مطالب

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.

Social change and transformation have long been studied by political philosophers and thinkers of social sciences, and a range of classical to modern theories have been presented in the field of "revolution theories". Although Iran`s Islamic Revolution was a unique revolution that had a serious impact on the theorizing of the revolutions, despite the efforts made, the analysis of the Islamic revolution and other divine-human (innate) revolutions still requires theorizing, and also there is a void of native theories based on Islamic principles in this field. Meanwhile, Imam Khomeini`s thought as a theoretician and leader of the Islamic Revolution has a potential for the innate (divine-human) revolution theory. Imam Khomeini (may Allah be pleased with him) explained the revolution and the inner upheaval of man based on the theory of innate and generalize individual's precepts on society, He explained the natural (divine-human) revolutions based on the “Makhmurah” and “Blate” nature and the spiritual and inner transformation of man. This article attempts to extract and analyze the fundamentals and components of the innate theory of revolution from the perspective of Imam Khomeini (RA) based on the foundation's data theorizing method.