools and holding face-to-face training courses for mixed middle schools teachers should be put on the agenda of education officials. https://noavaryedu.oerp.ir/article_226904.html One of the most important priorities and programs of the University of Cultural Sciences is the effective implementation of the internship course with a focus on training competent teachers, which plays a fundamental role in shaping the professional identity of teachers, the present research aims to identify the challenges in the process of forming the professional identity of teachers. The research approach was qualitative. The sample size was determined based on the saturation criterion, leading to semi-structured interviews with 19 professors supervising the internship course at the University of Cultural Sciences in Lorestan. The collected data were coded and analyzed thematically. the data, 290 open codes, 37 sub-themes, and 8 cohesive themes were extracted. The research findings indicated that the main challenges in the process of forming the professional identity of teachers through the internship program include: intra-institutional incongruence, weakness in the content knowledge of educational supervisors, lack of supervision and evaluation, absence of operational and action-oriented programs, teamwork deficiencies, failure to establish critical discourse, insufficient narrative inquiry knowledge, and a subordinate understanding of the teaching profession. Additionally, creating suitable conditions to enhance interaction between the University of Cultural Sciences and related experiential schools and strengthening the role of the three groups can prepare the ground for educational continuity and the effective implementation of the internship program so that student teachers can acquire the necessary skills in a discursive environment and play an active role in the formation of their professional identity. https://noavaryedu.oerp.ir/article_226910.html Considering the role and importance of educational justice this qualitative research has tried to determine the state of educational justice in the primary schools of Qom based on lived experiences of elementary teachers. The statistical population of the research was the primary school teachers of Qom city in the academic year of 1401-1402. Among them, the experiences of 26 teachers who had at least 10 years of experience in elementary schools and had sufficient information on educational justice were identified as sources of information for the research and were interviewed according to the principle of theoretical saturation. The research data collection tool was a semi-structured interview, and the seven-step Collaizi method was used to organize and analyze the obtained data. Overall, the results of the research showed that from the point of view of the teachers, the most important positive foundations of educational justice in the primary period were the existence of public schools and their free and universal coverage, access to basic educational resources and facilities, and the distribution of textbooks for learners. At the same time, from the point of view of the participants, things like the distribution of educational facilities and educational assistance, budget, educational space, division and allocation of teachers, inappropriate and centralized policy making and the large number of (Afghan) national students are the main problems in the field. Obviously, careful planning and action in the field of solving or reducing these problems has a very effective role in creating and institutionalizing educational justice. https://noavaryedu.oerp.ir/article_227085.html The integration of artificial intelligence (AI) into the elementary education curriculum, as a fundamental transformation, brings numerous trends, opportunities, and challenges. Identifying these aspects can help improve learning quality, strengthen the role of teachers, and prepare students to face a technology-driven future by creating appropriate frameworks and managing obstacles. This study aims to explore these dimensions using a foresight approach, employing systematic review methods and thematic analysis by Braun and Clarke. A total of 471 scholarly articles were identified, of which 52 articles were selected for thematic analysis after screening based on the PRISMA 2020 framework. The results revealed that AI integration trends can be categorized into two main areas: "Educational-Specific Trends," which include "adaptive learning," "learning outcomes prediction," and "promoting students’ physical health," and "Engineering Trends," encompassing "conversational agents," "sensor development," and "embodied interaction." Furthermore, two macro trends, namely "AI as a teacher’s assistant" and "AI-integrated curriculum design," were identified, emphasizing AI's complementary role in teaching and learning. The challenges identified include a shortage of skilled teachers, lack of credible resources, legal and ethical concerns, and the need to protect students' privacy. The study proposes enhancing teachers' professional competencies, leveraging digital leadership, and establishing legal frameworks to overcome these challenges. It concludes that, with proper planning, AI has the potential to enable personalized learning, strengthen critical thinking, and prepare students for a technology-driven future. https://noavaryedu.oerp.ir/article_227248.html Today, the concept of equity in education has evolved and has been upgraded from equality in access to school to equity in educational quality. Subsequently, new indicators for educational equity have been proposed according to the new definition. In this study, for the comparative measurement of the state of equity, the indicators of minimum standards, the effect of background factors, resilience, double disadvantage and variance separation have been used. For this purpose, the data of the fourth graders of the TIMSS 2019 and PILRS 2016 were used for calculations and the position of Iran in each of the indicators was examined. The results showed that although Iran's performance in terms of educational quality is not good compared to the participating countries in these studies, it is better than other indicators in the indicators related to the educational system configuration (i.e., indicators of variance separation and double-disadvantage). In the indicators related to the family and educational context (i.e., indicators of the influence of background factors and national resilience), educational equity in Iran is evaluated relatively average compared to other countries. Of course, educational equity in Iran is evaluated as weak in indicators that are largely related to performance (i.e., indicators of the minimum standards and international resilience). https://noavaryedu.oerp.ir/article_228504.html Academic guidance of students is one of the most important applied policies in Iran's education. The purpose of this research is to identify the challenges of students' academic guidance policy. Method: The current research was conducted with a qualitative methodology of thematic analysis with the aim of identifying the challenges of optimal educational guidance in Khorramabad city. In order to conduct the research, a semi-structured interview was conducted with 20 counselors and male and female students of the first secondary schools in Khorramabad city. Findings: The analysis of the interviews included 47 basic themes, 10 organizing themes and 4 comprehensive themes. The main challenges of educational guidance were categorized in three internal (organizational) dimensions, structural-institutional dimension (inefficient administrative bureaucracy of education), external dimension (social-cultural and economic factors) as overarching themes. In the section of educational guidance solutions, policy proposals were also chosen as a comprehensive theme. Conclusion: the implementation of educational guidance in the educational system, under the influence of the power of social and cultural institutions in this issue (parents, private sector along with the inefficiency of the administrative bureaucracy of education and training), has not only failed to achieve its goals; Rather, it has relied solely on the distribution of people in order to balance the fields of study. In addition to the exhaustion of human capital, this is against the principles of academic guidance as a policy in line with the overlap of students' academic interests and talents. https://noavaryedu.oerp.ir/article_228505.html One of the challenges faced by teachers in mathematics education is how to effectively teach the concept of volume to fifth-grade elementary school learners.Therefore, the present study aims to analyze the components of integrated teaching of volume problems based on the fundamentals of visual arts, using a qualitative meta-synthesis approach. The data were collected based on a qualitative research synthesis design with a seven-step approach. The statistical population included all domestic and international studies conducted on the subject between 2000 and 2023. Through a systematic search of keywords related to the research objective, using purposive sampling and inclusion/exclusion criteria, 53 articles were selected and analyzed using a three-stage coding method (open, axial, and selective). The findings revealed that the conceptual framework, modeling component, drawing shapes, deductive and inductive approach, mental imagery, and measurement criteria are among the common and main components in the integrated curriculum of volume concepts and visual arts fundamentals. By integrating visual and experiential opportunities in educational settings, these components can facilitate deep, lasting, and real-life-related learning for students, as well as inhance their understanding and problem-solving skills related to volume in mathematics education. https://noavaryedu.oerp.ir/article_228511.html پژوهش حاضر با هدف بررسی وضعیت موجود و مطلوب آموزش دستور زبان