Original Article
Elahe Mahvelati; Yousef Mahdipoor; Hosien Momeni Mahmoei
Abstract
Background and Objective: Given the increasing complexity of the health system, nursing education requires new approaches to learning. Professional learning communities can reduce the gap between theoretical knowledge and clinical practice by strengthening scientific and social interactions. This study ...
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Background and Objective: Given the increasing complexity of the health system, nursing education requires new approaches to learning. Professional learning communities can reduce the gap between theoretical knowledge and clinical practice by strengthening scientific and social interactions. This study aimed to explore the requirements and contexts for creating professional learning communities for nursing students at universities, from the perspectives of experts and stakeholders.Data and Method: The present study was conducted with a qualitative approach and content analysis method. The participants included 29 people (10 faculty members, 12 nursing students, and 7 university administrators) who were purposefully selected. Data were collected through semi-structured interviews and analyzed with three-stage coding (open, axial, and selective). The validity of the findings was ensured using Lincoln and Guba's criteria including validity, transferability, reliability, and confirmability.Findings: Five overarching themes were identified: 1) organizational leadership and support, including leadership commitment, policy-making, and facilitating structure; 2) pedagogical design and curriculum integration, including course integration, collaborative assignments, and reflection; 3) member competency development, including faculty empowerment and promoting teamwork skills; 4) culture-building and interactive communication, including trust, norms of collaboration, and communication transparency; and 5) infrastructure and supporting resources, including physical space, technological support, and scientific resources.Conclusion: Establishing professional learning communities in nursing requires attention to structural, educational, and cultural dimensions. The findings of study can be used as a practical framework for nursing education administrators and policymakers to provide a basis for improving the quality of education and professional development of students through targeted planning.
Original Article
Fateme Akrami; Parvin Ahmadi; Parvin Samadi
Abstract
AbstractThe aim of the research was to investigate teaching-learning strategies in STEAM integrated education. The qualitative research approach and the method used were synthesis research and the tool used was a checklist. The data analysis method was based on Strauss and Corbin coding, open, axial ...
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AbstractThe aim of the research was to investigate teaching-learning strategies in STEAM integrated education. The qualitative research approach and the method used were synthesis research and the tool used was a checklist. The data analysis method was based on Strauss and Corbin coding, open, axial and selective coding. The research population was all scientific research and documents in the form of articles and theses in the ten-year period of 2014-2024 and for domestic articles, the five-year period of 1403-1398. The reason for choosing this time period is the saturation of data and their repetition in a larger period. After screening, 35 sources were used directly. Three main components of "interactive-social strategies", "scientific-educational strategies" and "technological strategies" were extracted. The component of "interactive-social strategies" includes two subcomponents, "collaborative and participatory activities" and "exploratory activities". Scientific-educational strategies were also obtained with two subcomponents: "role-playing and simulation activities" and "multisensory and experience-based education," and the third strategy, titled technological strategies, was obtained with "construction and engineering activities" and "gamification-based education." It is suggested that, considering the educational conditions and needs of the 21st century, special attention be paid to the STEAM approach and its components in the teaching-learning process.
Original Article
Zahra Khodamoradi; Mohammad Hossein Zarei
Abstract
Background and aim: The present study aimed to investigate the structural model of teachers' meta-learning on the quality of students' learning with the mediating role of creative thinking and teachers' classroom management skills. Data and method: The research method was descriptive-correlation, and ...
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Background and aim: The present study aimed to investigate the structural model of teachers' meta-learning on the quality of students' learning with the mediating role of creative thinking and teachers' classroom management skills. Data and method: The research method was descriptive-correlation, and the population consisted of secondary school teachers in District 3 of Shiraz. Using Morgan’s table, 202 Participants were selected by simple random sampling. In order to collect data, Lifelong Learning Questionnaire by Kouchaki (2012) from questions 11 to 18, Newman's Learning Quality (1990) with 10 questions, Welch Day's Creative Thinking Skill Assessment (2002) with 20 questions, and Amin Yazdi and Ali's Classroom Management Style (2008) with 25 questions were used. Data were analyzed by Pearson, Bootstrap, t-tests and structural equations in SPSS22 and Liseral. Findings: The findings showed that teachers' meta-learning has a significant effect on the quality of students' learning, both directly and indirectly, with the mediating role of creative thinking and classroom management skills. The model fit values and Rmsea=0.05 indicate the high model adquacy.Conclusion: From the findings, it can be concluded that teachers' meta-learning has an effect on the development of the quality of the educational process and will increase the improvement of the quality of students' learning. Of course, in the meantime, the role of mediating components such as teachers' creative thinking and classroom management skills should not be ignored because it will increase the effectiveness of meta-learning and pave the way for students' progress.
