درخت حوزه‌های تخصصی

EU has developed a plethora of initiatives to deal with the southern shores of the Mediterranean Sea. From Euro-Mediterranean Partnership (EMP) and the so-called Barcelona Process to European Neighborhood Policy (ENP) and Union for the Mediterranean (UfM), different regional programs have been implemented in the Mediterranean region. The diversity and increasing number of countries involved have led to a feel of Mediterranean bazaar with diverging directions. Thus, one question appears to remain unanswered: In what ways have ideational foundations affected the EU initiatives in the Southern shores of the Mediterranean Sea? The research hypothesis states that differences in ideational foundations of the Mediterranean powers, namely, France, Italy and Spain, in moments of crisis have led to the multiplication of initiatives and brought in at times conflicting arrangements between the north and the south of the Mediterranean Sea. The research question was answered under the Constructivist Institutionalism using the qualitative methodology of content analysis.  Research findings reveal that when confronted with moments of self-doubt (crisis), each of the Mediterranean powers has effectuated an institutional change according to its established ideas and cognitive filters.

Purpose: In the context of rapidly evolving digital landscapes, digital media literacy has become a foundational element in primary education, crucial for preparing students to navigate and influence their digital surroundings effectively. This study aims to identify and describe the key components of digital media literacy as taught in primary schools, focusing on the insights of faculty members from Iran to understand how these components are integrated into the educational system. Methodology: Employing a qualitative research design, this study gathered data through semi-structured interviews with 21 faculty members who are directly involved in teaching digital media literacy in primary schools across Iran. Theoretical saturation was achieved to ensure comprehensive coverage of the concepts. Data were analyzed using NVivo software to facilitate a thorough thematic analysis, identifying the core components of digital media literacy education. Findings: The analysis revealed five main themes central to digital media literacy in primary education: Transfer, Usage, and Digital Competence; Computer Fundamentals; Online Basics Skills; Word Processing, Spreadsheet, and Presentation Skills; and Database and Data Security Skills. Each theme comprised several categories that detailed specific skills and knowledge areas essential for comprehensive digital literacy, ranging from basic computer operations to advanced data management and security. Conclusion: The study underscores the importance of a robust digital media literacy curriculum in primary education, highlighting specific skills that are crucial for students' development as competent digital citizens. It also points to the need for ongoing teacher training to keep pace with technological advancements, ensuring that educators are well-equipped to impart these essential skills.

Purpose: This research aims to explore the various aspects of educational environments that shape how students perceive themselves, with a focus on the interactions and experiences that contribute to their self-concept and academic engagement. Methodology: This qualitative study was conducted using semi-structured interviews with 21 participants who were either currently enrolled in educational institutions or had recently graduated. Data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the phenomena. The interviews were transcribed and analyzed using NVivo software to identify recurring themes and patterns related to the educational environment and its impact on student self-perception. Findings: Four main themes were identified: Institutional Environment, Educational Practices, Student Engagement, and Self-Perception Development. Each theme comprised various categories that elucidated the influence of educational settings on students: Institutional Environment included Physical Infrastructure, Social Climate, Academic Atmosphere, Administrative Support, and Extracurricular Activities. Educational Practices focused on Teaching Methods, Evaluation Techniques, and Teacher-Student Relationships. Student Engagement highlighted Participation in Class, Engagement in School Governance, Peer Collaboration, and Identification with School. Self-Perception Development covered Identity Formation, Self-Efficacy, Career Aspirations, Academic Self-Concept, and Emotional Resilience. Conclusion: The study concluded that educational institutions play a pivotal role in shaping student self-perception through various environmental and interactional aspects. These elements not only influence students' academic engagement but also significantly impact their self-concept and future aspirations. The findings underscore the need for educational policies and practices that enhance positive student experiences and support comprehensive development.

Purpose: One of the critical issues in addressing migrant students is the improvement of cultural adaptation. Therefore, the objective of this study was to analyze the drivers for enhancing cultural adaptation in addressing migrant students through education. Methodology: This study was applied in terms of its objective and utilized a mixed-methods approach (qualitative and quantitative) in terms of execution. The study population in both sections consisted of managers and teachers familiar with the research field, from which 18 individuals were selected as samples based on the principle of theoretical saturation using purposive sampling. The research instruments included literature review, semi-structured interviews, and a researcher-made questionnaire. Initially, experts were interviewed, and then 15 of those who expressed willingness evaluated the importance of the extracted drivers. In this study, the coding method was used to identify the drivers for improving cultural adaptation in addressing migrant students through education, the importance and uncertainty method to identify key drivers, and the structural analysis method using MICMAC software to understand the influence of the drivers. Findings: The findings indicated that the most important drivers for enhancing cultural adaptation in addressing migrant students through education were, in order, training managers on how to interact with migrant students, short-term training for teachers, training all students on how to interact with migrant students, training parents on how to teach communication principles with different cultures, training teachers by school managers, short-term training for school managers, training managers on how to deal with errant teachers, training migrant students on how to handle other students' behaviors, in-service training for teachers, training teachers through brochures, and training migrant parents to enhance their children's communication skills. Additionally, the drivers' impact levels were ranked, with the training of parents on communication principles with different cultures, training managers on interacting with migrant students, training managers on dealing with errant teachers, training migrant parents to enhance their children's communication skills, training all students on interacting with migrant students, short-term training for teachers, in-service training for teachers, training teachers by school managers, short-term training for school managers, training teachers through brochures, and training migrant students on handling other students' behaviors being the most influential. Conclusion: Cultural specialists and planners in the country can utilize the identified drivers from the present study, considering their importance and impact, to improve cultural adaptation in addressing migrant students through education.