Curriculum reform

Taking the significance of teacher motivation in professional practice and pedagogical achievements of teachers, students and their educational goals, this study aimed to investigate EFL teachers’ motivation affected by the introduction of the Fundamental Reform Document of Education in Iran. For the quantitative phase of the study, a researcher-made questionnaire developed based on the four aspects of motivation by Dornyei and Ushioda (2011) was distributed among 98 Iranian EFL teachers. Afterwards, to capture the salient factors of teachers’ motivation, a set of semi-structured interviews with 7 volunteer teachers were conducted. The results revealed that this reform has had a positive effect on teachers’ motivation yet it has not been that much comprehensive to take into account all the motivation factors except for the contextual ones.

Professional identity has been perpetually an underlying factor in teacher development. The maintenance of a strong professional identity is a key factor in teacher development which is ultimately a fundamental aspect in the prosperity or failure of any educational system. As a dynamic phenomenon, teachers’ professional identity can be influenced by a variety of factors and particularly any type of educational reform. The present study with an explanatory mixed method design was used to investigate transitions in Iranian EFL teachers’ professional identity in the context of Fundamental Reform Document of Education (2012). For the quantitative phase of the study, a researcher-made questionnaire developed based on the four components of professional identity namely, self-image, self-esteem, job motivation and task perception proposed by Kelchtermans (1993) was distributed among 98 Iranian EFL teachers. Considering the ongoing nature of the professional identity, the questionnaire was assigned to the teachers during the pre-reform and post – reform era. In the qualitative phase, in order to capture a comprehensive picture of the salient factors of teachers’ professional identity and their underlying reasons, a set of semi-structured interviews with 7 volunteer teachers were conducted. The findings revealed that the introduction of the curriculum reform made no change in teachers’ professional identity in terms of self-esteem and task perception, but it slightly affected teachers’ self-image and job motivation. The findings also revealed a potential transition path in Iranian EFL teachers’ professional identity development. Finally, some implications for policy-makers and material developers and suggestions for future researchers were discussed.

This study explores the perceptions of Iranian MBA graduates regarding the integration of AI into business education. Drawing on survey data from 379 alumni across a range of Iranian universities, the research assesses five core dimensions: perceived usefulness of AI, ethical concerns, faculty preparedness, job market implications, and interest in AI-focused coursework. The study also investigates whether demographic factors such as age, gender, income level, and marital status significantly influence these perceptions. Results indicate a generally favorable view of AI integration, with particularly strong support for incorporating AI coursework into MBA programs. Despite broad enthusiasm, respondents expressed concerns about data privacy, algorithmic bias, and the limited readiness of faculty to teach AI-related content. Inferential tests and path analysis reveal that demographic variables had little predictive power over AI perceptions or preferences, suggesting widespread acceptance across social strata. The findings underscore both the readiness of Iranian MBA graduates for AI-related curricular reform and the need for targeted institutional responses, including faculty development and ethical frameworks.

The integration of artificial intelligence into Master of Business Administration (MBA) education is reshaping the foundations of management learning worldwide. This study conducts a qualitative meta-synthesis of 17 peer-reviewed sources published between 2001 and 2021 to examine how AI technologies—ranging from generative models and adaptive learning systems to predictive analytics and federated learning—are influencing MBA curricula, pedagogy, student engagement, and institutional strategies. Findings reveal that AI holds transformative potential for enhancing personalization, academic performance, and curriculum relevance, while also addressing enrollment challenges and labor market misalignments. However, integration remains uneven and fraught with ethical, infrastructural, and pedagogical challenges, including concerns over academic integrity, faculty preparedness, and digital equity. Conceptual frameworks such as the Technology Acceptance Model (TAM), paradox theory, and interpretive structural modeling elucidate the enabling and constraining factors surrounding AI adoption. The study highlights the urgent need for business schools to pursue a holistic and ethically grounded AI strategy that balances technological innovation with humanistic leadership development. Ultimately, AI is not only redefining how MBAs are delivered, but also reorienting their purpose toward preparing future-ready leaders for complex, data-driven environments. The paper concludes with a call for adaptive, inclusive, and ethically sound educational reforms in MBA programs worldwide.