درخت حوزه‌های تخصصی

Topic and Significance of the Discussion: The Islamic Republic of Iran boasts 190,000 square kilometers of maritime territory and over 5,800 kilometers of coastline, with approximately 40% of its borders being maritime. A crucial element in the realm of marine defense diplomacy is the enhancement of maritime defense capabilities, which includes extending the presence of naval fleets beyond territorial waters and into international waters. Consequently, the Supreme Leader has consistently emphasized the importance of leveraging maritime resources and strengthening naval forces. The central research question is: What are the regional and transregional security policies of the Islamic Republic of Iran in the maritime domain, and what achievements have been realized in pursuit of maritime-oriented development? Results: The regional and transregional security policy of the Islamic Republic of Iran can be demonstrated through the enhancement of its strategic naval force, which consists of both the Navy and the Islamic Revolutionary Guard Corps Navy, each playing a complementary role. This policy yields several key outcomes: it allows for the display of the Islamic Republic of Iran's flag in distant waters, ensures the security of Iranian commercial ships and oil tankers to promote sustainable international maritime security, and safeguards Iran's interests in strategically important waters. Additionally, it showcases the naval force's capability to operate wherever the nation's interests dictate. The policy also aims to send messages of peace and friendship globally while countering narratives of Iranophobia. It enhances combat capabilities, broadens the operational reach of naval units, and evaluates Iran's readiness and self-sufficiency in the realms of science and technology. The policy maintains a presence in targeted waters despite facing comprehensive economic and military sanctions and allows for the acquisition of valuable experiences in navigation and international maritime law by traversing critical, heavily trafficked international straits and waterways. Furthermore, it facilitates the collection of intelligence regarding the combat readiness and deployment status of transregional forces, broadens the scope of Iran's diplomatic efforts, and establishes security to promote trade in both regional and international contexts. This, in turn, fosters economic activity and supports maritime-oriented development.

The study aimed to investigate the Iranian EFL teachers’ knowledge of educational ethical codes in academic settings through the employment of a newly-designed questionnaire, developed by the researchers. To this end, six university professors as experts were invited to participate in an unstructured interview related to the issue under study. The preliminary themes were extracted from the relevant literature and the experts’ opinions through qualitative analysis. Next, the initial questionnaire items were generated and approved by three experts. The reliability of the constructed questionnaire was calculated using Cronbach's alpha. Afterwards, the 40-item questionnaire was administered to 400 EFL teachers resulting in the elimination of eleven items through exploratory factor analysis. Five factors were drawn from the responses of teachers through EFA representing their knowledge of educational ethical codes. Additionally, the confirmatory factor analysis revealed that the five extracted components of the newly developed questionnaire including educational, affective, socio-cultural, behavioral, and professional ethics factors were all acceptably loaded on their constructs at an acceptable level, and the scale can successfully determine EFL teachers’ knowledge of ethical codes in educational settings. The findings of the study have valuable implications for teachers, students, teacher trainers, educational policymakers and administrators.