دانشگاه کردستان تدریس پژوهی 2476-5686 14 1 2026 03 21 Identifying the Educational and Research Requirements of Fourth-Generation Universities in the Context of E-Learning: A Model for Modern Universities and Academic Communities شناسایی الزامات آموزشی و پژوهشی دانشگاه نسل چهارم با تأکید بر یادگیری الکترونیکی؛ الگویی برای دانشگاه و دانشگاهیان امروز 64587 10.22034/trj.2026.141567.2019 FA عبدالله رحیمی استادیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران. علیرضا تنهایی دانشیار مدیریت آموزش عالی، دانشکده علوم پایه، دانشگاه علوم و فنون فارابی، تهران، ایران هایده احمدی کارشناسی ارشد مدیریت آموزشی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، آموزگار ابتدایی آموزش و پرورش ناحیه یک سنندج، ایران. Journal Article 2024 06 18 Extended Abstract 1- Introduction Today's societies are increasingly moving towards knowledge-based societies, the role of universities in social issues, especially regional and local issues, becomes more prominent. Universities have transformed from sub-institutions to main institutions for the growth and development of societies, and their role has been defined as the engine of innovation. Influencing the regional economy through social interaction, improving and developing the quality of the workforce of local communities, transferring technology to industry, and increasing the attractiveness of local areas for entrepreneurs are among the long-term goals of universities in today's societies. In fact, in addition to their primary role (promotion of knowledge and expansion of research), universities have made a wider range of activities a top priority in order to establish closer links with the surrounding community. Therefore, today, all over the world, we are witnessing the expansion of educational research institutions with new paradigm models, which are in fact intertwined with the fate of all people in the global community. The core of this destiny is usually determined by universities, which are the engines of science, research and technology. These have created new expectations for academics as theorists, trendsetters, world builders and accelerators of new sciences and programs. Responding to these expectations and challenges requires specific mechanisms and actions from the management of higher education. The fourth generation university is a new generation of universities that are idea generators and complementors of the three previous generations with an emphasis on education, innovation and research, creating innovative spaces, supporting scientists and entrepreneurs and structure-breaking managers with an emphasis on local, indigenous and regional economic development. By studying the course of development of universities, "fourth generation university" can be introduced as an appropriate name for universities of the future. A university that has the characteristics of previous generations in a better way, but pursues higher and more transcendent goals. In fact, fourth generation universities are ethical and value-based universities and are committed to the development of human dignity. The sensitivity of the matter of education and research and attention to educational processes in universities will lead to the improvement of educational and research quality and ultimately the improvement of the efficiency and effectiveness of the country's educational system. 2-Methodology This study was applied in terms of purpose, qualitative in terms of data collection, and employed thematic analysis as its research design and methodological approach. In the present study, thematic analysis was used to analyze the data, and among the available tools of this method, the thematic network approach was adopted. Thematic analysis is a method for identifying, analyzing, and reporting patterns and themes embedded within data that are relevant to the research question. It can be applied at multiple levels of analysis. Thematic networks facilitate the extraction and integration of themes through a systematic procedure across three levels: basic themes (codes and key points identified within the text), organizing themes (themes derived from the integration of basic themes), and global themes (overarching themes that capture the principal concepts and underlying assumptions of the text). These themes are subsequently illustrated in the form of a schematic network to demonstrate the relationships among them (Attride-Stirling, 2001, as cited in Asgari & Jahanfar, 2023). Participants: The statistical field of this study consisted of faculty members of Shahid Sattari Air University of Science and Technology. A total of 15 people were invited to participate from among the professors of Shahid Sattari University. The principle of theoretical saturation was used to complete the sampling. Sampling Method: Sampling was done purposefully and criteriously. This means that people were invited to participate who had the important and predetermined criteria of the researcher. Instrument: A semi-structured interview charter was used to collect the data. The interviews were conducted in person, online and by phone. It was ensured that the names of the interviewees or other personal information would not be included on the transcribed texts and the text obtained from their statements, and the principle of confidentiality and privacy of information would be observed in all stages of the research. The duration of the interviews varied between 20 and 30 minutes. . 3-Findings The results of the data coding process yielded nine overarching themes. The codes and themes identified regarding the educational requirements of Shahid Sattari University included: revision of academic curricula, technology-driven education (digital transformation), changes in the university's bureaucratic structure, creation of learning communities (promotion of idea generation), and provision of educational infrastructure. Regarding the university’s research requirements, the identified themes included: enhancement of research quality, self-development in research, research support and dissemination, and strengthening of teamwork spirit. 4- Discussion and Conclusion The present study was conducted with the aim of identifying the educational and research requirements of the fourth generation university and e-learning; A model for today's university and academics. Despite the shared focus on entrepreneurship and technology and the move towards the fourth generation university to improve the quality of education and research, universities have been successful. The environment around universities has become more dynamic than before, and this has led universities to seek appropriate responses to deal with these dynamics. To succeed and even survive in such an environment, it is necessary for universities to move towards flexibility, dynamism and transformation, and to avoid stagnation. For fourth-generation universities as an open social system, attention to the quality of education and research is very important for survival and durability in these complex and changing environmental conditions. Therefore, the quality of education and research is one of the main concerns of fourth-generation universities in most developed countries in the world. Studies show that universities, as organizations that play a fundamental role in the scientific, cultural growth and development and training of specialized human resources, should improve the quality of their educational and research processes in line with scientific and educational developments and in proportion to national and global needs and scales. In fact, the use of different educational and research technologies for better and faster education should be the top priority of the educational and research officials of Shahid Sattari University, so that as many people as possible can benefit from the required education in the shortest possible time. This is a topic that has received less attention from education officials. Perhaps examining the empirical effects of multimedia education will change their attitude. Therefore, the role of information technologies (virtual and augmented reality) in the learning and education cycle is very important. زمینه و هدف: با ظهور اقتصاد دانش بنیان، خط مشی‌های آموزش عالی با تغییراتی روبرو شده است که سبب گردیده تا دانشگاه‌ها برای کسب مزیت‌های رقابتی و افزونی منابع در بازارهای جهانی به ارتقای کیفیت آموزش و پژوهش خود بپردازند . از این رو کیفیت آموزش و پژوهش از جمله دغدغه‌هایی است که علیرغم اینکه همیشه نظام دانشگاهی برای دستیابی به آن تلاش کرده است اما در دهه‌های اخیر، بیشتر موردتوجه قرار گرفته است و در همین راستا در دهه‌های اخیر، تحولات و کوشش‌های قابل‌توجهی برای بهبود مستمر وضعیت آموزش عالی و دستیابی به اهداف نظام دانشگاهی به‌عمل‌آمده است. پژوهش حاضر، با هدف شناسایی الزامات آموزشی و پژوهشی دانشگاه نسل چهارم با تأکید بر یادگیری الکترونیکی؛ الگویی برای دانشگاه و دانشگاهیان امروز صورت گرفت. روش‌شناسی: این پژوهش از نظر هدف کاربردی، از نظر نحوۀ جمع‏ آوری داده‏ها به شکل کیفی و از نظر روش اجرای پژوهش، از نوع پژوهش تحلیل مضمون است. مشارکت ‏کنندگان پژوهش اعضای هیئت ‏علمی دانشگاه علوم و فنون هوایی شهید ستاری بودند. از میان آن ‏ها 15 نفر به‌صورت هدفمند برای شرکت در مصاحبۀ نیمه ساختاریافته انتخاب شد. یافته‌ها : نتایج کدگذاری داده ها شامل9 مضمون کلی بود که کدها و مضامین احصاء شده در ارتباط با الزامات آموزشی دانشگاه شهید ستاری شامل مضامین، بازنگری برنامه درسی گروه آموزشی،آموزش فناور محور(تحول دیجیتال)، تغییر در ساختار بوروکراتیک دانشگاه، خلق جوامع یادگیرنده(ترویج ایده پردازی)، فراهم‌سازی زیر ساخت آموزش بود. و در ارتباط با الزامات پژوهشی دانشگاه شهید ستاری شامل مضامین ارتقای کیفی پژوهش، خود بالندگی در پژوهش، حمایت و اشاعه پژوهش و تقویت روحیه تیمی بود. نتایج: الگوی نهایی پژوهش حاضر مبنای اقدامات مدیران در راستای شناسایی الزامات آموزشی و پژوهشی برای حرکت به سمت دانشگاه نسل چهارم با تأکید بر یادگیری الکترونیکی را فراهم می نماید.