فارسی در کتاب‌های فارسی دورۀ دبستان، به انجام رسیده است. گردآوری اطلاعات با استفاده از پرسشنامه، فرم مصاحبه و فیش‌برداری از متن کتاب با روش تحلیل محتوا صورت گرفته است. وضعیت موجود از نظر متخصصان موضوعی کتاب‌های فارسی، آموزش دستور زبان در دورة دبستان در قالب واژ ه‌آموزی، جمله‎سازی، املا نویسی و انشا، آموزش داستان نویسی و بندنویسی ارائه شده است. وجود ابهام در آموزش‌ها، کم بودن تمرینات کاربردی و ارتباط کم آنها با زبان معیار و گفتاری رایج در اجتماع از جمله مهمترین اشکالات و کم بودهای کتاب نگارش فارسی در دورة دبستان است. متخصصان موضوعی معتقد هستند به منظور رسیدن به وضعیت مطلوب آموزش دستور زبان فارسی در حوزه بندنویسی، داستان نویسی، آئین‌نگارش دستور زبان فارسی و ترکیب کلمات و جملات باید به‌ صورت کاربردی انجام پذیرد. از سویی دیگر همچنان که آموزش زبان گفتاری و نوشتاری همزمان انجام می‌پذیرد دانش‌آموزان نیز مهارت‌های مرتبط با دانش فرازبانی و فراتحلیلی را کاربردی فراگیرند. معلمان دوره‌های تخصصی را بگذرانند. به این ترتیب با افزایش تنوع تمرینات، توجه به سلایق و مهارت‌های دانش‎آموزان می‌توان به سطح مطلوب در حوزة آموزش دستور زبان فارسی در دورة دبستان دست‎یافت. معلمان نیز معتقد هستند که با ارائه تمرینات اختصاصی، ارزشیابی از فراگیری دستور زبان فارسی در کتاب‌ها، ارائه آموزش‌های مستقیم، تأکید بر رعایت قواعد دستوری در انشاء می‌توان وضعیت آموزش دستور زبان فارسی در دورة دبستان را بهبود بخشید. https://noavaryedu.oerp.ir/article_228543.html This study was conducted with the aim of designing and validating a desired Innate Disposition-Oriented curriculum model for the elementary school level. Accordingly, a qualitative research design based on synthesis methodology was employed. The statistical population included all upstream documents, such as the Fundamental Transformation Document, the National Curriculum, scientific resources and articles related to the Innate Disposition-Oriented curriculum for elementary education. In addition, interviews were conducted with 12 experts in this field, selected through purposive sampling and sequential method until data saturation was achieved. To validate the designed model, a focus group of 7 faculty members with academic experience in the domain of Innate Disposition-Oriented education was chosen. The data analysis was conducted using the systematic grounded theory method of Strauss and Corbin, including open, axial, and selective coding. Based on the findings, 10 components and 105 proposed indicators were extracted. These include: 11 indicators for logic and rationale, 12 for objectives, 13 for content and structure, 22 for learning activities, 9 for teacher’s role, 10 for materials and resources, 7 for grouping, 8 for location, 4 for time, and 9 for evaluation and assessment. The results of the validation process confirmed that the designed model enjoys strong validity. Consequently, the developed model serves to address the innate needs of students in confronting various immoral and virtual challenges, and offers a foundation for curriculum developers and educational practitioners to design a curriculum aligned with the cultural and religious characteristics of Iranian-Islamic society. https://noavaryedu.oerp.ir/article_230485.html This study aimed to analyze the content of social studies textbooks for grades 4 to 6 in the 2024–2025 school year, focusing on the inclusion of ethnic-racial literacy components. Using a quantitative content analysis method, data were gathered through a checklist comprising six components: conceptual understanding, ethnic-racial awareness, awareness of racism and ethnocentrism, equity and justice, identity formation, and respect and ethics. The unit of analysis included content, images, activities, and questions, with each recorded unit being one theme. Shannon entropy was used to weigh the importance of each component. A total of 259 themes related to ethnic-racial literacy were identified: 37 on conceptual understanding, 135 on ethnic-racial awareness, 16 on awareness of racism and ethnocentrism, 12 on equity and justice, 15 on identity formation, and 44 on respect and ethics. The component “equity and justice” ranked highest in importance (0.208), followed by “identity formation” (0.115) and “conceptual understanding” (0.099). “Respect and ethics” and “ethnic-racial awareness” held the lowest relative importance. While the textbooks showed some attention to ethnic-racial literacy, the depth and distribution of components were uneven. https://noavaryedu.oerp.ir/article_231874.html This study employed a machine learning-based multiple regression model to predict reading literacy scores among 4th-grade students in Iran. The primary objective was to create a predictive model for reading literacy using advanced machine learning techniques. Data was sourced from the 2021 Progress in International Reading Literacy Study (PIRLS), encompassing a substantial sample of 5,943 students, selected through a stratified random sampling method to ensure representativeness. The analysis was conducted using the Scikit-learn package in Python, which facilitated the application of the multiple regression technique. The results indicated that specific attitude variables, notably self-confidence in reading and familiarity with digital devices, emerged as significant predictors of reading literacy scores. This finding underscores the importance of psychological and technological factors in literacy development. The research highlights the need for educational policymakers to prioritize initiatives aimed at enhancing students' self-confidence in reading and their comfort with digital tools. By addressing these areas, it is anticipated that literacy outcomes can be significantly improved, ultimately contributing to better educational achievements and lifelong learning skills among students. https://noavaryedu.oerp.ir/article_233891.html Poor emotional regulation and impulsive responses to anxiety-provoking events are common problems among bullying adolescents. This study evaluated the effectiveness of a combined mindset (Dweck) and motivational (Martin) program on interpersonal self-regulation and resilience among bullying girls.The research employed a semi-experimental method using a pre-test/post-test design with a three-month follow-up and a control group. The study population comprised high school girls in Isfahan in 2022. From this population, 30 students were purposefully sampled and then randomly assigned to either the experimental or control group. Pre-tests were conducted using the Interpersonal Emotional Regulation Questionnaire (IERQ) and the Academic Resilience Inventory (ARI). The experimental group participated in eight 90-minute sessions of the combined program, while the control group did not receive any intervention during that time. Post-tests were conducted afterward and both groups were reassessed in a follow-up after three months.Data analysis was carried out using repeated measures ANOVA with SPSS. The results showed significant differences in interpersonal self-regulation and academic resilience between the two groups during the post-test and follow-up phases, indicating that the combined mindset (Dweck) and motivational (Martin) program led to lasting improvements in these areas among bullying girls (p < 0.05). The combined mindset (Dweck) and motivational (Martin) program appears to be an effective new intervention for enhancing interpersonal self-regulation and resilience among bullying girls. https://noavaryedu.oerp.ir/article_233966.html This study aimed to develop and preliminarily validate the Academic Wisdom Scale for secondary school students. The research was applied in purpose and employed a sequential mixed-methods design (qualitative–quantitative) for data collection. In the qualitative phase, the dimensions of academic wisdom were identified through a purposive review of theoretical and empirical sources, which then informed the item pool for the quantitative phase. The quantitative phase involved a sample of 311 students (160 females, 151 males) drawn from the population of lower- and upper-secondary school students in Shiraz during the 2023–2024 academic year, using multistage cluster random sampling. Exploratory factor analysis yielded a three-factor structure— transpersonal, interpersonal and intrapersonal—which accounted for 18.97%, 14.79%, and 7.81% of the variance, respectively, explaining 41.57% of the total variance. Confirmatory factor analysis supported the adequacy of the model fit. Reliability estimates were satisfactory, with Cronbach’s alpha and McDonald’s omega both reaching .89 (p < .01). Overall, the findings suggest that the Academic Wisdom Scale demonstrates acceptable psychometric properties. Nevertheless, the conceptual and contextual complexities of the construct underscore the need for further research with more diverse samples and in-depth qualitative analyses to strengthen its development and validation. https://noavaryedu.oerp.ir/article_234256.html Reading literacy, as a fundamental necessity in contemporary life, plays a crucial role in children's academic success. Its acquisition is regarded as one of the primary objectives of the educational system. The present study employed a meta-synthesis approach utilizing the seven-step method proposed by Sandelowski and Barroso to identify the educational planning components essential for the development of reading literacy in elementary school students. Researchers extracted valid domestic and international articles published between 2010 and 2024. Following initial reviews, 23 articles were selected for more in-depth analysis, from which we derived educational planning components related to the reading literacy development framework through thematic analysis. The model for educational planning reading literacy was identified and organized into three overarching themes: transformation in educational planning and design (including components of implementing an integrated curriculum , teaching methods, optimal use of tools, resources, and learning environments, meeting educational prerequisites, teaching and reinforcing basic skills, applying international