درخت حوزه‌های تخصصی

Purpose: The objective of this study is to examine and model the structural equations of educational sustainable development within the education system of East Hormozgan Province. The study aims to identify key factors and relationships that contribute to the effective integration of sustainable development principles in education, based on a theoretical framework derived from existing literature. Methodology: This applied research employs a survey method, targeting all secondary school managers and teachers in East Hormozgan Province, totaling 7,444 individuals. Using stratified random sampling, a sample size of 365 participants was determined through Cochran's formula. Data were collected using a questionnaire based on the theoretical framework and analyzed using SPSS 27 and LISREL 8.80 software. The study employed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to validate the proposed model and assess the fit of the data. Findings: The analysis revealed that all dimensions, including central phenomenon, causal factors, strategies, contextual factors, intervening factors, and outcomes, were effectively represented in the educational sustainable development model. High factor loadings and significant path coefficients indicated strong relationships between the variables. The findings also highlighted the critical role of economic, social, and environmental education in fostering sustainable development. The model demonstrated good fit indices, confirming its robustness and applicability for evaluating ESD initiatives. Conclusion: The study confirms the importance of integrating sustainable development principles into the educational framework of East Hormozgan Province. The validated model provides a comprehensive approach to assessing and implementing ESD, emphasizing the need for holistic educational strategies and continuous professional development for educators. These findings offer valuable insights for policymakers and practitioners aiming to promote sustainable development through education.

Purpose: Teachers are one of the most important pillars of the education system and play a crucial role within it. Therefore, the present study aimed to design a model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training. Methodology: This study was applied in terms of objective and mixed in terms of implementation method, i.e., qualitative and quantitative. In the qualitative section, the research population consisted of experts familiar with the research field, 10 of whom were selected using purposive sampling based on theoretical saturation and subjected to semi-structured interviews. Furthermore, in the quantitative section, the research population was teachers in the city of Neyshabur, 384 of whom were selected using random sampling according to the Krejcie and Morgan table and responded to a researcher-made questionnaire. In this study, qualitative data were analyzed using thematic analysis based on grounded theory in MAXQDA software, and quantitative data were analyzed using exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: Qualitative findings indicated that causal conditions included three themes: social needs, changes in educational needs, and the creation of individual needs in teachers; the central phenomenon included three themes: value creation, problem solving, and scientific and practical training; contextual conditions included five themes: proper course implementation, course content richness, a suitable environment, proper planning, and teachers' mindset; intervening conditions included six themes: uncommitted and inexpert managers, improper performance evaluation, improper needs assessment, lack of teaching quality in courses, unconventional teaching methods, and a weak motivational system; strategies included ten themes: successful modeling, course content improvement, region-focused planning, accurate and scientific needs assessment of courses, removing teachers' individual barriers, changes in educational systems, improvement of physical conditions, employing experienced and expert instructors, providing motivational frameworks, and a suitable evaluation system; and outcomes included four themes: social outcomes, improvement in teachers' educational performance, job well-being of teachers, and psychological outcomes of teachers. Quantitative findings showed that the factor loading of all themes (except for 6 themes) was above 0.60, and the Cronbach's alpha and composite reliability of all of them were above 0.70. Additionally, the model for policy-making on empowerment and professional advancement of teachers, with emphasis on in-service training, had a suitable fit, and the effect of causal conditions on the central phenomenon, the effect of the central phenomenon, contextual conditions, and intervening conditions on strategies, and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training, can assist planners in the education system to empower and advance teachers professionally through in-service training.