دانشگاه کردستان تدریس پژوهی 2476-5686 14 1 2026 03 21 Validation of the curriculum model for the development of activism in the lower secondary education system based on the Aker design طراحی و اعتباریابی الگوی برنامه درسی توسعه کنشگری در نظام آموزشی دوره اول متوسطه بر اساس طرح اکر 64436 10.22034/trj.2026.144985.2274 FA فاطمه ابراهیمی مرمتی دانشجوی دکتری دانشگاه آزاد اسلامی واحد ساری لادن سلیمی استادیار دانشگاه آزاد اسلامی واحد ساری 0000-0002-7966-1236 عصمت رسولی استادیار دانشگاه آزاد اسلامی واحد ساری 0000-0002-6493-1934 Journal Article 2025 11 29 Extended Abstract Introduction The curriculum model for developing activism in the educational system is one of the new approaches that allows students to effectively learn practical and activism skills, in addition to learning theoretical knowledge (Marnili et al., 2023). In this type of curriculum, students are asked to actively participate in classes and play an active role in their learning process (Fereidouni, 2016). Using active and participatory teaching methods, establishing positive and constructive communication with students, and providing appropriate feedback to them can help increase student engagement in the curriculum (Marinelli, et al., 2023). Considering the above, the present study seeks to answer the question of how appropriate is the curriculum model for developing activism in the first year of secondary education based on the Acker model? In line with the subject of the present study, one of the studies that was conducted is as follows: Babazadeh (2024) in a study titled "Transforming Science Education: The Impact of Active Learning on Student Engagement and Progress" showed that active learning improves student engagement and academic performance and promotes a transformative approach to teacher-centered methods that include lectures. Methods The research method is applied in terms of purpose and descriptive-survey method, and the statistical population consisted of all first-year high school teachers in Mazandaran province, 5145 people in 1403-1404. Multi-stage and random cluster sampling was used. Based on the Cochran sample size formula, 357 people were selected for the research.The research instrument was a researcher-made questionnaire on the curriculum for developing activism, which was structured on a 5-point Likert scale. The content validity of the questionnaire was provided based on the opinions of two expert professors, and the compatibility of the questionnaire items with the research objective was examined, and out of 78 items, 59 items remained.To ensure the validity of the questionnaire, Cronbach's alpha formula was used, which resulted in a reliability coefficient of 0.94. Theoretical and empirical literature was collected by referring to reputable domestic and foreign scientific databases.Two levels of descriptive statistics (frequency, percentage) and inferential statistics (first and second order factor analysis test and structural equation modeling) were used to analyze the data. Result Research question: To what extent is the curriculum model for developing activism in the first year of secondary education based on the Acker model appropriate? In the first-order confirmatory factor analysis, the latent variable of learning goals has a significant effect on the three observed components. Empowerment and advancement are ranked first with a factor loading of 0.98. Self-management empowerment with a factor loading of 0.97 ranks second and decision-making empowerment with a factor loading of 0.91 ranks third. All the factor loadings obtained are greater than the threshold value of 0.30. Therefore, the relationships between the latent variable and the observed components are confirmed. The latent variable of content has a significant effect on the three observed components. Pseudo-learning content with a factor loading of 0.95 ranks first, real learning content with a factor loading of 0.88 ranks second, and field discussion content with a factor loading of 0.82 ranks third. The latent variable of teacher role has a significant effect on the two observed components. Conflict for understanding the material with a factor loading of 1.00 ranks first and exploration of the learning path with a factor loading of 0.94 ranks second. The latent variable of learning location has a significant effect on the three observed components. Learning location analysis is ranked first with a factor loading of 0.99, project-based learning environment is ranked second with a factor loading of 0.94, and field diversity is ranked third with a factor loading of 0.76. The latent variable of student evaluation has a significant effect on the observed component. The evaluation method modification with a factor loading of 0.98 is in the first place, the self-evaluation component with a factor loading of 0.96 is in the second place, and the feedback component with a factor loading of 0.61 is in the third place. The latent variable of teaching-learning activities has a significant effect on the three observed components. The reverse learning component with a factor loading of 0.97 ranks first, conversation activities with a factor loading of 0.94 ranks second, and mandatory activities with a factor loading of 0.92 ranks third. The latent variable of grouping has a significant effect on the three observed components. Grouping in terms of activities and grouping in terms of resources/content both rank first with a factor loading of 0.92, and the grouping component in terms of learning domain ranks second with a factor loading of 0.62. The latent variable of time has a significant effect on the two observed components. Virtual education with a factor loading of 0.98 ranks first and local education with a factor loading of 0.90 ranks second. The results of the second-order confirmatory factor analysis for the structural model of the "Activism Development Curriculum in the First Year of Secondary Education System" showed that all reported factor loadings were above 0.30, indicating the existence of significant and strong relationships between the latent variable and its ten observed sub-variables. The fit indices of the curriculum model for developing activism in the lower secondary education system have high consistency and validity. Conclusion Findings show that in many educational situations, learners interact with pseudo-content rather than encountering real content, which causes learners to remain at a certain level of knowledge. Therefore, it is necessary to design models that organize content in a balanced manner and push the learning path towards deeper and more participatory learning. Teachers should also play a guiding role in guiding the learning path so that students can identify effective learning strategies and move forward on the path of personal growth. Student activism is effective when it is placed in an appropriate learning environment, such that the student can actively participate in learning and have real and practical experiences. Factor analysis shows that proper time management can provide students with the right opportunity to express creativity, innovation, and generate new ideas. In many educational systems, assessment is still limited to traditional and one-sided methods. This situation reduces assessment to a mere tool for judging learners, rather than a mechanism for growth, deep learning, and improved academic performance. Therefore, it is necessary to design new models and frameworks to guide student evaluation towards improving assessment methods, active participation of learners, and strengthening feedback. It is suggested that the goals of formal curricula be revised in such a way that, in addition to transferring knowledge, attention is also paid to developing learner activism, which is possible through strengthening the three components of leadership, self-direction, and decision-making. هدف این پژوهش طراحی و اعتباریابی الگوی برنامه درسی توسعه کنشگری در دوره اول متوسطه بر اساس الگوی اکر بوده است. روش پژوهش از حیث هدف کاربردی و از لحاظ شیوه توصیفی-پیمایشی و جامعه آماری را کلیه معلمان دوره اول متوسطه استان مازندران به تعداد ۵۱۴۵ نفر در سال 1404-1403 تشکیل دادند.از روش نمونه گیری خوشه ای چند مرحله ای و تصادفی استفاده شد و تعداد ۳۵۷ نفر براساس فرمول حجم نمونه کوکران برای پژوهش انتخاب شدند.در ابزار پژوهش از پرسشنامه محقق ساخته برنامه درسی توسعه کنشگری استفاده شد که روایی محتوایی براساس نظر خبرگان تأمین شد و ضریب اعتبار آن با فرمول کرونباخ برابر94/0 بدست آمد.جمع آوری ادبیات با مراجعه به پایگاه های علمی معتبر داخلی و خارجی صورت گرفت. برای تجزیه و تحلیل اطلاعات از تحلیل عاملی تأییدی استفاده بعمل آمد. یافته ها نشان داد:عوامل مؤثربر برنامه درسی توسعه کنشگری در نظام آموزشی دوره اول متوسطه به ترتیب اهداف یادگیری دارای بارعاملی 97/0،محتوا 96/0،نقش معلم 98/0،مکان یادگیری 00/1،ارزشیابی از دانش‌آموزان 95/0،فعالیت های یاددهی-یادگیری 00/1،مواد/منابع 95/0،گروهبندی 99/0،منطق یادگیری 99/0 و زمان 01/1 بوده است.به طور کلی نتایج نشان داد که همه مؤلفه‌های برنامه درسی توسعه کنشگری در دوره اول متوسطه دارای بارهای عاملی بالا و معنادار بوده و مدل تحلیل عاملی تأییدی مرتبه دوم از نظر آماری و مفهومی برازش مناسبی داشته است. بنابراین، این برنامه درسی قابلیت پایش و اجرا به‌صورت یک چارچوب منسجم و معتبر برای ارتقای کنشگری دانش‌آموزان را داراست.

دانشگاه کردستان تدریس پژوهی 2476-5686 14 1 2026 03 21 The effectiveness of the counseling model based on students' lived experiences on academic enthusiasm اثر بخشی الگوی مشاوره مبتنی بر تجارب زیسته دانشجویان بر اشتیاق تحصیلی 64372 10.22034/trj.2026.145025.2273 FA مهتاب چنگایی استادیار.گروه روان شناسی و مشاوره. دانشگاه فرهنگیان.تهران.ایران حسین سلیمی بجستانی دانشیار گروه مشاوره دانشگاه علامه طباطبایی ، تهران ، ایران Journal Article 2025 11 28 Abstract This study aimed to investigate the effectiveness of a counseling model based on students' lived experiences on the academic enthusiasm of students on probation. This study is applied in terms of purpose and quasi-experimental in terms of method with a single-subject ABA design. Its statistical population includes on academic probation students at Lorestan University. Six of them who met the requirements for entering the study, including willingness to participate in counseling sessions , probation in the first or second semester, or both previous semesters of the previous academic year, were selected and voluntarily participated in the study and were counseled in individual sessions. In order to obtain the level of academic enthusiasm of probational students, the Academic Enthusiasm Scale (Fredericks et al., 2004) was used. This scale measures three concepts of academic enthusiasm in students with 15 items, including cognitive academic enthusiasm, motivational and emotional academic enthusiasm, and behavioral academic enthusiasm. In the present study, the content validity of the scale was confirmed by professors and experts, and its reliability was calculated using the Cronbach's alpha method, which yielded a coefficient of 0.79. The participants in the study completed the Academic Enthusiasm Scale in the pre-test phase and participated in 10 individual counseling sessions weekly. Then, they completed the Academic Enthusiasm Scale in the post-test phase, and a follow-up session was conducted one month after the last session. The data were analyzed graphically using SPSS software, calculating the change index and the percentage of improvement. The findings indicate that the changes in post-test scores were stable compared to pre-test scores, and in 66.67% of participants, the percentage of improvement (increase in academic enthusiasm score) was higher than the significant percentage both at the end of the intervention sessions and in the follow-up phase. So that for all 6 participants, the highest increase in score occurred in the emotional dimension of academic enthusiasm, and in 4 participants, the cognitive dimension was the second dimension that increased the most, and only in participants number 3 and number 4, the changes in the behavioral dimension in the intervention phase were higher than the cognitive dimension, which in both cases decreased in the follow-up phase. This finding may indicate the complexity and time-consuming nature of changes in the behavioral and cognitive dimensions, because cognitive and behavioral changes require the passage of time and practice in a real environment. Affective engagement is related to effective attitudes towards recognizing a sense of belonging to the learning environment, and cognitive engagement refers to flexibility in problem solving, preference for hard work, positive coping with failure, self-regulated learning approaches, and metacognitive strategies. While behavioral engagement refers to learning activities, attention to detail, and positive attention and presence in the learning environment. Studies have shown that students who are cognitively and emotionally engaged in learning are more willing to spend sufficient time and effort on homework and studies and are more persistent in facing problems than students who have lower levels of cognitive and emotional engagement. Students who attend class regularly, focus on learning topics, and adhere to the rules of the educational institution generally get high grades and perform better on tests. Some studies suggest that students who are emotionally and cognitively more motivated to learn put in more effort and time on assignments than students who have low levels of cognitive and emotional motivation, and are more efficient and persistent in facing problems. Since students on probationary academic, often have difficulty with motivation, it seems that a motivational counseling style would be a good way to help them. If these stiudents are helped to succeed in achieving their goals and change their problematic behavior, they will come to believe that they have the ability to change, and this feeling will cause them to be motivated. Another point, is that in 4 participants, 66.66% of the changes at both the end of the intervention and the follow-up stages were at an improvement level of over 50%, which is statistically significant and acceptable, and it can be said that counseling sessions based on students' experiences have been effective in increasing academic enthusiasm. Since, according to research, academic enthusiasm has distinct behavioral, emotional, and cognitive dimensions that are correlated with and support academic achievement, it can be said that the counseling model based on students' experiences can be effective in academic achievement and helps the student get out of probation. The third point is that all four participants (numbers 1-2-4-5) who showed a significant improvement percentage at both the end of the counseling sessions and the follow-up phase were in their second year of study, and participants number 3 and number 6, whose percentage of improvement changes were not significant, were in their third and fourth years of study. Therefore, students who are in their lower years of education and have fewer probations have less damaged perceptions of efficacy, so they accept self-focused strategies and attend counseling sessions with the hope of improvement, and they are less resistant to the view that the current situation is changeable and that they are capable of making changes. On the other hand, students in their higher years who have experienced failure and academic probation for many times, become somewhat disappointed and discouraged about the possibility of change through self-focused strategies and practically lose the motivation to try to change the current situation. Given this finding, and considering the higher statistics of probation in the first and second years of study and the first or second semesters of entering university, identifying students with academic decline and probation and utilizing counseling services to rehabilitate and assist them from the very beginning is an inevitable necessity. In conclusion, the counseling model based on students' lived experiences is consistent with other studies that emphasize improving academic performance by strengthening self-management skills and a positive and meaningful relationship between academic buoyancy and motivational dimensions. This model can have effective effects on increasing academic enthusiasm of conditional students and consequently academic performance by increasing intrinsic motivation and readiness for change, evaluating and strengthening confidence in change, and supporting self-efficacy. Therefore, the counseling model based on students' lived experiences can be considered effective in increasing academic enthusiasm and its use is recommended for counseling students with academic decline and conditional academic performance . چکیده هدف: این پژوهش با هدف بررسی اثربخشی الگوی مشاوره مبتنی بر تجارب زیسته دانشجویان بر اشتیاق تحصیلی دانشجویان مشروط تحصیلی انجام شد. روش: روش پژوهش شبه تجربی و طرح تک آزمودنی ABA مورد استفاده شد. برای این منظور 6 نفر از دانشجویان مشروط تحصیلی با کمک روش نمونه‌گیری داوطلبانه انتخاب شدند و به‌صورت انفرادی در10 جلسه مشاوره‌ای برگرفته از الگوی مذکور، شرکت کردند و مقیاس اشتیاق تحصیلی Fredericks et al , 2004) ) را در مرحله پیش‌آزمون و پس‌آزمون تکمیل کردند. داده‌ها با استفاده از نرم افزار spss به ‌صورت ترسیمی، محاسبه شاخص تغییر پایا و درصد بهبودی تحلیل شد. یافته ها: نتایج حاکی از پایداری تغییرات نمرات پس‌آزمون نسبت به نمرات پیش آزمون بوده و در۶۷/۶۶ درصد از مشارکت‌کنندگان درصد بهبودی (افزایش نمره اشتیاق تحصیلی) هم در پایان جلسات مداخله و هم در مرحله پی‌گیری بالاتر از درصد معنی‌داری بوده‌است. بنابراین، می‌توان الگوی مشاوره مبتنی بر تجارب زیسته دانشجویان را در افزایش اشتیاق تحصیلی مؤثر دانست و استفاده از آن را برای مشاوره دانشجویان دارای افت و مشروطی تحصیلی پیشنهاد کرد.