findings, teaching specialized skills, and practice and repetition), learner-centeredness and supporting students' learning paths (including four components of paying attention to individual differences in teaching and learning, involving families, motivating, and changing students' attitudes), and teacher professional development (including the component of teacher empowerment), which included a total of 50 basic themes. This framework can serve as a guiding tool for teachers, educational planners, and policymakers to enhance the quality of teaching and learning in reading literacy among elementary school students. https://noavaryedu.oerp.ir/article_234471.html AbstractThis study aimed to develop a localized model for vocational teacher training based on the TAWAK framework (Knowledge, Technology, Andragogy, Work, and Content). A multi-stage qualitative approach was employed to collect and analyze data. In the first stage, professional competencies of vocational teachers were identified through document analysis. In the second stage, using a grounded theory approach with a constructivist perspective, data were collected via interviews with 11 participants, including experts, vocational instructors, university professors, curriculum planners, and vocational education managers. The findings from the first stage indicated that vocational teachers' competencies can be classified into five categories: organizational competencies, non-technical competencies, professional competencies, technological competencies, pedagogical competencies, and specialized competencies. In the second stage, open coding extracted participants’ concerns, and selective coding identified two core themes: governance system and employment system. Theoretical coding then conceptualized the relationship between these themes. Based on indigenous culture and labor market needs, the characteristics of vocational teacher training were derived. To ensure the credibility of findings at each stage, expert consultation was conducted, confirming that these characteristics can serve as a model to improve the vocational teacher training system. https://noavaryedu.oerp.ir/article_234700.html This research evaluates the reflection and treatment of aesthetic and artistic components in first-grade elementary Persian textbooks (published in 2024) to determine the alignment of this content with the macro-goals of the formal education system. To this end, the study used a directed qualitative content analysis. Using criterion-based purposive sampling, all sections related to the aesthetic domain were identified, and 100 percent of the content was subjected to in-depth analysis. The instrument was a researcher-made coding checklist based on the study's theoretical framework, comprising five themes. Its reliability (Cohen's Kappa coefficient for two coders' agreement: 0.90) and validity (confirmed by two experts, professors of Persian language and literature) were verified. The themes "Cultural and Artistic," "Poetic Language and Expression," and "Illustration and Graphics" overlapped with the dimension of "understanding beauty-creating components," while "Creative Activities" aligned with "strengthening the power of imagination and artistic creation," and "Beauty Criticism" with the ability to evaluate phenomena. Analysis involved coding, quantitative frequency, and qualitative evaluation. The findings showed that although attention to the aesthetic domain in these textbooks increases from the first to the third grade, this level is insufficient to achieve the competencies specified in the Transformation Document. The illustration and graphics dimension had a satisfactory coverage, but creative activities and, particularly, beauty criticism require serious revision and strengthening. The main challenge is the imbalance in the treatment of the dimensions of perception, creation, and criticism. The research emphasizes the necessity of a systematic focus on the aesthetic domain in textbook authorship. https://noavaryedu.oerp.ir/article_235567.html The internship period, as an essential element of the Farhangian University curriculum, provides a special opportunity to integrate theoretical knowledge with real-world classroom experiences. However, the effectiveness of this period requires continuous reflection and improvement in order to adapt to the changing needs of the educational system and prepare student-teachers to face the complex challenges of teaching in the classroom. The present study was conducted in order to quality assurance in the social acceptance process of student-teachers in the internship process in schools in a qualitative manner and with a thematic analysis approach (Atride Stirling's Thematic Network). In order to collect information, semi-structured interviews were conducted with 18 interns. Participants were selected by purposive sampling from among the interns of Farhangian University (Girls' Campus) in Kermanshah city. The process of selecting interviewees continued until the findings were saturated. The research data was analyzed using Maxqda software; based on the text files entered into the software, main and sub-themes were extracted. According to the findings, improving the internship process from the perspective of female intern students was extracted in (7) themes with the titles of strategies (management of negative assumptions about the presence of the intern, constructive interaction discourse, monitoring-feedback, participation in the educational process, self-management skills, continuity of the supportive environment, organizational resilience). The results showed that; as the quality of support and social support for student-teachers improves, the effectiveness of the internship period for adapting to the real conditions of the job environment will increase. https://noavaryedu.oerp.ir/article_236355.html The present study aims to identify the dimensions and components of the essential content knowledge required for science teachers based on Artificial Intelligence (AI) advancements. This qualitative research was conducted using the meta-synthesis method, following the seven-step approach established by Sandelowski and Barroso. The statistical population comprised all Persian and English books and articles published between 2015 and 2025 in the field of science education utilizing AI tools. Through purposive sampling and applying specific inclusion criteria, a final sample of 50 articles was selected. The selected articles were analyzed using open, axial, and selective coding techniques facilitated by the MAXQDA software. The findings indicate that constructivist, socio-cultural, cognitive, and behaviorist theories underpin the foundations and applications of AI in science education. Furthermore, the essential content knowledge dimensions and components for elementary school science teachers, based on AI developments, encompass 3 main dimensions (Content Knowledge, Pedagogical Content Knowledge, and Technological Knowledge), 12 organizing components, 8 AI-based teaching techniques, and 129 identified codes. According to the conceptual model derived from the research findings (AI-TPACK), the essential knowledge components for elementary science teachers with an AI approach involve the integration of content knowledge, pedagogical content knowledge, and technological knowledge. These include: AI technical knowledge, AI content/technological knowledge, AI pedagogical /technological knowledge, AI pedagogical/content/technological knowledge, and contextual technology knowledge. Additionally, eight components were identified as AI-based science teaching techniques. https://noavaryedu.oerp.ir/article_236867.html Eagerness to learn is a motivational construct shaped by socio-cultural and educational contexts and plays a significant role in students' academic achievement. However, a culturally appropriate and localized tool for measuring this construct is currently unavailable. This study aimed to conceptualize the eagerness to learn and to design and develop a standardized instrument to measure it among elementary school students. This research followed a research and development design with a mixed-method approach carried out in three sequential phases (qualitative, quantitative & quantitative). Participants included public elementary school students in Tehran during the academic years 2023-2025. Sampling was conducted using purposive sampling in the qualitative phese and multistage cluster sampling in the quantitative phases. Data were collected through semi-structured interviews, and a researcher-made scale. Data analysis revealed that the eagerness to learn comprises two main components: motivational and behavioral-practicall.