Original Article
Maryam Rezaee; Rasoul Sharif Najafabadi; Marziyeh Ronaghi
Abstract
Introduction: inextricably intertwined, traditional education systems often teach these two domains separately, limiting students’ holistic understanding of real-world phenomena. This study aimed to examine the impact of synergizing social sciences and geography through interdisciplinary learning ...
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Introduction: inextricably intertwined, traditional education systems often teach these two domains separately, limiting students’ holistic understanding of real-world phenomena. This study aimed to examine the impact of synergizing social sciences and geography through interdisciplinary learning on fostering comprehensive understanding in education and to explore how this synergy can be effectively implemented.Methodology: This qualitative study employed purposive sampling, including 10 teachers and 20 students. Data were collected through semi-structured interviews and analyzed using thematic analysis to extract codes, sub-themes, and main themes. To ensure data credibility and trustworthiness, member checking, peer review, and triangulation with educational documents were employed.Findings: Data analysis revealed five main themes, highlighting the profound effects of this approach on the learning process: 1) enhancing comprehensive and multidimensional understanding, 2) developing critical and analytical thinking skills, 3) increasing motivation and active engagement, 4) fostering spatial and geographical literacy, and 5) strengthening social and environmental responsibility. This synergy was achieved through integrating social and geographical concepts within project-based learning activities.Conclusion: Project-based learning transforms students from passive recipients to active and critical learners, linking content to real-world issues while enhancing motivation and responsibility. This study presents the synergy of social sciences and geography through interdisciplinary learning as an effective model for educating informed and capable citizens.
Original Article
Hedyatolah Etemadizadeh; Ehsan Parvin; Hoda Najafpour
Abstract
Background and ObjectivesEffective teaching is a pivotal factor in elevating higher education quality and promoting deep, meaningful learning in students. Despite increasing global focus, limited research in Iran has explored locally grounded, experience-based components of effective teaching from the ...
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Background and ObjectivesEffective teaching is a pivotal factor in elevating higher education quality and promoting deep, meaningful learning in students. Despite increasing global focus, limited research in Iran has explored locally grounded, experience-based components of effective teaching from the perspectives of faculty and students. This study sought to identify and clarify these components within the Iranian university context to guide the enhancement of faculty professional development programs.MethodsThis qualitative study adopted a descriptive phenomenological design. Through purposeful sampling until theoretical saturation, 21 participants were selected: 11 faculty members (average 14 years of teaching experience) and 10 graduate students from public universities in Tehran. Data were gathered via semi-structured interviews and analyzed using Colaizzi’s seven-step method. Rigor was ensured through member checking, peer debriefing, and source triangulation.FindingsAnalysis revealed five core components of effective teaching: personal characteristics of faculty, professional competencies, classroom management, psychological engagement, and educational assessment. These components interact dynamically and reciprocally, forming a cohesive, self-regulating system that renders effective teaching a profoundly human, reflective, and transformative process.ConclusionIn Iranian higher education, effective teaching transcends mere techniques and emerges as an integrated human process. It is recommended that faculty development programs focus on fostering reflective practice, strengthening communication and emotional competencies, and shifting assessment from grade-orientation to learning-orientation to significantly improve student learning and advance the quality of higher education in Iran.
Original Article
Emad Aldin Ahrari; Ramin Habibi Kaleybar; Javad Mesrabadi; Abolfazl Farid
Abstract
Background and aim: Self-directed learning, as one of the key success skills in the present era, has recently attracted the attention of researchers in the field of Habits of Mind. Accordingly, this study aimed to examine the effectiveness of habits of mind empowerment package, based on Costa and Kallick’s ...
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Background and aim: Self-directed learning, as one of the key success skills in the present era, has recently attracted the attention of researchers in the field of Habits of Mind. Accordingly, this study aimed to examine the effectiveness of habits of mind empowerment package, based on Costa and Kallick’s model, on self-directed learning among eighth-grade female middle school students. Data and method: This study employed a quasi-experimental design with a pretest–posttest control group and a two-month follow-up phase. The statistical population consisted of all eighth-grade female students in Khaf city during the 2024–2025 academic year. After selecting one school through convenience sampling, 40 students were randomly assigned to experimental and control groups (n = 20 each). The experimental group received 16 ninety-minute sessions of training based on the habits of mind empowerment package. Data were collected using the self-directed Learning ability Scale developed by Cheng et al. (2010) and analyzed through repeated measures ANOVA. Findings: The finding indicated that the implementation of the empowerment package significantly improved all components of self-directed learning in the experimental group compared to the control group in both posttest and follow-up phases (p < 0.05). Conclusion: Habits of mind-based empowerment package offers an effective means for enhancing self-directed learning in eighth-grade female students. Accordingly, the results of this study may be utilized in designing activities and developing educational content for eighth-grade female students at the middle school level, with the aim of enhancing their self-directed learning.
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