مطالب

In 19th century Iran, through the publication of travelogues, the expansion of capitalism, and familiarity with the governance methods of Western countries, a system of knowledge or grand discourse emerged that represented Iran's backwardness and illness. Within this system of knowledge (episteme), various discourses aimed at remedying this illness were formed, one of the vital being the discourse of modernist nationalism which served as a counter-discourse to the "Anti-autocratic Constitutionalist" discourse and sought to justify its propositions in response to it, was extensively exploited by the Pahlavi court and managed to become the dominant discourse of the court for a long time. The present study employs the discourse theory of Laclau and Mouffe, focusing on the question of ‘What the semantic network of modernist nationalism discourse was and what function it aimed to achieve?’ The semantic coordinates of this discourse are examined. The results indicated that the most significant signifier of the modernist nationalism discourse was "Iranian nationalism," which, by outlining a semantic network composed of various elements such as superficial and top-down modernization, centralization (establishment of a dominant state), the necessity of reviving the monarchy and kingship, secularism and opposition to Islamism, and the strengthening of militarism, aimed to consolidate the power of the Pahlavi regime by providing a solution for Iran's backwardness.  

The global energy transition towards low-carbon systems has brought to the fore the underexplored sociopolitical dynamics shaping transition pathways in fossil fuel-dependent developing countries. This study addresses this critical research gap by conducting a comprehensive, multidimensional analysis of the complex interplay between public attitudes, interest group pressures, political institutions, and cultural narratives influencing Iran's energy transition strategies amidst evolving global realities. Employing a novel analytical framework that synthesizes resource dependence, sociotechnical transitions, punctuated equilibrium, and complex interdependence theories, the research draws upon rich insights from 11 semi-structured interviews with leading Iranian experts across policy, engineering, economics, sociocultural, and governance domains. Through a rigorous discourse analysis of interview data and an extensive literature review, the study examines the way in which entrenched hydrocarbon interests, institutional fragmentation, geopolitical tensions, public perceptions, demographic divergences, and cultural identities shape Iran's complex energy landscape. The findings underscore the importance of responsive communication, inclusive stakeholder engagement, adaptive governance, and regional cooperation in navigating the sociopolitical terrain underpinning Iran's sustainable energy transition. The study generates actionable policy recommendations spanning public outreach, political economy management, institutional capacity building, and international diplomacy, advancing theoretical understandings of energy transitions in resource-dependent Global South contexts, while providing guidance for policymakers navigating complex reform pathways amidst societal resistance and geopolitical uncertainties.

Purpose: The objective of this study was to identify and delineate the competency model dimensions essential for faculty members at Farhangian Universities in Tehran. This research aimed to explore the specific competencies necessary to enhance the effectiveness and professional development of faculty in an educational setting. Methodology: This qualitative study employed semi-structured interviews to gather data from 29 faculty members across various departments at Farhangian Universities in Tehran. Participants were selected using purposive sampling to ensure a diverse representation of experiences and perspectives. Theoretical saturation was achieved to ensure the comprehensiveness of the data collected. Thematic analysis was used to analyse the interview transcripts and identify key themes and categories representing faculty competencies. Findings: Five main themes representing essential faculty competencies were identified: ethical competencies, scientific competencies, research competencies, communication competencies, and information technology competencies. Each theme comprised several categories detailing specific competencies, such as individual integrity, pedagogical expertise, research skills, interpersonal communication, and technological proficiency. Conclusion: The study highlighted a comprehensive set of competencies required by faculty members at Farhangian Universities in Tehran to effectively fulfill their educational roles. These competencies span across ethical considerations, scientific knowledge, research capabilities, communication skills, and technological adeptness. Addressing these competencies through targeted development programs could significantly enhance faculty performance and, consequently, student learning outcomes.

Purpose: Academic procrastination detrimentally affects students' other academic performances. Consequently, this study aimed to compare the effectiveness of instructional mental imagery and tolerance of ambiguity training on students' academic procrastination. Methodology: This quasi-experimental research involved two experimental groups and one control group, with a pre-test, post-test, and two-month follow-up design. The study population consisted of all female twelfth-grade students in both public and private schools in Bojnurd during the 2023-2024 academic year. The sample included 45 students selected through purposive sampling and randomly assigned into three equal groups (each group containing 15 students). The first experimental group underwent twelve 90-minute sessions of instructional mental imagery training, and the second experimental group received nine 90-minute sessions of tolerance of ambiguity training based on the cognitive-behavioral approach, while the control group received no training. Data were collected using the Solomon and Rothblum (1984) Academic Procrastination Questionnaire and analyzed using repeated measures ANOVA and Bonferroni post-hoc test in SPSS-25. Findings: The findings indicated significant differences between groups in terms of reducing students' academic procrastination. Both the instructional mental imagery and tolerance of ambiguity training methods significantly reduced academic procrastination in the post-test and follow-up stages compared to the control group (P<0.05). Moreover, there was no significant difference between the instructional mental imagery and tolerance of ambiguity training methods in reducing students' academic procrastination (P>0.05). Conclusion: Given the effectiveness of both instructional mental imagery and tolerance of ambiguity training methods in reducing students' academic procrastination, school counselors and psychologists can utilize these methods alongside other educational approaches to reduce academic procrastination.