درخت حوزه‌های تخصصی

This study explores the cognitive levels targeted by reading-comprehension activities in two textbooks of English as a Foreign Language (EFL) authored by the Tunisian Ministry of Education. It adopts Freeman’s (2014) Taxonomy of Reading-Comprehension Questions to provide a quantitative analysis of the ‘categories’ vs. ‘types’ of questions used in reading activities in the two textbooks, and the ‘lower’ vs. ‘higher’ order thinking skills they require. The Analysis unveiled a recurrent pattern in the two textbooks favoring (1) question categories focusing on content and language as opposed to affect, and (2) question types focusing on explicit information and language input as opposed to questions requiring inferences, personal responses, and evaluations of the claims and views presented to learners. The diagnosed pattern is useful in developing the learners’ linguistic repertoire, but it has limited impact on developing their critical views towards the ideas presented to them and enhancing their awareness about the cultural content embedded in the reading materials.

This paper adopted the Eco-feminism approach to explore Shell Shaker, solely filled with Native American settings and issues. So, both nature and the woman of the Native American context were the focus of the study. The researcher showed how the Native American women can be representative of the nature of their ancestral lands and identify with it. The main argument that the researcher intended to study was parallel roles of both women and natural land for Native American. To this purpose, theories and notions of several thinkers were exploited. The researcher found different scenes in the novel that show both aspects of nature which include the mentioned concepts. On ‘maternity’, the researcher depicted how nature is considered a source of giving life and existence to the world like women. On 'otherness', the researcher found how nature is marginalized and ignored just like women. In other words, it is shown nature, like women, is ‘other' and secondary in the society. It was shown how nature and culture are related. Besides, it was proved that there is a close relationship between women and nature that one can delve further into. This paper adopted the Eco-feminism approach to explore Shell Shaker, solely filled with Native American settings and issues. So, both nature and the woman of the Native American context were the focus of the study. The researcher showed how the Native American women can be representative of the nature of their ancestral lands and identify with it. The main argument that the researcher intended to study was parallel roles of both women and natural land for Native American. To this purpose, theories and notions of several thinkers were exploited.

This study aimed to investigate the effect of teacher–student interaction quality on academic motivation in neurodivergent learners, with social relatedness examined as a mediating variable. A descriptive correlational design was employed using a sample of 403 neurodivergent secondary school students in Slovenia, selected based on Krejcie and Morgan’s sampling table. Standardized instruments were used to assess teacher–student interaction quality, social relatedness, and academic motivation, all measured on 7-point Likert scales. Data were analyzed using Pearson correlation in SPSS-27 to explore bivariate associations and Structural Equation Modeling (SEM) in AMOS-21 to test the hypothesized mediating model. Model fit was evaluated using multiple indices, including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. The results indicated significant positive correlations among all variables: teacher–student interaction quality was positively correlated with social relatedness (r = .61, p < .001) and academic motivation (r = .55, p < .001), while social relatedness was strongly correlated with academic motivation (r = .67, p < .001). The SEM analysis showed an acceptable model fit (χ²/df = 2.35, CFI = 0.97, RMSEA = 0.057). Teacher–student interaction quality had significant direct effects on both social relatedness (β = .61, p < .001) and academic motivation (β = .26, p < .001). Social relatedness significantly predicted academic motivation (β = .58, p < .001), and also mediated the relationship between teacher–student interaction and academic motivation (indirect β = .35, p < .001), confirming a partial mediation model. The findings underscore the critical role of social relatedness in explaining how supportive teacher–student interactions enhance academic motivation among neurodivergent learners. Educational interventions that strengthen relational dynamics in inclusive classrooms may foster higher motivation and academic engagement in this population.

