This is to inform the respected professors, students, and researchers that the Journal of Educational Technologies in Learning will continue its activity in the new period of its scientific activity by using the national and international specialized team and with the cooperation and participation of the Iranian Educational Technology Association. Therefore, you can help us by sending your scientific and research articles during the magazine's activity.
Abstract Industry 4.0, as the fourth industrial revolution, has brought about a profound transformation in production methods and process management. Industry 4.0 refers to establishing connections between the physical and digital worlds, decentralizing business processes, and making product production and service delivery processes smarter and more efficient, using advanced technologies such as the Internet of Things, blockchain, and cyber-physical systems. The purpose of this research is to identify and prioritize Industry 4.0 technologies that affect the quality of education. In the present study, initially, 8 criteria for selecting Industry 4.0 technologies were identified based on a literature review, including cost-effectiveness, relevance to educational needs, ease of use and learning, compatibility, security, commitment to quality, relevance to organizational culture, and sustainability and upgradeability. Subsequently, the fuzzy Delphi approach was used to confirm or reject the eight identified criteria. In addition to confirming the eight criteria mentioned, two criteria of energy consumption and carbon emissions and compliance with ethical and legal considerations were added to the eight criteria identified by the experts. The experts in this study were teachers and university professors in Isfahan, 27 of whom were selected using the snowball sampling method. The results of this study showed that cloud computing technology, the Internet of Things, and artificial intelligence and machine learning are the top three technologies among Industry 4.0 technologies that affect the quality of education.
Nora Darjazini, Mohammad Hossein Zarghami, Reza Ghorban Jahromi, Leila Shobeiry
Abstract This study investigates the structure of lexical and syntactic latent factors in responses to English comprehension questions using unsupervised machine learning techniques. The research design is quantitative modeling in the form of a causal-comparative design. Data were collected from 360 second-language learners through written and oral responses. A total of 260 lexical and syntactic features were extracted from the data. Four factors were identified for both oral and written data, explaining over 50% of the variance in reading comprehension scores. The factors were interpreted as follows: Factor 1 (oral): grammatical complexity, Factor 2 (oral): lexical complexity, Factor 3 (oral): specificity and similarity of words, Factor 4 (oral): lexical diversity. Factor 1 (written): grammatical complexity, Factor 2 (written): vocabulary diversity, Factor 3 (written): clause complexity, Factor 4 (written): word specificity. Multiple regression analysis showed that the third factor (specificity and similarity of words) was the only significant predictor of reading comprehension in the oral data, while factors 1 (grammatical complexity), 3 (clause complexity), and 4 (word specificity) were significant predictors in the written data. These findings suggest that the use of specific and similar words is associated with higher reading comprehension in both oral and written responses, while grammatical complexity and vocabulary diversity have different relationships with reading comprehension depending on the mode of response. The study provides valuable insights into the underlying factors that contribute to reading comprehension in second language learners and has implications for the development of more effective reading instruction and assessment methods.
Abstract Introduction: Recent developments in the field of artificial intelligence (AI) learning have had significant effects on various aspects of human life. In this research, the effect of artificial intelligence learning on problem solving skills, critical thinking, creativity and identity in children aged 7 to 12 has been investigated. Methodology: This study was conducted using experimental research method and quasi-experimental design. The statistical population included children aged 7 to 12 in primary schools in a particular region. To collect data from various tools including standardized questionnaires, analytical tests and semi-structured interviews. Findings: The results showed that artificial intelligence-based education had a significant positive effect on children's problem-solving skills, critical thinking, and creativity. Also, children in the experimental group had a stronger identity than the control group. These findings show that artificial intelligence learning can significantly improve these skills and aspects of Also, children in the experimental group had a stronger identity than the control group.
Abstract This research has investigated the amount of vocabulary learning through reading comprehension of short stories and direct teaching. For this purpose, 30 male and female Farsi learners were selected and randomly divided into two groups of 15 people. Both groups were given a short story containing 10 new words. In one group, Persian learners read the story to understand the content and were not aware of the assessment afterward, but in the control group, Persian learners were told that after teaching these words, they will be tested and their knowledge of vocabulary was measured. In this experimental research, the descriptive analysis of data was based on mean, standard deviation. Inferential analysis of data was performed based on the comparison test of the mean of two independent groups (independent t) and also the comparison test of two dependent groups (paired t).The results showed that the Persian learners in the experimental group memorized words for a longer period of time, on the other hand, in the intentional learning of Persian, they kept more words in memory in a short period. Therefore, if the goal of language learning is short-term, intentional learning works better. But if the long-term goal is a deeper understanding of vocabulary, incidental learning works much better.
Mohammad Taghi Zaeri, Esmaeil Zaraii Zavaraki, Parviz Sharifidaramadi, Ali Delavar
Abstract This research was conducted with the aim of determining "the effect of the learning package model based on the blended approach on the learning rate of students with visual impairment in the first period of elementary school in experimental sciences". To measure the effectiveness of this model, a quasi-experimental design with pre-test-post-test and two experimental and control groups was used. The statistical population included all students with visual impairment in the first period of elementary school. 19 students from the third grade in the academic year of 1402-1403 were selected in a purposeful and accessible manner. In this research, a blended approach (face-to-face and virtual) was used. At first, the learning package was designed and prepared, then it was used in the teaching-learning process. The measurement of students' learning was done with a researcher-made test. Mean and standard deviation were used for descriptive statistics and covariance analysis was used for inferential statistics. The results obtained from the data analysis of the research hypothesis showed that after removing the pre-test (adjusted mean), there is a significant difference between the average learning scores in the post-test phase (P<0.001) and the research hypothesis was confirmed. According to the research results, it can be said that the learning package model is effective for visually impaired students. Therefore, it is suggested to use this model in order to prepare, produce and apply the learning package for students with visual impairment.
