Journal of Study and Innovation in Education and Development

One of the most effective ways of promoting Islamic education in a society is by initiating this form of education within schools. The aim of the present study is to propose a qualitative model for Islamic education in secondary schools in the city of Tehran. This research employed a qualitative methodology and, in terms of purpose, is categorized as applied/fundamental research. The research tools included semi-structured interviews, document analysis, and examination of web pages as visual media to ensure methodological triangulation. The target population comprised academic and practical experts in the field of Islamic education in schools. For data analysis, the grounded theory method was employed. The sample size was not predetermined, and sampling continued until theoretical saturation was achieved. The findings indicated that the components of Islamic education include cognitive education, emotional education, and behavioral education. Based on these identified components, the final model of the study was presented. According to the findings, it can be concluded that Islamic education in schools is a multidimensional phenomenon. Therefore, educational authorities and policymakers must adopt an approach that considers all influential components to move toward an optimal model of Islamic education.

This study aimed to identify emerging knowledge frontiers through the analysis of international strategic reports in science, technology, and innovation. This is a narrative review article using a descriptive analytical approach. It examines the content of key reports published by global institutions including Clarivate, McKinsey, WHO, WEF, and NATO. The data were extracted from five leading international sources and analyzed through qualitative comparative analysis and thematic classification. A synthesis-based framework was applied to identify and group overlapping knowledge clusters across domains. The review revealed substantial convergence among the reports despite institutional and strategic differences. Areas such as artificial intelligence, digital health, sustainable energy, smart agriculture, and big data emerged as common knowledge frontiers. A range of methodologies including co-citation analysis, scientometric indices, expert consultation, and policy analysis were used to identify these domains. Conceptual distinctions between “research front,” “technology trend,” and “strategic priority” were also observed. The study’s results offer a foundation for developing a localized framework to monitor and classify knowledge frontiers at the national level. It is recommended that a hybrid system integrating quantitative data and qualitative policy analysis be designed to guide science and technology strategies aligned with both global developments and local needs.

The present study aims to conduct a comparative analysis of citizenship education in three Islamic countries—Iran, Iraq, and Indonesia—based on the framework of the National Council for the Social Studies (NCSS) standards of the United States. This research employed a qualitative approach through content analysis of lower secondary school social studies textbooks (grades 7 to 9) in the three countries. The data included texts, images, activities, and end-of-lesson questions, which were analyzed according to the ten key components of the NCSS framework: culture; time, continuity, and change; social institutions; global connections; civic ideals and practices; people, places, and environments; individual development and identity; science, technology, and society; production, distribution, and consumption; and power, authority, and governance. The findings revealed that Indonesia, with 329 coded items, provided the most comprehensive conceptual coverage of citizenship components, while Iran, with 163 coded items, ranked the lowest. In Iran, there was a greater focus on knowledge-based and identity-related components, whereas in Indonesia, skill-based and attitudinal content was also included in a balanced manner. Iraq, with 279 coded instances, ranked second, primarily emphasizing traditional structures and governmental institutions. Furthermore, the qualitative analysis indicated that Indonesia employed a modern approach in teaching concepts such as global citizenship, social justice, civic engagement, and human rights, whereas Iran and Iraq continued to operate within more traditional paradigms. In conclusion, recommendations were made for revising curricular content, enhancing teacher training, and developing citizenship education programs in Islamic countries. This study can serve as a foundation for policymaking and educational reform in the domain of civic and social education within Muslim societies.

Corporate governance is a set of rules, controls, policies, and decisions established to guide a company, with the board of directors as its primary stakeholder. Managers, who are appointed by shareholders or other board members, are responsible for representing shareholders' interests. Therefore, awareness of managerial performance in all dimensions is vital for the company. Despite extensive research conducted in this field, no corporate governance model with a managerial performance evaluation approach has been designed that can serve as a basis for understanding success, weaknesses, strengths, and managerial strategies. The objective of this study is to bridge this research gap by developing and designing a new model tailored to the organizational culture and structure for evaluating managerial performance. This model was implemented and tested in the East Azerbaijan Water and Wastewater Company. The research methodology follows a qualitative approach using thematic analysis. The research data were analyzed through coding techniques using Maxqda software, leading to the identification of corporate governance indicators with a performance evaluation approach, which includes six main themes and eighteen sub-themes. The findings using ISM analysis indicate that managers' communication skills have the greatest impact on corporate governance with a managerial performance evaluation approach in the East Azerbaijan Water and Wastewater Company.