دانشگاه کردستان تدریس پژوهی 2476-5686 14 1 2026 03 21 The Effectiveness of flipped instruction method on academic wising scale, classroom flourishing, and emotional creativity of Students اثربخشی اجرای الگوی یادگیری معکوس بر خردورزی تحصیلی، شکوفایی کلاس درس و خلاقیت هیجانی دانش آموزان 64380 10.22034/trj.2026.142781.2124 FA جعفر بهادری خسروشاهی دکتری تخصصی روانشناسی تربیتی، استادیار گروه علوم تربیتی دانشگاه شهید مدنی آذربایجان، تبریز، ایران Journal Article 2024 12 19 Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students. Method: The research method was applied in terms of purpose and the research design was a quasi-experimental pre-test-post-test design with a control group. The statistical population of the present study consisted of all sixth-grade male elementary school students in Ilkhchi city who were studying in the academic year 2023-2024, from which 30 people were selected by purposive sampling and randomly placed in two groups (15 people in the experimental group and 15 people in the control group). So that a pre-test was conducted on both groups and then the subjects in the experimental group were subjected to the reverse learning model, while the control group did not receive training and were trained in the traditional method. After implementing the flipped learning model, the questionnaires were reviewed again in the students. To collect data, the Emotional Creativity Questionnaire (1999), the Classroom Flourishing Scale of Fish and Dunn (2000) and the Academic Reasoning Scale of Naderipour et al. (1403) were used. Data analysis was performed using the multivariate analysis of covariance statistical method. Findings: The results of the study showed that implementing the flipped learning model has an effect on the variables of emotional creativity and the components of emotional readiness, innovation and effectiveness, classroom flourishing and the components of classroom cohesion, classroom flexibility and classroom communication, and academic reasoning and the components of cognitive, emotional and reflective reasoning (P≥0.01). So that implementing the flipped learning model has improved emotional creativity, classroom flourishing and academic reasoning in students. Conclusion: According to the results of the research, it can be said that among the useful and valuable educational approaches to improve emotional creativity, classroom flourishing, and academic reasoning of students is education using the flipped learning model. Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students. Method: The research method was applied in terms of purpose and the research design was a quasi-experimental pre-test-post-test design with a control group. The statistical population of the present study consisted of all sixth-grade male elementary school students in Ilkhchi city who were studying in the academic year 2023-2024, from which 30 people were selected by purposive sampling and randomly placed in two groups (15 people in the experimental group and 15 people in the control group). So that a pre-test was conducted on both groups and then the subjects in the experimental group were subjected to the reverse learning model, while the control group did not receive training and were trained in the traditional method. After implementing the flipped learning model, the questionnaires were reviewed again in the students. To collect data, the Emotional Creativity Questionnaire (1999), the Classroom Flourishing Scale of Fish and Dunn (2000) and the Academic Reasoning Scale of Naderipour et al. (1403) were used. Data analysis was performed using the multivariate analysis of covariance statistical method. Findings: The results of the study showed that implementing the flipped learning model has an effect on the variables of emotional creativity and the components of emotional readiness, innovation and effectiveness, classroom flourishing and the components of classroom cohesion, classroom flexibility and classroom communication, and academic reasoning and the components of cognitive, emotional and reflective reasoning (P≥0.01). So that implementing the flipped learning model has improved emotional creativity, classroom flourishing and academic reasoning in students. Conclusion: According to the results of the research, it can be said that among the useful and valuable educational approaches to improve emotional creativity, classroom flourishing, and academic reasoning of students is education using the flipped learning model. Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students. Method: The research method was applied in terms of purpose and the research design was a quasi-experimental pre-test-post-test design with a control group. The statistical population of the present study consisted of all sixth-grade male elementary school students in Ilkhchi city who were studying in the academic year 2023-2024, from which 30 people were selected by purposive sampling and randomly placed in two groups (15 people in the experimental group and 15 people in the control group). So that a pre-test was conducted on both groups and then the subjects in the experimental group were subjected to the reverse learning model, while the control group did not receive training and were trained in the traditional method. After implementing the flipped learning model, the questionnaires were reviewed again in the students. To collect data, the Emotional Creativity Questionnaire (1999), the Classroom Flourishing Scale of Fish and Dunn (2000) and the Academic Reasoning Scale of Naderipour et al. (1403) were used. Data analysis was performed using the multivariate analysis of covariance statistical method. Findings: The results of the study showed that implementing the flipped learning model has an effect on the variables of emotional creativity and the components of emotional readiness, innovation and effectiveness, classroom flourishing and the components of classroom cohesion, classroom flexibility and classroom communication, and academic reasoning and the components of cognitive, emotional and reflective reasoning (P≥0.01). So that implementing the flipped learning model has improved emotional creativity, classroom flourishing and academic reasoning in students. Conclusion: According to the results of the research, it can be said that among the useful and valuable educational approaches to improve emotional creativity, classroom flourishing, and academic reasoning of students is education using the flipped learning model. Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students. Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students. Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students. هدف: هدف پژوهش حاضر بررسی اثربخشی اجرای الگوی یادگیری معکوس بر خردورزی تحصیلی، شکوفایی کلاس درس و خلاقیت هیجانی دانش آموزان بود. روش: روش پژوهش از نظر هدف، کاربردی بوده و طرح پژوهش نیمه‌آزمایشی و از نوع طرح پیش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری پژوهش حاضر را کلیه دانش‌آموزان پسر پایه ششم ابتدایی شهر ایلخچی که در سال تحصیلی 1404-1403 مشغول به تحصیل بودند، تشکیل دادند، که از میان آن‌ها تعداد 30 نفر به روش نمونه‌گیری هدفمند انتخاب شده و به صورت تصادفی در دو گروه (15 نفر گروه آزمایش و 15 نفر گروه کنترل) جای گرفتند. برای گردآوری داده ها از پرسشنامه خلاقیت هیجانی اوریل (1999)، مقیاس شکوفایی کلاس درس فیش و دان (2000) و مقیاس خردورزی تحصیلی نادری‌پور و همکاران (1403) استفاده شد. تجزیه و تحلیل داده ها با روش آماری تحلیل کوواریانس چند متغیره انجام شد. یافته‌ها: نتایج پژوهش نشان داد که اجرای الگوی یادگیری معکوس بر متغیر‌های خلاقیت هیجانی و مؤلفه‌های آمادگی هیجانی، نوآوری و اثربخشی، شکوفایی کلاس درس و مؤلفه‌های انسجام کلاس درس، انعطاف‌پذیری کلاس درس و ارتباطات کلاس درس و خردورزی تحصیلی و مؤلفه‌های خردورزی شناختی، عاطفی و تأملی تأثیر دارد (01/0≥P). به طوری که اجرای الگوی یادگیری معکوس باعث بهبود خلاقیت هیجانی، شکوفایی کلاس درس و خردورزی تحصیلی در دانش‌آموزان شده است. نتیجه‌گیری: با توجه به نتایج پژوهش می‌توان گفت از جمله رویکردهای آموزشی مفید و ارزشمند در جهت بهبود خلاقیت هیجانی، شکوفایی در کلاس درس و خردورزی تحصیلی دانش‌آموزان، آموزش به روش الگوی یادگیری معکوس است.