Abstract The purpose of this research is the effect of gamification on memory, academic vitality and the teaching and learning process in senior female students of Allameh Tabatabai University in Tehran. This research is applied in terms of purpose and survey in terms of descriptive method. The statistical population of the research was all senior female students of Allameh Tabatabai University of Tehran (management majors), of which 305 people were selected as the sample size by simple random sampling. The data collection tool was a standard questionnaire. The content validity of the questionnaire was confirmed by a group of experts. Also, in order to check the validity of the structure, three indices of composite reliability, extracted mean variance and factor load were used, and to measure reliability and reliability, Cronbach's alpha coefficient was used using SPSS26 software, which was calculated to be more than 0.7. The results of the research with PLS software show that the use of gamification methods can improve the memory and academic vitality of students and also improve their teaching and learning process. These findings show that gamification can be used as an effective tool to improve students' academic performance.
Abstract The research with purpose identifying indicators of student teachers learning activities in curriculum of technology knowledge of elementary education and amount of attention to them was done. Design was combination of sequential exploratory type. In qualitative section, phenomenological method and in quantitative section, descriptive-survey method was used. Statistical population in qualitative section is professors and experts in field of technology based learning activities and in quantitative section, student teachers in field of elementary education. In qualitative section, 15 people were selected through purposive sampling and in quantitative section, 227 people were selected through stratified random sampling. Research data were collected through semi-structured interviews and researcher-made questionnaires. Determine validity of interview questions and questionnaire, face and content validity and Cronbach's alpha coefficient were used to estimate reliability of questionnaire. Thematic analysis method was used to analyze data in qualitative section, and descriptive and inferential statistics were used in quantitative section. Findings of research in qualitative section showed that indicators of learning activities in science and technology curriculum of field of elementary education included themes of independent learning, doing homework, active participation in education process, interaction with professors, access to different course content, sharing and skill and ability of student teachers in teaching using new educational technologies. Results of quantitative section also showed that level of attention paid to indicators of student teachers learning activities in curriculum of technology knowledge is at low level. Therefore, it is necessary to pay attention to technological knowledge in consolidated way in performing learning activities.
Abstract The aim of this research is to study the fundamentals of competency-based course outline, which has been implemented in the case of revision syllabus of Master's degree program in Educational Technology. The dominant approach in the research is qualitative. In the first stage, the relevant sources about competency-based curriculum were analyzed with the descriptive analytical method. In the second stage, a qualitative interview was conducted with several faculty members of the Educational Technology department who had completed the Master's degree program in Educational Technology. The interview themes included four important criteria in development and revising curriculum from the Supreme Council for Cultural Revolution: efficiency, updating, localization, and Islamization, and the required competencies (knowledge, skills, and personal attitudes) for graduates of the Educational Technology program. The interview texts were transcribed, and then open, subcomponent and component codes were identified with the MAXQDA software. The analysis method for analyzing of interview was inductive content analysis, and the unit of analysis was the thematic content. Based on the interview results and comparative studies on the Master's-syllabus of Educational Technology in international universities was identified the title of lessons in Master's-course. The results of the research determines that the elimination of the Educational Technology specialization from the Bachelor's program and the lack of related specializations in Master's-course reduces the efficiency of the graduates
Sara Baniamerian, Esmaeil Zaraii Zavaraki, Mahdi Vahedi, Mohammad Reza Nili Ahmadabadi, Ali Delavar
Abstract The present study was conducted with the aim of evaluating the current state of research in relation to STEAM education for gifted students in elementary school. This study was conducted as a systematic review to analyze (1) how STEAM education is used for gifted students, (2) opportunities and challenges in this type of education, and (3) the impact of STEAM education implementation on the progress of gifted students. A search was conducted in reputative databases including Scopus, Web of Science, and Wiley for articles published from 2010 to 2023. After the initial screening steps, among the 634 extracted articles, finally 17 articles were selected according to the research criteria. In this review, various dimensions including methods, participants, data collection tools, and research fields have been examined. The results of the research reveal that STEAM education can play an important role in promoting the learning and ability of elementary gifted students, and despite various challenges, there are various opportunities to strengthen it in the future.
Abstract The purpose of this research is to impact of a persian language learning program based on an blended learning approach on the motivation and academic progress of high-functioning autistic students. The statistical population of this study consists of all high-functioning autistic first-grade boys and girls in Ardabil city. For sampling in this study, 24 students were selected using the available sampling method, which included 12 girls and 12 boys who were randomly assigned to experimental and control groups. the research implementation method was as follows: Initially, the academic motivation checklist and a teacher-made pre-test for first-grade Persian were administered to both groups. Then, the experimental group experienced Persian language lessons using a blended learning approach with the Quia and Shad platforms alongside face-to-face education for 15 sessions. Additionally, the experimental group attended in-person classes every two sessions for further education and troubleshooting.. However, the control group received the Persian language lessons solely through traditional and face-to-face education. after 15 sessions, the academic motivation checklist and the academic achievement test in Persian were administered to both groups. The data were analyzed using SPSS software (covariance analysis and independent t-test), yielding the following results: Students who were taught using the blended learning course showed increased academic motivation. Additionally, the level of learning in the Persian language of these students was higher compared to those who received traditional face-to-face education, and they performed better.
Abstract This study conducts a systematic review following the PRISMA guidelines to explore music education for gifted and talented students. The research aims to delineate the identification methodologies, educational strategies, relevant technologies, prevailing challenges, and constructive recommendations within the ambit of gifted and talented education. A comprehensive systematic search yielded a dataset of 1,464 articles, from which 37 were selected for detailed analysis based on stringent criteria. The analysis reveals a rich tapestry of research in the domain, showcasing a variety of approaches to identifying and educating musically gifted and talented students. Despite the breadth of research and the diversity of methods applied, the field lacks a unified, standardized model. The integration of appropriate technologies has been shown to significantly enhance creative thought, social, and emotional skills among these students. However, the research identifies several challenges, including time management, the need for continuous improvement, and various physical and financial constraints. To address these issues, the study proposes several recommendations: the adoption of innovative technologies to foster creativity and motivation; specialized training for educators to effectively utilize these technologies; the development of adaptable curricular frameworks and models; the implementation of inventive music projects; and fostering collaborations with music professionals. These recommendations aim to enrich the educational landscape for gifted and talented students, ensuring a nurturing environment that promotes their exceptional abilities.
