درخت حوزه‌های تخصصی

Background: Media content plays a significant role in shaping behaviors, attitudes, and lifestyle choices, especially among children, a demographic that is highly impressionable and actively engaged with various media platforms.Aims: This article explores the role of media literacy in equipping children to critically evaluate media content that promotes unhealthy lifestyles, including poor dietary choices, sedentary behavior, celebrity worship and unrealistic body ideals.Methodology: This study employs a qualitative approach, synthesizing data from case studies, government reports, and peer-reviewed academic literature to explore the role of media literacy in fostering healthy lifestyle choices among children.Findings: The findings indicate that current media literacy education programs for children are insufficient, largely because they often fail to include parental education. Parents play a pivotal role as mediators of children’s media consumption, and their active participation in media literacy education strengthens the impact of such interventions. The article argues for an integrated media literacy curriculum targeting both children and parents to create a more comprehensive understanding of healthy lifestyle practices and critical media engagement. Recommendations for policy, educational frameworks, and family-centered interventions are proposed to address these gaps.Conclusions: We emphasize the importance of a holistic approach to media literacy that includes all involved people and bodies in promoting healthier lifestyle choices among children.

Purpose: One of the modern management approaches that has received significant attention and has addressed the weaknesses and problems of traditional management models is ethically-oriented management. Therefore, the purpose of this research is to design an ethically-oriented management model to enhance employee education in higher education, utilizing grounded theory in the free universities of Mazandaran province. Methodology: The nature of this study is exploratory and utilizes qualitative data. The research population consists of management experts and professors with management experience in the free universities of Mazandaran province. The researcher employed the snowball method to achieve theoretical saturation after conducting interviews with 13 experts and opinion leaders. Qualitative data were collected through structured interviews and analyzed using the qualitative method of grounded theory. Findings: Causal factors influencing ethically-oriented management for the development of employee education include personal characteristics, psychological capability, job identity, and organizational communications. Contextual factors include organizational ethics, organizational foundations, organizational justice, and leadership roles. Influential intervening factors include political, executive, infrastructural, and cultural factors. Additionally, three core phenomenon components have been identified and reported: ethical educational leadership skills, ethical literacy, and instructional design. Resulting strategies include external and internal university strategies, formal and informal strategies. Lastly, outcomes include structural development, educational development, communicational development, and performance development. Conclusion: This research began with the aim of achieving an ethically-oriented management model for the development of employee education in higher education using grounded theory and has completed its evolutionary journey through qualitative methods, resulting in a model. Finally, recommendations derived from the researcher's experiences are presented.

This study investigates the effect of strategy training on EFL learners’ attitudes regarding the concept and applicability of critical thinking in an educational context. To achieve this goal,80 EFL learners were selected using convenience sampling and homogenized based on the Oxford Placement Test.They completed a questionnaire adapted from Stupple et al.(2017) to assess their attitudes toward critical thinking,which served as the pre-test. Subsequently,the participants were divided into experimental and control groups.The experimental group underwent strategy training over10 sessions,during which various strategies were explained, and participants practiced using them to solve problems and exchange feedback.Additionally,they discussed the applicability and challenges associated with critical thinking in an educational context.The control group received mainstream instruction.After the treatment,both groups completed the same critical thinking questionnaire as the posttest.Furthermore,qualitative interviews were conducted with participants from the experimental group to gain an in-depth understanding. The data analysis revealed significant changes in the attitudes of the experimental group.Overall,this study follows a quasi-experimental explanatory sequential mixed-method design “In nature,the data analysis showed that,in general,the attitudes of the experimental group had changed significantly in the post-test compared to the control group.However,there was no significant difference in the attitude of the experimental and control groups regarding the applicability of strategy training for improving critical thinking and their ability to deploy critical thinking effectively.The results of the interviews and the comment section showed that teachers’ theoretical knowledge and willingness,EFL learners’ preparedness, and educational factors play important roles in the successful implementation of strategy training for developing critical thinking among EFL learners.”