مطالب

Purpose: The objective of this study is to examine and model the structural equations of educational sustainable development within the education system of East Hormozgan Province. The study aims to identify key factors and relationships that contribute to the effective integration of sustainable development principles in education, based on a theoretical framework derived from existing literature. Methodology: This applied research employs a survey method, targeting all secondary school managers and teachers in East Hormozgan Province, totaling 7,444 individuals. Using stratified random sampling, a sample size of 365 participants was determined through Cochran's formula. Data were collected using a questionnaire based on the theoretical framework and analyzed using SPSS 27 and LISREL 8.80 software. The study employed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to validate the proposed model and assess the fit of the data. Findings: The analysis revealed that all dimensions, including central phenomenon, causal factors, strategies, contextual factors, intervening factors, and outcomes, were effectively represented in the educational sustainable development model. High factor loadings and significant path coefficients indicated strong relationships between the variables. The findings also highlighted the critical role of economic, social, and environmental education in fostering sustainable development. The model demonstrated good fit indices, confirming its robustness and applicability for evaluating ESD initiatives. Conclusion: The study confirms the importance of integrating sustainable development principles into the educational framework of East Hormozgan Province. The validated model provides a comprehensive approach to assessing and implementing ESD, emphasizing the need for holistic educational strategies and continuous professional development for educators. These findings offer valuable insights for policymakers and practitioners aiming to promote sustainable development through education.

Purpose: The current research was conducted with the aim of designing a curriculum model for adult literacy. Methodology: In terms of purpose, this research is fundamental-applied, and regarding data type, it is qualitative. The population in the study included experts from the organization (literacy movement managers, deputy ministers of curriculum education) and academia (university faculty members), as well as 30 relevant scientific documents and records. In this research, purposive sampling was used to determine the samples, considering 20 individuals based on the saturation principle as the sample size. Semi-structured interviews were utilized in the qualitative part of the current study. To ensure the validity of the tool in the qualitative section of the research and to ensure the accuracy of the findings from the researcher's perspective, opinions from professors familiar with this field and academic experts who were knowledgeable and skilled in this area were sought. In the current study, test-retest reliability and intra-subject consensus method were used to calculate the reliability of the interviews conducted. The data analysis method in the qualitative section was theoretical coding. Therefore, the analysis of data obtained from interviews and documents was carried out in three stages: open coding, axial coding, and selective coding, and based on this, the concepts and categories of the research were classified. Findings: The results of the research showed that the objectives of the adult literacy curriculum include adaptability to the environment and strategic competencies. Also, the content of the adult literacy curriculum includes content selection and content organization. Teaching and learning methods in this research include the transmission method and the activity-based method. Finally, the results showed that the evaluation method of the adult literacy curriculum includes goal-based evaluation, method-based evaluation, and content-based evaluation. Conclusion: Each theme and its subthemes underscore the comprehensive approach required to design an effective adult literacy curriculum. The curriculum must be adaptive, strategically competent, well-organized in content, employ effective teaching and learning methods, and incorporate multifaceted evaluation strategies to meet adult learners' diverse needs and promote sustainable literacy education.

Technology-enhanced language instruction has attracted researchers’ attention in language teaching and learning in recent decades. Accordingly, the present mixed-methods study attempts to investigate the effect of Computer-Assisted Language Learning (CALL) on EFL learners’ vocabulary development and listening comprehension. In doing so, 60 intermediate EFL learners were conveniently chosen for the quantitative phase of the study and were divided into one experimental group (n=30) and one control group (n=30). The teacher-researchers taught vocabulary tasks and listening skills to both groups, using computer software for the experimental group and the traditional method for the control group for 10 sessions for 5 weeks straight. To look into the effect of CALL instruction, quantitative methodology was employed. By analyzing the mean scores of the learners’ pre-test and post-test, it was revealed that the incorporation of computer software in English Language Teaching (ELT) classes resulted in learners’ significant improvement in vocabulary learning and listening comprehension. Then, the qualitative phase of the study began and 24 learners from the same experimental group were invited to semi-structured interviews to share their experiences of CALL classes with the researchers. The qualitative analysis of learners’ data manifested two thematic categories: 1) technology is an asset to EFL learners, and 2) technology makes the input more comprehensible. The findings of the study contributed to the conscious use of technology-enhanced instruction through computer and mobile tools to provide an interactive learning atmosphere for EFL learners, and to help them develop language skills and sub-skills, which seems beneficial for both EFL learners and teachers as ubiquitous technology is becoming an inevitable member of teaching and learning community.