Hamid Reza Ghorbani, Esmaeil Zarei Zavaraki, Mahdi Vahedi, Mohammad Reza Nili Ahmad abadi, Ali Delavar
Abstract Introduction: Technological education as one of the educational areas of the fundamental transformation of education should initially be established for teachers so that these technological teachers can provide opportunities for their students to be educated in this area. Therefore, the present study sought to identify the components and subcomponents of technological education and to draw a learning model for this issue for student teachers at Farhangian University. Materials and Methods: The method of this research is mixed. In the qualitative part, inductive content analysis was used, and in the quantitative part, experts' opinions were used. The statistical population in the qualitative part was written sources and the content of professors' interviews, and in the quantitative part, experts. The selection of samples in both parts was purposeful. Data collection in the qualitative part was carried out using content analysis of sources, and in the quantitative part, using a researcher-made questionnaire. Findings: According to the content analysis, five main layers were identified and a conceptual and process model of technological education was presented. These categories include: theoretical components of technological education, steps that underlie the technological environment, characteristics of the technological environment, factors involved in technological education, and the outcome of technological education. Conclusion: The results of internal validation based on the opinions of experts have shown that the presented learning model based on technological education has a desirable internal validity and has the necessary effectiveness for students and teachers of Farhangian University. sought
Abstract This study aims to analyze the experiences and perspectives of university faculty members regarding the use of intelligent chatbots as virtual assistants to respond to student questions in blended learning environments. A qualitative research approach using phenomenological methodology was employed. Thematic analysis was used to interpret the collected data. The potential participants included faculty members from universities and higher education institutions specializing in educational technology, distance education, and information and communication technologies in higher education. Participants were selected through purposive and criterion-based sampling. Based on the principle of theoretical saturation, 18 faculty members from universities such as University of Tehran, Allameh Tabataba'i, Shahid Beheshti, Tarbiat Modares, Shahid Rajaee Teacher Training University, Payame Noor University, Bu-Ali Sina, and Arak University were interviewed.Data were collected through semi-structured interviews and analyzed using thematic coding. The findings revealed that faculty members’ lived experiences could be categorized into 22 basic themes and 10 organizing themes. The main themes included: (1) the impact of chatbots on teaching efficiency, (2) privacy and security concerns, (3) trust in technology, (4) the use of chatbots in online courses, (5) the effect of chatbots on human interaction, (6) faculty training and readiness to use chatbots, (7) challenges and limitations in chatbot usage, and (8) perceived benefits of chatbots for instructors.arning environments.
اسماعیل فیروزی, Esmaeil Zaraii Zavaraki, Mohammad Reza Nili, Fatemeh Jafarkhani, Mohammad Reza Falsafinejad
Abstract This study was conducted with the aim of designing an Instructional model based on mobile learning for multi-grade elementary classes. In order to achieve the research goal, the Thematic analysis method was used. In this study, articles that were selected in a purposeful manner were analyzed. For this purpose, semi-structured interviews were used with 10 experienced teachers of multi-grade elementary classes. The statistical sample for determining the components of the model was 11 articles related to mobile learning and multi-grade elementary classes. The statistical sample for the internal validation stage of the model was 15 Instructional technology specialists and multi-grade elementary classes who were selected purposefully. After qualitative analysis and code extraction, 7 components and 22 sub-components were presented in the form of an Instructional model. First, a conceptual model that included all these elements was designed, and then a process model that is a practical and applicable model was designed and developed. To examine the internal validation of the proposed model, a researcher-made questionnaire was used. Its validity was confirmed by experts and its reliability was obtained using Cronbach's alpha coefficient of 96%. The results of the internal validation of the model show that all the criteria of the proposed model have achieved an average of above 4, and in other words, it can be said that the model is approved by experts.
Abstract This research designed to investigate effect of technical and managerial artificial intelligence on organizational innovation with the moderating role of digital organizational culture in Manojan training and education.This inquiry is an applied-base objective , a correlation-base nature/ methodology.The population comprises all the employees of the above organization , the number of them added up to 1300 individuals in 2025. The sample includes 297 subjects based upon Krejcie & Morgan Table (1970) which appointed in proportionate stratified random sampling. The data collection tools were three standard questionnaires: Mikalef & Gupta's (2021) Artificial Intelligence Skills, Martinez Caro et al's (2020) Digital Organizational Culture, and Božič & Dimovski's (2019) Organizational Innovation Questionnaire.The data analysis has been done through structural equations.The findings show that: The technical and managerial artificial intelligence is significantly via moderating role of digital organizational culture linked to organizational innovation. Artificial intelligence is a powerful tool for innovation in education, but its potential will only be realized if it is approached with a holistic and strategic approach, with special attention to digital organizational culture and implementation challenges. By investing in digital skills training and development, creating the necessary infrastructure, and developing ethical frameworks, education departments can harness the benefits of AI to improve the quality of education and create an innovative education system.
Reza Mir Arab Razi, sadegh ahmadi, Davoud Tahmasebzadeh sheikhlar, amin Parvari
Abstract Paying attention to the individual differences of students in education from the very beginning can provide the basis for their development in accordance with their needs and talents. In this regard, the advancement of artificial intelligence technology can be promising in this regard by collecting unique data on each student. Therefore, this research was conducted with the aim of assessing the feasibility of applying artificial intelligence in selecting and organizing the content of textbooks in accordance with the individual differences of elementary school students. The research approach is qualitative and descriptive phenomenological. Among the experts, educational administrators, and teachers who had expertise in the field of artificial intelligence, 14 people were selected using a purposeful snowball sampling method until theoretical saturation of the data was reached. Analysis of semi-structured interviews was performed manually using the Colaizzi method. From the data analysis, 506 important phrases were extracted and formulated into 45 semantic units. Finally, the common semantic units were grouped into more general categories, resulting in the findings of the study, which showed 4 main themes and 44 subthemes. The main themes extracted were: general framework, consequences, solutions, and obstacles and challenges. According to the findings, it can be concluded that artificial intelligence can be helpful in selecting and organizing textbook content in accordance with the individual differences of elementary school students, but there is a need to overcome obstacles and challenges in this regard.