-emotional. It can be observed on a continuum ranging from intrinsic motivation to emotional expression. The developed instrument demonstrated strong content, construct, convergent, and discriminant validity, as well as internal consistency (ω=0/83), and test-retest reliability (0/75). This instrument accounted for 53/723% of the total variance Findings revealed that eagerness to learn approximately 33% of students low on this trait. Overall, the developed instrument proved to be psychometrically reliable and suitable for the measurement of the eagerness to learn among elementary school students. https://noavaryedu.oerp.ir/article_237692.html The purpose was to present a teaching-learning culture model design in schools in Noor. In this study, a qualitative-ethnographic research method based on grounded theory and Strauss and Corbin's analytical model was used. Data were collected using semi-structured and in-depth interviews with experts in the field of educational sciences, educational management, and capable teachers and managers with higher education degrees from various schools in Noor County in the academic year 1401-1402. The number of participants reached theoretical saturation, with 30 people. In order to experiment and analyze the findings, a three-stage coding technique of open, axial, and selective coding was used. From 30 interviews, excluding overlap, 766 initial codes were obtained. Including their merging and overlapping for more accurate coding and facilitating the research process, 69 categories remained. After a continuous comparative analysis process, the categories were summarized into 14 dimensions. Obstacles to efficient learning (economic, educational, and cultural obstacles). Indicators of the learning-teaching dimensions also included the system's handling of informal interactions, lack of appropriate budget allocation for schools, lack of proportion between the number of students and the classroom space, lack of teacher motivation, lack of infrastructure, lack of attention to psychology, poor efficiency of administrators and teachers, lack of holding local and national celebrations, emphasis on budgeting and evaluation, lack of training classes and consultants in schools, teachers' lack of familiarity with technology, high density, lack of a culture of competition, lack of cooperation from families, and a decrease in the status and social position of teachers. https://noavaryedu.oerp.ir/article_238494.html Nowadays in Iranian schools, pedagogical activities are mostly done indoors and education is pursued within confined classroom spaces while in-between spaces including half-open, and half-confined ones (porch) with potential educational functions are not exploited. If spatial features and qualities of spaces produce tendency for attending in activities, they are considered attendance-conducive. This study was done to specify spatial-physical dimensions and the model of interaction among them that affect attendance while promoting students’ interactive learning in schools’ “educational middle spaces”. The mixed-method of research (qualitative-quantitative) was used along with snowball sampling with a population of experts in the fields of architecture, psychology and education. Data collection and analysis were done in two phases with Delphi exploratory survey regarding the viewpoints of universities’ staff in the field. In the first phase, open-ended interviews with experts were done and for the second phase, the open and axial coding technique was used to shape the goal-content table as a basis for the researcher-made questionnaire. The data were analyzed using Q factor analysis, Pearson correlation test, and Friedman test and the resulting graph from the factor analysis was visualized using the R software. Finally, the factors mostly influencing students’ attendance from the experts’ perspectives were identified. The findings show that the interactive-social dimensions with the rating of 3.59, functional-actional dimensions with 2.64, and physical-somatic dimensions with 1.99, are among the most effective factors in promoting students’ attendance in line with students’ interactive learning in “educational middle spaces”. https://noavaryedu.oerp.ir/article_238511.html Background and Objectives: Conceptual metaphor is known as an applied theory in understanding abstract concepts. In the present study, an attempt has been made to examine the extent of the use of conceptual metaphor in the fifth grade Persian textbook through this perspective and to explain its role in understanding intangible concepts Methods: For this purpose, the collected data has been evaluated using the categorical content analysis method. According to this method, first, the data extracted from the text has been decomposed into components. Then, they have been categorized into categories, in the next step, we have counted the frequency of each category and determined their percentage, and finally, we have analyzed the obtained statistics. techniques. Findings: The findings showed that the authors used a total of 156 conceptual metaphors to explain abstract concepts in order to improve students' understanding. Among them, the diversity of the objectified target domains reached 94 and the diversity of the source domains used reached 93; therefore, the diversity of the two source and target domains in the fifth grade Persian has an acceptable frequency. Conclusion: The use of 156 metaphors, along with a nearly 60% diversity of source and target domains used in them, has helped to better understand concepts in the fifth grade Persian; however, the frequency of metaphors is not the same in each lesson and the authors have not acted consciously in utilizing this possibility. By creating a balance in the use of metaphor in all lessons, this understanding tool can https://noavaryedu.oerp.ir/article_239316.html The main goal of this research is to provide a model of the impact of the Weiss Board transformation strategy on the organizational excellence of the Ministry of Education and Health. The current research is applied in terms of its purpose and survey (localization) in terms of strategy, and it was carried out in the form of structural equations. The statistical population of this research includes 84 employees of the vice-chancellor of physical education and health of the Ministry of Education. The sample size of the research includes 68 people from the mentioned society. The sampling method of this research is stratified random. The research tools include the Aslani Organizational Excellence Questionnaire (2015) and Weisbord Organizational Transformation Questionnaire (2003). The validity and reliability of the tools were confirmed. All statistical analyzes were performed using smart pls version 3 and SPSS version 21 software. According to Figure 3, the T-Value of all variables is greater than 1.96 and indicates the influence of variables on each other at the 95% confidence level. Therefore, the Weiss Board transformation strategy has a significant effect on the organizational excellence of the Deputy of Physical Education and Health of the Ministry of Education (effect = 0.669; t = 12.96) and the overall fit of the research model was also confirmed. The managers and officials of this vice-chancellor can make a precise diagnosis of the situation of the organization and by using meritocracy and employing the right managers, https://noavaryedu.oerp.ir/article_239414.html The purpose of this study was to design and explain the current model of physical education in schools, focusing on the role of principals. To achieve this goal, a qualitative approach and grounded theory methodology were used. The research population included graduates of physical education from Farhangian University in Khorasan Razavi province. A total of 21 participants were selected using the maximum variation sampling based on theoretical saturation. Data were collected via semi-structured interview, guided by general principles, and analyzed using the Strauss and Corbin technique. The findings, in the axial coding phase, were categorized into24 main categories, including five causal conditions, three contextual conditions, three intervening conditions, six strategies, and seven outcomes. The results indicated that the actions of school principals toward the physical education curriculum could be significantly classified into three negative actions: passivity, control, and resistance. These actions are based on their autocratic or toxic leadership styles, which lead to the neglect or marginalization of physical education identity in schools. https://noavaryedu.oerp.ir/article_239929.html One of the key components in the success of online curricula is comprehensive support. However, a lack of adequate support can disrupt the online learning process and negatively impact learners' engagement and academic success. Although the element of support in curricula has been sporadically mentioned, no systematic effort has been made to analyze it in the context of online learning. In this regard, the present article, focusing on the support element, aims to enrich the research literature on supporting learners in online education. This study employed a research synthesis approach, adapting Gough and Newman’s nine-stage model, to examine the support element, and the Delphi method was used for validation. The findings of this study indicate that the support element in the online curriculum includes three subcategories: technical support, socio-emotional support, and local support, with a set of indicators that were identified as effective factors in improving the quality of e-learning. https://noavaryedu.oerp.ir/article_239982.html The present study was applied in nature and employed a mixed-methods approach combining quantitative and qualitative phases. The qualitative population included all scientific–research articles, theses, and research reports published on multigrade education in primary schools between 2014–2025 in Iran and 2015–2023 internationally. Based on the PRISMA statement, studies were selected and analyzed using purposive sampling. Through a systematic review of 245 initial studies, 64 met the inclusion criteria and were analyzed in depth.In the quantitative phase, the statistical population consisted of multigrade education experts and specialists, educational leaders, head teachers, and multigrade classroom teachers working in rural primary schools of Ardabil province during the 2024–2025 academic year. A multistage random sampling method was used, and the sample size was determined as 500 participants. The data collection tool was a researcher-developed questionnaire, designed based on the systematic review findings. Out of all distributed questionnaires, 381 were completed and entered into the analysis process.Data were analyzed using Exploratory Factor Analysis (EFA) through the principal components method and Varimax rotation, and Confirmatory Factor Analysis (CFA) was performed to test the model fit. The results indicated that the structure of the educational package model for multigrade primary classes comprised seven main dimensions: monitoring and evaluation, instructional design, skill development, support and organization, content, activity design, and learning