درخت حوزه‌های تخصصی

Purpose: Talent management plays a crucial role in enhancing the quality of education and learning, especially within education organizations. Therefore, this study aimed to explore the relationship between the categories of talent management implementation in the education organization. Methodology: This research was applied in its objective and descriptive-correlational in its execution. The study population consisted of managers and employees of the Basra province education organization, from which 385 individuals were selected as the sample using Cochran's formula and a convenience sampling method. The research tool was a researcher-made questionnaire on talent management implementation in the education organization, comprising 63 questions. The data obtained from its administration were analyzed using exploratory factor analysis and partial least squares regression in SPSS and Smart PLS software. Findings: The findings indicated that the implementation of talent management in the education organization comprised six categories: causal conditions (with two components), contextual conditions (with three components), intervening conditions (with three components), the central phenomenon (with one component), strategies (with two components), and outcomes (with one component). The factor loading of all components was above 0.50 and significant, the content validity ratio above 0.70, and the Cronbach's alpha and composite reliability above 0.80. Moreover, the correlation coefficients of causal conditions, contextual conditions, intervening conditions, the central phenomenon, strategies, and outcomes were less than 0.45, indicating their distinctiveness. Additionally, considering the indices of communality and redundancy, the talent management implementation model in the education organization fitted well, and the effect of causal, contextual, and intervening conditions on the central phenomenon, the effect of the central phenomenon on strategies, and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed model of talent management implementation in the education organization can assist managers, officials, and education planners in designing programs suitable for implementing talent management within the education organization.

Purpose: Futurology plays a significant role in advancing organizational goals and mitigating organizational problems and challenges. Therefore, the aim of this study was to identify the dimensions and components of Internet of Things development in schools based on future studies. Methodology: In a descriptive qualitative study, 19 academic and organizational experts from the educational sector of Tehran were interviewed in the academic year 2020-2021 using a semi-structured method. In this study, the sample size was determined according to the principle of theoretical saturation and was selected through purposive sampling. The research tool was a semi-structured interview, whose validity was confirmed through triangulation and whose reliability was calculated at 0.88 using the agreement coefficient between two coders. The data of this study were analyzed using thematic analysis in MAXQDA software, version 2020. Findings: The analysis indicated that the development of the Internet of Things in schools based on future studies encompasses 26 components across 7 dimensions. These dimensions include the elimination of time constraints (with 3 components), elimination of spatial constraints (with 4 components), reduction of infrastructure costs (with 4 components), knowledge management (with 3 components), professional competence (with 3 components), information technology (with 3 components), and effectiveness of the educational system (with 6 components). Ultimately, a thematic network for the development of the Internet of Things in schools based on future studies was established. Conclusion: The model of dimensions and components designed in this study can assist specialists and educational system officials in improving the development of the Internet of Things in schools.

Purpose: The present study aimed to investigate the impact of philosophizing training on the inquisitiveness and creative thinking of sixth-grade students in Bushehr County. Methodology: This research method was among quasi-experimental studies. The statistical population consisted of 4,263 sixth-grade students in Bushehr County. The sample size included 40 students, obtained through cluster random sampling. The tools for data collection in this study were the Heydari Inquisitiveness Questionnaire (2013) and the Wiles and Dowell Creative Thinking Questionnaire (2002). The obtained data were analyzed using univariate and multivariate covariance analysis. Findings: The findings showed that the adjusted mean score of the inquisitiveness variable in the experimental group's post-test stage was higher than that of the control group. Therefore, it can be said that philosophizing training led to an increase in the inquisitiveness of the experimental group compared to the control group, indicating the positive impact of philosophizing training on the inquisitiveness of the experimental group relative to the control group. Additionally, the adjusted mean score of the creative thinking variable in the experimental group's post-test stage was higher than that of the control group. Therefore, it can be said that philosophizing training led to an increase in the creative thinking of the experimental group compared to the control group, indicating the positive impact of philosophizing training on the creative thinking of the experimental group relative to the control group. Conclusion: Therefore, philosophizing training were effective for improving inquisitiveness and creative thinking in sixth-grade students.

Purpose: The objective of this research was to present an e-learning model with an emphasis on psychological capital at Mellat Insurance. Methodology: This research is qualitative in nature and employs thematic analysis as its method. The qualitative section of the study population included experts in education, e-learning, and psychology, focusing on psychological capital. Through purposive sampling, criterion-based, the desired sample was selected, and sampling continued until theoretical saturation of the data was reached. Thus, the participants in the study included 18 experts and managers. The data collection tool in this research was semi-structured interviews. It is noteworthy that the extraction of these indices was conducted by reviewing existing theoretical foundations and implementing interview transcripts using the thematic analysis method of Braun and Clarke in ATLAS.ti software. Findings: Based on the qualitative technique of thematic analysis, 141 initial codes were identified in 20 initial themes, and finally, 6 constructive themes were determined. The 6 constructive themes are: educational content, e-learning infrastructure, institutionalization of psychological capital, intra-organizational factors, extra-organizational factors, and effectiveness. Conclusion: One of the main necessities for implementing an e-learning model with an emphasis on psychological capital at Mellat Insurance is to increase organizational productivity. Organizational maturity refers to the ability of the organization to respond to challenges, adapt to changes, and continuously improve. This concept addresses the organization's ability to utilize internal and external knowledge, experiences, and resources to enhance processes, improve performance, and create added value. The primary necessity is that Mellat Insurance must seek to establish an advanced and flexible educational structure that enables employees to acquire the necessary knowledge, skills, and abilities to face emerging challenges and opportunities.