دانشگاه کردستان تدریس پژوهی 2476-5686 14 1 2026 03 21 A content analysis of the sixth-grade social studies textbook regarding the quality of addressing educational equalities and its components بررسی محتوای کتاب درسی علوم اجتماعی پایه ششم از نظر کیفیت پرداخت به برابری های آموزشی و مؤلفه‌های آن؛ مطالعه‌ای از نوع تحلیل محتوا 64381 10.22034/trj.2026.145038.2278 FA ذکیا عباسی استادیار برنامه ریزی درسی گروه علوم تربیتی دانشکده علوم انسانی دانشگاه تربیت دبیرشهید رجایی، تهران، ایران فاطمه سادات جنید دانشجوی برنامه ریزی درسی دانشکده علوم انسانی دانشگاه تربیت دبیرشهید رجایی، تهران، ایران نعمت اله پیرکمالی دانشجوی برنامه ریزی درسی دانشکده علوم انسانی دانشگاه تربیت دبیرشهید رجایی، تهران، ایران Journal Article 2025 12 01 abstract Introduction and Rationale Iran is a nation of profound cultural, geographical, and economic diversity, home to over eight million primary school students. These children, from the remote villages of Sistan and Baluchestan to the margins of Tehran and from the Turkish-speaking regions of Azerbaijan to the shores of the Persian Gulf, bring vastly different languages, lived experiences, and access to resources into the classroom. In this context, the social studies textbook for the sixth grade is intended to be a common national resource, shaping all students' image of society and sense of belonging. This study critically examines whether the textbook fulfills this role equitably or inadvertently widens the gap between the curriculum and the realities of millions of children. Activities such as "experience traveling to the shores of the Persian Gulf" for a landlocked student, or "prepare and introduce various types of seasonal clothing" for a child from a low-income family, are not minor oversights. They are symptomatic of a fundamental disconnect and raise essential questions about educational justice. This research is grounded in the premise that primary education is the most sensitive stage for forming social identity, values of justice, and critical thinking. As emphasized by UNESCO (2021), inequitable educational content reproduces social inequality from childhood. Prior research, both in Iran and internationally, confirms serious deficiencies in textbooks regarding cultural, gender, ethnic, economic, and geographical equity (e.g., Nisak et al., 2020; Pirizamaneh et al., 2023). Theoretical Framework and Research Objectives The study's framework synthesizes Nancy Fraser's (2009) theory of justice (redistribution, recognition, representation) and UNESCO's (2021) inclusive education principles. This yields four operational equity indicators: Equitable Access (no presumption of specific resources), Meaningful Participation, Cultural/Social Diversity, and Non-Discrimination. Guided by this, the research aimed to: 1) Identify instances of educational justice/injustice based on these indicators, 2) Analyze the concentration and distribution of injustices, and 3) Provide prioritized, actionable revision solutions. Methodology This research employed a qualitative content analysis method with an inductive approach. To ensure a systematic and deep thematic extraction, the analytical process was structured using the staged framework of open, axial, and selective coding (Elo & Kyngäs, 2008). This approach allowed themes to emerge directly from the data within the rigorous structure of the defined theoretical framework. The research population was the entire content of the sixth-grade social studies textbook (2024-2025 edition). The unit of analysis was precisely defined to ensure comprehensiveness and reproducibility: • Textual Unit: A paragraph conveying a complete educational idea. • Visual Unit: Any image (photo, map, chart) along with its caption. • Activity Unit: A complete, distinct instruction for a student task (in-class activity, group research, end-of-chapter exercise). The analysis proceeded in three stages: 1. Open Coding: Each unit was scrutinized against the key question: "Which of the four equity indicators is relevant to this content?" Initial descriptive codes (e.g., "assumption of internet access," "emphasis on ethnic clothing") were extracted. 2. Axial Coding: Initial codes were grouped into broader conceptual categories based on thematic commonalities. The connection of each category to the theoretical framework was carefully examined. 3. Selective Coding: Core categories were finalized into two comprehensive sets: "Educational Equity Categories" and "Educational Injustice Categories," and their interrelationships were mapped. Reliability and Validity Two coders independently analyzed the material. The initial inter-coder agreement, measured by Cohen's Kappa, was 0.98. This high agreement is attributed to the analysis being guided by the pre-defined theoretical indicators. Remaining discrepancies (less than 5% of codes) were resolved through consensus discussion. Validity was strengthened through expert review (by two curriculum and equity specialists), comprehensive documentation of the analytical trail, and consistent use of the theoretical framework as the ultimate criterion for judgment. Key Findings 1. Overall Distribution: Out of 106 analyzed components, 94 (88.68%) were categorized as promoting educational equity, while 12 (11.32%) constituted educational injustice. 2. Equity Categories: Six main themes promoting shared identity and universal values were identified. The dominant theme was "National Defense and Patriotism" (51.1%), followed by "Anti-Colonialism and Resistance" (12.8%), and "Social Skills and Friendship" (10.6%). 3. Injustice Categories: Four primary injustice themes emerged, all directly linked to the 'Access' indicator: Unequal access to educational resources (25%), unequal financial capability (16.7%), unequal geographical access to seas (33.3%), and unequal socio-geographic ability to travel (25%). 4. Distribution and Concentration of Injustice: The most critical finding was the extreme concentration of problems: By Content Type: 83.3% of injustices were located in practical activities and images, not in conceptual text. By Chapter: 66.7% of all injustices (8 out of 12) were concentrated in only three chapters: Chapter 8 (Our Clothing), Chapter 9 (Iran's Seas), and Chapter 10 (Iran and Neighbors). Seven other chapters contained no injustice components. 5. Severity and Correctability: Injustices were ranked based on "Impact Severity" (potential to create deprivation) and "Correctability" (ease of providing alternatives by teachers). Activities like "expecting travel to neighboring countries" or "online clothing shopping" were rated as high-severity due to their explicit emphasis on socioeconomic privilege and difficulty of mitigation. Discussion and Conclusion The findings reveal a dual reality. The textbook succeeds at the macro-discourse level, fostering shared identity and participation ("identity-based justice"). However, a major theory-practice gap exists at the operational level. The extreme concentration of "access" injustices in three chapters' activities shows the textbook stumbles in providing equitable pathways to learning, creating an "Unequal Utopia"—an idealized community with unequal experiential access. This prioritizes recognition over redistribution (Fraser, 2009). While the overall injustice rate (11.32%) is relatively low, the highly concentrated pattern is this study's key insight: the problem is not diffuse but targeted and correctable. Practical Recommendations Revisions should focus precisely on the identified core: 1. Revise activities in Chapters 8, 9, 10: Replace resource-dependent tasks with flexible, multi-option alternatives (e.g., "compare local clothing using images" vs. "online shopping"). 2. Diversify visuals: Reflect Iran's geographic and ethnic diversity in images. 3. Provide a supplementary teacher's guide with localized activity alternatives. 4. Develop authoring guidelines based on the four equity indicators for future textbooks. 5. Establish a permanent equity review committee within the curriculum body for periodic audits. Implementing these focused recommendations can bridge the value-practice gap, transforming the textbook into a genuinely inclusive resource where every child feels, "This lesson is for me, too." این پژوهش باهدف ارزیابی کیفیت تحقق عدالت آموزشی در کتاب‌درسی علوم اجتماعی پایه ششم ابتدایی، با روش تحلیل محتوای کیفی انجام شد. چارچوب نظری مطالعه، بر ابعاد دسترسی برابر، مشارکت معنادار، تنوع فرهنگی و عدم تبعیض (برگرفته از اصول آموزش فراگیر یونسکو، ۲۰۲۱ و نظریه‌های عدالت آموزشی) استوار بود. جامعه پژوهش، کلیه محتوای کتاب (متون، تصاویر و فعالیت‌ها) بود و واحد تحلیل، هر عنصر آموزشی مجزا (پاراگراف، تصویر با عنوان، دستورالعمل یک فعالیت) در نظر گرفته شد. فرایند تحلیل با کدگذاری سیستماتیک (باز، محوری و انتخابی) و با رویکردی استقرایی انجام گرفت. یافته‌ها نشان داد از ۱۰۶ مؤلفه تحلیل‌شده، ۹۴ مؤلفه (۸۸٫۶۸٪) عادلانه و ۱۲ مؤلفه (۱۱٫۳۲٪) حاوی ناعدالتی بودند. تحلیل پراکندگی آشکار ساخت که بیش از دو سوم ناعدالتی‌ها (۶۶٫۷٪) در فعالیت‌های عملی سه فصلِ «پوشاک»، «دریاها» و «سفر» متمرکز بوده و عمدتاً ناشی از وابستگی به منابع مادی یا موقعیت جغرافیایی خاص هستند. مفاهیم محوری در قالب ۶ مقوله برابری محور (مانند دوستی به‌عنوان بستر مشارکت عادلانه) و ۴ مقوله ناعدالتی (دسترسی نابرابر به منابع، توانایی خرید، دسترسی به مکان‌ها، امکان سفر) دسته‌بندی شدند. باوجود کم‌شمار بودن ناعدالتی‌ها، تمرکز آن‌ها در فعالیت‌های عملی و تأثیر بالقوه آن‌ها بر ایجاد حس محرومیت در دانش‌آموزان مناطق محروم، ضرورت بازنگری هدفمند را نشان می‌دهد. این بازنگری با تمرکز بر جایگزینی فعالیت‌های وابسته به منابع، تنوع‌بخشی به تصاویر و تعمیم مثال‌ها قابل‌تحقق است.

