Qualitative approach

In this study, an attempt was made to explain and identify the green curriculum training plan in Iranian education, through qualitative research design and in particular qualitative case study. In this regard, faculty members in the fields of curriculum planning, social sciences, and environment from selected universities - as our study experts - were selected by using a purposeful approach. Leading experts were selected by using the theoretical saturation criterion. The interview was carried out with all the10 members of the study sample. Then, the obtained data were analyzed for the content analysis technique using Nvivo software. The findings were organized in the form of themes. Based on the results, a matrix framework of curriculum elements (purpose, content, teaching method, and evaluation) was formed. 4 organizing themes and 21 basic themes were identified and a network of themes was extracted; thus, the design of a green curriculum for the Iranian education system (as a comprehensive theme) with the following organizing themes in 4 dimensions introduced: objectives, content, teaching methods, and evaluation. Each of the categories has different dimensions in the basic themes of the organized framework, hence as a content plan of the green curriculum in the Iranian education system. Obviously, the findings of this study have provided the possibility of teaching a green curriculum in the Iranian education system in primary schools.

Aim: A female teacher plays multiple roles in her life as a teacher, mother, wife, etc., and her occupational dissatisfaction can override her other roles. The present study investigated the issues and challenges of female contract teachers. Method: A qualitative approach and grounded theory design were adopted in this research. The target population included all the female contract teachers of Ashkezar in Iran, and 12 participants were selected by theoretical sampling in the academic year 2021-2022. Semi-structured interviews, continued until the theoretical saturation, were used to collect data, which were then analyzed by open, axial, and selective coding and categorization. Results: The analysis led to the development of 27 sub- and 11 main categories within a paradigmatic model. The main categories encompassed causal conditions (cultural and organizational factors), core category (dissatisfaction), strategies (behavioral changes and thinking about economic alternatives), intervening environmental conditions (familial-cultural and economic-political environment), contextual conditions (financial-software and inhibitory contexts), and consequences (teacher-centered and educational consequences). Discussion: The results indicated that cultural and organizational causes engender teacher dissatisfaction. In the face of these conditions, teachers change their behaviors and think about economic alternatives, leading to teacher-centered and educational consequences. Conclusion: Female contract teachers faced many challenges that negatively influenced their efficiency and motivation and made them feel disappointed. These challenges brought about some sensible and insensible issues and intricacies. In general, this study suggests considering approaches to motivate and involve in making decisions and put the guidance and consultation of female contract teachers on the agenda.

Purpose: Considering the importance of aesthetic education in students, the purpose of this study was the aesthetic education of elementary school students: analysis of dimensions and components with a qualitative approach. Methodology: This research in terms of purpose was applied and in terms of implementation method was qualitative from type of exploratory inductive. The research population was specialists and professors of educational sciences of Tehran city in 2020 year, which according to the principle of theoretical saturation the sample size was determined 10 people who were selected by non-random purposive sampling method. The instrument of this research was a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between the two coders 0.90. Data were analyzed by open, axial and selective coding methods in MAXQDA-2018 software. Findings: The results showed that for the aesthetic education of elementary school students were identified 21 indicators in 10 components and 3 dimensions. The dimensions were included constructing learning experiences (with 3 components of reviewing the previous lesson and learning prerequisites, briefly stating the objectives of each lesson and presenting new material along with practice by students), progress in short steps, but at a fast pace (with 3 components of applying an appropriate behaviors with aesthetics features, applying a teaching model and planning for students' learning experiences) and presenting feedback and error correction (with 4 components of applying established learning principles, regular feedback and corrections, performing exercises with clear instructions and guiding students in doing the first exercises). Conclusion: According to the results of this study, it is necessary to plan for the aesthetic education of elementary school students through the identified dimensions and components.

INTRODUCTION: Promoting social responsibility in a relief organization can lead to the development of people's participation in its operations. This study has been conducted with the aim of sociological analysis of the strategies to increase the social responsibility in the Iranian Red Crescent Society (IRCS) with an emphasis on the development of people’s participation in disasters. METHODS: In this qualitative study, the sample population included experts and rescuers of the IRCS. The sampling method was purposeful until theoretical saturation was reached and therefore 22 people were interviewed. The data collected by semi-structured interview and analyzed in three stages of open, axial, and selective coding. The validity of the research was also examined through triangulation. FINDINGS: Based on data analysis, strategies consist of 9 main categories, 51 subcategories and 230 primary codes. In general, after analyzing the data obtained from the research, a paradigm model of strategies for increasing the social responsibility of the IRCS was designed with emphasis on people's participation in disasters. CONCLUSION: In order to increase people’s participation during disasters in the IRCS, it is necessary to educate and promote a humanitarian participatory culture, create an organizational identity, increase the Society’s responsibility towards participants, apply merit management, attention to the implementation of organizational justice and attention to social accountability processes by the IRCS must be considered.

