درخت حوزه‌های تخصصی

Purpose: This study aims to identify the limitations of English language learning in universities within the Chaharmahal and Bakhtiari province and to explore effective strategies proposed by students, instructors, and administrators to overcome these challenges. Methodology: Employing a qualitative research design, this study conducted semi-structured interviews with 24 participants, including university students, English language instructors, and academic administrators from the Chaharmahal and Bakhtiari province. The data were analyzed through thematic analysis to achieve theoretical saturation, revealing key themes and concepts related to the limitations and strategies of English language learning. Findings: The study identified two main themes: "Limitations" and "Strategies." Under "Limitations," five categories emerged: Resource Constraints, Curriculum Issues, Instructor Challenges, Motivational Factors, and Cultural Barriers, each encompassing specific challenges such as inadequate resources, outdated curriculum, instructor proficiency, and motivational and cultural issues. The "Strategies" theme also comprised five categories: Resource Enhancement, Curriculum Development, Instructor Support, Motivation Boosting, and Cultural Integration, suggesting targeted interventions like improving educational resources, updating the curriculum, supporting instructors, enhancing student motivation, and integrating cultural elements into the learning process. Conclusion: The study underscores the multifaceted nature of challenges in English language learning in the Chaharmahal and Bakhtiari province, highlighting the need for comprehensive strategies that address resources, curriculum, instructor capabilities, motivational dynamics, and cultural considerations. Effective implementation of these strategies could significantly improve English language education, contributing to better language acquisition and educational outcomes for students in this region and similar contexts.

Purpose: The objective of this study is to develop a comprehensive framework for identifying the challenges facing human resource management (HRM) in the education system of Iraq. By leveraging insights from key stakeholders, the study aims to provide detailed understanding and solutions to improve the effectiveness and efficiency of HRM practices in Iraqi educational institutions. Methodology: This qualitative study utilized a purposive sampling method to select 12 experts from the Iraqi education sector, focusing on the provinces of Maysan, Baghdad, and Dhi Qar. Data were collected through semi-structured interviews, which were then transcribed and analyzed using thematic analysis facilitated by NVivo software. The analysis aimed to identify key themes related to HRM challenges, ensuring the validity of findings through researcher self-review and verification control. Findings: The study identified several significant challenges affecting HRM in Iraq's education system. Financial constraints, such as low salaries for educational staff and inadequate funding for schools, were pervasive. Infrastructural deficiencies, including old and poorly maintained school buildings, contributed to an unconducive learning environment. There was also a lack of technological integration, with schools insufficiently equipped and teachers untrained in using modern educational tools. Additional issues included inadequate parental and governmental support, a curriculum misaligned with societal and market needs, teacher demotivation, outdated assessment methods, and political instability influencing educational policies. Conclusion: Effective HRM practices, such as performance-based budgeting, financial decentralization, technological integration, and comprehensive teacher training programs, are essential for enhancing educator performance and improving educational quality.

Purpose: Immigration always faces challenges and one of the can be investigated challenges in this field is violence towards immigrants. Therefore, the aim of this study was to analysis the lived experience of teachers' violence towards Afghan students in primary schools. Methodology: The present study in terms of purpose was applied and in terms of implementation method was descriptive from type of qualitative. The research population was of Afghan elementary school students who had experienced of violence from teachers and principals of elementary schools, which 20 students and 10 principals were selected as samples through purposive sampling method. The research tool was a semi-structured and in-depth interview based on researcher-made questions, and the validity of the interviews was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between two coders at 0.79. The data of the present study were analyzed by the coding method in MAXQDA-Pro software. Findings: The findings of this study indicated that the types of teachers' violence have 17 concepts in 3 components of verbal violence (6 concepts), behavioral violence (6 concepts) and physical violence (5 concepts), the effects of teachers' violence have 22 concepts in 4 components of mental (9 concept), academic (4 concepts), physical (3 concepts) and social (6 concepts) and control strategies of teachers' violence have 19 concepts in 5 components of educational (5 concepts), employment (3 concepts), planning (5 concepts), disciplinary (3 concepts) and cultural (3 concepts). Also, the pattern of types of teachers' violence, effects of teachers' violence and control strategies of teachers' violence were designed. Conclusion: According to the results, it is recommended to the education managers to use the control strategies of teachers' violence in order to reduce the types of teachers' violence and its effects.

Purpose: The purpose of this study was to investigate the policy-making processes for online education at the primary level, focusing on the objectives, content, strategies, resources, and assessment practices. It aimed to identify the challenges and opportunities within these policies to enhance the effectiveness of online education. Methodology: This cross-sectional survey study involved 384 educators, administrators, and policymakers in the primary education sector. Data were collected via a researcher-made questionnaire to gather comprehensive insights into the participants' perceptions of online education policies. The questionnaire was validated through a pilot study, and data analysis was conducted using SPSS and SMART-PLS for quantitative responses and thematic analysis for qualitative responses. Confirmatory factor analysis and Cronbach's alpha coefficients were utilized to assess the reliability and validity of the constructs within the questionnaire. Findings: The findings revealed a general consensus on the importance of clearly defined objectives, engaging content, and effective strategies for the successful implementation of online education policies. Challenges identified include the need for better technology infrastructure, financial resources, and professional development for educators. The analysis also highlighted the significance of affective and psychomotor domains in online education, which are often overlooked in policy making. Participants expressed a desire for more innovative and interactive online learning environments to enhance student engagement and learning outcomes. Conclusion: The study concludes that while there are significant opportunities to enhance the quality and effectiveness of online education through policy improvements, there are also considerable challenges that need to be addressed. These include the integration of affective and psychomotor learning goals, the development of comprehensive support systems for educators, and the improvement of technology and financial infrastructures. Policymakers and educators must work collaboratively to refine online education policies, ensuring they are inclusive, effective, and capable of meeting the diverse needs of primary education students.