درخت حوزه‌های تخصصی

Purpose: The objective of this research was to present an e-learning model with an emphasis on psychological capital at Mellat Insurance. Methodology: This research is qualitative in nature and employs thematic analysis as its method. The qualitative section of the study population included experts in education, e-learning, and psychology, focusing on psychological capital. Through purposive sampling, criterion-based, the desired sample was selected, and sampling continued until theoretical saturation of the data was reached. Thus, the participants in the study included 18 experts and managers. The data collection tool in this research was semi-structured interviews. It is noteworthy that the extraction of these indices was conducted by reviewing existing theoretical foundations and implementing interview transcripts using the thematic analysis method of Braun and Clarke in ATLAS.ti software. Findings: Based on the qualitative technique of thematic analysis, 141 initial codes were identified in 20 initial themes, and finally, 6 constructive themes were determined. The 6 constructive themes are: educational content, e-learning infrastructure, institutionalization of psychological capital, intra-organizational factors, extra-organizational factors, and effectiveness. Conclusion: One of the main necessities for implementing an e-learning model with an emphasis on psychological capital at Mellat Insurance is to increase organizational productivity. Organizational maturity refers to the ability of the organization to respond to challenges, adapt to changes, and continuously improve. This concept addresses the organization's ability to utilize internal and external knowledge, experiences, and resources to enhance processes, improve performance, and create added value. The primary necessity is that Mellat Insurance must seek to establish an advanced and flexible educational structure that enables employees to acquire the necessary knowledge, skills, and abilities to face emerging challenges and opportunities.

Transition in the Middle East has been one of the most visible characteristics of the Middle East since the end of the Cold War. Having been probably the most penetrated region of the world, the international and the regional orders have always been closely, although mostly asymmetrically related. Thus, the transition in the international arena has been deeply impacting the regional scene, which, along the development from the Cold War through the unipolar moment of the United States to the post-hegemonic/post-US, has resulted in a relatively more independent regional order in the making. The new Middle East is still in transition, with the US having become one among several external actors, old regional powers returning and new ones emerging. But this transition changes not only the actors shaping the new regional order, but also some of the underlying concepts thereof, e. g. that of the regional power.The present paper aims at presenting one of the most ancient regional powers of the Middle East, Egypt, by analysing how the interplay of internal, regional and external developments and the re-identification of the Egyptian state (and society) contributed to its re-emergence as a regional power.

Purpose: This study aims to explore the professional development needs of rural teachers to identify targeted strategies that can enhance their professional growth and effectiveness. Methodology: This qualitative study involved 31 rural teachers, utilizing semi-structured interviews to gather data. Interviews were audio-recorded, transcribed, and analyzed using NVivo software to ensure thematic accuracy and depth. Theoretical saturation was achieved to ensure comprehensive coverage of the topics discussed. The study's approach was grounded in qualitative methodologies, with an emphasis on capturing the lived experiences and insights of the participants. Findings: Four main themes were identified: Access to Resources, Professional Growth, Challenges and Barriers, and Suggested Improvements. Access to Resources highlighted issues like unreliable internet and inadequate professional materials. Professional Growth focused on the importance of collaborative learning and skill development. Challenges and Barriers included financial and geographic constraints, while Suggested Improvements called for policy reforms, infrastructure development, and community engagement to support rural teachers. Conclusion: The study highlights the complex challenges rural teachers face in accessing and benefiting from professional development opportunities. It suggests that tailored interventions are necessary to address these unique needs effectively. By focusing on specific improvements such as enhanced infrastructure, policy support, and community involvement, stakeholders can significantly impact the professional lives of rural teachers.

Purpose: This qualitative study explores the perspectives of teachers on integrating socio-political issues into classroom discussions, aiming to understand the challenges and strategies employed by educators in various educational contexts. The objective was to illuminate the factors influencing effective teaching practices concerning socio-political topics, thereby informing educational policies and teacher training programs. Methodology: This study utilized a qualitative research design, with data collected exclusively through semi-structured interviews involving 30 teachers from different educational levels and geographic locations. Participants were selected using purposive sampling to ensure a diversity of experiences and perspectives. Data analysis was performed using NVivo software to facilitate thematic analysis, ensuring theoretical saturation was achieved to validate the consistency and comprehensiveness of the findings. Findings: The analysis revealed three main themes: Teacher Preparedness, Student Engagement, and Institutional Support. Under Teacher Preparedness, subthemes included Training and Professional Development, Personal Comfort with Topics, and Curriculum Integration, indicating the need for improved resources and training. Student Engagement was characterized by varying levels of participation and the impact of classroom dynamics on learning, highlighting the influence of teaching methods and environment. Institutional Support emerged as critical, with subthemes like Administrative Guidance and Resources emphasizing the need for stronger institutional backing and adequate resources to support teachers. Conclusion: The study underscores the complexities of discussing socio-political issues in educational settings and the pivotal role of teachers in facilitating these discussions. Effective socio-political education requires comprehensive teacher training, supportive institutional frameworks, and resources that together foster an environment conducive to open and critical discussions. Addressing these factors is crucial for preparing students to participate thoughtfully in democratic processes.

Purpose: Futurology plays a significant role in advancing organizational goals and mitigating organizational problems and challenges. Therefore, the aim of this study was to identify the dimensions and components of Internet of Things development in schools based on future studies. Methodology: In a descriptive qualitative study, 19 academic and organizational experts from the educational sector of Tehran were interviewed in the academic year 2020-2021 using a semi-structured method. In this study, the sample size was determined according to the principle of theoretical saturation and was selected through purposive sampling. The research tool was a semi-structured interview, whose validity was confirmed through triangulation and whose reliability was calculated at 0.88 using the agreement coefficient between two coders. The data of this study were analyzed using thematic analysis in MAXQDA software, version 2020. Findings: The analysis indicated that the development of the Internet of Things in schools based on future studies encompasses 26 components across 7 dimensions. These dimensions include the elimination of time constraints (with 3 components), elimination of spatial constraints (with 4 components), reduction of infrastructure costs (with 4 components), knowledge management (with 3 components), professional competence (with 3 components), information technology (with 3 components), and effectiveness of the educational system (with 6 components). Ultimately, a thematic network for the development of the Internet of Things in schools based on future studies was established. Conclusion: The model of dimensions and components designed in this study can assist specialists and educational system officials in improving the development of the Internet of Things in schools.

This article analyzes the transformation of Turkish foreign policy towards the Middle East during the turbulent years initiated with the Arab Spring. In due course, Turkish policy considerably shifted from proactive engagement with the region in the early 2000s to a bid to leading regional transformation, particularly in the initial years of the Arab Spring. However, the reversal of the Arab Spring increasingly presented a blowback for Türkiye’s regional engagements. The ensuing regional insecurity resulted in a realist turn in Turkish foreign policy, with frequent resort to military instruments and coercive diplomacy. Eventually, regional policies of Türkiye corresponded to the search for de-escalation and normalization within the emerging Middle Eastern order since 2020. The article argues that changing regional dynamics corresponding with domestic conditions influenced and shaped Türkiye’s policies towards the Middle East. Recently, under the impact of the regional-systemic pressures coupled with changing domestic conditions, recalibrating its regional engagement, Türkiye has prioritized the normalization agenda. It argues that while normalization agenda will remain an important objective for Türkiye’s regional policies, it will evolve in a partial manner, and case-by-case, conditional on the unfolding regional order and Ankara’s strategic priorities.