مطالب

Purpose-Women's participation in decision-making processes is a prerequisite for achieving sustainable development in local communities. However, despite the importance and necessity of involving all members of society in various aspects of development, unfortunately, due to various reasons (economic, social, cultural, and institutional), insufficient attention has been given to this matter. Consequently, the role of women's participation in rural development is significantly weak. Therefore, one crucial aspect of rural development planning is to focus on the participation of rural women and examine the obstacles they face.Design/methodology/approach -This research is descriptive-analytical in terms of its practical purpose and methodology. The data collection tools consisted of questionnaires and interviews conducted with a sample of 378 women from the villages of Lasht Nesha district in Rasht city. Descriptive statistics and exploratory factor analysis were used to analyze the data.Findings-The test results revealed that five categories of factors constitute the primary obstacles to rural women's participation in the villages of Lesht-nesha district. These categories include: the status of social capital, education, health, and social characteristics, explaining a variance value of 17.32% motivation, self-awareness, and cognitive characteristics, explaining a variance value of 16.83% financial and economic status and characteristics, explaining a variance of 12.43% beliefs, community customs, and cultural characteristics, explaining 8.86% of the variance; and justice, gender equality, and institutional-political characteristics, explaining 8.55% of the total variance.Originality/value - Overall, the results indicate that the barriers related to the social capital status, education, health, and social characteristics are more relevant to the participation of rural women.

The return of Palestinian refugees to their ancestral lands remains a pressing human, political and legal issue in the third millennium. The present study aims at exploring the legal status of Palestinian refugees as well as investigating their right of return to their lands in an international law framework. In so doing, the role of nationality and the principle of genuine link between claimants of the right of return and the country of origin are examined. It is concluded that considering the historical context of the Palestinian territories, part of which is now called Israel and the other part is under the control of the Palestinian state, Palestinian refugees can pursue and demand their right of return. Obviously, neither the passage of time nor the refusal of the Israeli side undermines the existence and validity of their claim for the right of return. Library data and field studies are used in delineating concepts, analyzing theories and confirming research hypothesis in the study.

The objective of this study was to explore the experiences of students and educators during the transition from special education to higher education. This qualitative study employed a phenomenological approach to gain an in-depth understanding of the participants' experiences. Data were collected through semi-structured interviews with 23 participants, including 15 students who had transitioned from special education to higher education and 8 educators, comprising special education teachers, higher education faculty members, and disability support staff. Thematic analysis was used to analyze the interview transcripts, with themes and subthemes identified through coding and categorization. The analysis revealed three primary themes: Transition Challenges, Support Systems and Resources, and Personal Growth and Development. Transition Challenges included academic difficulties, social integration issues, navigating support services, emotional and mental health challenges, and financial barriers. Support Systems and Resources encompassed institutional support, peer support, parental involvement, community resources, and technological aids, with a notable emphasis on the importance of faculty and staff training. Personal Growth and Development highlighted the development of self-advocacy skills, independence and responsibility, academic and career aspirations, and building confidence and resilience. The findings of this study underscore the multifaceted nature of the transition from special education to higher education, highlighting both the challenges and opportunities for students with disabilities. Effective support systems and comprehensive planning are crucial for facilitating successful transitions. The study's insights can inform the development of targeted interventions and support strategies to create more inclusive and supportive educational environments, ultimately empowering students with disabilities to succeed in higher education.