hoda dashti; Mahdi Mahmodi; Sadegh Rezaei
Abstract
Background and Objective:Affective education is essential for holistic development. However, existing models like Social and Emotional Learning (SEL) often neglect the spiritual dimension, particularly in Islamic contexts. This study aimed to identify the foundations of Islamic affective education through ...
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Background and Objective:Affective education is essential for holistic development. However, existing models like Social and Emotional Learning (SEL) often neglect the spiritual dimension, particularly in Islamic contexts. This study aimed to identify the foundations of Islamic affective education through a thematic analysis of Nahj al-Balāghah, compare them with humanistic psychology, and propose an integrated model linking spiritual and psychological dimensions.Methods:This qualitative study employed thematic analysis (Braun & Clarke, 2006). Data were collected from primary Islamic sources (the Qur’an, Nahj al-Balāghah) and key works in humanistic psychology (Rogers, Maslow, Frankl). Trustworthiness was ensured through intercoder agreement (Cohen’s kappa = 0.85) and expert validation.**Findings:** Analysis revealed four foundational principles: (1) inner purification (tazkiyah), (2) balance between reason and emotion, (3) Divine love (iḥsān), and (4) social responsibility. These form a four-dimensional model comprising cognitive–affective, moral–affective, social–affective, and Divine–affective dimensions. Comparative analysis showed a key teleological difference: the Islamic model aims for "nearness to God" (qurb ilā Allāh), whereas humanistic psychology emphasizes "self-actualization." Consequently, emotional regulation in the Islamic framework shifts from a self-centered to a spirituality-oriented paradigm.Conclusion:The proposed model bridges the gap between secular and spiritual approaches to affective education. By integrating transcendent and contemporary dimensions, it offers a culturally responsive framework that addresses not only psychological needs but also spiritual aspirations. Its application in formal curricula may foster balanced, empathetic individuals deeply rooted in spirituality, contributing to holistic human development in Islamic contexts and beyond.
Hasan Bakhtiari; Effat Abbasi; Ali Hosseini Khah
Abstract
The elementary-level Social Studies curriculum plays a fundamental role in nurturing responsible citizens and teaching social skills. Given the diverse educational approaches of different countries, a comparative analysis of Iran’s curriculum against those of Finland and Singapore, two nations ...
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The elementary-level Social Studies curriculum plays a fundamental role in nurturing responsible citizens and teaching social skills. Given the diverse educational approaches of different countries, a comparative analysis of Iran’s curriculum against those of Finland and Singapore, two nations recognized for their advanced and leading educational systems, can provide valuable insights into the strengths and weaknesses of the domestic curriculum, thereby offering avenues for the improvement of the education system. The aim of this research is to compare the objectives of elementary Social Studies curricula in these three countries. The study is qualitative in nature and employs a comparative approach. For its execution, a descriptive-analytical method was used, and the Bereday model was applied for data analysis. The research population comprises elementary Social Studies curricula worldwide, from which Iran, Finland, and Singapore were selected as the sample, utilizing purposive sampling with maximum variation. Findings indicate that the Social Studies curricula in Iran, Finland, and Singapore share a common emphasis on nurturing ethical citizens, enhancing awareness of rights and responsibilities, promoting historical and cultural literacy, and preparing individuals for social life. However, differences are also observed in their specific focal points: Finland prioritizes the teaching of life skills, entrepreneurship, and democratic principles; Singapore focuses on cultivating globally competent citizens adept at navigating multicultural societies; while Iran primarily emphasizes nurturing a generation committed to Iranian-Islamic identity, promoting the pursuit of justice, and resisting oppression.
Nazila Khatib Zanjani; Mahsa Karimi
Abstract
This study designed and validated an artificial intelligence-based evaluation model at Payam Noor University. The research type was a sequential mixed method with an exploratory approach in terms of data and included two qualitative and quantitative parts. In the qualitative part, the meta-synthesis ...
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This study designed and validated an artificial intelligence-based evaluation model at Payam Noor University. The research type was a sequential mixed method with an exploratory approach in terms of data and included two qualitative and quantitative parts. In the qualitative part, the meta-synthesis and Delphi stages were used. The statistical population in the meta-synthesis stage included theoretical foundations and related backgrounds from domestic and foreign databases, and in the Delphi stage, it included 15 experts using a purposive non-random sampling method. In the quantitative part, the statistical population included all professors at Payam Noor University, 245 of whom were selected using a cluster sampling method. Data were collected in the qualitative part through a systematic literature review and in the Delphi stage with a worksheet. In the quantitative part, a 75-item questionnaire extracted from the results of the qualitative part was used. The validity and reliability of the tools were examined, and the results indicated their appropriate validity. Data analysis in the qualitative part was performed using systematic analysis and Kendall's coefficient of agreement, and in the quantitative part, descriptive and inferential statistics (confirmatory factor analysis) were performed using Maxqda, SPSS, and Smart PLS software. The findings showed that the evaluation model includes the dimensions of design, implementation, analysis of results, and improvement and development. This model was presented and its validity was confirmed based on the aforementioned dimensions and components.