دانشگاه کردستان تدریس پژوهی 2476-5686 14 1 2026 03 21 Identification and Prioritization of Challenges in Artistic Education within the Education System شناسایی و رتبه بندی چالش های تربیت هنری در سیستم آموزش ‌و پرورش 64428 10.22034/trj.2026.145299.2299 FA میمنت عابدینی بلترک دانشیار گروه علوم تربیتی، دکتری مطالعات برنامه درسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران محسن حاجی تبار فیروزجائی دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران هاجر امیری دانشجوی کارشناسی ارشد، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران Journal Article 2026 01 03 The education system, as one of the important institutions in society, is responsible for providing the necessary conditions for the growth and development of the capacities and talents of individuals in society. In order to fulfill this important task, various educational programs and strategies must be designed and formulated. An important part that plays a role in the growth and development of students' talents and is often ignored is art and its functions. Art education helps to reduce behavioral disorders and plays a significant role in raising socially compatible individuals. Attention to art as a tool for fostering creative and critical thinking is always accompanied by problems in the Iranian education system, such that it is frequently heard and seen that a small share of art hours is allocated to other subjects or that teachers who specialize in the field of art are not hired, and even the lack of comprehensive and targeted educational planning, as well as a low view of art fields compared to other scientific fields, have been faced. This research aims to identify and rank the obstacles that have weakened the position of this field in the education system by focusing on the challenges in art education. Based on the review of domestic research conducted on art education in the education system, it can be said that their main focus has been on identifying implementation problems, lack of resources and infrastructure, and weaknesses in educational planning. In many studies, problems such as the lack of specialist teachers, lack of financial and educational resources, weak content of textbooks, and lack of attention to aesthetics and art as an important educational element have been reported. Also, teachers' view of art education is often positive; but due to the lack of specialized training, insufficient time, and inappropriate structures in schools, this positive attitude is not translated into practice. Some studies have also emphasized that art education can lead to improving social skills, enhancing creativity, and increasing students' interest in learning, but this capacity has not been properly activated in the current education structure. In general, domestic studies have focused more on structural barriers, implementation challenges, and curriculum evaluation, and have paid less attention to new approaches to art education, creative teaching methods, or comparative studies. Foreign studies in the field of art education have focused more on the developmental, innovative, and interdisciplinary functions of this type of education, improving curriculum content and creating open and flexible educational environments, the effects of art education on social and cultural growth, art education as a tool for reducing educational inequalities and improving academic performance, the challenges in art education in different countries, the role and perspective of teachers in art education and the challenges they face, the impact of art education on academic achievement and social skills of students, the status of art education in schools, and the challenges related to resources and facilities, as well as the relationship between art and other fields of knowledge.The approach of the present research was a mixed-methods using an exploratory sequential design. The research method in the qualitative part was a case study and the participants included elementary school teachers and art teachers in Babol city, which was conducted based on purposive sampling, using the type of desired semi-structured interviews, and theoretical saturation was reached with 16 people. Transferability and reliability criteria were used for validity and reliability. In this study, an attempt was made to fully describe all the details of the research from sampling to the process of data collection and analysis so that there was no ambiguity about transferability.Reliability in a qualitative study also depends on the validity of the research. If the study has full validity, reliability will also be there, which is one way to ensure reliability in a qualitative study by using the audit path. In the present study, an external observer with experience in qualitative research was used. The analysis method was also thematic analysis (comprehensive, organizing, and basic). Research method in the quantitative part; Descriptive-survey and the statistical population included art teachers and elementary school teachers in Babol city who were teaching in the academic year 2024-2025. From this population, 20 people were selected. The instrument in this section was a researcher-made questionnaire that was designed based on the findings obtained from the qualitative section to rank the challenges of art education.The questionnaire included 87 items in five ranges: very high, high, medium, low, and very low and was developed in the form of the components of goal formulation (7 items), goal implementation (13 items), content formulation (6 items), implementation of the developed content (8 items), educational time (5 items), educational space (5 items), teachers (12 items), students (9 items), evaluation goals (7 items), and evaluation implementation (7 items).In addition to examining face validity, content validity based on CVR, with the participation of 12 experts, was 85%, and Cronbach's alpha test was used to assess reliability, which was 0.96. The analysis method in the quantitative part was a fuzzy approach, based on which the challenges extracted from the previous stage were ranked.The VIKOR method is considered as one of the multi-criteria decision-making methods.This method focuses on categorizing and selecting from a set of options.The qualitative findings were categorized into one overarching theme, four first-level organizing themes (objectives, content, teaching–learning strategies, and assessment), and eleven second-level organizing themes, including goal formulation and implementation,content development and implementation, time, space, teacher, student, tools and facilities, assessment objectives, and assessment implementation, along with basic themes. In the quantitative phase, the challenges of artistic education were classified and prioritized into eight major challenges: lack of workshop spaces and art studios; absence of an art textbook at the elementary level; teachers’avoidance of art classes due to difficulties in classroom management; the high cost of teachers’participation in extracurricular art training courses; limited familiarity of non-specialist teachers with specialized knowledge of art education; shortage of art workshop tools and materials; general neglect of the status of art and its perception as an optional subject; and teachers’ lack of attention to art education, perceiving it merely as a time for rest and leisure. Analysis of the results shows that the challenges of art education in Iranian elementary schools are primarily due to structural problems, weak educational policies, lack of specialized human resources, and lack of physical and content facilities. To improve the quality of art education in schools, a comprehensive approach must be adopted; including developing coherent textbooks, equipping schools with art facilities, training art teachers, and reforming the attitudes of administrators and policymakers toward the importance of art in developing students' personalities and skills. This study aimed to identify and prioritize the challenges of artistic education within the education system. The research adopted a mixed-methods approach using an exploratory sequential design. In the qualitative phase, a case study method was employed, while the quantitative phase followed a descriptive–survey design. Participants included elementary school teachers and art instructors, who were selected through purposive sampling using a criterion-based strategy. Data saturation was achieved after conducting semi-structured interviews with 16participants.Qualitative data were analyzed using thematic analysis. Data were collected using a researcher-developed questionnaire, whose content validity was confirmed with (CVR) of 0.85, and reliability was verified with a Cronbach’s alpha coefficient of 0.967. Quantitative data were analyzed using the Fuzzy VIKOR method to prioritize the challenges from experts’ perspectives. The qualitative findings were categorized into one overarching theme, four first-level organizing themes (objectives, content, teaching–learning strategies, and assessment), and eleven second-level organizing themes.In the quantitative phase, the challenges of artistic education were classified and prioritized into eight major challenges: lack of workshop spaces and art studios; absence of an art textbook at the elementary level; teachers’avoidance of art classes due to difficulties in classroom management; the high cost of teachers’participation in extracurricular art training courses; limited familiarity of non-specialist teachers with specialized knowledge of art education; shortage of art workshop tools and materials; general neglect of the status of art and its perception as an optional subject; and teachers’ lack of attention to art education, perceiving it merely as a time for rest and leisure.

دانشگاه کردستان تدریس پژوهی 2476-5686 14 1 2026 03 21 Qualitative Analysis of Student-Teachers' Experiences of Challenges and Opportunities at Farhangian University تحلیل کیفی تجارب دانشجو معلمان از چالش‌ها و فرصت‌های معلمی در دانشگاه فرهنگیان 64434 10.22034/trj.2025.143571.2178 FA یوسف ایرانی استادیار گروه علوم تربیتی دانشگاه فرهنگیان قم پردیس حضرت معصومه س حمید جعفریان یسار استادیار گروه علوم تربیتی دانشگاه فرهنگیان پردیس آیت الله طالقانی قم مهدی ایرانی دبیر آموزش ئ پرورش ناحیه چهار استان قم Journal Article 2025 05 11 Introduction Teachers hold a vital role in promoting the cultural, social, and economic development of society. They are not merely conveyors of knowledge but also serve as behavioral and ethical role models. Hence, training competent and capable teachers is crucial. In Iran, Farhangian University plays a central role in preparing teachers and educators, established specifically to meet the human resource needs of the Ministry of Education. Despite numerous studies, there remains a lack of comprehensive information about the experiences of student-teachers and the challenges they encounter on their path to becoming effective educators. This study aimed to explore student-teachers’ experiences regarding the challenges and opportunities they face during their training at Farhangian University. Employing a qualitative phenomenological approach, the research was conducted among student-teachers at the Hazrat Masoumeh (S) Campus in Qom. Data were gathered through semi-structured interviews, with 19 student-teachers selected via purposive sampling based on theoretical criteria. This approach allowed an in-depth understanding of their perspectives, shedding light on the complex realities of teacher training and the obstacles that may affect their professional development and future impact on society. The findings can inform improvements in teacher education programs to better support student-teachers. Research Methodology This study employed a qualitative research design using a phenomenological approach. Phenomenology is a method that examines individuals' experiences and perspectives, aiming to gain a deeper understanding of the phenomenon under study by exploring their lived experiences and emotions. Data for this study were collected through semi-structured interviews. In this type of interview, a general framework is used, but interviewees are free to express their experiences openly. This method allows researchers to delve deeper into individuals' experiences and viewpoints. In this study, 19 student-teachers were selected using purposive sampling. This method enables researchers to select participants based on specific criteria to form a representative sample of the target population. The number of samples was determined based on data saturation. Data analysis was performed using Graneheim and Lundman’s five-step method with the help of MAXQDA-2018 software. To enhance the credibility and quality of the results, Guba and Lincoln's four criteria were adhered to. Findings After analyzing the interviews, it became evident that being a student-teacher at Farhangian University involves several challenges, including economic challenges, socio-educational challenges, human resource shortages, lack of facilities and resources, and insufficient dormitory capacity. Economic Challenges Economic challenges have emerged as one of the most significant and persistent obstacles faced by student-teachers throughout their educational journey. One of the primary concerns is the high cost of tuition fees, which places a considerable financial burden on many students and their families. This expense often forces student-teachers to seek part-time jobs or other sources of income, which can detract from the time and energy they can dedicate to their studies and professional development. Additionally, there is a notable lack of funding available for research activities, which limits opportunities for student-teachers to engage in meaningful academic inquiry and contribute to the advancement of educational practices. The scarcity of financial support extends beyond tuition and research, as many student-teachers face insufficient scholarships, grants, or stipends to cover their living expenses, educational materials, and other essential costs. Furthermore, concerns about low salaries and inadequate benefits upon entering the teaching profession contribute to a sense of financial instability and uncertainty about their future career prospects. Socio-Educational Challenges Socio-educational challenges were identified as another significant barrier. The absence of research programs and perceived discrimination within the university environment reinforce feelings of inequality among student-teachers. A lack of cultural programs and inadequate evaluation mechanisms contribute to neglecting their educational needs. Furthermore, curricula misaligned with student-teachers' needs, coupled with society's low regard for teachers' status, result in decreased self-confidence and limited social acceptance. Human Resource Shortages The shortage of specialized human resources at Farhangian University was another major challenge identified in this study. This shortage was evident not only in academic staff but also in administrative personnel, as insufficient administrative staff slowed down managerial processes and support for student-teachers. Ultimately, inadequate human resources—both quantitatively and qualitatively—hindered the university from fully achieving its goals, negatively impacting student-teachers' lived experiences. Lack of Facilities and Resources Farhangian University faces a lack of educational facilities and resources, particularly in terms of equipment and educational technologies. Additionally, insufficient dormitory capacity posed significant challenges for student-teachers, especially those coming from other cities. Opportunities Despite these challenges, Farhangian University provides opportunities that foster growth, progress, and social development for its student-teachers. These opportunities include job security, social status, specialization, gaining experience, research opportunities, and social capital. Job Security Job security is one of the most significant advantages of studying at Farhangian University. This security stems from guaranteed employment in the Ministry of Education after graduation, providing students with a sense of stability and peace of mind. Having a stable job that meets financial needs through salaries and benefits is another advantage associated with this job security. Social Status Another important aspect highlighted among opportunities for Farhangian University’s student-teachers is their social status. Key codes extracted in this section included strong social standing, prestige, respect within society, social privileges, social competence, appropriate policies, and being well-regarded in society. Specialization Student-teachers at Farhangian University have the opportunity to specialize in their respective fields. This specialization enables them to function more effectively within the education system. Gaining Experience According to the study's findings, during their studies at Farhangian University, student-teachers gain practical experience in teaching and education fields. These experiences help them perform more effectively in educational environments. Research Opportunities Research opportunities are another benefit provided by Farhangian University. Student-teachers have the chance to engage in research activities that allow them to contribute more effectively to the education system while advancing knowledge and technology. Social Capital Finally, one of the key categories identified in this study was social capital. By creating a dynamic interactive environment, Farhangian University helps students expand their social networks and connect with peers from different cultures. These interactions not only foster empathy and enthusiasm for collaboration but also promote friendship and camaraderie among students. Conclusion In conclusion, despite existing challenges such as economic difficulties, socio-educational barriers, human resource shortages, lack of facilities and resources, and limited dormitory capacity at Farhangian University, being a student-teacher offers opportunities that contribute to personal growth and social advancement. These opportunities include job security after graduation due to guaranteed employment by the Ministry of Education; enhanced social status; specialization in teaching fields; practical teaching experience; engagement in research activities; and building valuable social capital through interactions within an inclusive academic environment. هدف: معلمان نقش مهم و غیرقابل انکاری در پرورش نیروهای فرهنگی- اجتماعی- اقتصادی جامعه دارند. هدف از این پژوهش بررسی تجربیات دانشجو معلمان از چالش ها و فرصت‌های معلمی در دانشگاه فرهنگیان بود. روش: در راستای اهداف مطالعه و برای دستیابی به یافته‌ها، مطالعه حاضر با رویکرد کیفی و روش پدیدارشناسی در بین دانشجو معلمان دانشگاه فرهنگیان پردیس حضرت معصومه (س) قم انجام شد. داده های مطالعه با روش مصاحبه (مصاحبه نیمه ساختار یافته) جمع‌آوری شدند. در این مطالعه، 19 دانشجو - معلم با روش نمونه‌گیری از نوع هدفمند و با ملاک‌های نظری انتخاب شدند. یافته ها: نتایج مطالعه نشان داد دانشجو- معلم بودن در دانشگاه فرهنگیان دارای چالش هایی است که از جمله آنها می توان به چالش‌های اقتصادی، چالش‌های اجتماعی-آموزشی، چالش نیروی انسانی، کمبود امکانات و منابع، و کمبود ظرفیت خوابگاهی اشاره کرد. همچنین براساس نتایج مطالعه مشخص شد که علیرغم چالش ها، دانشگاه فرهنگیان و دانشجو-معلم بودن فرصت-هایی را فراهم می کند که باعث بالندگی، پیشرفت و توسعه اجتماعی می‌شوند. ازجمله این فرصت ها براساس نتایج مطالعه می توان به اطمینان شغلی، جایگاه اجتماعی، تخصص گرایی، کسب تجربه، پژوهشگری، و سرمایه اجتماعی اشاره کرد. نتیجه گیری: بر اساس یافته‌های پژوهش، دانشجومعلمان علی‌رغم مواجهه با چالش‌های متعدد، از فرصت‌های قابل توجهی برای رشد و توسعه فردی و حرفه‌ای برخوردارند. این فرصت‌ها می‌توانند زمینه‌ساز بالندگی آنان و در نهایت ارتقاء کیفیت نظام آموزشی کشور باشند.