approaches. https://noavaryedu.oerp.ir/article_241490.html The present study was conducted to identify the competencies of teachers in applying AI. A qualitative approach and meta-synthesis method were used for this purpose. The seven-stage meta-synthesis method, as described by Sandowowski et al. (2007), was employed. Accordingly, all scientific research documents published in 8 foreign databases between 2021 and 2025 and 3 domestic databases between 1400 and 1404, totaling 823 scientific documents, form the current research population. After screening and analysis based on the determined criteria, 25 scientific documents were analyzed. The content analysis method of Naeem et al. (2023) was used to analyze the findings of the selected articles. Scientific documents related to the research title were comprehensively identified and collected, selected, and coded with high precision to ensure descriptive validity. The experts’ opinions and suggestions were used in the research stages to ensure interpretive validity. The percentage of agreement between coders was also calculated to be 80%, indicating the desired coding reliability. Based on the findings, the AI application competency model for teachers consists of three overarching themes: knowledge competencies (AI knowledge, pedagogical knowledge, and technology-content knowledge), skill competencies (technology, communication, data-oriented, and thinking skills), and attitudinal competencies (ethics-oriented, transparency-oriented, and law-oriented attitudes). https://noavaryedu.oerp.ir/article_242719.html The present study aimed to compare the effectiveness of conventional teaching and stop-motion methods on self-directed learning and problem-solving skills in sixth-grade students' mathematics lessons. The research employed a quasi-experimental design with a pretest-posttest and control and experimental groups. The statistical population consisted of all sixth-grade students in Bijar County during the 2024–2025 academic year. Sampling was conducted purposively in the selection of schools and by simple random sampling in selecting 30 participants, who were randomly assigned to two groups (control group: conventional teaching; experimental group: stop-motion). The instruments included the Self-Regulation Questionnaire (Fischer et al., 2001; Cronbach’s α = 0.83), the Problem-Solving Skills Questionnaire (Heppner & Petersen, 1982; Cronbach’s α = 0.72), and a researcher-developed applied problem-solving test (10 written-practical items; CVR = 0.85, CVI = 0.92, Cronbach’s α = 0.85), administered in pretest and posttest stages. The applied problem-solving test served as a complementary tool, assessing practical problem-solving skills in real mathematical situations (e.g., decimal division, fuel cost calculation, and creative problems), with a correlation of 0.65 with Heppner’s questionnaire (p < 0.01). Results of the covariance analysis indicated a significant difference between the two groups in self-directed learning and problem-solving skills (p < 0.05), with the stop-motion group demonstrating higher mean scores (η² = 0.23 for self-directed learning, η² = 0.43 for problem-solving). Therefore, it can be concluded that the use of stop-motion is effective in enhancing students’ self-regulation and problem-solving skills. https://noavaryedu.oerp.ir/article_242865.html This qualitative study aimed to explore the characteristics, barriers, and consequences of creating progressive schools based on the lived experiences of school principals. The research was conducted with an interpretive phenomenological approach and through semi-structured interviews with 16 principals from elementary and secondary schools in Kermanshah city. Participants were selected using a criterion-based purposive sampling method, taking into account maximum diversity and achieving theoretical saturation. Data analysis was conducted using thematic analysis based on the Brown and Clark (2006) framework, and basic, organizing, and overarching themes were extracted and mapped using MAXqda software. The findings showed that the characteristics of progressive schools include fostering self-reflection and self-reliance, promoting global social awareness, commitment to equality and inclusion, educating global citizens, learner-centered education, paying attention to students' existential dimensions, using modern technology, and emphasizing skill-based and task-based learning. The barriers to establishing these schools included traditional thinking, passive attitudes, lack of models and strategies, superficiality, weak human resources, and incompatibility of programs with the local context. The consequences of establishing leading schools also included increasing technical and technological capabilities, improving students' personal and professional lives, promoting a culture of technological education, strengthening empathy and cooperation, reducing internal harmful factors, increasing interaction with the community, and continuously updating academic knowledge. This study emphasizes the necessity of overcoming cultural and structural barriers and strengthening educational leadership for the development of leading schools, and provides suggestions for future policy and research. https://noavaryedu.oerp.ir/article_243111.html The present study aimed to identify the lived experiences and perceptions of teachers regarding student questioning. Five key components were investigated in this study to enhance students' questioning skills: teacher role, student role, appropriate instruction, learning activities, and optimal conditions. This research adopted a qualitative methodology and was applied in terms of objective. The research population comprised 16 elementary school teachers in Rasht city during the academic year 2023-2024, selected through purposive criterion-based and snowball sampling. Data were collected using semi-structured interviews and analyzed via open, axial, and selective coding methods. The findings revealed that fostering questioning requires the integration of teachers' affective facilitation with students' self-direction and intrinsic curiosity. This process is enhanced through problem-based methods and connecting curriculum content to real-life experiences. However, teachers' efforts are vulnerable to failure due to the added pressure of rote memorization content and the misalignment of the evaluation system with critical thinking goals. Therefore, institutionalizing questioning necessitates a systemic shift in the educational approach from unidirectional knowledge transfer to the cultivation of critical thinking. https://noavaryedu.oerp.ir/article_243128.html The aim of this research was to formulate strategies and outcomes of experience management in the development of student sports. The research method is a sequential exploratory mixed method that was carried out using the grounded theory method. The selection of participants in the qualitative part was based on purposive sampling and theoretical sampling based on the principle of theoretical saturation, and in-depth and semi-structured interviews were conducted with 19 student sports experts. The data collected during the interview process was based on the grounded theory method and based on the method proposed by Strauss and Corbin (2011) and simultaneously, open, axial and selective coding. The statistical population in the quantitative part included managers and experts in physical education of education, federations and student sports boards, who were first selected as a sample using cluster random sampling and then using convenience sampling. The data were analyzed using SPSS version 23 and LISREL software. Findings related to strategies include 14 subcategories in the form of experience documentation, coordination and communication, human resource development, resources and facilities, and experience management career, which had an impact on student sports experience management. Also, the outcomes of the strategies include 9 subcategories in the form of organizational outcomes and individual outcomes. It can be said that human resource empowerment and development, intra- and extra-organizational interactions, experience documentation, and selection of successful experiences contribute to the development of student sports. https://noavaryedu.oerp.ir/article_243134.html This study identifies necessary and sufficient conditions of education institutions for human capital reproduction and human-centered development. Using fuzzy-set Qualitative Comparative Analysis (fsQCA), four countries were examined: Iran, Japan, Finland, and South Korea. The theoretical framework integrates institutional theory, capability approach, and human capital theory. Data were collected from educational policy documents, international reports (PISA, OECD, World Bank), and human development indicators (2010-2023), operationalized through fuzzy-set calibration. Nine variables were analyzed: teacher education quality, school autonomy, continuous assessment, technology integration, modern curriculum, international cooperation, educational investment, equity of access, and labor market alignment. Findings revealed three necessary conditions: teacher education quality (consistency=0.91), equity of access (consistency=0.88), and continuous assessment (consistency=0.85). Three sufficient configurations were identified: the Japanese model emphasizing high investment and strong teacher education (consistency=0.93); the Finnish model focusing on school autonomy and equity (consistency=0.89); and the South Korean model prioritizing technology and labor market alignment (consistency=0.87). Iran's analysis demonstrated that absence of continuous assessment, weak teacher education, and labor market misalignment constitute primary gaps. Iran shows significant deficits particularly in continuous assessment (0.28 vs. 0.85), teacher education (0.42 vs. 0.86), and labor market alignment (0.32 vs. 0.86). Results indicate multiple pathways can lead to