Mohammad Neisari, Seyed Rasul Hosseini, Ali Badizadeh
Abstract Universities have undergone three evolutionary generations in their development. In the third generation, universities consider social, economic, and entrepreneurial activities as part of their mission, in addition to education and research. The aim of this study is to design an entrepreneurial performance evaluating model for selected universities of Iran. This research employed a mixed-methods approach with an exploratory design in two stages. 1.Qualitative Stage: a grounded theory method through semi-structured interviews with experts. Thematic analysis was performed using the Strauss and Corbin approach with MAXQDA software. After validation by a focus group, the dimensions, components, and indicators of the entrepreneurial performance model were identified. 2.Quantitative Stage: A researcher-made questionnaire, derived from the qualitative phase, was distributed among a sample of 57 experts. The questionnaire’s convergent validity and reliability were assessed using Cronbach's alpha, Rho coefficient, composite reliability, and average variance extracted (AVE). Discriminant validity was evaluated using the HTMT criterion. Quantitative data were analyzed using SPSS and Smart PLS software. The resulting model from this study indicated that causal factors influencing the evaluation of entrepreneurial performance include: culture, opportunities, entrepreneurial conditions and structures, educational and research systems, and capabilities. Contextual factors consist of key stakeholders and barriers, which act as intervening conditions affecting the desirability of entrepreneurial performance evaluation. Strategies such as evaluating university-industry-community relationships, entrepreneurial structures and processes, and entrepreneurial activities lead to outcomes like development, revenue generation, technological units, outputs, and long-term socio-economic impacts. These ultimately form the entrepreneurial performance evaluation model of the selected Iranian universities.
ahmad ahmadi, Esmaeil Zaraii Zavaraki, Parviz Sharifidaramadi, Hassan Rashidi, Ali Delavar
Abstract Evaluating research advancements in trust in robots and exploring whether recent methodological developments can contribute to trustworthy robot development is crucial. This study conducted a systematic review of six years of research (2018-2024) on social robots in ASD education. Using relevant keywords, the Scopus database was searched. An initial search identified 502 documents. Using Kitchenham's guidelines, 121 relevant studies were selected in the initial screening stage. Finally, 30 studies were included in the analysis after reviewing the full text of the articles and assessing their quality. The analysis revealed that social robots offer benefits like engagement, simplicity, predictability, and motivation to individuals with ASD. However, challenges remain regarding trust in robots in real-world human-robot interaction settings. Four key challenges identified include trust measurement, bridging trustworthy robots and human trust, rich trust models for real-world scenarios, and robot appearance. This study explored recent advancements in psychology, trustworthy systems, robot ethics, and deep learning and their potential to provide solutions to these challenges.
Abstract The purpose of the present study was to investigate the impact of gamification on the self-directed learning ability of sixth-grade male students in mathematics. This research had an applied objective and utilized a quasi-experimental method with a pretest-posttest design including a control group. The data collection tool was Fisher's self-directed learning questionnaire. The statistical population included all sixth-grade students in Joybar city in 2023-2024. Using the convenience sampling method, 36 students were selected from two schools in Joybar city and randomly assigned to two experimental and control groups of 18 students. The experimental group engaged in learning in a gamified environment for 8 45-minute sessions. Descriptive statistics and analysis of covariance were used to analyze the data. The findings showed that the mean scores of students' self-directed learning ability in the gamified group had a significant increase of .19 compared to the control group. Additionally, the results of analysis of covariance indicated that gamification had a significant effect on self-directed learning (f=47.6, sig=.016), self-management component (f=41.7, sig=.01), motivation in learning (f=61.3, sig=.066), and self-control (f=25.11, sig=.002). The results showed that the use of gamification has a positive impact on the self-directed learning ability of sixth-grade male students in math class and on all three components of self-directed learning ability, including self-management, self-control, and motivation in learning.
Abstract هدف از پژوهش حاضر، بررسی نظاممند فناوریهای کمکی مبتنی بر هوش مصنوعی (AI) است که به منظور بهبود کیفیت زندگی افراد دارای آسیب بینایی طراحی شدهاند. با توجه به رشد سریع تکنولوژی و نقش فزاینده هوش مصنوعی در توسعه ابزارهای هوشمند، این مطالعه تلاش میکند تا ضمن شناسایی و طبقهبندی فناوریهای موجود، فرصتها و چالشهای موجود در کاربرد آنها را تحلیل کند. روش تحقیق این مطالعه از نوع مرور نظاممند است. فرآیند انتخاب و تحلیل مقالات بر اساس دستورالعمل پریزما انجام شد و ارزیابی کیفیت مقالات با استفاده از چکلیست بتن صورت گرفت. از بین 40 مقاله اولیه، 23 مورد با معیارهای ورود مطابقت داشتند و وارد تحلیل نهایی شدند. یافتهها نشان داد که فناوریهای مبتنی بر هوش مصنوعی در حوزههایی چون شناسایی اشیاء، تشخیص چهره، خواندن متون، ناوبری، هشدار محیطی و تعامل اجتماعی نقش مؤثری دارند. ابزارهایی مانند عینکهای هوشمند، اپلیکیشنهای موبایلی، دستگاههای پوشیدنی، عصاهای مجهز به مکان یاب، حسگرهای هوشمند و سامانههای تشخیص متن از تصویر مورد بررسی قرار گرفتند. نتیجهگیری پژوهش بیانگر آن است که فناوریهای کمکی مبتنی بر هوش مصنوعی، تحولی اساسی در زندگی افراد نابینا و کمبینا ایجاد کردهاند و به عنوان ابزاری توانمندساز، پتانسیل بالایی در ارتقای کیفیت زندگی آنها دارند. با این وجود، نیاز به انجام پژوهشهای بیشتر با مشارکت مستقیم کاربران، آزمونهای میدانی در شرایط واقعی، و توسعه طراحیهای کاربرمحور همچنان احساس میشود. همچنین، حمایت سیاستگذاران و طراحان شهری برای ادغام این فناوریها در محیطهای عمومی ضروری است.
