مطالب

INTRODUCTION: Considering the high number of incidents and disasters in Iran and the importance of the issue, this research investigates the challenges and opportunities of people's participation in the implementation of disaster management policies in the Iranian Red Crescent Society (IRCS). METHOD: The research is applied in terms of purpose and mixed in terms of method. In the first stage, structured interviews were conducted with 20 experts and informants in the field of disaster management. Then, data was analyzed through content analysis and open coding, and components of challenges and opportunities were extracted using Maxquda software. Finally, a researcher-made questionnaire for challenges and opportunities based on the findings of the qualitative part was design and its validity and reliability using was confirmed by experts and Cronbach's alpha respectively and were distributed among 365 managers and employees related to disasters. FINDINGS: According to the findings, in the qualitative section, the main challenges include coordination and organization, lack of people’s participation in decision-making, conflict of interests, participation sustainability, level of knowledge and awareness, and resistance to change, as well as the opportunities include increasing efficiency and effectiveness, the use of local knowledge, strengthening the sense of responsibility, communication improvement, cost reduction and strengthening social solidarity. The results of quantitative part, showed that strengthening the sense of responsibility, use of local knowledge and communication improvement with an average of 11.86%, 10.38% and 9.46% respectively of the most important opportunities and conflicts of interest, the level of knowledge and awareness and coordination and organization with an average of 10.43%, 9.37% and 9.35% respectively are the most important challenges. CONCULSION: The results showed that solving the challenges and strengthening the opportunities for people's participation will lead to the success and effectiveness of the implementation of the policies and will lead the society to the direction of prosperity, prevention of wastage of resources, casualties’ reduction and sustainable development. Thus, it is suggested to develop educational programs, strengthen organizational structures, etc. in order to improve people's participation in disaster management.

Purpose: The efficacy of postmethod pedagogy (PMP) in Iran remains undetermined despite the growing attention being paid to it. A multitude of factors may contribute to differing levels of motivation among teachers in effectively implementing postmethod principles. The Achievement Goal Theory (AGT), rooted in a socio-cognitive perspective, provides a framework for understanding the types of goals individuals tend to pursue in achievement situations. Hence, this study aims to investigate the goal orientations of experienced English as a Foreign Language (EFL) teachers who are practicing postmethod tenets. Methodology: The current study employed an applied qualitative approach to explore the goal orientations of 18 experienced EFL teachers from various language institutes in Kermanshah, Iran. Participants were selected in two phases: first, a postmethod questionnaire was administered to identify respondents familiar with Postmethod Pedagogy (PMP) principles. Next, a semi-structured interview was conducted to elicit their goal orientations while adopting PMP conditions. Field notes were also used to document the researcher’s reflections and opinions, facilitating data analysis. The researchers utilized a three-stage approach for data analysis, following the inductive data coding method of open, axial, and selective coding. Findings: After analyzing the interview transcripts, it became apparent that the implementation of postmethod pedagogy tenets in teachers' teaching practice was influenced by their achievement goal orientations. This included learning, relational, and performance-approach goal orientations. The findings revealed that expert teachers predominantly exhibited learning goal orientations. In contrast, performance-approach goal orientations were the least prevalent among these educators. Conclusion: Examining teachers’ goal orientations through the socio-cognitive lens of postmethod language teaching can benefit the growth and development of teacher training programs, curriculum planning, and policymakers.