درخت حوزه‌های تخصصی

Purpose: The education system plays a crucial role in the growth and progress of any society and, as one of the main institutions developing intellectual capital and specialized human resources, it holds a sensitive responsibility in achieving sustainable development. Therefore, it should focus on improving the quality of its service delivery to meet people's expectations and increase their satisfaction. Accordingly, the aim of this study is to design a superior service delivery model in the field of education to enhance public satisfaction. Methodology: This research is applied in purpose, exploratory in nature due to its qualitative research approach, and descriptive-survey in terms of data collection and implementation. In the first phase, the population consisted of scientific documents and records, from which 38 studies were selected as the research sample based on inclusion criteria and purposive sampling method. In the second phase, academic and organizational experts were chosen based on the principle of theoretical saturation and purposive sampling technique, totaling 16 individuals. The data collection tool in the first phase was a systematic review of scientific documents and records through meta-synthesis, and in the second phase, semi-structured interviews with experts through thematic analysis. Validity through the CASP tool and reliability through Cohen's kappa coefficient were obtained at 0.56. The validity and reliability of the interview tool were also examined based on criteria of accuracy, credibility, dependability, transferability, and confirmability, which were ultimately confirmed. Finally, the data were analyzed using thematic analysis in MAXQDA software. Findings: The findings of this research identified 69 indicators, 13 components, and 3 dimensions for superior service delivery in the field of education to enhance public satisfaction. The dimensions of superior service delivery included: quality of educational services (with 9 components: tangibles, accountability, assurance, empathy, courtesy, dynamism, diversity, citizen-centricity, and monitoring and control), productivity of educational services (with 2 components: service efficiency and effectiveness), and intelligence of educational services (with 2 components: digitalization and the use of modern technologies). Ultimately, considering these dimensions, components, and identified indicators, the final model of the study was presented, which was found to be of suitable validity. Conclusion: Considering the results obtained from the current study, it is possible to create conditions for the realization of superior service delivery in the field of education to enhance the level of public satisfaction.

Purpose: Academic motivation is a critical driver of educational outcomes, influenced by various factors including attitudes toward education and civic knowledge. Despite abundant research on these factors independently, their collective impact on academic motivation remains underexplored. This study aims to fill this gap by examining how attitudes toward education and civic knowledge together predict academic motivation. Methodology: A cross-sectional study design was employed with a sample of 350 participants derived from high schools and universities, based on Morgan and Krejcie’s table for sample size. Data were collected using validated scales: the Academic Motivation Scale (AMS), Education Attitude Scale (EAS), and Civic Knowledge Assessment Test (CKAT). Pearson correlation and linear regression analyses were conducted using SPSS version 27 to explore the relationships between the study variables. Findings: Descriptive statistics indicated moderate levels of academic motivation (Mean = 4.21, SD = 1.05), positive educational attitudes (Mean = 3.89, SD = 0.78), and varied civic knowledge (Mean = 3.45, SD = 0.88). Pearson correlation showed significant positive relationships between academic motivation and attitudes toward education (r = .312, p < .001) and civic knowledge (r = .287, p < .001). Regression analysis revealed that both attitudes toward education (β = 0.32, p < .001) and civic knowledge (β = 0.27, p < .001) significantly predicted academic motivation, accounting for 20.9% of the variance (R² adjusted = .209). Conclusion: The findings confirm that both educational attitudes and civic knowledge are significant predictors of academic motivation. These results underscore the importance of integrating civic education into curricula and fostering positive educational attitudes to enhance academic motivation. Future educational policies and practices should consider these dimensions to effectively support academic engagement and achievement.

Purpose: This research aims to explore the various aspects of educational environments that shape how students perceive themselves, with a focus on the interactions and experiences that contribute to their self-concept and academic engagement. Methodology: This qualitative study was conducted using semi-structured interviews with 21 participants who were either currently enrolled in educational institutions or had recently graduated. Data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the phenomena. The interviews were transcribed and analyzed using NVivo software to identify recurring themes and patterns related to the educational environment and its impact on student self-perception. Findings: Four main themes were identified: Institutional Environment, Educational Practices, Student Engagement, and Self-Perception Development. Each theme comprised various categories that elucidated the influence of educational settings on students: Institutional Environment included Physical Infrastructure, Social Climate, Academic Atmosphere, Administrative Support, and Extracurricular Activities. Educational Practices focused on Teaching Methods, Evaluation Techniques, and Teacher-Student Relationships. Student Engagement highlighted Participation in Class, Engagement in School Governance, Peer Collaboration, and Identification with School. Self-Perception Development covered Identity Formation, Self-Efficacy, Career Aspirations, Academic Self-Concept, and Emotional Resilience. Conclusion: The study concluded that educational institutions play a pivotal role in shaping student self-perception through various environmental and interactional aspects. These elements not only influence students' academic engagement but also significantly impact their self-concept and future aspirations. The findings underscore the need for educational policies and practices that enhance positive student experiences and support comprehensive development.

Purpose: This study aims to examine the moral curriculum in Iranian schools in Dubai, assesses its alignment with the National Curriculum Document of the Islamic Republic of Iran, and proposes strategies for optimization. Methodology: A mixed-methods approach was employed, combining qualitative methodologies. Content analysis was conducted on moral education textbooks from grades one to nine used in Iranian schools in Dubai and the National Curriculum Document of Iran. Semi-structured interviews were conducted with 20 teachers and 5 curriculum planners to gain insights into teaching methods and evaluation practices. Colaizzi’s phenomenological method was used to analyze interview data, and thematic analysis was performed using qualitative data analysis software. Findings: The content analysis revealed that the moral curriculum in Iranian schools in Dubai follows a Western framework compatible with Islamic principles, emphasizing cultural studies, individual and social development, character-moral education, and civic studies. However, significant discrepancies were found when compared to the National Curriculum Document, which emphasizes virtues such as patience, courage, respect, empathy, chastity, trustworthiness, justice, and honesty. The Dubai curriculum focuses more on secular ethics and civic responsibilities. Proposed strategies for optimization include incorporating content aligned with the National Curriculum, enhancing cultural and recreational activities, organizing book reading competitions, and providing professional development for teachers. Conclusion: The study underscores the complexity of delivering moral education in a transnational context, where curricula must balance national values with the multicultural environment of the host country. The findings highlight the need for a more integrated approach that incorporates Islamic values while addressing the diverse backgrounds of students. By adopting the proposed strategies, Iranian schools in Dubai can enhance the moral and ethical development of their students, aligning more closely with national educational goals and effectively promoting Islamic ethical principles alongside necessary civic and social competencies.