درخت حوزه‌های تخصصی

Regional trends strongly influence and are influenced by global power flows. For decades, international politics have been shaped and reshaped by a bipolar and, after the break down of the USSR, a unipolar world order. Both orders played a significant role in shaping and directing Middle Eastern politics. Yet the unipolar order is no longer at play. And since the global flow of power is ongoing, a new world order is being shaped in what seems to be a lengthy transitional period. This article focuses on the effects of the global transition of power in the Middle East and the region’s efforts and mechanisms to cope with it. I argue that the spill-over of international volatility into the Middle East creates a less stable regional politics, and that efforts for balancing are pursued by regional powers to increase their maneuverability as well as their coping capabilities in a volatile era by distancing their policies from global actors’ priorities and standoffs. The article is structured such that after an introduction, I delve into the meaning and nature of the global transition of power, which serves as the paper’s the conceptual framework. In the ensuing four sections, I discuss the imbalanced nature of regional politics as well as the way in which the region is interpreting and thereupon coping with the global change.

Purpose: One of the methods of curriculum design is based on the positive education approach. Therefore, the aim of this study was to design and validate a curriculum model based on the positive education approach in Iran's secondary education. Methodology: This study was applied and mixed-methods in terms of objective and implementation, respectively. The research population in both design and validation parts consisted of experts and scholars in the fields of educational studies, educational management, educational psychology, and research and planning experts for the compilation of secondary education textbooks. The sample of this study, based on the principle of theoretical saturation, included 22 individuals who were selected through purposive sampling and were subjected to semi-structured interviews and completion of a researcher-made questionnaire. The data obtained from the interviews and questionnaires were analyzed using coding methods based on grounded theory, exploratory factor analysis, and structural equation modeling. Findings: Coding findings revealed that for the curriculum model based on the positive education approach in Iran's secondary education, 50 components were identified in 4 categories: causal factors (16 components), contextual and intervening factors (18 components), strategies (8 components), and effects and outcomes (8 components). Validity was confirmed through triangulation method and peer review, and reliability was calculated at 77 percent using the inter-rater agreement method. Findings from the exploratory factor analysis showed that the factor loading of each of the 50 components was appropriate, and 11 components were able to explain 86.4 percent of the total variance of the curriculum based on the positive education approach in Iran's secondary education. Structural equation modeling findings indicated that the curriculum model had a suitable fit and significantly impacted all four categories: causal factors, contextual and intervening factors, strategies, and effects and outcomes. Conclusion: Curriculum specialists and planners, based on the categories and components of this study, can take effective steps towards improving the curriculum based on the positive education approach in Iran's secondary education.