مطالب

Considering the unbreakable links between human behavior, environmental health, and the well-being of all species, education for citizenship behavior, the environment, and sustainable development has emerged as a beacon of hope, leading humanity towards a more harmonious relationship with our planet. This research aimed to compare the effectiveness of face-to-face and virtual education using a comprehensive package of citizenship education on the environmental and sustainable development behaviors of students. The experimental method employed a four-group design, including two test groups (face-to-face and virtual) and two control groups, with a pre-test, post-test, and two-month follow-up design. Among the students of Azad University of Isfahan in the winter and spring of 2023, 25 individuals who met the desired entry criteria were selected for each group and randomly assigned to 4 groups. Citizenship education was implemented using a researcher-made package with a specialized reliability of 0.93, delivered in person for one group and virtually for another group. Data were collected using the Irannezhad et al. (2023) questionnaire. The data were analyzed using repeated measures analysis of variance and Bonferroni's post hoc test in SPSS software version 26. The findings of this research showed that both face-to-face and virtual education were effective in enhancing environmental behaviors and sustainable development. There was no significant difference between the outcomes of the behaviors resulting from the two educational methods.

This study aimed to explore the parenting strategies, support systems, and coping mechanisms employed by single parents of children with developmental delays. A qualitative research design was adopted, involving semi-structured interviews with 23 single parents of children aged 2 to 12 years with diagnosed developmental delays. Participants were recruited through local support groups, online forums, and pediatric clinics. The data collection continued until theoretical saturation was achieved. Thematic analysis, following Braun and Clarke's framework, was used to identify key themes and subthemes within the data. The study identified three main themes: parenting strategies, support systems, and coping mechanisms. Key parenting strategies included routine establishment, positive reinforcement, adaptive techniques, communication strategies, and behavior management. Support systems encompassed family support, professional support, community resources, and financial assistance. Coping mechanisms highlighted were emotional resilience, social networks, personal time management, seeking knowledge, advocacy and empowerment, spirituality, and adaptability. Participants emphasized the importance of structured routines and positive reinforcement in managing their children's needs, while family and professional support were crucial in alleviating caregiving burdens. Effective coping mechanisms were essential for managing stress and maintaining well-being. Single parents of children with developmental delays employ a variety of effective strategies and support systems to navigate their unique challenges. Emotional resilience and social support networks play a critical role in their ability to cope with the demands of caregiving. These findings underscore the need for tailored interventions and resources to support single-parent families, highlighting the importance of flexible services, community resources, and advocacy efforts. Further research should focus on larger, more diverse samples and explore the impact of technological tools in supporting these parents.