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Purpose: The purpose of this study was to investigate the policy-making processes for online education at the primary level, focusing on the objectives, content, strategies, resources, and assessment practices. It aimed to identify the challenges and opportunities within these policies to enhance the effectiveness of online education. Methodology: This cross-sectional survey study involved 384 educators, administrators, and policymakers in the primary education sector. Data were collected via a researcher-made questionnaire to gather comprehensive insights into the participants' perceptions of online education policies. The questionnaire was validated through a pilot study, and data analysis was conducted using SPSS and SMART-PLS for quantitative responses and thematic analysis for qualitative responses. Confirmatory factor analysis and Cronbach's alpha coefficients were utilized to assess the reliability and validity of the constructs within the questionnaire. Findings: The findings revealed a general consensus on the importance of clearly defined objectives, engaging content, and effective strategies for the successful implementation of online education policies. Challenges identified include the need for better technology infrastructure, financial resources, and professional development for educators. The analysis also highlighted the significance of affective and psychomotor domains in online education, which are often overlooked in policy making. Participants expressed a desire for more innovative and interactive online learning environments to enhance student engagement and learning outcomes. Conclusion: The study concludes that while there are significant opportunities to enhance the quality and effectiveness of online education through policy improvements, there are also considerable challenges that need to be addressed. These include the integration of affective and psychomotor learning goals, the development of comprehensive support systems for educators, and the improvement of technology and financial infrastructures. Policymakers and educators must work collaboratively to refine online education policies, ensuring they are inclusive, effective, and capable of meeting the diverse needs of primary education students.

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 shaping the outcomes of cultural programs and activities at Farhangian University. This section discusses the implications of these results, drawing on relevant literature to highlight the broader context and potential strategies for enhancing the effectiveness of cultural programs in higher education.

Purpose: The current research was conducted with the aim of designing a curriculum model for adult literacy. Methodology: In terms of purpose, this research is fundamental-applied, and regarding data type, it is qualitative. The population in the study included experts from the organization (literacy movement managers, deputy ministers of curriculum education) and academia (university faculty members), as well as 30 relevant scientific documents and records. In this research, purposive sampling was used to determine the samples, considering 20 individuals based on the saturation principle as the sample size. Semi-structured interviews were utilized in the qualitative part of the current study. To ensure the validity of the tool in the qualitative section of the research and to ensure the accuracy of the findings from the researcher's perspective, opinions from professors familiar with this field and academic experts who were knowledgeable and skilled in this area were sought. In the current study, test-retest reliability and intra-subject consensus method were used to calculate the reliability of the interviews conducted. The data analysis method in the qualitative section was theoretical coding. Therefore, the analysis of data obtained from interviews and documents was carried out in three stages: open coding, axial coding, and selective coding, and based on this, the concepts and categories of the research were classified. Findings: The results of the research showed that the objectives of the adult literacy curriculum include adaptability to the environment and strategic competencies. Also, the content of the adult literacy curriculum includes content selection and content organization. Teaching and learning methods in this research include the transmission method and the activity-based method. Finally, the results showed that the evaluation method of the adult literacy curriculum includes goal-based evaluation, method-based evaluation, and content-based evaluation. Conclusion: Each theme and its subthemes underscore the comprehensive approach required to design an effective adult literacy curriculum. The curriculum must be adaptive, strategically competent, well-organized in content, employ effective teaching and learning methods, and incorporate multifaceted evaluation strategies to meet adult learners' diverse needs and promote sustainable literacy education.

