درخت حوزه‌های تخصصی

Purpose: Flexible working hours can impact employee productivity. Therefore, the current research aimed to present a model for flexible working hours in public organizations, emphasizing increasing the productivity level of knowledge workers. Methodology: The present study was applied in objective and mixed-method (qualitative and quantitative) in execution. The qualitative study population included all academic and organizational experts familiar with the research domain, with a sample size of 25 determined based on theoretical saturation principle and selected through purposive sampling. The quantitative study population comprised all staff members of the Ministry of Cooperatives, Labor, and Social Welfare, with a sample size of 205 determined by Cochran's formula and selected through simple random sampling. Data for qualitative and quantitative sections were collected respectively using interviews and researcher-made questionnaires and analyzed with thematic analysis and exploratory factor analysis methods in Maxqda and Smart-PLS software, respectively. Findings: Qualitative findings revealed that flexible working hours encompassed 15 sub-themes in 3 main themes: floating work hours, floating work location, and collaborative work; and employee productivity comprised 20 sub-themes in 3 main themes: self-management, self-control, and self-organization. Quantitative findings indicated that all themes of flexible working hours and employee productivity had a factor loading and extracted variance mean higher than 0.50 and Cronbach's alpha and composite reliability higher than 0.80. Other findings showed that the themes of floating work hours, floating work location, and collaborative work had a direct and significant effect on flexible working hours, and the themes of self-management, self-control, and self-organization had a direct and significant effect on employee productivity, and flexible working hours had a direct and significant effect on employee productivity (P<0.05). Conclusion: The results of this study indicate that flexible working hours play an effective role in enhancing the level of employee productivity. Therefore, to improve employee productivity, the themes of floating work hours, floating work location, and collaborative work can be utilized.

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: In the context of rapidly evolving digital landscapes, digital media literacy has become a foundational element in primary education, crucial for preparing students to navigate and influence their digital surroundings effectively. This study aims to identify and describe the key components of digital media literacy as taught in primary schools, focusing on the insights of faculty members from Iran to understand how these components are integrated into the educational system. Methodology: Employing a qualitative research design, this study gathered data through semi-structured interviews with 21 faculty members who are directly involved in teaching digital media literacy in primary schools across Iran. Theoretical saturation was achieved to ensure comprehensive coverage of the concepts. Data were analyzed using NVivo software to facilitate a thorough thematic analysis, identifying the core components of digital media literacy education. Findings: The analysis revealed five main themes central to digital media literacy in primary education: Transfer, Usage, and Digital Competence; Computer Fundamentals; Online Basics Skills; Word Processing, Spreadsheet, and Presentation Skills; and Database and Data Security Skills. Each theme comprised several categories that detailed specific skills and knowledge areas essential for comprehensive digital literacy, ranging from basic computer operations to advanced data management and security. Conclusion: The study underscores the importance of a robust digital media literacy curriculum in primary education, highlighting specific skills that are crucial for students' development as competent digital citizens. It also points to the need for ongoing teacher training to keep pace with technological advancements, ensuring that educators are well-equipped to impart these essential skills.