Mostafa Ghaderi
Abstract
Smart schools are educational institutions that leverage advanced technologies such as artificial intelligence (AI), the Internet of Things (IoT), and adaptive learning to enhance both the quantitative and qualitative aspects of teaching and learning processes. This study examines the essential requirements, ...
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Smart schools are educational institutions that leverage advanced technologies such as artificial intelligence (AI), the Internet of Things (IoT), and adaptive learning to enhance both the quantitative and qualitative aspects of teaching and learning processes. This study examines the essential requirements, trends, and structural frameworks for establishing smart schools at the primary education level. Drawing upon reputable international research, it proposes strategies for the successful implementation of smart schools. The research employs a systematic literature review following the PRISMA approach, supplemented by thematic analysis. During the initial search phase, keywords such as "primary school," "artificial intelligence," "smart school," "teacher," "student," and "administrator" were used to retrieve 610 articles from seven reputable databases, including IEEE, Science Direct, Web of Science, Springer, Elsevier, and Scopus. After importing RIS files, inclusion and exclusion criteria were applied based on thematic relevance, publication timeframe (2019–2024), and focus on primary education and smart schools. Following full-text screening, 28 high-quality and thematically relevant articles were selected for final analysis.The findings highlight four key components crucial for establishing smart schools: (1) technological infrastructure, (2) teacher preparedness, (3) student empowerment, and (4) managerial competencies, each of which is elaborated in the paper. Additionally, the results indicate that the success of smart schools depends on an integrated approach combining cutting-edge technology, intelligent educational planning, and sustained investment in professional development.
Zahra Rahimi Milashi; Mahbobeh Arefi; Mahmod Abolghasemi
Abstract
The present study aimed to explore teachers' perspectives on curriculum changes in the mathematics curriculum for the third grade of primary school over the past five years. Ten teachers from District 5 of Tehran were selected in the 1403–1404 academic year based on their experience ...
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The present study aimed to explore teachers' perspectives on curriculum changes in the mathematics curriculum for the third grade of primary school over the past five years. Ten teachers from District 5 of Tehran were selected in the 1403–1404 academic year based on their experience in teaching the third grade and relevant professional background, using the snowball sampling method, and were invited to participate in semi-structured interviews within a phenomenological framework. Data were analyzed using Colaizzi’s step-by-step coding method. Findings revealed that teachers evaluated the curriculum changes positively in terms of making concepts more practical, increasing group and collaborative activities, and emphasizing problem-solving and play-based learning. However, they faced challenges including excessive content relative to teaching time, weak organization of some materials, lack of resources and support, mismatch of topics with students’ developmental levels, and insufficient in-service training. Structural and operational barriers such as inadequate physical facilities, high class density, weak managerial support, and parental resistance were also identified as limitations. These results highlighted the importance of understanding teachers' perspectives to inform the design and more effective implementation of future curriculum changes in the mathematics curriculum, and suggested providing adequate resources, aligning content with available teaching time, and strengthening in-service training and managerial support.
Hassan Maleki; Vahid Pouresfahani
Abstract
The present study explored the Islamic philosophical foundations of curriculum planning at the secondary education level. This research was conducted using a systematic review approach, employing the PRISMA strategy. The statistical population included 58 published articles between 2005 and 2025 (1384–1404 ...
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The present study explored the Islamic philosophical foundations of curriculum planning at the secondary education level. This research was conducted using a systematic review approach, employing the PRISMA strategy. The statistical population included 58 published articles between 2005 and 2025 (1384–1404 in the Iranian calendar), from which 21 relevant articles were selected after screening. The validity of the findings was assessed based on acceptability, reliability, and confirmability criteria. Data were analyzed using the NCT (Notice, Collect, Think) method, which involves three stages: attention, collection, and reflective examination. The results indicated that the Islamic philosophical foundations influencing curriculum planning include: Tawhid (Divine Unity), human dignity and innate nature, the Hereafter and purposefulness of life, social orientation, integration of scientific, ethical, and cultural dimensions, moral and spiritual growth, educational justice, spiritual needs orientation, and integration of rationality and spirituality. The findings suggest that designing secondary-level curricula should be based on indigenous and Islamic models while meaningfully bridging traditional values with contemporary needs. Such an approach facilitates the development of a balanced, ethically oriented generation with a stable cultural identity and, both theoretically and practically, contributes to enhancing curriculum quality and addressing the cultural and educational challenges of society.
abdolsaeed MohammadShafiee; Mahmood Mehrmohammadi; Ebrahim Talaee; Hashem Fardanesh
Abstract
Background and Purpose: Pre-service teachers’ professional identity is a dynamic and multidimensional construct that significantly influences their teaching attitudes, instructional practices, and educational quality. This systematic review aimed to analyze and compare national and international ...
