مطالب

This study explores the detailed experiences and coping mechanisms of Iranian English as a Foreign Language (EFL) teachers about teacher immunity in the Iranian educational setting. A total of thirty experienced instructors of English as a Foreign Language (EFL), with an average age of 32 and an average teaching experience of nine years, were selectively chosen to take part in comprehensive interviews conducted in the Persian language. The study utilized the grounded theory technique, where interviews were transcribed and systematically analyzed using MAXQDA. The results highlight the crucial significance of a conducive work atmosphere, opportunities for professional growth, and efficient communication in enhancing teacher resilience and immunity. Peer support, strong administrative support, and favorable school rules play a vital role in cultivating a culture of mutual assistance that is essential for teacher resilience. Professional development programs improve educators' ability to adapt and increase their job happiness. The autonomy to make decisions also strengthens their resilience. Additionally, it is crucial to prioritize a good equilibrium between work and personal life, even if it might be difficult due to the blurring lines between these two domains. Mindfulness techniques and seeking social support are crucial coping methods that effectively reduce stress and burnout among teachers. This study examines how individual traits, environmental factors, and coping techniques influence teacher immunity in the Iranian EFL teaching context. The acquired insights provide useful assistance for creating interventions that aim to improve the well-being and productivity of teachers and, ultimately, the quality of education.

This study aimed at examining the effect of cognitive-based learning on Iranian EFL learners' reading comprehension components; identifying the main idea, making Inferences, recognizing unfamiliar vocabulary, text organization, and information recall. In doing so, the researchers selected 84 homogeneous intermediate level male and female EFL learners with the age range 18 to 25 out of 110 conveniently nominated sample of students majoring in different fields in a Vocational and Technical college in Dezful. A standard version of Quick Oxford Placement Test (QPT) was used to homogenize the participants and the selected ones whose scores were within one SD above and below the mean, were considered as the experimental (i.e., cognitive-based learning, n=41) and control (n=43) groups in line with the nature of convenience non-random sampling. Then, the learners in both groups experienced the processes of pretesting, 12 sessions of intervention which were presented through synchronous online Interactions using Adobe Connect, and post-testing. A validated researcher-made L2 reading comprehension test tapping different reading components was used to collect the data. The results of Analysis of Covariates (ANCOVA) and Multivariate Analysis of Covariates (MANCOVA) proved the effectiveness of cognitive based learning, using Bloom’s Taxonomy levels in developing L2 reading and its components among the participants. The findings can be used to enrich cognitive learning and analytical views in the L2 reading classroom, helping both teachers and learners in this regard.

 Objective: Reports showed that a cognitive-behavioral therapy effectively helps patients overcome a wide variety of maladaptive behaviors such as anxiety. The aim of the present study was to further examine this issue by exploring the effects of a cognitive-behavioral therapy on academic anxiety of children with learning disorders.Methods: The quasi-experimental research design was pretest-posttest with a control group. The statistical population included 32 children (9-13 years) with academic anxiety (mild, moderate and severe) who were selected by convenience sampling method and randomly (using a coin-throwing method) assigned to two experimental and control groups. The standard School Anxiety Scale questionnaire was used to measure academic anxiety. The behavioral-cognitive therapy program was implemented for 12 sessions, 3 sessions of 45 minutes each week for the experimental group. After the intervention, all participants participated in posttest. Paired sample t test, independent t test, and analysis of covariance were used to analyze data.Results: The average of academic anxiety before the intervention in the experimental and control groups was 23.94±2.18 and 22.87±3.64, respectively, and the independent t-test did not show a significant difference (P=0.39). The average of the groups shows that the academic anxiety scores of the experimental group have decreased compared to the pre-test scores (t=16.58, P<0.001). Finally, the results of ANCOVA showed that a cognitive-behavioral therapy has led to a reduction in academic anxiety (P<0.001).Conclusion: Reconstructing children’s thoughts and beliefs helps them to identify their wrong thoughts about the exam and gradually replace them with correct beliefs and thoughts. Therefore, teachers and practitioners can use cognitive-behavioral therapy to help children with learning disorders to have less anxiety without feeling hurt from the negative evaluation of others. 

One of the most significant breakthroughs in technology is the evolution of computing sciences and cybernetics. This development has had a global impact, with the widespread use of computer sciences leading to worldwide issues. In the third wave, time and place have become intertwined, eliminating the effects of distance and creating a new version of space. These characteristics have transformed the geography of virtual space into the geopolitics of virtual space. The findings of this analytical article, conducted using a library method and the strategy of cyberspace geography studies, suggest that the geography of virtual space is an emerging academic topic. When the geography of cyberspace addresses inequality in cyberspace security, it becomes a geopolitical issue. The paper explores how cybernetics is changing traditional notions of power, sovereignty, and conflict. The research also considers the implications of emerging technologies on global governance, the balance of power, and the potential for new forms of cyber-hegemony, concluding with recommendations for future policy and strategic considerations in this rapidly evolving field.