دانشگاه کردستان تدریس پژوهی 2476-5686 14 1 2026 03 21 Formulating Writing Strategies for Quantitative Research Articles in Education Based on Research Genre Analysis: A Scoping Review Approach تدوین راهبردهای نگارش مقالات پژوهشی کمی در حوزه آموزش مبتنی بر تحلیل ژانر پژوهشی: رویکرد مرور دامنه ای 64437 10.22034/trj.2025.144321.2223 FA مهدی محمدی دانشگاه شیراز- دانشکده علوم تربیتی و روانشناسی فروزان طاهری دانشگاه شیراز مریم شفیعی سروستانی دانشگاه شیراز قاسم سلیمی دانشگاه شیراز فهیمه کشاورزی دانشگاه شیراز Journal Article 2025 08 16 Introduction and Objectives: Research competencies refer to a set of theoretical and practical knowledge that facilitates the application of scientific research methods to produce new scientific knowledge (the products of which are research projects, reports, and scientific articles published in journals indexed in academic databases). Research skills are fundamental and essential in innovation processes because they lead to the achievement of sustainable development in countries, enable individuals to uncover hidden truths, and analyze evidence to reach accurate conclusions. At the university teaching level, the importance of developing research skills lies in their contribution to the continuous improvement of professional teaching activities, enhancing the quality of university education in human, scientific, and technological dimensions, and their role in promoting scientific production and technological development. In the research domain, genre serves as a 'framework for learning writing rules' for articles, theses, dissertations, etc., to support authors in their writing. Genre analysis is an approach to discourse analysis and the examination of texts related to a specific genre to analyze their similarities and differences in terms of purpose, macrostructure, language selection, and specific aspects of spoken or written texts. In research genre analysis, three structural components are observed: genre (e.g., title, introduction, abstract), move or stage, and step. The objective of this research was to develop writing strategies for quantitative research articles based on the research genre. Method: In the present study, an Emerging synthesis research approach and the Scoping review method were used to develop writing strategies for quantitative research articles. Emerging synthesis research designs are approaches that synthesize various texts including quantitative, qualitative, and grey literature (studies that are not classified as quantitative or qualitative research and do not undergo peer review, but contain reliable information from associations, organizations, and credible websites). Scoping reviews are used to address broad topics that may include various types of study designs and methodologies. This type of review can be conducted as part of an ongoing comprehensive review or as an independent research summary. The purpose of a Scoping review is to examine the extent, scope, and nature of research activities in a field. This method identifies existing evidence, evaluates research gaps, and determines key foundational concepts in a study area by interpreting and analyzing related quantitative, mixed-methods, and grey literature. The methodological framework of the domain review, based on Arksey and O'Malley's (2005) model, consists of five stages:Stage 1: Identifying the research objective: What are the writing strategies for quantitative research in education? Stage 2: Identifying relevant studies: Based on the search queries and keywords were searched in Persian and English databasessuch as Scopus, Emerald, Science Direct, Springer, ProQuest, Embase, Web of Science and Persian Data bases such as Magiran, Noormags and SID, Keywords "Genre Analysis" combined with "AND/OR" and article-specific terms (Research Title, Research Abstract, Research Introduction, Research Problem Statement, Significance of Study, Research Objectives and Questions, Research Literature, Research Results/Findings, Research Discussion) were searched. Initially, relevant articles, thesis, and university sites were considered. Studies specifically addressing at least one component of articles through genre analysis were selected, and abstracts of chosen articles were reviewed. In total, 248 qualitative, mixed-methods, and grey literature studies were identified. A methodology expert and a synthesis research specialist evaluated the validity of the classification methods. Stage 3: Data extraction: The study selection process followed PRISMA 2020 guidelines (Sarkis-Onofre et al., 2021). Screening was based on title, abstract, and full text, resulting in 32 final studies selected for analysis. Inclusion criteria were database credibility (Table 1), relevance to the topic (article components only, excluding theses), and English language.Stage 4: Data charting: Finalized studies from Stage 3 were reviewed and prepared for analysis. Stage 5: Data analysis: To identify distinct content-based findings, researchers independently reviewed selected articles multiple times and extracted relevant themes. The main research question guided theme extraction. Findings: Based on the analyzed genres, a final model for quantitative research articles was designed. This model includes:Title Writing (5 moves): 1- Study scope and main hypothesis, 2- Keywords and dependent/independent variables, 3- Study components (objective, type, methodology, population/problem, intervention, control/comparison, time), 4- Impactful phrasing for reader engagement and 5-Title organization. Abstract (5 moves): 1- Context-setting introduction; 2- Objective; 3- Method; 4-Results; 5-Conclusion. Introduction (3 moves): 1- Establishing research scope and problem statement; 2- Identifying research gap (a) gap in prior research, b) contribution to existing knowledge); 3- Presenting the study (a) detailed introduction and objectives, b) research questions/hypotheses). Methodology (3 moves): 1- Data collection methods (a) sample description, b) procedures, c) justification); 2- Variable measurement (a) research design, b) methods, c) justification); 3- Data analysis (a) methods, b) justification). Results (3 moves): 1- Section structure; 2- Reiterating questions/methodology; 3- Reporting results. Discussion/Conclusion (3 moves): 1- Interpreting results (a) restating problem/objectives, b) key findings, c) expected findings, d) unexpected findings, e) alignment/non-alignment with prior research, f) reasons for alignment/non-alignment); 2- Limitations; 3- Recommendations/applications. Discussion and Conclusions: Overall, the final model presented in this study provides a systematic and step-by-step structure for writing various sections of a quantitative research article, including the title, abstract, introduction, methodology, results, and discussion/conclusion. By presenting an evidence-based and structured model, this research has taken an important step toward standardizing the writing of quantitative research articles in the field of education. Using these strategies not only helps improve the quality of published articles but also creates opportunities for developing research skills at various educational levels. This model can serve as a practical tool for researchers, professors, and students, playing an effective role in advancing future research. The model helps graduate students become familiar with the standard structure of research articles and improve their academic writing. Students can use these strategies to better organize their theses and dissertations, reducing academic writing challenges and enhancing the quality of their submissions. Additionally, professors can use this model as an instructional framework in research methodology courses. Providing concrete examples based on this model enhances students' understanding of article structures and facilitates the process of guiding students in scientific writing. For curriculum planners, this model can be incorporated into research methodology and academic writing courses, and workshops based on these strategies can be organized to enhance the research skills of students and researchers. Another application of this model is revising syllabi to reflect principles of genre-based research writing. Novice researchers can use this model as a practical guide for initiating research article writing, and journals and reviewers can adopt this framework as a criterion for evaluating the quality of quantitative research articles. هدف این پژوهش، تدوین راهبردهای نگارش مقالات پژوهشی کمی مبتنی بر تحلیل ژانر پژوهشی بود. برای تدوین این راهبردها، از رویکر سنتز پژوهی پیدایشی و روش پژوهش مرور دامنه ای استفاده شد. واژه‌ های کلیدی ‌«تحلیل ژانر، همراه با کوئری جستجوی "و/ یا" شامل عنوان پژوهش، چکیده، مقدمه، بیان مساله، اهداف و پرسش های پژوهش، پیشینه پژوهش، نتایج و یافته های پژوهش و بحث و نتیجه گیری،در پایگاه های معتبر فارسی و انگلیسی جستجو شدند. بر اساس ژانرهای پژوهشی جستجو شده نهایتا مدل نهایی مقالات پژوهشی طراحی گردید. در این مدل پنج حرکت اساسی برای نوشتن عنوان شامل، نوشتن دامنه مطالعه و فرضیه اصلی. نوشتن کلمات کلیدی و متغیرهای وابسته و مستقل، تقسیم مطالعه به اجزای مختلف، تنظیم عبارات برای تأثیرگذاری مثبت و ایجاد علاقه درخواننده و سازماندهی عنوان گردید. برای نوشتن چکیده، پنج حرکت 1) نگارش مقدمه برای ایجاد زمینه مقاله؛ 2)هدف؛ 3)روش؛ 4)نتیجه و 5) نتیجه گیری باید رعایت گردد. برای نوشتن مقدمه، به3 حرکت 1) ایجاد قلمرو پژوهش و بیان مساله؛ 2) نشان دادن خلاء پژوهشی و 3) معرفی پژوهش حاضر نیاز است. از بخش روش شناسی مقاله، سه حرکت 1) توصیف روش‌های جمع‌آوری داده‌ها 2) تشریح روش/های اندازه‌گیری متغیرها و 3) تشریح روش‌های تحلیل داده‌ها، در اولویت قرار دارند. بخش نتایج شامل سه حرکت 1) اشاره به ساختار بخش؛ 2)تکرار سؤالات و/یا روش‌شناسی پژوهش و 3) گزارش نتایج می گردد. بخش بحث و نتیجه گیری نیز شامل سه حرکت 1) بحث و تفسیر نتایج ش و 2) بیان پیشنهادات ها و کاربردهای پژوهش می گردد.

