Chiman Mostafanejad; Abbas Abbaspour; Samad Borzooian Shirvan; MohammadReza Taghva
Abstract
The aim of this study was to identify the components of professional development of elementary school teachers based on emerging technologies and their self-efficacy. A systematic review method was used to implement it. The article selection process was based on the proposed structure of Prisma. In line ...
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The aim of this study was to identify the components of professional development of elementary school teachers based on emerging technologies and their self-efficacy. A systematic review method was used to implement it. The article selection process was based on the proposed structure of Prisma. In line with the research objectives, reputable scientific databases in the fields of education, information and communication technology, and social sciences that were used by previous researchers in related research were searched. The search keywords in this study were based on the three main concepts of professional development, emerging technologies, and self-efficacy, and using synonym search. The researchers independently conducted the database search process. After reviewing 649 articles based on title and abstract, 190 articles remained as relevant articles. Finally, after final screening and removal of irrelevant articles, 14 articles were selected for use in the research The findings showed that integrating digital technology, strengthening individual beliefs and reducing digital burnout, providing career training and career enrichment through participatory management styles and delegation, changing teachers' attitudes towards professional development processes and strengthening inter-organizational collaborations, optimally using emerging technologies and benefiting from digital educational systems, in addition to improving interactions between learners and teachers, can be considered as a stimulus for improving academic achievements and enhancing the quality of education in educational environments. Finally, removing infrastructural and cultural barriers, inadequate policymaking can pave the way for significant progress in teachers' professional development.
Allah Mohammad Behzad; Abbas Abbaspour; Saeed Ghiasi Nodooshan; Ali Khorsandi Taskoh; samad borzooian
Abstract
This research aimed to develop a quality assurance model for higher education in Afghanistan with a focus on the role of innovative technologies. A qualitative method was employed based on a grounded theory approach in this research. Data collection tool included semi-structured interviews, and in-depth ...
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This research aimed to develop a quality assurance model for higher education in Afghanistan with a focus on the role of innovative technologies. A qualitative method was employed based on a grounded theory approach in this research. Data collection tool included semi-structured interviews, and in-depth interviews were conducted with 16 members of quality assurance committees of public universities in Kabul city until theoretical saturation was reached. Purposeful sampling method was employed, and individuals were selected using snowball sampling method. Based on the findings, 487 initial codes, 187 concepts, and 30 sub-categories were identified in the coding stage. Then, in the axial coding stage, sub-categories and concepts were related to each other, and finally, selective coding was conducted following Strauss and Corbin’s paradigmatic pattern. The components of accountability, competitiveness, transformation of humanities, indigenization, economic factors, and quality assurance process of evaluation were identified as causal conditions; goal structure and educational program, faculties capacity, student capabilities, university environment, and infrastructure were identified as contextual conditions; and scarcity of financial resources, study resources, administrative bureaucracy, faculty/student situation, information technology, and indigenous quality assurance model were identified as intervening conditions. Continuous assessment, curriculum planning, faculty empowerment, effective communication, strengthening university-community and industry relations were categorized as strategies, and individual, organizational, and extra-organizational outcomes were classified as Consequences. Ultimately, the results of this research indicated that quality assurance in higher education in Afghanistan depends on the existence of specialized individuals, allocation of necessary resources, leadership support, and the level of independence of universities.
