درخت حوزه‌های تخصصی

The objective of this study was to explore the professional development needs of educators in special education. This qualitative research employed a phenomenological approach to understand the lived experiences of 17 special education teachers. Participants were selected based on their diverse experiences and willingness to participate. Data were collected through semi-structured interviews, lasting between 45 to 60 minutes, either face-to-face or via video conferencing. The interviews were transcribed verbatim and analyzed using thematic analysis to identify key themes and subthemes related to the professional development needs of special education teachers. The data collection continued until theoretical saturation was reached. The study identified four main themes regarding professional development needs: Teaching Strategies, Emotional and Social Support, Professional Knowledge, and Collaboration and Advocacy. Under Teaching Strategies, educators highlighted the importance of individualized instruction, effective classroom management, differentiated learning approaches, technology integration, and collaboration with support staff. Emotional and Social Support needs included social skills training, emotional regulation, building relationships, fostering inclusion, crisis intervention, family engagement, and self-care for educators. Professional Knowledge emphasized understanding special education law and policy, disability awareness, evidence-based practices, assessment techniques, ongoing professional development, and curriculum adaptation. Collaboration and Advocacy focused on interdisciplinary teams, student advocacy, community partnerships, professional learning communities, and policy development. The findings underscore the multifaceted professional development needs of special education teachers, highlighting the necessity for tailored training programs that address specific instructional, emotional, social, and collaborative aspects.

In today's competitive world, universities and organizations are successful that are able to make the most of information and knowledge. For this reason, many universities have started knowledge orientation through entrepreneurship education. The aim of the present study was to investigate scientific articles and researches in relation to entrepreneurship education model. To identify the elements of the native model of entrepreneurship education, a qualitative approach and content analysis method was used. Therefore, for this purpose, 50 articles developed by local and international authors were reviewed. Findings showed that entrepreneurship education model can be classified in three dimensions of capability-oriented, personality-oriented and lesson-oriented themes, which can be used to design a native model of entrepreneurship education in higher education.

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

Critical thinking in students' education is associated with the analysis of received information. Students provide the basis for the development of critical thinking in their future careers by cultivating this skill. This study is conducted to predict the relationship between learning style and critical thinking skills with the mediating role of distance education technologies in students of Payam Noor University. This is an applied study in terms of objectives and also a descriptive-correlational one since it describes the existing situation. The statistical population includes 253 distance learning students of Payam Noor University in Chaharmahal and Bakhtiari Province, of which 153 were selected as samples using the Cochran formula and simple random sampling. The population was asked to answer the Kolb Learning Style Inventory (12 questions), the California Critical Thinking Skills Test (CCTST) (24 questions), and the researcher-made distance education technology questionnaire (10 questions). Due to the standard questions of the questionnaires, it could be argued that they are highly valid. The reliability of the questionnaires was checked through Cronbach's alpha using SPSS software, and it was found that all three questionnaires were sufficiently reliable. The data were analyzed using SPSS, and structural equation modeling (SEM) was used to test the hypotheses using LISREL software. The results showed that the development of critical thinking skills to select, analyze, and apply information to solve problems in everyday life should be the focus of education and training systems in this era rather than inventing and applying methods of memorizing and processing information in memory.

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