دانشگاه کردستان تدریس پژوهی 2476-5686 14 1 2026 03 21 Designing the application of artificial intelligence in the educational learning system طراحی کاربرد هوش مصنوعی در نظام آموزشی یادگیری 64440 10.22034/trj.2026.145050.2282 FA حمید رضا عسگری نژاد گروه علمی حکمرانی آموزشی و سرمایه انسانی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران. 0009-0002-9331-3630 توران سلیمانی گروه علمی مطالعات تربیتی و برنامه ریزی درسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران. صدرالدین ستاری گروه علمی حکمرانی آموزشی و سرمایه انسانی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران. شیوا رزاق زاده گروه مهندسی کامپیوتر، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران. Journal Article 2025 12 02 The aim was to design a model for the application of artificial intelligence in the learning of first-year high school students. The research was applied in terms of purpose and mixed in terms of method. The qualitative statistical population was 19 managers, experts specializing in artificial intelligence and educational management of schools, universities and education. In the quantitative part, 11,084 students from secondary schools in Tehran's District 9 were selected. The sample was calculated as 193 students and was selected in a multi-stage cluster. The data collection tool in the qualitative part was a semi-structured interview, and in the quantitative part, a researcher-made questionnaire to determine the current situation and influential factors for students. Data analysis and analysis In the qualitative part, the interviews were coded and analyzed using qualitative software. In the quantitative part, exploratory factor analysis, confirmatory factor analysis, and one-sample t-test were used. The research model was approved based on the philosophy and goals of the model, theoretical foundations, and effective factors in designing the application pattern of artificial intelligence in the learning education system based on the findings of the qualitative section, including: culture and ethics in smart learning in first place, smart learning style in second place, innovation and creativity in smart learning in third place, and educational policymaking in fourth place with 99% confidence. The aim was to design a model for the application of artificial intelligence in the learning of first-year high school students. The research was applied in terms of purpose and mixed in terms of method. The qualitative statistical population was 19 managers, experts specializing in artificial intelligence and educational management of schools, universities and education. In the quantitative part, 11,084 students from secondary schools in Tehran's District 9 were selected. The sample was calculated as 193 students and was selected in a multi-stage cluster. The data collection tool in the qualitative part was a semi-structured interview, and in the quantitative part, a researcher-made questionnaire to determine the current situation and influential factors for students. Data analysis and analysis In the qualitative part, the interviews were coded and analyzed using qualitative software. In the quantitative part, exploratory factor analysis, confirmatory factor analysis, and one-sample t-test were used. The research model was approved based on the philosophy and goals of the model, theoretical foundations, and effective factors in designing the application pattern of artificial intelligence in the learning education system based on the findings of the qualitative section, including: culture and ethics in smart learning in first place, smart learning style in second place, innovation and creativity in smart learning in third place, and educational policymaking in fourth place with 99% confidence. The aim was to design a model for the application of artificial intelligence in the learning of first-year high school students. The research was applied in terms of purpose and mixed in terms of method. The qualitative statistical population was 19 managers, experts specializing in artificial intelligence and educational management of schools, universities and education. In the quantitative part, 11,084 students from secondary schools in Tehran's District 9 were selected. The sample was calculated as 193 students and was selected in a multi-stage cluster. The data collection tool in the qualitative part was a semi-structured interview, and in the quantitative part, a researcher-made questionnaire to determine the current situation and influential factors for students. Data analysis and analysis In the qualitative part, the interviews were coded and analyzed using qualitative software. In the quantitative part, exploratory factor analysis, confirmatory factor analysis, and one-sample t-test were used. The research model was approved based on the philosophy and goals of the model, theoretical foundations, and effective factors in designing the application pattern of artificial intelligence in the learning education system based on the findings of the qualitative section, including: culture and ethics in smart learning in first place, smart learning style in second place, innovation and creativity in smart learning in third place, and educational policymaking in fourth place with 99% confidence. The aim was to design a model for the application of artificial intelligence in the learning of first-year high school students. The research was applied in terms of purpose and mixed in terms of method. The qualitative statistical population was 19 managers, experts specializing in artificial intelligence and educational management of schools, universities and education. In the quantitative part, 11,084 students from secondary schools in Tehran's District 9 were selected. The sample was calculated as 193 students and was selected in a multi-stage cluster. The data collection tool in the qualitative part was a semi-structured interview, and in the quantitative part, a researcher-made questionnaire to determine the current situation and influential factors for students. Data analysis and analysis In the qualitative part, the interviews were coded and analyzed using qualitative software. In the quantitative part, exploratory factor analysis, confirmatory factor analysis, and one-sample t-test were used. The research model was approved based on the philosophy and goals of the model, theoretical foundations, and effective factors in designing the application pattern of artificial intelligence in the learning education system based on the findings of the qualitative section, including: culture and ethics in smart learning in first place, smart learning style in second place, innovation and creativity in smart learning in third place, and educational policymaking in fourth place with 99% confidence. The aim was to design a model for the application of artificial intelligence in the learning of first-year high school students. The research was applied in terms of purpose and mixed in terms of method. The qualitative statistical population was 19 managers, experts specializing in artificial intelligence and educational management of schools, universities and education. In the quantitative part, 11,084 students from secondary schools in Tehran's District 9 were selected. The sample was calculated as 193 students and was selected in a multi-stage cluster. The data collection tool in the qualitative part was a semi-structured interview, and in the quantitative part, a researcher-made questionnaire to determine the current situation and influential factors for students. Data analysis and analysis In the qualitative part, the interviews were coded and analyzed using qualitative software. In the quantitative part, exploratory factor analysis, confirmatory factor analysis, and one-sample t-test were used. The research model was approved based on the philosophy and goals of the model, theoretical foundations, and effective factors in designing the application pattern of artificial intelligence in the learning education system based on the findings of the qualitative section, including: culture and ethics in smart learning in first place, smart learning style in second place, innovation and creativity in smart learning in third place, and educational policymaking in fourth place with 99% confidence. هدف طراحی الگوی کاربرد هوش مصنوعی در یادگیری دانش آموزان دوره اول متوسطه بود.تحقیق ازنظر هدف کاربردی و ازنظر روش آمیخته بود. جامعه آماری کیفی19 نفر از مدیران،کارشناسان متخصص هوش مصنوعی و مدیریت آموزشی مدارس، دانشگاه ها و آموزش و پرورش به‌طور هدفمند انتخاب شدند در بخش کمی11084 نفر دانش آموزان مدارس متوسطه منطقه 9 تهران بود. نمونه تعداد193 نفر دانش آموز محاسبه و به‌طور خوشه‌ای چندمرحله‌ای انتخاب شدند. ابزار گردآوری داده‌هادربخش کیفی مصاحبه نیمه ساختاریافته و در بخش کمی پرسشنامه محقق ساخته برای تعیین وضع موجود و عوامل اثرگذار برای دانش آموزان بود.تجزیه‌وتحلیل داده‌هادربخش کیفی، مصاحبه‌هابابهره‌گیری از نرم‌افزارکیفی کدگذاری و تحلیل شد. در بخش کمی،از تحلیل عاملی اکتشافی،تحلیل عاملی تأییدی،آزمون t تک نمونه‌ای استفاده شد. مدل تحقیق بر مبنای فلسفه و اهداف مدل، مبانی نظری و عوامل مؤثر در طراحی الگوی کاربرد هوش مصنوعی در نظام آموزش یادگیریبر اساس یافته های بخش کیفی شامل :فرهنگ و اخلاق در یادگیری هوشمند در رتبه اول،سبک یادگیری هوشمند دررتبه دوم،نوآوری وخلاقیت درآموزش هوشمند در رتبه سوم،سیاست‌گذاری‌های آموزشی در رتبه چهارمبا اطمینان 99 درصد مورد تأیید قرار گرفت.

