درخت حوزه‌های تخصصی

Purpose: One of the inherent duties of the Cultural and Social Affairs Department of Farhangian University is to extend the governance of cultural and social spheres across all dimensions of the university. In this regard, numerous and diverse plans and activities have been implemented in recent years. The aim of this article is to analyze the cultural and social activities conducted at the university level and to provide an optimal model in this context. Methodology: The Three-Branch Model was used as a theoretical framework. The method employed was mixed, comprising both qualitative and quantitative sections. The qualitative sample population included 30 cultural experts selected through purposive sampling. The quantitative sample population consisted of 194 active members of student organizations, chosen through stratified random sampling. Data collection techniques included in-depth interviews and questionnaires. Findings: The findings indicate that structural factors (0.195), behavioral factors (0.368), and contextual factors (0.312) play significant roles in the formation of issues and problems in cultural and social programs and activities. Additionally, the regression results show that 63% of the variance in the dependent variable is explained by these three variables: structural factors, contextual factors, and behavioral factors. Conclusion: The findings of this study indicate that the structural, behavioral, and contextual factors play significant roles in shaping the outcomes of cultural programs and activities at Farhangian University. This section discusses the implications of these results, drawing on relevant literature to highlight the broader context and potential strategies for enhancing the effectiveness of cultural programs in higher education.

Purpose: The curriculum is a central element in any educational activity, and the present study aimed to design and validate an environmental education curriculum model for higher education based on the "Aker" approach. Methodology: This study used a mixed-methods approach, where the qualitative sample consisted of academic and organizational experts familiar with the research field, and the quantitative sample included curriculum specialists, textbook authors of the Ministry of Education, and environmental experts. The qualitative and quantitative research samples comprised 22 and 191 individuals, respectively, selected according to the principle of theoretical saturation through purposive non-random sampling and Cochran's formula with convenience non-random sampling. The research tools were semi-structured interviews and researcher-made questionnaires in the qualitative and quantitative sections, respectively, whose psychometric indices were confirmed. Data were analyzed using coding in Nvivo software and exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: The qualitative findings indicated that the environmental education curriculum model for higher education based on the "Aker" approach contained 87 concepts across 10 elements; namely, 13 concepts for program logic, 15 for program objectives, 13 for educational content, 7 for teaching and learning activities, 9 for instructor characteristics, 7 for educational materials and resources, 5 for educational space and setting, 8 for grouping, 4 for instructional time, and 6 for assessment. Additionally, the quantitative findings showed that the factor loadings, average variance extracted, and composite reliability of the elements were respectively higher than 0.40, 0.50, and 0.70. The fit of the environmental education curriculum model for higher education based on the "Aker" approach was appropriate, with all path coefficients being higher than 0.50 and significant at the 0.001 level. Conclusion: According to the environmental education curriculum model for higher education based on the "Aker" approach and its concepts, planning for the design and application of an environmental education curriculum is essential.

Purpose: This study focused on the structural modeling of competencies of high school managers in Tehran as a driver for sustainable development. Methodology: From the perspective of its objective, this research is developmental-applied, and in terms of data collection, given the nature of the study, it is descriptive-survey. The statistical population in the quantitative section includes high school managers from districts 2, 5, 6, and 8 in Tehran, who have experience in managing high schools and are active in executive and research activities in the field of education. Therefore, the sample size for the forthcoming research is 384 individuals, for which 384 questionnaires were used for data analysis. To measure the research variables, questionnaires by Shamsudin & Chutipattana (2012) and Wayla & Tolud (2021) were utilized. The reliability of the questionnaire was calculated based on Cronbach's alpha, and the validity of the questionnaire was based on confirmatory factor analysis. In the present research, the structural equation modeling method was used for data analysis. The software used for data analysis were SPSS-22 and SMARTPLS-4. Findings: According to the research findings, the professional competency model of school managers includes competency enablers, management competencies, ethics and professional behavior competencies, manager development, social indicators of managers, the establishment of work groups to enhance performance and green competency, attitudinal competencies, knowledge competencies, educational competencies, commercialization of knowledge-skills and technology competencies, hardworking spirit, consumption pattern modification, and participation in development towards national authority, which lead to the realization of results such as a hardworking spirit, consumption pattern modification, and participation in development. Conclusion: The professional competency model of school managers in high schools, with the expansion of professional competency, can assist managers and planners of educational systems in improving educational and training conditions.