Original Article
Fatemeh Zare Zardini; Hossein Kareshki; Sakineh Soltani Kouhbanani; Maryam Bordbar
Abstract
Introduction: Gifted schools, as specialized environments, strive to foster exceptional talents by providing special facilities and educational programs tailored to their needs. However, among some students in these schools, a phenomenon known as "academic underachievement" is increasingly prevalent. ...
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Introduction: Gifted schools, as specialized environments, strive to foster exceptional talents by providing special facilities and educational programs tailored to their needs. However, among some students in these schools, a phenomenon known as "academic underachievement" is increasingly prevalent. The primary objective of this study is to identify and examine the school-related factors that contribute to academic underachievement among gifted students, from the perspective of secondary school teachers in girls’ gifted schools.Methods and Data: This study is fundamental in terms of its aim and employs a qualitative research method. Data were collected through in-depth, semi-structured interviews with secondary school teachers at girls’ gifted schools during the year 2024 (1403 in the Iranian calendar). The research population comprised all teachers in these schools, from whom 11 participants were selected using purposive sampling based on specific inclusion criteria. The data obtained were analyzed with MAXQDA software via thematic analysis. The analytical process consisted of three main stages: coding of basic themes, coding of organizing themes, and extraction of overarching themes. To ensure the credibility and validity of the results, Guba and Lincoln’s four criteria were applied.Findings: The qualitative analysis of the interviews revealed five main themes that explain school-related factors influencing the academic underachievement of gifted students. These themes include: "managerial factors," "teacher-related factors," "peer-related factors," "school climate factors," and "curriculum-related factors."Discussion and Conclusion: The results of this study underscore the necessity to reconsider educational approaches in gifted schools, design educational-emotional interventions, and strengthen multidimensional support for talented students.
Original Article
Masoomeh Soleimani
Abstract
Introduction: Project-Based Learning (PBL) is regarded as an alternative to traditional teacher-centered instruction and has been widely implemented in higher education across various disciplines. However, its application in social science education, particularly at the tertiary level, has been limited, ...
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Introduction: Project-Based Learning (PBL) is regarded as an alternative to traditional teacher-centered instruction and has been widely implemented in higher education across various disciplines. However, its application in social science education, particularly at the tertiary level, has been limited, and relatively few studies have examined its effectiveness in this context. Therefore, the present study evaluated the implementation of Project-Based Learning in teaching the Fundamentals of Demography course within the Social Science Education program.Methods and Data: This study adopted a qualitative research design using thematic analysis. During the open coding phase, nine categories were identified: enhancing learning motivation, improving content learning, facilitating the application of theoretical knowledge, developing teaching skills, fostering research skills, enhancing social skills, experiencing an engaging and innovative teaching approach, increasing interest in the classroom, and promoting students' active participation and engagement. During axial coding, these categories were organized into two overarching themes: enhanced learning and classroom engagement.Findings: The findings indicated that Project-Based Learning enhanced student teachers' learning by increasing their motivation, facilitating the application of theoretical concepts, improving their understanding of course content, and promoting the development of teaching, research, and social skills. Furthermore, the implementation of PBL increased students' classroom participation and engagement, strengthened their interest in the course, provided them with the experience of an innovative instructional approach, and ultimately contributed to a more engaging learning environment.Discussion and Conclusion: Based on the findings, the adoption of Project-Based Learning is recommended for instructors teaching this course, particularly faculty members at teacher education universities. In addition, to enhance instructors' knowledge, pedagogical skills, and motivation for implementing student-centered teaching approaches—especially in the social sciences and humanities—it is recommended that professional development programs and faculty training workshops be offered.
Review Article
Milad Olfat
Abstract
Introduction: Over the past two decades, digital art education has evolved into a dynamic and interdisciplinary field, experiencing significant transformations with the emergence of advanced technologies such as generative artificial intelligence (AI) and virtual reality (VR). However, systematic analyses ...
