درخت حوزه‌های تخصصی

This non-experimental study aimed to figure out if Iranian novice and expert EFL teachers had differing attitudes regarding professional identity (PI). It also measured if gender and various social statuses of high, mid and low had any mediating role in novice and expert teachers’ attitudes towards PI. Therefore, a 20-item PI questionnaire to which demographic variables of, teaching experience, gender and social status attached was distributed through various means, including emails, social media platforms, and personal contacts due to sanitary protocols and in the outbreak of Covid-19 pandemic. These results indicate that regardless of experience level, gender, or social status, teachers' attitudes towards professional identity remain consistent. The study suggests that factors such as gender and social status do not play a significant role in shaping teachers' perceptions of their professional identity. Also, the findings of the study can be beneficial for teachers by highlighting that their attitudes towards professional identity are not significantly influenced by gender or social status. This can help alleviate concerns or biases related to these factors and encourage teachers to focus on their individual growth and development

This research aimed to determine the effectiveness of flipped classrooms in improving online learning self-efficacy and academic engagement among teacher trainees at Farhangian University. The study used a semi-experimental method with a pretest-posttest design and a control group. The statistical population consisted of all Farhangian University students during the 2023-2024 academic year. Using available sampling method, two groups of 36 teacher trainees were selected from the Shahid Modarres Campus of Farhangian University in Sanandaj. One group was randomly designated as the experimental group and the other as the control group. The experimental group participated in flipped classroom sessions, while the control group received traditional teaching methods. Data collection tools included the Online Learning Self-Efficacy Scale (OLSES) by Zimmerman & Kulikowich (2016) with a Cronbach’s alpha of 0.88, and the Academic Engagement Questionnaire by Fredricks et al. (2004) with a Cronbach’s alpha of 0.86. Both the face validity and content validity of the questionnaires were evaluated by a panel of experts and confirmed. The data were analyzed using SPSS (version 22), employing both descriptive and inferential statistical techniques, including multivariate and univariate analysis of covariance (ANCOVA), at a significance level of α=0.05. The results indicated significant differences between the experimental and control groups in terms of all three dimensions of Online Learning Self-Efficacy: online learning, time management, and technology use. Furthermore, the experimental group showed significantly higher levels of behavioral and motivational engagement compared to the control group, while no statistically significant difference was found in cognitive engagement between the two groups. It is thus recommended that sufficient opportunities and resources be provided for Farhangian University instructors to implement this approach effectively and maximize the use of modern technologies

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 sha