دانشگاه کردستان تدریس پژوهی 2476-5686 14 1 2026 03 21 Recreating Aesthetic Teaching in Cyberspace: A Study of the Lived Experiences of Blogger Teachers بازآفرینی تدریس هنرمندانه در بستر فضای مجازی؛ مطالعه تجربه زیسته معلمان بلاگر 64519 10.22034/trj.2026.145676.2336 FA ساریه رشیدی دانشجوی کارشناسی ارشد مطالعات برنامه‌درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کردستان، سنندج، ایران سیده تینا کاتورانی دانشجوی کارشناسی ارشد مطالعات برنامه درسی،گروه علوم تربیتی،دانشکده علوم انسانی و اجتماعی،دانشگاه کردستان،سنندج،ایران Journal Article 2026 04 08 The rapid expansion of digital technologies and social media platforms has significantly transformed contemporary educational environments. Among these platforms, Instagram has evolved from a space mainly associated with entertainment and personal communication into an interactive environment for knowledge sharing and informal learning. In recent years, a growing number of teachers have begun using Instagram to produce and distribute educational content. These educators, often called teacher‑bloggers, create short visual lessons, explanations, and educational materials that reach audiences beyond the traditional classroom. Through the use of images, videos, captions, and interactive features, they attempt to present educational concepts in engaging and creative ways. This development has opened new possibilities for rethinking teaching practices, particularly from the perspective of artful teaching. Artful teaching emphasizes imagination, creativity, aesthetic awareness, and emotional engagement in the learning process. In this perspective, teaching is not limited to the transmission of information but becomes a creative activity that shapes meaningful learning experiences. The present study aims to explore how artful teaching is recreated by Kurdish teacher‑bloggers within the digital environment of Instagram.The theoretical framework of this study is based on two main perspectives: the aesthetic turn in education and the concept of Bildung.The aesthetic turn highlights the importance of sensory experience, creativity, and artistic expression in teaching and learning. It suggests that learning can be enriched when educational content is presented in visually and emotionally engaging forms.The concept of Bildung refers to the holistic development of individuals through meaningful engagement with knowledge, culture, and society.According to this perspective, education involves not only cognitive learning but also the formation of identity and cultural awareness.When these ideas are applied to digital environments, teaching can be understood as a creative communicative practice in which educators design meaningful learning experiences using multimedia tools. Instagram, with its visual structure and interactive possibilities, provides a unique environment in which teachers can combine aesthetic presentation with educational content. In this context, teaching becomes a form of public pedagogy where teachers communicate knowledge, express cultural identity, and interact with audiences.Previous research has examined the role of technology and social media in education, but many studies have focused mainly on the technical use of digital tools. In such approaches, social media platforms are often considered simple channels for delivering information. However, fewer studies have explored how teachers creatively redesign educational content when using social media or how aesthetic and cultural elements influence their teaching practices. Moreover, the ways in which teachers construct professional identities and engage with audiences in these environments have received limited attention. These gaps indicate the need for research that examines the lived experiences of teachers who actively produce educational content in social media spaces. Therefore, this study seeks to develop a deeper understanding of how artful teaching is reconstructed in the everyday practices of Kurdish teacher‑bloggers on Instagram and how aesthetic design, cultural identity, and interaction are integrated in their educational activities.This research was conducted using a qualitative approach within an interpretive paradigm. The study employed a combination of virtual ethnography and systematic grounded theory analysis. Virtual ethnography enables the exploration of social interactions and cultural practices within online environments, while grounded theory allows researchers to develop conceptual explanations directly from empirical data. The participants of the study consisted of Kurdish teachers who actively produced educational content on Instagram. Using purposeful criterion sampling, eighteen teacher‑bloggers were selected as participants. The criteria for participation included having an active educational page, regularly publishing instructional content, and maintaining consistent interaction with followers.Data collection was carried out through two main methods: prolonged observation of Instagram activities and semi‑structured online interviews. The observation phase lasted approximately six months. During this period, the researcher systematically examined different forms of content shared by the participants, including posts, reels, stories, and live sessions. Attention was given to how teachers visually designed their lessons, how they presented their professional identities, and how they interacted with their audiences. Field notes and visual records were collected to document examples of teaching practices and audience engagement.Semi‑structured interviews were also conducted with the participants through online communication platforms. The interviews explored several themes, including teachers’ motivations for creating educational content on Instagram, the strategies they use to transform traditional academic material into visually engaging formats, the role of Kurdish language and culture in shaping their teaching style, and their experiences interacting with followers. These interviews allowed participants to describe their creative processes and professional experiences in detail.Data analysis followed the systematic grounded theory procedure proposed by Strauss and Corbin. The analysis was conducted in three stages: open coding, axial coding, and selective coding. During open coding, the collected data were examined line by line to identify key concepts and initial codes. In total, more than one hundred preliminary codes were extracted from the data. In the axial coding stage, related codes were grouped together and organized into broader conceptual categories that reflected recurring patterns in participants’ practices. Finally, in the selective coding stage, these categories were integrated into a conceptual framework that explains how artful teaching is recreated within the Instagram environment.The findings of the study identified three main dimensions of artful teaching in this digital context.The first dimension is pedagogical staging. In this dimension, teachers design their online presence as a form of educational performance. They carefully organize visual elements, communication styles, and narrative techniques in order to present lessons in an engaging way.By developing an inspiring teaching persona, teachers attempt to create emotional connection and maintain the attention of their audiences within the fast‑paced environment of social media.The second dimension is the aesthetic configuration of knowledge.Teachers transform educational concepts into visually appealing and narratively meaningful forms. Instead of relying only on text‑based explanations, they use images, diagrams, short videos, and storytelling techniques to illustrate ideas.Humor, examples from everyday life, and culturally familiar references are also used to make complex topics easier to understand. Through these strategies, knowledge becomes both accessible and engaging for learners.The third dimension is networked co‑creation. Instagram allows continuous interaction between teachers and learners through comments, messages, polls, and live discussions.Teacher‑bloggers encourage followers to participate actively by asking questions, sharing opinions, and contributing examples.This interaction creates a collaborative learning environment where knowledge is constructed through dialogue rather than delivered through one‑way instruction. Overall, the findings suggest that artful teaching on Instagram represents a form of networked educational practice that integrates creativity, cultural identity, and digital interaction.Kurdish teacher‑bloggers creatively combine local cultural elements with the multimedia capabilities of social media in order to design engaging learning experiences. Their practices demonstrate how teaching in digital spaces can move beyond traditional models of information transmission and become a creative, interactive, and culturally meaningful process. ظهور شبکه‌های اجتماعی فرصت‌های نوینی برای بازطراحی زیبایی‌شناختی آموزش فراهم کرده است.پاهمیت تدریس هنرمندانه در بستر اینستاگرام در آن است که فرایند انتقال دانش را از حالتی یک‌سویه به تجربه‌ای جذاب، چندرسانه‌ای و اثربخش تبدیل می‌کند. بر این اساس، هدف پژوهش حاضر واکاوی چگونگی بازآفرینی تدریس هنرمندانه توسط معلمان بلاگر کُرد در شبکه اجتماعی اینستاگرام بود. این پژوهش کیفی در چارچوب پارادایم تفسیری انجام شد و از راهبرد قوم‌نگاری مجازی بهره گرفت. میدان تحقیق شامل معلمان کُرد فعال در تولید محتوای آموزشی در اینستاگرام بود. با استفاده از نمونه‌گیری هدفمند از نوع ملاکی، ۱۸ نفر از معلمان دارای تعامل پویای آموزشی و سابقه فعالیت مستمر انتخاب شدند. ابزارهای گردآوری داده‌ها شامل مشاهده و مصاحبه بود؛ بدین‌صورت که ابتدا مشاهده عمیق به مدت شش ماه بر پست‌ها، استوری‌ها و تعاملات صفحات هدف انجام گرفت و سپس مصاحبه‌های نیمه‌ساختاریافته آنلاین با مشارکت‌کنندگان صورت پذیرفت. برای تحلیل داده‌ها از رویکرد نظام‌مند نظریه داده‌بنیاد بر اساس طرح استراوس و کوربین استفاده شد و داده‌ها در سه مرحله کدگذاری باز، محوری و گزینشی تحلیل گردید. یافته‌ها نشان داد فرایند بازآفرینی تدریس هنرمندانه در قالب سه مقوله کلان و شش مقوله محوری قابل تبیین است: «صحنه‌پردازی پداگوژیک» شامل مجری‌گری خلاق و پرسونای الهام‌بخش معلمی؛ «صورت‌بندی زیبایی‌شناختی دانش»شامل بصری‌سازی خلاقانه مفاهیم و سناریوپردازی آموزشی؛ و «هنر هم‌آفرینی شبکه‌ای» دربرگیرنده فعال‌سازی مخاطب مشارکتی و ایجاد زیست‌بوم گفتگو. این مطالعه با ارائه مدلی سه‌گانه از کنشگری آموزشی در فضای مجازی نشان می‌دهد پیوند هویت بومی با امکانات دیجیتال می‌تواند پداگوژی را به تجربه‌ای زنده، هنرمندانه و تعاملی ارتقا دهد.

دانشگاه کردستان تدریس پژوهی 2476-5686 14 1 2026 03 21 Designing a conceptual model for measuring the educational productivity of Farhangian University instructors using the content analysis method طراحی الگوی مفهومی سنجش بهره‌وری آموزشی مدرسین دانشگاه فرهنگیان به روش تحلیل مضمون 64580 10.22034/trj.2026.143955.2194 FA فرهاد سعیدی دانشجوی دکتری آموزش عالی دانشگاه تهران رحمت اله اللهیاری عضوهیات علمی دانشگاه تهران وحید مهربانی عضوهیات علمی دانشگاه تهران ناصر شیربگی عضوهیات علمی دانشگاه کردستان فاطمه نارنجی عضوهیات علمی دانشگاه تهران Journal Article 2025 06 23 Abstract This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support. The findings revealed that educational productivity is a multidimensional concept influenced by instructional practices, technological engagement, emotional and organizational factors, and the coherence of instructional design. The proposed conceptual model provides a theoretical and practical foundation for developing evaluation tools and policies aimed at improving the quality of higher education teaching. This model can be used in the context of Farhangian University and potentially adapted to other teacher training institutions across the country Abstract This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support. The findings revealed that educational productivity is a multidimensional concept influenced by instructional practices, technological engagement, emotional and organizational factors, and the coherence of instructional design. The proposed conceptual model provides a theoretical and practical foundation for developing evaluation tools and policies aimed at improving the quality of higher education teaching. This model can be used in the context of Farhangian University and potentially adapted to other teacher training institutions across the country Abstract This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support. The findings revealed that educational productivity is a multidimensional concept influenced by instructional practices, technological engagement, emotional and organizational factors, and the coherence of instructional design. The proposed conceptual model provides a theoretical and practical foundation for developing evaluation tools and policies aimed at improving the quality of higher education teaching. This model can be used in the context of Farhangian University and potentially adapted to other teacher training institutions across the country Abstract This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support. The findings revealed that educational productivity is a multidimensional concept influenced by instructional practices, technological engagement, emotional and organizational factors, and the coherence of instructional design. The proposed conceptual model provides a theoretical and practical foundation for developing evaluation tools and policies aimed at improving the quality of higher education teaching. This model can be used in the context of Farhangian University and potentially adapted to other teacher training institutions across the country Abstract This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support. The findings revealed that educational productivity is a multidimensional concept influenced by instructional practices, technological engagement, emotional and organizational factors, and the coherence of instructional design. The proposed conceptual model provides a theoretical and practical foundation for developing evaluation tools and policies aimed at improving the quality of higher education teaching. This model can be used in the context of Farhangian University and potentially adapted to other teacher training institutions across the country Abstract This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support. پژوهش حاضر با هدف طراحی الگوی مفهومی بهره وری آموزشی مدرسین دانشگاه فرهنگیان بر اساس تحلیل دادههای کیفی انجام شد. این مطالعه از نظر هدف کاربردی و از نظر روش‌شناسی کیفی با رویکرد تحلیل مضمون بود. داده‌ها از طریق مصاحبه‌های نیمه‌ساختار یافته با 32 تن از مدرسان دانشگاه فرهنگیان گردآوری شد که با روش نمونه‌گیری هدفمند نظری و بر مبنای اصل اشباع نظری انتخاب شدند. تحلیل داده‌ها با استفاده از روش تحلیل مضمون براساس مراحل شش‌گانه براون و کلارک انجام گرفت. پس از کدگذاری اولیه، ۸۴ کد مفهومی استخراج و در ۱۸ مضمون اولیه و ۶ مضمون اصلی دسته‌بندی گردید. نتایج تحلیل مضمون نشان داد که بهره‌وری آموزشی از دیدگاه اساتید شامل ابعاد متنوعی از جمله تدریس نوین، تعامل فعال، فناوری آموزشی، پیوند آموزش و پژوهش، برنامه‌ریزی آموزشی و انگیزش شغلی است. در نهایت، مدلی مفهومی طراحی شد که می‌تواند مبنایی برای طراحی ابزارهای سنجش و بهبود سیاست‌های آموزشی قرار گیرد.