Parvanel Mahmoudian; Alireza Sadeghi; zahra rahimi; Mohammad Niroo
Abstract
The present study aimed to identify and explain the perspectives of parents of senior high school students regarding mathematics education. This qualitative research employed a semi-structured interview method within a phenomenological approach, continuing until theoretical saturation was achieved. The ...
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The present study aimed to identify and explain the perspectives of parents of senior high school students regarding mathematics education. This qualitative research employed a semi-structured interview method within a phenomenological approach, continuing until theoretical saturation was achieved. The research field consisted of parents of senior high school students, from whom nine participants were selected through criterion-based purposeful sampling. Data analysis, conducted using the Moustakas method, led to the extraction of 296 concepts, 62 themes through the combination of similar concepts, and 11 axial codes derived from the integration of common themes into coherent semantic units. The results indicated that parents adopt a holistic view, perceiving mathematics as a tool for cultivating the mind, fostering intellectual coherence, and promoting social interaction. At the same time, they are aware of the complexity of mathematical concepts and the negative effects of anxiety and weak foundational knowledge in their children. Furthermore, from an educational and psychological standpoint, they consider values such as teaching attractiveness, psychological support, educational justice, and the integration of mathematics with life concepts as essential, while emphasizing the careful selection and continuous training of teachers. They view desirable interaction as comprising sincere communication, motivational support, and pedagogical guidance, accompanied by an understanding of individual needs, reduction of math anxiety, and compassionate behavior modification.
Mahsa Amiri moalla; Rasoul Emadi; Roshan Ahmadi
Abstract
Quick Response (QR) codes have been widely used in elementary science textbooks for the second cycle of primary education in recent years; however, their content and technical quality have not been systematically evaluated based on electronic content production standards. The present study aimed to assess ...
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Quick Response (QR) codes have been widely used in elementary science textbooks for the second cycle of primary education in recent years; however, their content and technical quality have not been systematically evaluated based on electronic content production standards. The present study aimed to assess the content quality and technical quality of QR codes in science textbooks for grades four to six. This research was descriptive and based on content analysis, with the study population comprising all multimedia content embedded in the mentioned textbooks. Data were collected using checklists and standardized questionnaires from the Roshd Electronic Content Production Festival and analyzed using SPSS software. The findings indicated that the adherence to principles and standards was above the average level in both content and technical dimensions; however, the highest adherence was observed in content quality for grade six and in technical quality for grade four. The results also suggest that in the production process of these QR codes, greater attention was paid to content components compared to technical indicators. These findings highlight the necessity of balanced consideration of both dimensions in future content design.
Hossein Keshavarz Afshar; Mohadeseh Zamani; Fahimeh Bahonar
Abstract
School counseling services are among the most important pillars of psychological and academic support for students. This study explored students’ perceived experiences regarding the needs and challenges related to school counseling services. This study employed a qualitative design within an interpretative ...
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School counseling services are among the most important pillars of psychological and academic support for students. This study explored students’ perceived experiences regarding the needs and challenges related to school counseling services. This study employed a qualitative design within an interpretative phenomenological approach. The field of study included high school students in Soltaniyeh, Zanjan Province, during the 2024–2025 academic year, and 12 of them were selected through purposive criterion sampling until data saturation was achieved. Data were collected through semi-structured interviews and analyzed using Colaizzi’s method. The findings revealed 2main themes, 9subthemes, and 122initial concepts. The main and subthemes included expectations in the domain of school counseling services (realistic expectations of students from the counselor, ideal expectations of students from the counselor, counselors expectations of students, students expectations of one another, and students expectations of the principal and teachers), and challenges and concerns in the domain of school counseling services (students challenges and concerns regarding the counselor, students challenges and concerns regarding one another, students challenges and concerns regarding the principal and teachers, and students challenges and concerns regarding the family). The results indicated that students regarded the presence of counselors in schools as beneficial, yet they expressed doubts about confidentiality and effectiveness. Such uncertainties weakened the role of school counseling services and limited students trust and full utilization of them. Therefore, revising counseling approaches and strengthening both the competence and confidentiality of counselors are essential to enhance the status and effectiveness of school counseling services.