Journal of Study and Innovation in Education and Development

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.

This study aims to design and propose a developmental model for inclusive and comprehensive employee learning in the Pazargad Non-Industrial Operations Company. A mixed-methods approach was employed. In the qualitative phase, content analysis was used to extract key components through semi-structured interviews with 22 experts in education and management. Purposive and snowball sampling were applied, and interviews continued until theoretical saturation was reached. In the quantitative phase, a researcher-developed questionnaire was designed based on qualitative findings and distributed to 295 employees. The collected data were analyzed using structural equation modeling (SEM) with LISREL software. The results identified nine main components in the proposed model: managerial mechanisms, environmental dynamics, educational potential, individual factors, organizational factors, responsive organization, learning transfer, cultural foundations, and learning transfer culture. Confirmatory factor analysis (CFA) confirmed the model’s strong fit (RMSEA < 0.1, Chi-square/df < 3). Moreover, managerial mechanisms, organizational support, and a strong learning environment were found to significantly influence inclusive employee learning. The study highlights that inclusive and comprehensive employee learning requires a multi-dimensional approach integrating managerial support, educational policies, learning culture, and technological tools. Organizations adopting this model can foster a sustainable learning culture. Furthermore, integrating modern technologies can significantly enhance employee learning processes.

The present study aimed to determine the effect of academic motivation training on academic commitment, emotional self-regulation, and students' academic performance. This study was conducted using an experimental design with a pre-test and post-test structure. The statistical population consisted of male students at Farhangian University in Khuzestan Province. The study sample included 50 participants (25 in the experimental group and 25 in the control group). The experimental intervention comprised 14 sessions of academic motivation training. Following the intervention, data were collected using scales measuring academic commitment, emotional self-regulation, and academic performance (assessed through students' end-of-term grade point averages). The research data were analyzed using multivariate covariance analysis (MANCOVA). The results of the multivariate covariance analysis indicated that academic motivation training had a significant positive effect on the three subscales of academic commitment (behavioral commitment, emotional commitment, and cognitive commitment), as well as on the overall academic commitment score. Furthermore, academic motivation training had a significant effect on emotional self-regulation and academic performance. It can be concluded that academic motivation training can enhance students' academic commitment and dedication, improve emotional self-regulation, and increase academic performance.

The present study aimed to develop a model for the advancement of student sports in the Republic of Iraq. The research employed a descriptive-survey method, and the statistical population comprised all physical education and sports experts within Iraq’s Ministry of Education, including those in provincial, regional, and city education departments, as well as physical education teachers. The study sample was selected purposefully, considering the required sample size for structural equation modeling (n = 250). Based on a literature review, document analysis, and semi-structured exploratory interviews, a researcher-developed questionnaire was designed to assess the factors influencing the development of student sports across five main dimensions: stakeholders, development strategies, development processes, development pathways, and development outcomes. After obtaining content validity confirmation from 15 experts in student sports, the instrument’s reliability coefficient was also confirmed at 0.89. The research data were analyzed using descriptive statistics, inferential statistics, and structural equation modeling (PLS). A comparative analysis of the factors influencing the development of student sports revealed that the development outcomes factor ranked as the top priority, followed by development processes, development strategies, development pathways, and stakeholders, respectively. Regarding the development processes of student sports, findings indicated that the three components of the nurturing process (0.93), the retention/transfer process (0.39), and the recruitment process (0.91) played the most significant roles in explaining development processes. Additionally, in the context of student sports development pathways, the three components of mass participation and collective engagement (0.29), elite sports and talent identification (0.09), and educational and developmental participation (0.78) had the most substantial roles in defining the pathways for student sports development.