educational policies

The role of culture in planning and implementing educational reforms and in impacting the quality of the education system has rarely been discussed. This study aims to identify the features of culture in governmental primary schools for girls in Iran aged 7‒12 years. Using an ethnographic approach, qualitative data were collected and analysed. The data were collected based on a triangulation strategy, through observation, in-depth interviews with teachers, and content analysis of the Document for Fundamental Transformation of the Education System. Thematic analysis was used to discover, analyse, and interpret the pattern of data meanings. The findings reveal that specific components represent the culture of these schools: a uniform education system, bureaucratic structure of schools, square-shape architecture of schools, national curriculum, arbitrary relationships between members of the school community, and the professional development of teachers based on the top-down command. The shared values of school members and behaviour norms are concerned with the exact execution of policies and plans issued in the form of circulars from the Ministry of Education, which shape the daily activities of school members; this has led to the emergence of a culture of obedience, wherein the members comply with the expectations, prescribed policies, and plans set by the Ministry of Education. Although studies acknowledge the importance of identifying cultural context, school culture has rarely been investigated in governmental primary schools for girls in Iran. This study highlights the role of education policymakers in maintaining and solidifying the existing culture in these schools.

Introduction: Educating people in different ways is one of the aspects of moral education. Education that plays an important role in the destiny of man and society. One of the issues in moral education is how to involve moral teachings in the political relations of countries. The purpose of this research is to investigate the ethical components affecting political development in higher education. Material and Methods: The current research was applied and implemented in a mixed manner. Thematic analysis method was used in the qualitative part. The statistical population was experts in the field of higher education (administrators and faculty members of universities), from among whom 10 people were selected by snowball sampling. The interview tool was semi-structured and the data was analyzed by coding method and MAXQDA software. In the quantitative part, the method was descriptive-correlation. The research community included experts in the field of higher education and international relations (academic faculty members, cultural advisors, and experts from the Ministry of Foreign Affairs), among whom 50 people were selected in an improbable and accessible way. The data were analyzed using structural equations and pls software. Results: The results of the qualitative part indicated 32 open codes and 6 core codes, which were categorized into 3 categories of educational relations factors at the international level, moral policy, civil and social development. The results of the quantitative part also indicated the appropriate fit of the model, so it can be said that ethics and ethics approaches in higher education can be effective in political development. Conclusion: The results of the findings show that in addition to the desire of countries to develop relations based on respect and moral policy, there are factors in three areas of educational relations at the international level, moral policy, civil, scientific and social development in higher education; Among them: relations based on respect, expansion of international relations, attention to human dignity, freedom, attracting participation, meritocracy, attention to scientific and civil institutions have an effect on political development