human-centered development, contrary to linear models. The study provides policy recommendations at macro, meso, and micro levels for educational system reform. https://noavaryedu.oerp.ir/article_243167.html The purpose of this research is problematology of using new technologies in the stages of blended learning and education, which was conducted with a qualitative research approach and a case study method.The field of this study included all teachers and students of the first and second secondary schools in Tehran who had direct experience of participating in the blended learning process. To collect the findings, 21 teachers and 7 high school students in Tehran schools were purposively selected as samples and semi-structured interviews were conducted with them. It should be noted that after studying this number, theoretical saturation was achieved and Brown and Clark's thematic analysis method (six steps) was conducted with the help of MAXQDA 2020.The categorized issues of the application of modern technology in the stages of learning and teaching were categorized from the perspective of teachers into 5 comprehensive components: "1. Weakness of the motivational system, 2. Changes in social relations and values, 3. Technical and infrastructure challenges, 4. Weakness of supervision, and 5. Issues related to budget and financial affairs" and the issues from the perspective of students were categorized into 4 comprehensive components: "1. Motivational limitations, 2. Self-management, 3. Teachers' professional skills, 4. Failure to maintain academic privacy."Based on the research findings, it seems that effective implementation of blended learning requires simultaneous attention to management platforms, participatory culture, and educational infrastructure. https://noavaryedu.oerp.ir/article_244133.html This study aimed to examine the role of artificial intelligence (AI) in improving the teaching and learning of writing skills among sixth-grade elementary students. This study was conducted using the action research method, within the framework of the “planning, acting, observing, and reflecting” cycle. In the planning phase, data were collected and analyzed through content analysis of students’ written productions to gain an in-depth understanding of the problem and to design appropriate solutions. In the quantitative phase, data were gathered using pre- and post-tests and analyzed through descriptive and inferential statistical methods (paired t-test). Within the action research framework, two primary strategies were implemented in the educational intervention: (1) providing AI-generated three-stage feedback on students’ written work, and (2) employing AI-generated images to strengthen students’ descriptive writing skills. The findings revealed that the AI-based intervention had a significant positive effect on improving students’ writing abilities. Personalized and precise feedback from AI enabled students to identify and revise the strengths and weaknesses in their writing. Furthermore, the use of AI-generated images enhanced students’ attention to detail and accuracy in describing images. Additionally, results from semi-structured interviews indicated that students found working with AI engaging and motivating. Nevertheless, challenges were also identified in using AI for teaching writing, including its limited capacity to analyze emotions, the necessity for teachers to master technological tools, and the time-consuming nature of AI-based instruction. https://noavaryedu.oerp.ir/article_245917.html The present study aimed to identify and explain the key competencies and components of students' technological education for the purposeful integration of artificial intelligence in the learning process. This research was conducted with a qualitative approach and using the synthesis research method. To collect data, reputable international databases, including Scopus, ScienceDirect, ProQuest, ERIC, Springer, and Google Scholar, were systematically searched using relevant keywords (competencies, technological education, artificial intelligence). In total, 156 related studies were identified in the period from 2019 to 2024. After carefully reviewing the titles and abstracts, 20 studies that best matched the research criteria were selected for final analysis. Using the thematic analysis method, 45 open codes and 5 main categories were extracted. These categories include: 1) technical competencies of artificial intelligence (including technical knowledge, artificial intelligence skills, machine learning, programming, computer vision, robotics, probabilistic reasoning, fuzzy logic, neural networks, and natural language processing), 2) cognitive competencies (including critical thinking, analysis, problem-solving, self-learning, decision-making, and reasoning), 3) ethical competencies (including awareness of security, ethical, legal issues, and limitations of artificial intelligence), 4) practical and creative competencies (including problem-solving with artificial intelligence, human-artificial intelligence interaction, and collaboration with intelligent tools), and 5) learning and adaptive competencies (including personalized learning, adaptive learning, fast learning, data-driven learning, self-assessment, and awareness of educational goals). The results of this study showed that students need to acquire technical, cognitive, ethical, practical, and adaptive learning competencies to effectively use artificial intelligence in the learning process. https://noavaryedu.oerp.ir/article_246077.html In Iran's centralized education system, the content of textbooks plays a pivotal role in achieving educational goals because it reflects key ideas,basic concepts, principles, and laws of each scientific discipline and has a direct impact on the learning process and academic achievement of students. The present study is an applied study in terms of purpose and a historical study in terms of method. Shannon entropy method was used to process data and validate findings. The research population consists of Iranian elementary science textbooks from 1350 to 1400.Given the relative stability of the content, books from 1354, 1378, and 1395 were selected as samples.In this study,key ideas and basic concepts of various branches of experimental sciences including chemistry, physics, biology, geology, and health were extracted from the selected books, counted, and their frequency percentages were calculated,and then comparative graphs were drawn. Subsequently, the information load and importance coefficient of each branch were determined using Shannon entropy.The findings showed that the chemistry branch,compared to other branches of experimental sciences, has the lowest frequency of key ideas and basic concepts in the time periods studied; however, the results of Shannon entropy indicate that chemistry is of the highest importance. Also, a direct and consistent relationship was observed between the concepts of chemistry and other branches of experimental sciences. Accordingly, it is suggested that in future revisions of the elementary science curriculum, while maintaining an integrated approach, more attention should be paid to strengthening and distributing chemistry concepts in proportion to their high importance. https://noavaryedu.oerp.ir/article_246839.html The present study aimed to examine the effectiveness of an integrated mindfulness and social-emotional learning (SEL) intervention on negative emotional states and teacher–student relationships among novice teachers. This quasi-experimental study employed a pretest–posttest–follow-up design with a control group. A total of 30 elementary school teachers (15 men and 15 women) from Sanandaj, Iran, in the 2023–2024 academic year were selected through purposive sampling based on inclusion and exclusion criteria, and were randomly assigned to experimental and control groups (15 participants in each). The experimental group received seven 90-minute weekly sessions of integrated mindfulness and SEL training. Research instruments included the Depression Anxiety Stress Scale–21 (DASS-21) and the Teacher–Student Interaction Scale (TSIS), administered at pretest, posttest, and one-month follow-up. Data were analyzed using repeated measures ANOVA in SPSS version 26. The findings indicated that the integrated mindfulness and SEL intervention significantly reduced negative emotional states and improved teacher–student relationships in novice teachers. These effects persisted through the one-month follow-up. Given the intervention’s effectiveness in reducing emotional distress and enhancing teacher–student interactions, the results contribute to the growing body of research on school counseling and underscore the influential role school counselors can play in empowering teachers. https://noavaryedu.oerp.ir/article_247037.html This quasi-experimental study investigated the effectiveness of Problem-Based Learning (PBL) integrated with a STEM approach (independent variable) in enhancing mathematical critical thinking and communication skills (dependent variables) among 76 seventh-grade students (38 from an underprivileged school in Javadabad and 38 from a regular school in Tehran’s District 6) during the 2023-2024 academic year. Employing a Research and Development (R&D) methodology based on the ADDIE model, the intervention comprised a four-month curriculum focused on flat shapes, incorporating activity sheets and assessments. Data were collected through pre- and post-tests using the Watson-Glaser Critical Thinking Appraisal (Cronbach’s alpha = 0.81), a mathematical communication assessment (NCTM-based: linking objects/images to concepts, translating ideas into visuals, explaining relationships), and the Aiken attitude questionnaire (Cronbach’s alpha = 0.88; subscales: enjoyment, fear, and value of mathematics). Results demonstrated significant improvements: critical thinking scores increased from 24.91% to 73.38% (N-Gain = 0.65) in the underprivileged school and from 37.16% to 