Purpose: This study aimed to determine the role of teaching models in academic performance and responsibility among students. Methodology: The research method was quasi-experimental with a pre-test-post-test design and a control group. The statistical population consisted of all master's students in the Faculty of Psychology and Educational Sciences at Allameh Tabataba'i University in the academic year 2018-2019. The research sample included all students present in two classes selected by convenience sampling. One class was designated as the experimental group and the other as the control group. The experimental group received 12 educational sessions, each lasting 90 minutes, based on the Effective University Teaching Model (Lumen, 1995). The control group was taught using traditional methods without an explicit educational model. The Student Responsibility Questionnaire (Soroush, 2012) was used to measure students' responsibility levels. The students' final exam scores were used as an index of academic performance. The collected data were analyzed using descriptive statistics (minimum, maximum, mean, and standard deviation) and inferential statistics (covariance analysis test). Findings: The mean post-test scores for academic performance and responsibility (individual and social) significantly increased compared to the pre-test in the experimental group. However, the mean post-test scores for academic performance and responsibility (individual and social) did not significantly increase compared to the pre-test in the control group. Additionally, the effect size for academic performance (Eta = 0.755), individual responsibility (Eta = 0.718), social responsibility (Eta = 0.710), and overall responsibility (Eta = 0.661) was noted. Conclusion: The teaching model can have a positive and significant role in enhancing academic performance and individual and social responsibility among students.

Purpose: Good governance and organizational development can create a competitive advantage for any organization, including educational institutions. Consequently, the purpose of this study was to identify the dimensions and components of good governance and organizational development at Mazandaran University of Medical Sciences. Methodology: This study was applied in purpose and qualitative in approach. The study population consisted of experts familiar with the research field at Mazandaran University of Medical Sciences. The research sample included 10 managers and professors at Mazandaran University of Medical Sciences, selected through purposive sampling based on the principle of theoretical saturation. Data were collected using semi-structured interviews, the validity of which was confirmed based on confirmability, credibility, and transferability, and reliability was calculated using a Holsti coefficient of 0.76. Data analysis was conducted using thematic analysis in MAXQDA-2020 software. Findings: The analysis results showed that good governance comprises 20 components across five dimensions: desirable governance, value orientation, capacity building, transparency, and accountability; and organizational development consists of 19 components across three dimensions: non-financial performance, financial performance, and organizational growth. Ultimately, a model of the dimensions and components of good governance and organizational development at Mazandaran University of Medical Sciences was developed. Conclusion: Utilizing the model designed in this study can assist professionals and officials at Mazandaran University of Medical Sciences in improving conditions and creating a competitive advantage.

Purpose: This study aims to identify the limitations of English language learning in universities within the Chaharmahal and Bakhtiari province and to explore effective strategies proposed by students, instructors, and administrators to overcome these challenges. Methodology: Employing a qualitative research design, this study conducted semi-structured interviews with 24 participants, including university students, English language instructors, and academic administrators from the Chaharmahal and Bakhtiari province. The data were analyzed through thematic analysis to achieve theoretical saturation, revealing key themes and concepts related to the limitations and strategies of English language learning. Findings: The study identified two main themes: "Limitations" and "Strategies." Under "Limitations," five categories emerged: Resource Constraints, Curriculum Issues, Instructor Challenges, Motivational Factors, and Cultural Barriers, each encompassing specific challenges such as inadequate resources, outdated curriculum, instructor proficiency, and motivational and cultural issues. The "Strategies" theme also comprised five categories: Resource Enhancement, Curriculum Development, Instructor Support, Motivation Boosting, and Cultural Integration, suggesting targeted interventions like improving educational resources, updating the curriculum, supporting instructors, enhancing student motivation, and integrating cultural elements into the learning process. Conclusion: The study underscores the multifaceted nature of challenges in English language learning in the Chaharmahal and Bakhtiari province, highlighting the need for comprehensive strategies that address resources, curriculum, instructor capabilities, motivational dynamics, and cultural considerations. Effective implementation of these strategies could significantly improve English language education, contributing to better language acquisition and educational outcomes for students in this region and similar contexts.