Abstract The aim of the present study was to understand the culture of virtual education in higher education. This research was conducted using the phenomenological method and the purposive sampling method . The data collection tool was the use of semi-structured interviews. The data analysis method was carried out using thematic analysis.. The analysis of the interviews indicated 1 overarching theme, 3 first-level organizing themes, 11 second-level organizing themes, and 25 basic themes. The results of the study indicated that the influential items in the culture of virtual education in higher education include increasing the volume of scientific interactions, accelerating scientific interactions, eliminating traditional barriers to scientific interactions, bringing intra-university scientific circles closer together, networking between university professors, increasing interdisciplinary communications within the university, increasing communications between different universities, increasing communications between professors from different universities, increasing international scientific interactions, accelerating knowledge sharing with international scientific communities, using new communication methods in scientific exchanges, improving and increasing the efficiency of communication between professors, reducing compliance with scientific standards and obligations among professors, increasing superficial knowledge among professors, increasing plagiarism, improving the teaching process, improving knowledge production using new methods, participatory teaching, lack of emotional touch of the professor by the student, loss of emotional life between professor and student, lack of presence and emotional support of professors towards each other, individual emotional life of professors in teaching, loss of the common emotional courtyard between professors, lifelessness of the physical space of the university, meaningless Becoming the physical body of the university
Abstract This research, with a mixed approach, seeks to validate and develop a model for the quality of primary education with an emphasis on the role of emerging technologies. In the qualitative part, data were collected through semi-structured interviews with 17 experts in the field of education and technology and analyzed using the grounded theory method. After achieving theoretical saturation, the coding of the interviews led to the identification of 264 open codes, 22 central categories, 6 general categories, and 134 basic concepts related to the model of quality of primary education in the era of emerging technologies. These findings provide a deeper understanding of the factors affecting the quality of primary education and the role of technology in improving it. In the quantitative part, a researcher-made questionnaire and cluster sampling method were used. The statistical population was elementary schools in Tehran city. The results of the research indicate that improving the quality of primary education by utilizing emerging technologies requires comprehensive attention to the identified factors and creating coordination between them. These results can help policymakers, administrators, and teachers improve primary education based on emerging technologies. Keywords: Elementary Education, Educational Quality, Emerging Technologies, Artificial intelligence. Grounded Theory.
Maryam Ghorbani, MohammadReza NiliAhmadabadi, Esmaeil ZAreizavaraki, Abas Abaspour, Mohammad Asgari
Abstract Education is an inseparable part of human activities and will continue in all normal, special and critical conditions. Therefore, the present study was conducted with the aim of providing an optimal educational model in special conditions such as the Corona pandemic. The present study is a qualitative research and synthesis study. The statistical population of the study included all valid scientific articles published in reputable ministerial journals between 1398 and 1404 and in the field of higher education. Finally, 11 regularly saturated studies were selected for synthesis. The research findings showed that the educational models used have 13 components: motivation and anxiety, teaching, evaluation, technology, skills, elements of education and classroom, support, professors, students, interactions, prerequisites, educational objectives and content. The optimal educational model should also include things such as highly flexible teaching methods, as well as prior preparation, continuous evaluation of the entire educational model in addition to evaluating the level of learning of learners, an automatically updated system synchronized with modern technologies in the form of an educational rescue bag for crisis situations.
Mina Farajpour, Esmaeil Zaraii Zavaraki, Parviz Sharifi Daramadi
Abstract Visual perception, as one of the key components of learning, plays an important role in children’s academic development. This study aimed to analyze visual perceptual skills and their subcomponents in preschool children at risk of specific learning disorder using the Frostig Developmental Test of Visual Perception. This research was a descriptive cross-sectional study with a comparative analytical approach. The statistical population consisted of preschool children at risk of specific learning disorder attending preschool centers in Darab during the 2023–2024 academic year. Using purposive sampling and the Steele Learning Disability Symptoms Questionnaire (Steele, 2004), 16 children (8 girls and 8 boys) were selected. Data were collected and analyzed using the Frostig test. The results showed that the mean perceptual quotient of the children (81.8) was below the established norm, with a notable weakness observed in the figure-ground perception component. Girls performed better than boys in most visual perception components, especially figure-ground perception. In conclusion, the findings highlight the need for targeted educational interventions to strengthen visual perceptual skills, particularly in children at risk of specific learning disorder.
Abstract The aim of the present study is to analyze the content of studies related to teachers' digital competence with a systematic approach in order to identify the current situation, effective factors and solutions for its improvement. The research population consisted of 41 domestic and foreign scientific articles published between 2015 and 2025, which were examined using the qualitative content analysis method and MAXQDA software. The coding process consisted of three stages: primary codes, sub-codes and final themes. The findings in response to the three research questions indicate that the level of teachers' digital competence is assessed as average in most studies and weaknesses are observed, especially in the dimensions of "learner empowerment" and "professional participation". The factors affecting this competence were categorized into two categories: individual (such as self-efficacy, attitude towards technology and professional experience) and organizational (such as infrastructure, policy-making and support from managers). Strategies for improving digital competence, including continuous professional training, the use of standard frameworks such as DigCompEdu, and their localization to suit the cultural context of the countries, were also reported. The results of this analysis show that the sustainable improvement of teachers' digital competence requires planning at three levels: individual, institutional, and structural, so that technology becomes part of teachers' professional identity in teaching and learning, not just a side tool in the teaching process.