77.56% (N-Gain = 0.64) in the regular school. Mathematical communication skills improved from 19.10% to 58.85% and from 34.56% to 67.54%, respectively. Attitudinal changes were notable, with the underprivileged school showing a higher mean attitude score (M = 51.04, SD = 1.968) compared to the regular school (M = 40.36, SD = 2.464). One-way ANCOVA confirmed significant improvements in enjoyment of mathematics (F = 81.384, p < 0.001), reduced fear (F = 88.525, p < 0.001), and perceived value (F = 101.917, p < 0.001). This intervention reduced the academic performance gap by 42% and highlights the potential of STEM with project-based problems in cultivating high-level cognitive and communicative skills in diverse educational settings. https://noavaryedu.oerp.ir/article_247042.html The present study aims to investigate the opportunities and threats of curriculum localization in achieving excellent education by using a qualitative (phenomenological) method to examine and analyze the experiences of school principals in Kermanshah province. The statistical population included school principals with at least 10 years of experience, aged 35 to 55 years, who were selected purposively using criteria. The sample consisted of 19 participants, 11 of whom were female and 8 were male. The data were analyzed using the Claise method, which included the stages of detailed study, extracting important sentence, formulating meanings, categorizing data, integrating results, providing a comprehensive description, and final validation of the findings. MAXQDA2024 software was used to analyze the data. To ensure the reliability and robustness of the findings, Lincoln and Guba's four criteria were used. The research findings showed that the key opportunities of localization include strengthening native identity, making education meaningful through linking it to real life, and as a result, increasing learner motivation and teacher empowerment. However, these opportunities face serious threats, including the resistance of the centralized education system, the lack of resources and expertise, and, most importantly, the risk of exacerbating educational inequality between advantaged and disadvantaged regions. https://noavaryedu.oerp.ir/article_247051.html The purpose of this study was to analyze the content of social studies textbooks for the third to sixth grades of elementary school in terms of attention to social-emotional competencies. This research was conducted using quantitative analysis. The statistical population was all elementary school textbooks in the 2024-2025 academic year. Among them, social studies books were selected purposefully due to their greater relevance to the subject. The research tool was a researcher-made list that examines social emotional competencies. Texts, images, and activities in the books were examined using this list. Data analysis was performed using the Shannon entropy technique. The results showed that the third grade social studies book paid the most attention to the social and emotional competencies. Also, the main focus of the content was on “self-awareness” (25.98%), “responsible decision-making” (24.83%), and “relationship skills” (24.65%). But the “social awareness” (14.76%) and “self-management” (9.78%) had the lowest frequencies. Also, the “responsible decision-making” had the highest importance rate (0.225), and “self-management” had the lowest one (0.177). Based on the results, the content of elementary social studies books did not focus on social and emotional competencies in a balanced way. The content needs to be changed a bit to become more balanced. https://noavaryedu.oerp.ir/article_247639.html Introduction and Objective: Gross motor coordination is increasingly recognized not only as a physical attribute but also as a crucial component of cognitive development and learning. Deficits in gross motor coordination are associated with a range of developmental and learning problems, suggesting that these skills are likely intertwined with academic outcomes. The mechanisms by which gross motor coordination affects academic performance remain unclear. The present study aims to investigate the mediating role of executive functions in the relationship between gross motor coordination and academic performance.Methodology: A total of 180 male students aged 10-12 from elementary schools in Sarpol-e Zahab participated in the study. The KTK test was used to assess gross motor coordination, while executive functions were measured using the electronic versions of the Wisconsin Card Sorting Test and the Stroop test. Academic performance was evaluated based on students' performance in the semester prior to the administration of the tests. Structural equation modeling was employed to analyze the research data.Results: The results of the present study indicated that inhibition, with a t-value of 14.764, and cognitive flexibility, with a t-value of 15.45, significantly mediate the relationship between gross motor coordination and academic performance among elementary school students.Conclusion: Executive functions do not merely occur after motor skills; rather, they dynamically influence the extent to which motor experiences contribute to academic learning. Therefore, by fostering gross motor coordination and executive functions, educators and parents can create a more supportive and effective learning environment for all students. https://noavaryedu.oerp.ir/article_247893.html The present study aimed to explain the causal relationships between academic engagement based on phubbing with the mediation of executive functions and academic boredom. The research method was correlational. The statistical population of the study included 38643 female high school students of Hamadan Province who were studying in the academic year 1403-1404. The statistical sample of the study was 100 female students in the seventh, eighth, and ninth grades who were selected by Multistage random sampling method and were examined with the scales of academic engagement, academic boredom, phubbing and executive functions. Descriptive statistics, Sobel test and Structural Equation Model (SEM) based on partial least squares were used in data analysis SPSS 26 and Smart PLS3 software. The findings showed that phubbing has a direct effect on academic engagement, executive functions and academic boredom and the indirect effect of phubbing on academic engagement was confirmed through the mediation of executive functions. However, the indirect effect of phubbing on academic engagement through the mediation of academic boredom was not confirmed. The results of the study showed that today, with the ease of access of students to smart devices and the formation of the phubbing phenomenon, their executive functions are damaged, which can have a negative effect on their level of engagement in school assignments; Given that smart devices have become a part of people's lives, especially students, it is better to consider solutions for the correct management of these devices and the consequences of their excessive use. https://noavaryedu.oerp.ir/article_247897.html Providing appropriate and efficient ventilation in classrooms and schools is among the most important needs, and in girls' schools, due to their type of clothing, this issue becomes even more significant. Based on conducted observations, ventilation systems and their placement in classrooms across different regions of Iran are similar and follow a specific pattern. In most cases, mechanical ventilation systems are installed at the end of the classroom, and uniform and proper air distribution and circulation in various parts of the classroom do not occur, which affects the quality of students' learning. Therefore, this research is conducted with the aim of standardizing, circulating, and ventilating air in classrooms. The research method in this study adopts a quantitative approach and simultaneously utilizes a combination of strategies, including empirical observations, simulation, and case study analysis. The schools of Ahvaz city have been selected as the statistical population of this research, and the study intends to improve airflow and ventilation conditions in classrooms through architectural interventions. For this purpose, ANSYS Fluent and Gambit software have been used to perform simulation and analysis using the CFD method. The results of this research indicate that by employing appropriate design strategies, the performance of HVAC systems in classrooms can be improved, and consequently, more favorable conditions for teaching and learning especially in girls' schools can be provided. https://noavaryedu.oerp.ir/article_248076.html This study aimed to examine the geometric thinking levels of eighth-grade students, based on the SOLO taxonomy using the concept of congruent triangles, and to assess their misconceptions at each SOLO level, employing a descriptive-survey method.The statistical population included all female eighth-grade students from public schools in District 2 of Qom city, Considering the size of the population based on the Morgan table, 265 students were selected as the sample using cluster random sampling method. Test measurement tool was the researchermade test consisting of 6 problems at various SOLO taxonomy levels, its reliability was determined using Cronbach's alpha of 0.744. The content validity index (CVI) of the tool was found to be 0.92, which demonstrates acceptable validity of the test. Data analysis was performed using descriptive statistics and inferential statistics. The research results indicated that about 77% of students were able to correctly answer questions at the uni-structural level, approximately 45% for multi-structural level questions, and around 35% for questions involving relational SOLO level. Therefore, most of their thinking was at the uni-structural level. Also, the results showed that students have many misconceptions in each SOLO level regarding the concept of congruent triangles. The results of this study can help teachers, especially teachers who are interested in teaching geometry, in determining students' geometric thinking levels, becoming aware of their common misconceptions at each SOLO level regarding the concept of congruent triangles. These results can also be used for designing accurate assessment tools and providing targeted feedback to students. https://noavaryedu.oerp.ir/article_248096.html The aim of the present study was to investigate the effectiveness of sensory-motor integration training on the cold executive functions of elementary school students. The research method was a quasi-experimental design with a pre-test and post-test design with a control group. The statistical population of this study consisted of all sixth-grade elementary school students in Behshahr city in the 1401-1402 academic semester. 