مطالب

Purpose: Talent management plays a crucial role in enhancing the quality of education and learning, especially within education organizations. Therefore, this study aimed to explore the relationship between the categories of talent management implementation in the education organization. Methodology: This research was applied in its objective and descriptive-correlational in its execution. The study population consisted of managers and employees of the Basra province education organization, from which 385 individuals were selected as the sample using Cochran's formula and a convenience sampling method. The research tool was a researcher-made questionnaire on talent management implementation in the education organization, comprising 63 questions. The data obtained from its administration were analyzed using exploratory factor analysis and partial least squares regression in SPSS and Smart PLS software. Findings: The findings indicated that the implementation of talent management in the education organization comprised six categories: causal conditions (with two components), contextual conditions (with three components), intervening conditions (with three components), the central phenomenon (with one component), strategies (with two components), and outcomes (with one component). The factor loading of all components was above 0.50 and significant, the content validity ratio above 0.70, and the Cronbach's alpha and composite reliability above 0.80. Moreover, the correlation coefficients of causal conditions, contextual conditions, intervening conditions, the central phenomenon, strategies, and outcomes were less than 0.45, indicating their distinctiveness. Additionally, considering the indices of communality and redundancy, the talent management implementation model in the education organization fitted well, and the effect of causal, contextual, and intervening conditions on the central phenomenon, the effect of the central phenomenon on strategies, and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed model of talent management implementation in the education organization can assist managers, officials, and education planners in designing programs suitable for implementing talent management within the education organization.

Purpose: The objective of this research was to present an e-learning model with an emphasis on psychological capital at Mellat Insurance. Methodology: This research is qualitative in nature and employs thematic analysis as its method. The qualitative section of the study population included experts in education, e-learning, and psychology, focusing on psychological capital. Through purposive sampling, criterion-based, the desired sample was selected, and sampling continued until theoretical saturation of the data was reached. Thus, the participants in the study included 18 experts and managers. The data collection tool in this research was semi-structured interviews. It is noteworthy that the extraction of these indices was conducted by reviewing existing theoretical foundations and implementing interview transcripts using the thematic analysis method of Braun and Clarke in ATLAS.ti software. Findings: Based on the qualitative technique of thematic analysis, 141 initial codes were identified in 20 initial themes, and finally, 6 constructive themes were determined. The 6 constructive themes are: educational content, e-learning infrastructure, institutionalization of psychological capital, intra-organizational factors, extra-organizational factors, and effectiveness. Conclusion: One of the main necessities for implementing an e-learning model with an emphasis on psychological capital at Mellat Insurance is to increase organizational productivity. Organizational maturity refers to the ability of the organization to respond to challenges, adapt to changes, and continuously improve. This concept addresses the organization's ability to utilize internal and external knowledge, experiences, and resources to enhance processes, improve performance, and create added value. The primary necessity is that Mellat Insurance must seek to establish an advanced and flexible educational structure that enables employees to acquire the necessary knowledge, skills, and abilities to face emerging challenges and opportunities.

The relationship between intercultural communicative competence (ICC) and the speaking ability of language learners has been a focal point in foreign language education. This study aimed to investigate the relationship between ICC and speaking ability as demonstrated by Iranian EFL learners in an online Advanced Communication course, as well as their perceptions of how it impacted their language learning needs and objectives. The research utilized an explanatory mixed-method approach, incorporating both qualitative and quantitative methodologies for gathering and analyzing data. The testing group consisted of 154 undergraduate English language translation students, encompassing both male and female. Participants selected through convenience sampling. Data collection involved a homogeneity test, a speaking test evaluated by two raters, an ICC questionnaire, and a semi-structured interview. By employing Pearson Correlation and thematic analysis to analyze the data, the study unveiled a significant relationship between ICC and speaking ability, demonstrating potential benefits for both language learners and educators aiming to enhance linguistic and cultural speaking proficiency.

The present study aimed to create a diverse curriculum model for teaching English in high schools in Iran. Utilizing an exploratory mixed-methods design to collect the desired data, the study enlisted the participation of 38 Iranian curriculum designers, with a gender distribution of 26 males and 12 females. To evaluate the model, a questionnaire was developed, and its reliability was gauged using Cronbach's Alpha. The validity of the curriculum model was established through Exploratory Factor Analysis employing principle component analysis (PCA). In qualitative phase, the analysis of the data uncovered several key components of the multicultural curriculum, including multicultural education, cultural diversity, and equity pedagogy, social, gender, and educational equality, prejudice reduction, upholding the intrinsic dignity, equity pedagogy, empowering school culture. Furthermore, the proposed model encompassed four essential elements: objectives, content and learning activities, methods, and evaluation. The results of quantitative phase of the study indicated that the multicultural curriculum model was deemed valid by designers in the field of curriculum development. As a result, it is recommended for adoption by English language educators in Iranian high schools.

This study conducted a critical discourse analysis (CDA) of Arab English-language online newspapers to examine how the Israeli-Lebanese and Israeli-Palestinian conflicts are represented. Employing Fairclough's three-dimensional framework, the research explored the linguistic, discursive, and socio-cultural dimensions of media narratives, integrating framing theory to investigate how these narratives shape public opinion and geopolitical discourse. The study’s design involved the systematic collection and analysis of 50 articles from prominent newspapers such as Al Jazeera English, Al Arabiya English, and Asharq Al-Awsat, selected for their diverse ideological perspectives. The findings revealed distinct ideological framings employed by each outlet, ranging from systemic oppression narratives to calls for regional diplomacy. These narratives are shaped by geopolitical affiliations, cultural identities, and the affordances of digital media, including the role of algorithms and user-generated content. The research highlights how digital tools and social media amplify and polarize discourses, influencing public sentiment and policy debates. By addressing gaps in the literature concerning Arab media’s linguistic strategies and digital affordances, this study contributes to a deeper understanding of the interplay between language, power, and ideology in conflict representation. Implications extend to both academic discourse and practical applications, providing a framework for policymakers, peacebuilding organizations, and journalists to critically engage with and promote balanced conflict narratives. This interdisciplinary approach underscores the evolving role of digital media in shaping political realities, offering a nuanced lens for future research on conflict discourse.

The present study sought to investigate the effects of face-to-face and web-based group dynamic assessment (GDA) on the speaking skills of Iranian intermediate EFL learners. A total of 100 participants from Ariana Institute in Rasht were involved in the study, with 36 introverted and 36 extroverted learners selected based on their scores on the Oxford Placement Test (OPT) and Eysenck’s Personality test. These participants were then divided into experimental and control groups. Each experimental group, comprising 12 participants, underwent either face-to-face or web-based GDA sessions, while the control groups received traditional instruction. The research design included a pretest, 15 treatment sessions, and a posttest to assess the progress of speaking abilities among the learners. The statistical analysis, which included paired samples t-test and one-way ANOVA, indicated significant enhancements in speaking skills among the learners who participated in the experimental GDA sessions compared to those in the control groups. Notably, introverted learners in the web-based GDA group exhibited superior speaking abilities, whereas extroverted learners showed more improvement in face-to-face GDA sessions. These results have important implications for English language educators and researchers in Iran, highlighting the significant influence of GDA delivery mode on the speaking proficiency of EFL learners, particularly in relation to their introverted or extroverted traits. Such findings can offer valuable insights for pedagogical approaches and theoretical frameworks in English language teaching in Iran.