Journal of Study and Innovation in Education and Development

This study aims to investigate the effect of peer interaction and social influence on perceived learning among elementary students, considering the mediating role of academic engagement. This applied, descriptive-survey study was conducted on a statistical population comprising all elementary school students in Tonekabon County. Using Cochran’s formula, a sample of 384 students was selected through stratified random sampling. Data collection tools included four standardized questionnaires adapted from Chang and Pen (2023), measuring peer interaction, social influence, engagement, and perceived learning on a 5-point Likert scale. Data were analyzed using Smart PLS and structural equation modeling. The results indicated that both peer interaction and social influence had significant and positive effects on perceived learning. Moreover, academic engagement functioned as a mediating variable, strengthening the relationship between social variables and learning. Path coefficients, t-values, and bootstrap results confirmed the adequacy of the proposed model. The findings highlight the importance of social relationships and student engagement in enhancing perceived learning outcomes. Creating educational environments that foster positive peer interaction and social support can improve students’ academic experiences and achievements.

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.

This study aimed to identify the components of the professional development model for university department heads based on individual coaching approaches. The study employed a qualitative approach using grounded theory methodology. The statistical population included department heads of universities and higher education institutions in Iran in non-medical fields. Participants were purposefully selected based on criteria such as faculty membership, associate professorship, and a minimum of two years of experience as a department head. Sampling continued until theoretical saturation was achieved. Data were collected through semi-structured interviews and analyzed using Maxqda software. The coding process involved three stages: open coding, axial coding, and selective coding, leading to the identification of key components. The results indicated that changes in higher education policies, the need for managerial skill development, technological advancements, and competition among universities were the causal factors influencing the professional development of department heads. Organizational structure, institutional culture, and university policies served as contextual conditions impacting individual coaching programs. Intervening conditions included the personal characteristics of department heads, organizational support, and resource constraints. Identified strategies included allocating sufficient funding, establishing professional networks, implementing coaching-based training programs, and creating experiential learning opportunities. The recognized outcomes comprised enhanced managerial skills, improved quality of teaching and research, increased academic collaboration, and the promotion of a learning-oriented organizational culture. The findings suggest that individual coaching can be an effective approach to the professional development of university department heads. Implementing structured coaching programs, supported by organizational backing and the integration of modern technologies, can enhance the effectiveness of this approach, ultimately leading to improved managerial and academic performance in universities.

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.