Abstract The purpose of this systematic study was to examine the impact of augmented reality (AR) technology on students’ problem-solving skills and to determine how this technology contributes to improving their ability to solve complex problems. To achieve this goal, an extensive search was conducted in reputable scientific databases, including Scopus and Web of Science, and based on rigorous inclusion and exclusion criteria, nine relevant studies were selected and thoroughly analyzed. The results revealed that augmented reality has a positive effect on student learning; specifically, this technology enhances conceptual understanding, strengthens critical thinking, increases learning motivation, and improves problem-solving performance. By creating interactive and engaging learning environments, AR facilitates active and collaborative learning, although challenges such as technical limitations and the need for teacher training were also identified. In light of these findings, the use of augmented reality as an innovative and powerful educational tool can bring about a significant transformation in the learning process and the development of students’ problem-solving skills. Therefore, the implementation of this technology in educational settings is strongly recommended.
Abstract The present study was conducted with the aim of designing and validating a model for university e-textbook based on the constructivist approach to teaching and learning. To achieve this goal, an inductive qualitative content analysis method was employed. The statistical population included all research findings related to the topic, published in national and international scientific databases. Using purposive sampling, 37 paper were selected and analyzed. The analysis and extraction of findings were carried out in three stages—sample codes, subcategories, and main categories—according to the Corbin and Strauss method. As a result of this analysis, eight main components were identified: creating a context for constructing real knowledge, learner-centered content, content demonstration, knowledge activation, social interaction context, content support, application context, and multiple evaluation and feedback. Based on expert opinions and relevant theoretical foundations, the arrangement of components was determined, and the university e-textbook model based on constructivism approach was designed. Using a researcher-made e-questionnaire with 10 items, 20 specialists and experts in instructional design and technology validated the model. The criterion for selecting experts was the authorship of at least one scientific article on the constructivism approach m. The data obtained from expert opinions were analyzed using descriptive and inferential statistics (one-sample t-test) through SPSS software, and the model’s validity was confirmed. Finally, based on the model’s components, practical guidelines for designing university e-textbook were developed. It is expected that the use of this model in designing university e-textbook content will help facilitate effective learning from textbooks.
mohammad jafarian jazi, zahra sabaqian, mojtaba moazami
Abstract Background and Objectives: Given the need for universities and educational institutions in Iran to adapt to different learning methods and new online educational plans to ensure quality in providing services to users and adapting to technological spaces that grow and develop online, conducting research on providing a native model of Massive Open Online Courses(MOOCs)at Farhangian University is aimed at creating a conceptual framework and developing its theoretical foundations. Methods:The method of this research is a qualitative research that was conducted using a descriptive grounded theory approach.The participants in this study were 16 experts from the academic scientific community and higher education specialists in the field of mass open online courses and administrators of Farhangian University.All individuals in the study sample were selected using a purposive sampling method using the snowball technique and based on their experience and general familiarity with the subject.Data were collected through interviews, using a generalization-driven method and in a semi-structured manner, and continued until theoretical saturation was reached. The data were analyzed using the inductive content analysis method at three open, axial, and selective levels. Findings:It is based on the grounded theory method, which was analyzed in five dimensions of social, individual, technical, attitudinal, and cultural competence and learning.These environmental factors (effective learning) are formed based on causal conditions and lead to strategies for the indigenous implementation methods of MOOC. Conclusion:Farhangian University can provide a suitable platform for this innovation in the field of teaching and learning by taking appropriate measures in line with these challenges.
Abstract The aim of this research was to present and explain school principals' scenarios for setting up virtual laboratories based on artificial intelligence. The research was conducted using a multi-method approach (futures research of the type of scenario writing and grounded theory). The research field consisted of all professors in the fields of educational management and artificial intelligence technology and articles published in the period 2020-2026 for foreign articles and 2025 for Iranian articles. Purposive sampling was carried out to the extent of saturation and sufficiency of information, with 29 articles and 18 expert professors. The research tool included in-depth interviews and reading the text of the articles. Validation was carried out using a three-way method. In general, the results showed that the scenarios for setting up virtual laboratories based on artificial intelligence in schools are a 2×2 matrix: the first scenario is "digital advance", the second scenario is "gradual movement scenario", the third scenario is "technology suspension", and the fourth scenario is "low-cost innovation". Overall, the combination of these four scenarios shows that schools, depending on their level of digital readiness and resources, oscillate between accelerating technological transformation and gradually cautiously adopting AI-based virtual labs, and no single path dominates all environments.
Aref Shams, Seyed Abdollah Amin Mousavi, Mohammad Malekinia
Abstract With the rapid expansion of emerging technologies, especially artificial intelligence (AI), transforming teaching-learning methods and educational management systems has become increasingly essential. This study aimed to identify and explain the factors influencing AI innovation adoption in education-oriented organizations, with a focus on higher education. The research was conducted using a qualitative meta-synthesis method based on Sandelowski and Barroso’s seven-step model. Initially, through a systematic search in reputable national and international scientific databases in both Persian and English, 1,279 articles published between 2015 and 2025 were reviewed. Ultimately, 61 articles were selected for final analysis using the CASP appraisal tool. Data were extracted and categorized using a construct-variable approach grounded in multiple theoretical frameworks derived from the selected articles, such as TAM, UTAUT, TOE, TRI, and others. To validate the findings, the fuzzy Delphi technique was employed. The results revealed six main constructs as influential factors: digital motivational engines (individual domain), technology interaction protocols (technological domain), organizational synchronization engines (organizational domain), environmental adaptation networks (environmental domain), digital cognitive and emotional thresholds (cognitive-emotional domain), and smart adaptability factors (adaptive domain). The proposed conceptual model can assist educational policymakers, managers, and designers of smart learning environments in localizing and implementing effective strategies. Based on the findings, recommendations are presented to facilitate the adoption of AI innovations in higher education systems.