This study aimed to explore the key components of identity development in adolescents with sensory impairments. This qualitative study employed a phenomenological approach to examine the lived experiences of adolescents with sensory impairments. Data were collected through semi-structured interviews with 31 participants recruited via online platforms. Theoretical saturation was reached, ensuring a comprehensive understanding of identity development in this population. Interviews were transcribed and analyzed using thematic analysis, with NVivo software facilitating the identification of core themes and subthemes. The results highlighted four primary themes shaping identity development in adolescents with sensory impairments. Personal identity formation was influenced by self-perception, emotional regulation, autonomy, and future aspirations. Social identity was shaped by peer relationships, family dynamics, social stigma, and the presence of mentors. Cultural and community belonging emerged as a significant factor, with participants emphasizing the role of cultural engagement, media representation, and community participation in shaping their identity. Coping strategies, including the use of assistive technologies, psychological resilience, and adaptive social skills, were found to play a crucial role in navigating identity-related challenges. These findings align with existing literature emphasizing the intersection of self-perception, social interactions, and cultural narratives in identity formation. The study underscores the complexity of identity development in adolescents with sensory impairments, highlighting the interplay between personal, social, cultural, and adaptive factors. The findings suggest that fostering inclusive educational environments, providing mentorship opportunities, and improving media representation can positively impact identity formation in this population. Further research is needed to explore identity development across diverse cultural and socioeconomic backgrounds to develop targeted interventions.

As a dynamic and multifaceted entity, motivation is prone to constant change under the influence of a great many factors including context, task, group dynamics and learner characteristics. Informed by the dearth of research on motivational fluctuations among the teacher community, the researchers in the current study strove to investigate the factors giving rise to Iranian EFL teachers’ motivational oscillations during the practice of online teaching. Thus, opting for a mixed methods research design, the researchers explored the role of emotional intelligence (EI) and seniority (teaching experience) in determining teachers’ motivational status and intensity in the quantitative phase. However, in the qualitative phase the researchers tapped into the teachers’ perceptions concerning the overriding factors bringing about their motivational fluctuations. A total of 55 teachers with varying degrees of teaching experience ranging from one year to 28 years participated in the study. To gather data for the quantitative phase, Bar-On’s (1997) emotional quotient inventory (EQ-i), and Motometer were utilized. However, in the qualitative phase, the data from teacher narratives and interview responses were consulted. The quantitative results via applying Mann Whitney U test revealed that though emotional intelligence and seniority both played a role in teachers’ motivational level, their influences were not statistically significant. Also, as regards the results of data analysis for the qualitative phase, several factors were pinpointed to underlie the teachers’ motivational changes during online teaching experience, including teaching materials, time intervals during the session, instructional topics, learner factors and internet connection problems. The findings are thought to have fruitful implications for EFL teachers, particularly in sensitizing them toward the role of different factors in their motivational changes.

The study aimed to identify the Requirements for Developing Leaders’ AI Competencies. This systematic literature review, spanning from January 2017 to March 2025, analyzes 26 articles retrieved from Google Scholar, Sage, Emerald, Springer, ScienceDirect, and PubMed. Building from the systematic review, the findings were synthesized and integrated to derive a clear and parsimonious AI competency requirements framework for leaders. To this end, the PRISMA framework was applied to establish a high-quality and transparent process. Naeem et al.'s (2023) thematic analysis framework was employed to analyze and interpret the findings from the included studies. The reliability of the final results was assessed using Cohen's Kappa method. This coefficient was found to be 0.73, indicating a high level of agreement between the coders. The findings elucidate the essential requirements for cultivating artificial intelligence competencies among leaders through three primary dimensions: organizational, technological, and individual requirements. This research contributes to the existing literature by identifying and categorizing the effective requirements for developing leaders’ AI competencies in the era of AI.

The aim of this study was to identify the challenges and expectations of parents and elementary school teachers.The research was applied in terms of its purpose and qualitative in terms of its data collection method and descriptive phenomenology. Participants included two groups—teachers and parents of elementary school students in Rudsar during the academic year (2024–2025). Purposeful sampling with maximum variation was employed to ensure the inclusion of diverse individuals.The data collection tool was semi-structured interviews. The questions were developed based on the research problem and focused on four key areas: teachers’ expectations, parents’ expectations, challenges, and solutions.To analyze the collected data, Colaizzi’s (1987) coding method was used. Content analysis was coded using MAXQDA software. In total, after data analysis, teachers’ expectations of parents were presented under five main categories: educational, developmental, behavioral, health-related, and administrative and the identified challenges were grouped into three categories: school structure, conflicting perspectives between teachers and parents, and lack of mutual trust. In conclusion, the study found that teachers' most significant expectations were related to parents’ behavioral roles; parents’ key expectations from teachers were administrative. The critical challenge was the lack of mutual trust, and the solution was strengthening communication channels between teachers and parents