Purpose: This study examines the influence of emotional intelligence (EI) and social competence (SC) on career readiness among senior undergraduate students. With the evolving demands of the professional world, understanding these attributes provides essential insights into preparing students for successful career integration. Methodology: A cross-sectional design was utilized involving 330 senior undergraduate students selected based on the Morgan and Krejcie table for appropriate sample size. The Career Readiness Scale (CRS), Social Competence Inventory (SCI), and Emotional Competence Inventory (ECI) were employed to measure the respective constructs. Data analysis included descriptive statistics, Pearson correlation, and linear regression analyses performed using SPSS version 27. Findings: Descriptive statistics indicated average scores of 3.45 (SD = 0.88) for career readiness, 4.12 (SD = 0.75) for social competence, and 3.98 (SD = 0.81) for emotional intelligence. Pearson correlation results revealed significant positive relationships between career readiness and social competence (r = 0.61, p < 0.01), and between career readiness and emotional intelligence (r = 0.56, p < 0.01). Linear regression analysis demonstrated that these variables collectively accounted for 38% of the variance in career readiness (R² adjusted = 0.38, F = 14.36, p < 0.01). Conclusion: The findings highlight the significant predictive power of both emotional intelligence and social competence on career readiness in undergraduate students. These competencies are crucial for educational and professional development programs aiming to enhance students' transition into the workforce.

Purpose: The size of a school is a crucial factor influencing educational outcomes, yet its impact on student participation and the sense of community remains complex and multifaceted. This study aims to explore how different school sizes affect these dimensions, focusing on qualitative aspects of student experiences and institutional dynamics to provide a deeper understanding of the educational landscape. Methodology: A qualitative research design was adopted, utilizing semi-structured interviews to collect data from 29 participants, including students, teachers, and school administrators from various sized schools. Theoretical saturation was reached to ensure a comprehensive exploration of the themes. Data were analyzed using NVivo software to facilitate thematic analysis and ensure systematic handling of the interview transcripts. Findings: Five main themes were identified: Student Engagement, Sense of Community, Learning Environment, Administrative Influence, and Challenges and Barriers. Sub-themes such as Academic Participation, Support Networks, Classroom Dynamics, and Policy Making illustrated the specific ways in which school size impacts educational practices and student perceptions. Smaller schools were generally found to foster a stronger sense of community and engagement, whereas larger schools provided more diverse opportunities but faced challenges in maintaining a personalized learning environment. Conclusion: The study concludes that school size significantly influences the educational environment, affecting everything from student engagement to administrative strategies. While smaller schools excel in creating a cohesive community, they often struggle with resource limitations and opportunity diversity. Larger schools, on the other hand, offer extensive resources and opportunities but may lack the close-knit community feel that enhances student engagement and sense of belonging.

Purpose: The present study aimed to design a curriculum model for citizenship rights for students in the second period of elementary education. It sought to examine the components of the citizenship rights curriculum, introduce the main components and categories forming this field, and ultimately provide an ideal model in line with needs assessment and educational context. Methodology: The methodology of this study was qualitative, utilizing a grounded theory approach. The collection and formulation of model categories involved 21 structured interviews with experts and teachers in the field of citizenship and civil rights education, followed by the validation of the proposed model using a member checking method. Findings: The findings of this research presented a model comprising 11 main categories including causal conditions, performance-based planning, contextual conditions, contextually oriented performance-based planning (political, economic, cultural, legal, and citizenship orientations), interveners (characteristics of teachers and learners), strategies (initial, educational, and feedback), and outcomes (enhancing student performance levels and creating a sustainable curriculum). Conclusion: Specialized multi-faceted planning was identified as the core category of the model. Finally, recommendations were provided.

Purpose: Given the educational mission of universities in Iran, paying attention to the ethical component in the education and training of human resources is essential. Therefore, the preparation and validation of a native instrument for assessing the professional ethics of the educational staff appears to be necessary. The aim of this study was to construct and normalize a scale for assessing the professional ethics of faculty members at Farhangian University. Methodology: The present study was a sequential exploratory mixed method research. For this purpose, a sample of 267 faculty members and staff of Farhangian University in the northwest of the country was selected using a cluster sampling method. The research instrument was a researcher-made questionnaire. For data analysis, in addition to descriptive indices, Cronbach's alpha and retest methods were used to assess reliability, and factor analysis, content validity, and convergent validity methods were used through SPSS-V22 and Lisrel-V8.8 software. Findings: Based on the results of the exploratory factor analysis, using varimax rotation, honesty, justice, respect, responsibility, adherence to laws, loyalty, and preservation of human dignity were identified as components of professional ethics among faculty members of Farhangian University. Conclusion: Overall, the results showed that this scale has satisfactory reliability and validity in assessing the professional ethics of faculty members.