Abstract In the ever-evolving landscape of 21st century education, the blended learning environment has emerged as an innovative paradigm that converges the constructive presence of the elementary student in the traditional environment with the virtual environment. The aim of this research is to design a model for promoting constructive presence in elementary blended learning environments. This research was applied from the perspective of purpose; qualitative from the perspective of data; and meta-synthesis research with the seven-stage procedure of Sandelowski and Barroso (2006). Specific keywords were collected from Noormags, Magiran, Civilica, Ganj; Elmnet; IJET, Eric, Scopus, Science Direct, and Google Scholar. After screening, 26 studies were finally selected, and then the 6-stage model was concluded with coding and content analysis. The resulting model, including the stages of educational design and organization, facilitating discourse, meaningful instruction, emotional support, collaborative learning activities, and continuous assessment and feedback based on five categories: professional development, student participation, social participation, technological support, and continuous improvement, can increase the constructive presence of elementary school students in the blended learning environment. By following this model, educators and policymakers can provide strategies that foster constructivist presence in elementary schools blended learning environments.
Abstract In today’s digital world, familiarity with digital skills and adherence to the principles of security, etiquette, and cyberspace regulations are an inevitable necessity for students. The present study was conducted with the aim of examining the extent of attention to digital literacy components in middle school work and technology textbooks. This study employed the content analysis method and utilized the Shannon entropy technique. The research data were extracted from the content of the work and technology textbooks for the lower secondary level and classified based on defined indicators within eight main components of digital literacy. Subsequently, the level of attention to each component was evaluated by calculating normalized weights and ranking the indicators. The findings show that the components of “digital literacy” and “digital communication” received the highest attention in the content of the textbooks, while “digital security,” “digital rights and responsibilities,” “digital commerce,” and “digital health and well-being” had the lowest content coverage. Moreover, indicators such as internet connectivity, the use of browsers, and search engines were of higher importance, whereas topics such as e-commerce regulations and privacy protection, despite their fundamental importance, received less attention. Given the growing role of digital skills in everyday life and the educational system, revising and updating textbook content to align with the requirements of the digital world seems to be an undeniable necessity.
Abstract The present study aims to examine the effect of using Artificial Intelligence (AI) in translation training on assessment literacy and professional development among translation instructors. The study employed a quasi-experimental design using a pre-test/post-test control group. The statistical population consisted of all translation instructors in Shiraz, including faculty members, adjunct instructors, instructors at Islamic Azad University and other private/non-governmental universities, language-institute instructors who offered translation classes/workshops, instructors of translation test-preparation courses, and instructors teaching specialized translation. A convenience sample of 50 instructors was selected from this population and randomly assigned to an experimental group or a control group. Data were collected using a researcher-developed Assessment Literacy Questionnaire and Nova’s (2008) Professional Development Questionnaire. The data were analyzed using analysis of covariance (ANCOVA). The findings indicated that the use of AI tools in translation training affected the assessment literacy of translation instructors (p < 0.05). The use of AI tools in translation training also affected the professional development of translation instructors (p < 0.05). These results suggest that AI functions not only as a technological tool but also as a transformative factor in translation teaching–learning processes and in translation instructors’ professional growth. However, effective use of this capacity requires strengthening technological infrastructure, providing training in digital skills, and reinforcing ethical, data-informed policies in educational settings.
mohammad ahmadi deh qutbuddini, mohammad sharefi, Reza mirzaei rad, tahereh moradi shahr-e-babak
Abstract This study aimed to investigate the structural relationships between teacher quality in teaching with ICT with beliefs (ease and usefulness), attitude, and behavioral intention to technology acceptance of high school teachers. For this purpose, the correlational method was used and 150 teachers of Shahr-e Babak City (N=255) were selected by a two-stage cluster sampling method. data of the components of the technology acceptance model were collected using the items of the studies Gardner & Amoroso (2004) and Klopping & McKinney (2004) and the teacher quality subscale in teaching with ICT scale by Halavani (2015) and analyzed with the path analysis method. results showed that the direct effect of the quality teacher in teaching with ICT on perceived ease and attitude toward the use of technology was positive and significant, but behavioral intention and of perceived usefulness were not significant. simple mediating results showed that perceived ease of use of technology plays a positive and significant role in the relationship between quality teachers in teaching with ICT and the perceived usefulness of the use of technology. Also, perceived ease and attitude towards the use of technology have a serial positive and significant mediating role in the relationship between teacher quality in teaching with ICT and behavioral intention to use technology. These results showed that the attitude towards the use of technology and the perceived ease of use of technology play an important role in transferring the effect of teacher quality in teaching with ICT on the behavioral intention of using technology.
Abstract Academic procrastination is one of the barriers to academic success and educational objectives. On the one hand, computers and internet as essential tools facilitate people’s life; on the other hand, they bring about new dangers and problems. One of these dangers can be ignoring academic success. The aim of the present study is to probe the relationship between internet addiction and academic procrastination among secondary school students. This research is a descriptive correlative study. The population of the study consisted of all secondary students of Najafabad city in 1393-94 school year. Using one-step cluster sampling one secondary school was selected. The sample included 124 students. Yang’s Internet Addiction Questionnaire and Savari’s Academic Procrastination Questionnaire were used as research instruments. Data were analyzed using Pearson correlation and Linear Regression. Results indicated that there is a positive relationship between internet addiction and academic procrastination (r=. /52, p≤. /01). Internet addiction predicts 26/9 percent of variance in academic procrastination. Among students non-addicted to internet the correlation reduced to r=./46 (P≤./01). In general, it can be concluded that internet dependence can be a strong predictor of academic procrastination. This prediction is weaker among non-addicted students. On the other hand, less internet dependence decreases procrastination. Based on obtained results, the need for implementing strategies to prevent and cope with internet dependence is inferred.