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Background and Purpose: Pre-service teachers’ professional identity is a dynamic and multidimensional construct that significantly influences their teaching attitudes, instructional practices, and educational quality. This systematic review aimed to analyze and compare national and international studies on the formation process of professional identity, influential factors, challenges, opportunities, and research gaps. Methods: Relevant studies were identified using Persian and English keywords in national and international databases. The selection process followed the PRISMA framework in four stages: identification, screening, eligibility, and inclusion. Inclusion criteria included a clear focus on pre-service teachers’ professional identity, publication within 2011–2025 (Persian studies) and 2010–2024 (international studies), and acceptable methodological quality. Out of 325 retrieved articles, 67 studies (15 national and 52 international) were selected for final analysis. Data analysis was conducted using a comparative-inductive content analysis approach, and quality assessment was performed using the CASP and MMAT tools. Findings: International studies emphasized individual factors such as emotion, self-efficacy, and agency, whereas national studies focused more on religious values and institutional structures. In both contexts, the significance of practicum experiences, social interactions, and cognitive-emotional dimensions of identity was highlighted. Qualitative approaches dominated the methodologies, with noticeable differences in research instruments. Common challenges included the gap between theory and practice, negative perceptions of the profession, and lack of conceptual coherence. Conclusion: The development of pre-service teachers’ professional identity requires an integration of practical experience, social support, and attention to both cognitive-emotional aspects and contextual specificities. Future research should address longitudinal designs, innovative interventions, and broader socio-political influences to
zara taghavi; hadi pourshafei; faeze soorgi; Azam Mohammadi matin
Abstract
With the rapid expansion of virtual education, online assessment has become one of the major challenges in the teaching–learning process. The present study aims to explore the lived experiences of primary school teachers regarding the challenges of online assessment in virtual learning environments. ...
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With the rapid expansion of virtual education, online assessment has become one of the major challenges in the teaching–learning process. The present study aims to explore the lived experiences of primary school teachers regarding the challenges of online assessment in virtual learning environments. This qualitative study was conducted using a phenomenological approach. Participants were primary school teachers from Birjand, selected through purposive sampling. Data were collected via semi-structured interviews and analyzed using appropriate software. The findings revealed that online assessment faces challenges such as insufficient supervision, increased cheating, weak technological infrastructure, lack of digital literacy among teachers and students, and reduced educational interaction. Moreover, limited access to the internet and smart devices negatively affected the quality of assessments. Nevertheless, some benefits of this type of assessment, including time flexibility, cost reduction, and variety in assessment methods, were acknowledged by the teachers. Based on the findings, enhancing infrastructure, providing digital literacy training, and designing hybrid and technology-driven assessment systems can help improve the quality of online assessments. These findings may assist educational policymakers in formulating strategies to enhance the quality of assessment in virtual environments.
Rasoul Sharifi Najafabadi; Nahid Irannejadnajafabadi
Abstract
In the development of the national curriculum, the issue of localization has been given special importance, and on this basis, the "Special School Program" plan has been implemented. The aforementioned plan allows schools to allocate part of the teaching hours to the design and implementation of local ...
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In the development of the national curriculum, the issue of localization has been given special importance, and on this basis, the "Special School Program" plan has been implemented. The aforementioned plan allows schools to allocate part of the teaching hours to the design and implementation of local content. This applied research aims to examine the effects of the implementation of this plan and was conducted using qualitative and Deductive research methods. For this purpose, local content in the field of social studies was prepared and provided to 87 fourth-grade elementary school teachers in Najafabad county for teaching using the inquiry-based method. 17 teachers volunteered and carried out this activity under the supervision of researchers during the academic year 2024-2025. Finally, teachers' perspectives were collected through semi-structured interviews and coded, categorized, and analyzed using MAXQDA2018 software. The results showed that this program had positive cognitive, emotional, and social effects on students and increased their participation in learning social studies. On the other hand, problems such as resistance from some students and families, difficulty in classroom management, and lack of cooperation from a number of local institutions have resulted. Since it has been determined that eco-based education outside of school can be considered a complement to formal school education, it is recommended that students, families, and local institutions be familiarized with this plan and the necessary justifications be made.
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