The present review aims at designing and validating a model of Professional Learning Community for the technical and vocational schools of the upper secondary level.This research is conducted through a qualitative approach and applies the method of Grounded Theory. A Targeted Selection approach was applied for selecting the documents, including all academic sources related to the subject, which constituted the research statistical population of the study. Sixty titles were selected. In addition, Chain Sampling, one of the methods of Targeted Sampling was applied to select the individuals for the interviews and validation sections. Using the Theoretical Saturation method, seventeen individuals for designing the model and for the first phase of validation and forty-two individuals for the second phase of the validation (which assesses the extent to which the model can be executed) participated. Also, the data collection methods employed in each phase included a Semi-Structured Interview for the first phase and a Researcher-Made Questionnaire for the second phase. For analyzing the documents, Qualitative Content Analysis and for analyzing the interview transcripts Inductive Analysis and the coding of Grounded Theory was applied. Results: The results demonstrated that the structure of the professional learning community includes 21 elements that were identified. The model is delineated in 5 steps Plan, Establish, Implement, Modify and Assess, and is validated in two phases. Validation results illustrated a remarkable degree of consistency between the interviewees in the first (structure and elements of the model) and the second (the degree to which the model is executable) phases

The purpose of current study is to explore the critical challenges of e-learning in higher education institutions. The data for this research were collected through a qualitative approach using a descriptive phenomenological method and semi-structured interview tool, then the findings were analyzed by Colaizzi's (1978) 7-step method. The research field included 12 academic experts in E-learning at the University of Tehran through purposeful Sampling. The validity of qualitative data, based on the four criteria of Lincoln and Goba (1985) including; credibility, transferability, dependability, and confirmability and also reliability by re-coding and two coders have been examined and confirmed. The results of the analysis led to exploring142 main concepts, then in the form of 10 critical challenges related to the most components of the educational system including; learner, teacher, technology, financial and information resources, ethical considerations, university culture, classroom leadership, support system, learning effectiveness, and satisfaction of internal stakeholders. Finally, using a systematic approach, the mentioned challenges have been classified into three main dimensions of learning-teaching system such as; input, process, and output.

INTRODUCTION: The aim of this research is to provide a model for dealing with vandalism in sports environments in Iran. METHODS: In this qualitative approach, grounded theory method was used. About 15 people were selected and studied including journalists, experts, sports managers and faculty members in the field of sport and sociology by using purposeful sampling based on the theoretical saturation. The data collected using semi-structured interview and analyzed in three stages of open, central and selective coding through Maxqda-2020 software. FINDINGS: According to the findings, causal conditions have 3 main categories including cultural and social contexts and psychological fields, and 8 subcategories. The background conditions have 6 main categories such as sense of anomie, improper government performance, weak management, marginalization in the media, feelings of anger and frustration in the spectators and external factors, and 15 subcategories. The intervening conditions also have 4 main categories including managerial and technical factors, political and regulatory factors, legal and team performance and teams’ behavior, and 11 subcategories. Also, the strategies include 6 main categories and 18 subcategories, and finally, the consequences include 5 main categories and 14 subcategories. CONCLUSION: The results show that sports and sports environments have not been as effective as they should be, therefore, sports planners and policy makers must take measures in an expert, codified and continuous manner to control and reduce this phenomenon.

Purpose: In the current era, cyberspace has become one of the most concerning issues that can influence the social and psychological world of humans, leading to adverse outcomes for them. A phenomenon that has recently attracted the attention of parents, researchers, and experts is the victimization of adolescent girls in cyberspace. Accordingly, the purpose of the present study was to identify the factors affecting victimization in cyberspace among adolescent girls, based on the lived experiences of their parents. Methodology: The research method was qualitative and conducted through thematic analysis. The statistical population included parents of female students victimized in cyberspace in secondary school during the 2023-2024 academic year in the city of Isfahan, and the sampling method was purposive. To collect the factors affecting victimization in cyberspace among adolescent girls, semi-structured interviews were conducted with parents, and theoretical saturation was achieved after interviewing 16 parents. In this study, the Guba and Lincoln (1985) method was employed for validating the findings. Data analysis (coding and theme identification) conducted with MAXQDA software for thematic analysis. Findings: In this study, 17 basic themes based on mothers' lived experiences and 19 basic themes based on fathers' lived experiences were extracted. From these basic themes, 8 organizing themes were identified: innate characteristics, lack of skills, dependence on the internet, absence of friendly and intimate family relationships, economic pressure, lack of interest in education, and cyber literacy, which were categorized under 3 overarching themes: individual, familial, and environmental. Conclusion: The study's findings highlight the complex interplay between individual, family, and environmental factors influencing teenage girls' vulnerability in cyberspace. Addressing these factors holistically, through supportive family relationships, educational initiatives, and enhanced digital literacy, is crucial for safeguarding adolescents against online risks.