Abstract نظام آموزش فنی و حرفه ای نیازمند بهره مندی از رویکرد های نوین فنآوری آموزشی در ابعاد مختلف مفهومی آن به صورت منطقی و هوشمندانه است. پژوهش حاضر به بررسی چگونگی موفقیت و اثر بخشی فرایند یاددهی ویادگیری در آموزشگاه های فنی و حرفه ای پرداخته است. روش تحقیق ، روش نیمه تجربی و مشاهده بوده و نمونه آماری آن شامل 144 نفر از مربیان می باشند که به دو گروه کنترل و آزمایش با روش نمونه گیری تصادفی ساده تقسیم شده اند.برای اجرای طرح در آغاز به مربیان گروه آزمایش طرح ویژه آموزشی با محتوا و مولفه هایی مانند کاربرد و نحوة طراحی منظم آموزشی ، بهره گیری از روشهای فعال تدریس ، بکارگیری مواد و وسایل آموزشی ،نشستها و جلسات توجیهی و آموزشی لازم و مورد نیاز ترتیب داده شد و مربیان این طرح و روش را در فرآیند آموزشی خود مورد استفاده قراردادند .بعد از پایان دوره میزان یادگیری فراگیران دو گروه آزمایش و کنترل بررسی و مقایسه گردیده و با روش های آماری میانگین ،آزمون tبرای دو گروه مستقل و غیره تحلیل شد. نتایج مطالعه ،نشان می دهد که میانگین یادگیری فراگیران گروه آزمایش به جهت استفاده مربیان آموزشی آنها از مولفه های مربوط به فنآوری آموزشی اشاره شده در فوق متناسب با شرایط و محتوای آموزش ها به طور معنی داری بیشتر از گروه کنترل بوده و استفاده صحیح و مناسب این فرآیندها موجب بهبود فرآیند یاددهی و یادگیری فراگیران شرکت کننده با این روش ها در آموزش های فنی و حرفه ای می گردد.
Abstract This study examines the effectiveness of an educational computer game designed based on the EFM model on motivation and learning of students. The statistical population is consisted of female students of architectural design at the industrial arts schools of Ghaemshahr City in the academic year 2013-2014. 50 subjects were selected objectively from the schools offering this field of study and randomly divided in two experimental and control groups. The research method was quasi-experimental with a pretest-posttest design and control group. After producing the Architect game, first pretests of motivation and learning were administered to both experimental and control groups. Then, common lesson content was taught to both groups, and the experimental group played the educational game in two sessions and an interview was conducted on some of its members. Finally, posttests of motivation and learning were administered to the both groups. Research instruments included Keller motivation questionnaires and the researcher-developed learning test. Results of the quantitative analysis based on ANCOVA method suggest the positive impact of the game on the students' motivation, and an interpretive analysis of the qualitative data deriving from the interviews indicates that most of the students were interested in and satisfied with playing the game in their learning environments.
Abstract Recently, data mining methods has widely been used in e-learning. In fact, various researchers attempt, by adopting data mining method, to understand the learners more and more and accordingly foster adaptive learning. The studies have employed the learners’ characteristics, performance, learning style and cognitive style. This study identifies the level of learners’ knowledge and develops models for them for customizing the material taught. To develop the suggested model, the researchers applied improved RBF neural network and used a three-step teaching approach to strengthen this network. This approach adopts the particle group optimization algorithm in the first step, the nearest neighboring K algorithm in the second step, and fastest reduction algorithm in the third step. Further parts of the article deal with the learners’ characteristics and four appropriate characteristics were developed for the purpose of predicting the class variable to determine the level of learners’ knowledge. In order to assess the suggested model, an online course of Excel was tested. The learners of this course were divided into three experimental groups. One of the groups employed the suggested model, and the other two groups of learners benefited from presentation of the mediocre and algorithm courses available in the research literature. Test results suggest academic achievement and satisfaction of the learners paced in the group relating to the suggested model.
Abstract Fostering children’s creativity has always been a fundamental goal in children education. Since theoretical and empirical foundations in the area of creativity verify expandability of creativity, this study is aimed at investigating effectiveness of teaching creativity development program through group activities in increased creativity of pre-elementary school children. This study is of quasi-experimental nature with pretest, posttest and control group. The statistical population is composed of 24 pre-elementary school children who were divided into two experimental and control groups. The experimental group experienced 12 one-hour sessions of the interventions relating to theoretical foundations of creativity. Research instruments include Torrens Visual Form B. In order to analyze the data, the covariance analysis was carried out. Results suggest that creativity development program could significantly develop creativity and its components in children. The difference in the program for creativity program was not significant based on gender in overall score of creativity; in other words, the increasing impact of the program on the boys and girls in overall score of creativity was the same. Therefore, considering effectiveness of the program, it seems that such programs are required to be implemented for the purpose of increasing cognitive development and creativity on a large scale in the pre-elementary schools.
Abstract The main objective of this study was to evaluate the adoption of modern educational technologies and associated obstacles in schools of Semnan Province, Iran, while providing appropriate solutions. It was a descriptive-correlational research. To this end, a sample of 600 students, 300 teachers, 200 principals from schools of Semnan were selected through stratified random sampling. Questionnaires on the adoption of modern educational technologies, infrastructure and obstacles to the adoption of modern educational technologies were administered. Data were analyzed through descriptive measures and Chi-square test. The results demonstrated that modern educational technologies are adopted moderately for students in Semnan. The results also indicated that the main obstacle to the adoption of modern educational technologies was economic as viewed by teachers and principals. The next important obstacles were of strategic, educational, technical, legal and cultural nature. Furthermore, there was a significantly positive correlation between the adoption of modern educational technologies and academic achievement among students. Generally, the results pointed to a moderate and desirable adoption of modern educational technologies from the perspective of students and to the vital need for planning in order to resolve economic and educational obstacles.
Abstract This study investigated the hypothetical model of self-regulated learning strategies in the subject of mathematics based on motivational and mediating factors of academic emotions. In order to test this model, 395 of male students from among those in the five districts of Tabriz were selected using the cluster multistep sampling method and completed the questionnaire of self-regulated learning and achievement emotions. The data were analyzed by means of the route analysis statistical method. Results suggested that there is a significant relation between task value and the strategies founded on deep and superficial learning. There relation between self-efficacy and deep and superficial learning strategies is positive and significant. There relation between task and self-efficacy and positive emotions is positive and significant and the one between task and self-efficacy and negative emotions is negative and significant. Findings indicate there is no significant relation between negative emotions and deep learning strategies, whereas there is a significant relation between negative emotions and superficial learning. In the end, the research results suggest that positive emotions are related to the learners’ tendency to deep and superficial learning strategies.