30 students were selected using a non-random sampling method based on the study entry criteria and then randomly assigned to two experimental and control groups (15 students in each group). The experimental group was exposed to sensory-motor integration training for 10 sessions of 45 minutes. Before and after the intervention, both groups answered the computerized tests of Wisconsin cards, Kersey cubes, and Flanker test. The obtained data were analyzed using SPSS-24 software and analysis of covariance test. The results showed that sensory-motor integration training is effective on cold executive functions of elementary school students. https://noavaryedu.oerp.ir/article_248103.html The relationship between the university, as a knowledge-producing institution, and the school, as the primary teaching–learning environment, plays a crucial role in enhancing educational quality, training professional teachers, and fostering meaningful learning. Accordingly, the present study was conducted with the aim of designing and identifying the components of a university–school partnership model with an emphasis on integrating theory and practice. This research is applied in purpose and exploratory qualitative in nature, conducted through a phenomenological approach. The study population consisted of faculty members and experienced teachers, from whom 18 individuals were selected through purposive sampling. Data were collected using semi-structured interviews and analyzed through content and thematic analysis. Validity and reliability were also examined. The results revealed that educational linkages (development of collaborative and professional learning, and practicum), research linkages (research projects and futures studies), strategic linkages (curriculum planning and shared vision), and behavioral linkages (networking, guidance and counseling, and professional ethics) are key components of the university–school partnership model with an emphasis on the integration of theory and practice. Therefore, it is recommended that educational policymakers establish a formal network of collaborative schools that are structurally connected to Farhangian University, in such a way that these schools serve as bases for conducting educational research and hosting the practicum of student teachers. In addition, the establishment of intermediary bodies at the national or regional level is suggested to translate universities’ research findings into practical, school-applicable implementation packages. https://noavaryedu.oerp.ir/article_248373.html Inappropriate and purposeless design of learning environments in game-based education leads to monotonous, non-interactive, and constrained classroom spaces, which significantly diminish students’ motivation and active participation in the learning process. The present study was conducted with the aim of redesigning classroom spaces based on a play-and-learning approach in the first cycle of primary education. A qualitative research design was employed, using thematic analysis as the primary method. In six systematic steps, and through purposive sampling, national and international textual resources on play-based classroom design published between 2000 and 2024 were analyzed. The findings revealed that the proposed play-and-learning classroom design model comprises four main components: principles (challenge-centered, learning-centered, encouraging, interaction-based, and goal-oriented), elements (individual–group alignment, continuity of play, clarity, activity-centeredness, environment- and skill-based focus), features (visual appeal, play-oriented architecture, comfort, and classroom furniture), and tools and materials (motivational tools, learning tools, and environmental tools). The model developed in this study offers a comprehensive and practical framework for redesigning classroom spaces, addressing the limitations of traditional learning environments—such as the lack of alignment between learning principles and physical design, and the shortage of motivational tools—while fostering an interactive and stimulating environment that enhances students’ active engagement in the learning process. https://noavaryedu.oerp.ir/article_248415.html The aim of the present study is to explain the professors' perception of the ethical framework of using artificial intelligence in academic research. This study was conducted with a qualitative approach and phenomenographic method. The statistical population included university professors and experts in the field of artificial intelligence and research ethics, and the sample was selected using a purposive sampling method based on predetermined criteria. The data collection process continued using semi-structured interviews until theoretical saturation was achieved. The resulting data were analyzed using content analysis. The findings were categorized into seven overarching themes, 18 organizing themes, and 56 basic themes. Dimensions such as ethical dimensions in the research process (including components such as transparency in data management, protection of individual rights of participants, and transparency and ethical protection in publishing research results); Ethical standards in the commitment dimension (including components such as the professional commitment of the researcher/researchers in the application of artificial intelligence, ensuring justice and human-centeredness in intelligence-based analyses); structural-contextual ethical standards related to artificial intelligence; property rights in the application of artificial intelligence and dimensions of behavioral ethics in the application of artificial intelligence in academic research were organized. Based on the findings, it can be concluded that attention to creating a charter of ethics in the application of artificial intelligence in academic research in various dimensions will be the basis for organizing the use of this tool in university research. https://noavaryedu.oerp.ir/article_250542.html The aim of the present study was to compare academic vitality and self-directed learning with different methods of virtual education (online, offline, and television) among male junior high school students in Hamadan city. Therefore, a causal-comparative research method was used. The statistical population included all male junior high school students in District 1 of Hamadan city in the academic year 1404-1405. Among them, 210 people were selected using the stratified random sampling method. Data were collected using academic vitality and self-directed learning questionnaires. One-way analysis of variance and Scheffe post hoc test were used to analyze the data. The findings showed that there is a significant difference in academic vitality between students undergoing virtual education in online, offline, and television methods; so that the level of academic vitality in students who benefited from online education was significantly higher than that of students undergoing offline and television education. The results also showed that there was a significant difference between the groups in terms of self-directed learning, and the level of self-directed learning was higher in students under offline and television education than in students under online education. However, no significant difference was observed between the two offline and television groups in the variables of academic vitality and self-directed learning. Based on the findings, it can be concluded that the type of virtual education platform is associated with different patterns of students' academic performance.Keywords: ademic Vitality, Academic Self-Regulation, Virtual Learning, Male Students, Lower Secondary Education, Hamadan City. https://noavaryedu.oerp.ir/article_250828.html The present study aims to explore and identify the goals, learning activities, content, and evaluation of education with an aesthetic approach and with an emphasis on music. This study was conducted in terms of applied purpose, qualitative approach, and Roberts' six-stage synthesis research method. Data analysis was conducted using the method of comparative content analysis with a directional approach. In order to estimate the transferability criterion, purposive sampling method was used. In the reliability criterion, the social adequacy method was used. In the confirmability criterion, the reflective note writing method was used.The findings from the synthesis study are presented in the form of 4 main themes and 47 sub-themes (14 sub-categories of Persian education goals with an aesthetic approach and with an emphasis on music, 14 sub-categories of Persian education learning activities with an aesthetic approach, 9 sub-categories of Persian education content with an aesthetic approach).and with an emphasis on music and 10 subcategories of evaluating Persian education with an aesthetic approach and with an emphasis on music) and a large number of basic themes were classified. The findings from the synthesis study are presented in the form of a model of Persian education with an aesthetic approach and with an emphasis on music. Keywords: Education with an aesthetic approach, art, music, art-centered teaching