Universities must adhere to the principles of educational quality in order to serve society and bring about significant improvements in countries. Therefore, the aim of this study is to present an educational service quality model in Iraq’s public universities. To this end, an interpretive philosophy, a qualitative approach, a grounded theory strategy with an emergent approach, and thematic analysis using Glaser’s coding method (Glaser, 1978) were employed. The study population comprised experts at Iraq’s public universities. The qualitative pool of this research included managers and experts from selected universities who possessed theoretical and practical knowledge on the subject under investigation, had sufficient command of service quality processes, and had experienced them in various departments. The sample consisted of 21 individuals who had at least eight years of relevant work experience and full awareness of educational service quality processes. Theoretical sampling was used for sample selection. Trustworthiness (validity and reliability) of the findings was established through Guba and Lincoln’s (1989) four criteria, namely credibility, transferability, dependability, and confirmability. For coding, real and theoretical coding stages were employed. For theoretical coding, Glaser’s “six Cs” family (Glaser, 1978) was used. Accordingly, the causal factors creating educational service quality included human resource management, improvement and development management, financial management, leadership, compensation, goal-orientation, trust, environment, and behavioral factors. The correlational factors included knowledge, cooperation, staff training, long-term planning, quality orientation, and regulations. The intervening conditions included team orientation, evaluation, motivation, communication, support, elite development, value creation, productivity, facilitators, and science orientation. The moderating factors included enrichment, culture and climate, empathy, continuous improvement, transparency, and justice. Outcomes included improvement, development, creation, and innovation. The results showed that implementing the components of this model could elevate Iraqi public universities to higher levels of educational quality, leading to better future progress in universities and advancing the society’s scientific standing.

The purpose of this study is to identify the components and outcomes of virtual cyber media literacy education for primary school teachers in Zahedan. This research was conducted using a mixed-methods (qualitative-quantitative) approach, specifically employing a sequential exploratory design. The qualitative phase utilized the grounded theory method, while the quantitative phase employed a survey method. The qualitative sample included all experts and scholars in the fields of educational management or media-oriented communication, selected through criterion-based purposive sampling and snowball sampling. Semi-structured interviews were conducted with 25 experts. In the quantitative phase, the statistical population consisted of primary school teachers in Zahedan (2,170 individuals), from whom a random sample of 327 participants was selected. The research instrument in this phase was a researcher-developed questionnaire, based on the theoretical model derived from expert opinions in the qualitative phase. In the qualitative phase, interviews were transcribed and analyzed inductively using Strauss and Corbin's grounded theory approach in MAXQDA 12 software. In the quantitative phase, data were analyzed using structural equation modeling. The identified components of virtual cyber media literacy education for teachers included knowledge, awareness, skills, and attitudes, with knowledge, awareness, and skills exerting the most significant influence on individuals’ media literacy. The outcomes of virtual cyber media literacy education for teachers encompassed social, individual, and professional consequences, with social outcomes carrying the highest factor loading. Overall, the findings from the quantitative phase confirmed the results of the qualitative phase. The results of this study emphasize the necessity of strengthening cyber media-related skills, awareness, and knowledge in virtual education, enabling individuals to engage effectively and consciously in this space. Additionally, social outcomes play a more central role in this analysis, which can be instrumental in designing effective social and professional policies and strategies.

This study aims to examine the impact of technology-based interactive teaching methods on enhancing students' conceptual understanding and to analyze the challenges and opportunities associated with this educational approach. This research was conducted using a qualitative approach, with data collected through semi-structured interviews with 24 teachers and educational experts in Tehran. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. The collected data were analyzed using qualitative content analysis with NVivo software. Open, axial, and selective coding techniques were applied to identify key patterns related to the research topic. The findings revealed that interactive technologies in education facilitate easier access to learning resources, increase student motivation, enhance educational interactions, and improve conceptual understanding. Additionally, technology contributed to the development of cognitive and social skills among students. However, several challenges were identified, including infrastructural limitations, lack of teacher knowledge and skills, and disciplinary issues in virtual classrooms. Technology-based interactive teaching methods have significantly improved students' conceptual understanding and transformed learning into a dynamic and engaging process. However, for successful implementation, educational infrastructure needs to be strengthened, teachers require proper training, and strategies must be developed to manage the associated challenges.

Futures studies aim to predict and enhance development and improvement in probable and possible futures by utilizing the analysis of the current situation, identifying mechanisms of change, and defining various scenarios. Crisis management plays a significant role in controlling situations and confronting crises in education. Therefore, this study was conducted to design a futures studies model with a focus on crisis management in the education system. The research method was mixed-methods (qualitative-quantitative) with an emphasis on structural equation modeling. The statistical population in the qualitative phase consisted of 29 experts and specialists selected through purposive (snowball) sampling. In the quantitative phase, the population included all employees of the Mashhad education system (15,000 individuals), from whom a sample of 450 was selected using Cochran’s formula and proportional stratified sampling. The research instrument was a researcher-developed questionnaire with a Cronbach’s alpha coefficient of 0.996. The face and content validity of the questionnaire were confirmed by experts. Data analysis was conducted using SPSS and PLS software. Among the dimensions of futures studies, the leadership, creativity and innovation, and environmental awareness dimensions were found to be of greater importance and ranked higher than other dimensions (coefficients: 0.617, 0.660, 0.735, respectively). Among the crisis management dimensions, the response and prevention dimensions (coefficients: 0.753, 0.570) had the highest impact in the education system model. The proposed model demonstrated a good fit, and ultimately, the establishment of a futures studies desk focusing on crisis management is recommended. This initiative aims to determine strategies across all domains and stakeholders by leveraging all local, national, regional, and international capacities for a desirable future in education.