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Introduction: Over the past two decades, digital art education has evolved into a dynamic and interdisciplinary field, experiencing significant transformations with the emergence of advanced technologies such as generative artificial intelligence (AI) and virtual reality (VR). However, systematic analyses of its longitudinal trends, thematic clusters, and research gaps from 1999 to the present remain limited. This study aims to provide a comprehensive scientific mapping and strategic framework for researchers and policymakers.Methods and Data: The study employs a systematic bibliometric review. Data were extracted from the Web of Science and analyzed using Bibliometrix, VOSviewer, and SciMAT. Analytical approaches included performance analysis, co-occurrence analysis of keywords, co-citation analysis of sources, and thematic evolution mapping.Findings: The analyses identified two main waves: (1) technology and pedagogy in digital environments (1999–2018), focusing on the feasibility of tools such as Second Life and the web, and redefining the role of art in virtual spaces; and (2) artificial intelligence, gamification, and innovative pedagogy in digital visual arts (2019–2025), emphasizing human experience, assessment, ethics, socio-emotional well-being, and educational equity. Major thematic clusters included “digital and virtual art education,” “post-human art,” “game-based art education,” and “marginal and critical topics.” The United States and the United Kingdom led in citations, while China had the highest publication volume.Discussion and Conclusion: Digital art education has shifted from a tool-centered approach to a human-centered and ethically oriented field. Remaining research gaps include the lack of longitudinal studies, standardized assessment metrics, and insufficient attention to educational equity and algorithmic bias.
Original Article
HamidReza Athari neya; Mohammadali Rostaminezhad; Khaironnesa Ramazanzade; Hossein Eskandari
Abstract
Introduction: The rapid expansion of digital technologies has fundamentally transformed contemporary societies and reshaped the concept of citizenship beyond its traditional boundaries. As individuals increasingly engage with digital environments for communication, learning, participation, and professional ...
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Introduction: The rapid expansion of digital technologies has fundamentally transformed contemporary societies and reshaped the concept of citizenship beyond its traditional boundaries. As individuals increasingly engage with digital environments for communication, learning, participation, and professional activities, the notion of digital citizenship has emerged as a critical educational concern. Digital citizenship encompasses not only the technical ability to use digital technologies but also the knowledge, skills, values, responsibilities, ethical considerations, and critical awareness required for effective and responsible participation in digital societies. In educational contexts, teachers play a pivotal role in fostering these competencies among future generations. Consequently, preparing student teachers to become competent digital citizens has become a strategic priority for teacher education institutions worldwide.Methods and Data: This study employed a qualitative research approach using thematic analysis. The research participants consisted of experts in curriculum studies, educational technology, educational planning, and philosophy of education who possessed substantial academic and professional experience related to digital citizenship and teacher education. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. Data were gathered through semi-structured interviews designed on the basis of previous literature and the objectives of the study. Fourteen experts participated in the interviews, representing diverse academic backgrounds and professional experiences. Data analysis was conducted using Attride-Stirling’s thematic analysis framework. The analytical process involved repeated reading of interview transcripts, identification of meaningful units, generation of initial codes, clustering of related codes into organizing themes, and abstraction of overarching themes. To ensure the trustworthiness of the findings, Lincoln and Guba’s criteria were applied.Findings: Analysis of the interview data resulted in the identification of four major themes: (1) the concept of digital citizenship, (2) the necessity of digital citizenship education, (3) prerequisites for a digital citizenship curriculum, and (4) curriculum elements of digital citizenship education. Regarding the concept of digital citizenship, participants emphasized that digital citizenship extends beyond mere access to or use of digital technologies. According to the experts, a digital citizen is an individual who possesses the knowledge, skills, attitudes, ethical commitments, and responsibilities necessary for effective participation in digital environments. Digital citizenship was described as a multidimensional construct encompassing digital literacy, digital ethics, digital responsibility, digital participation, digital security, and critical engagement with digital media. The necessity of digital citizenship education emerged as a highly significant theme. Participants stressed that student teachers must develop digital competencies to meet the demands of twenty-first-century education. Several reasons were identified, including the need for technological proficiency, the central role of teachers in educational processes, effective integration of technology into teaching practices, preparation of students for digital societies, promotion of healthy digital culture, and teachers’ role-modeling function. Experts argued that future teachers should not only be capable users of technology but also responsible guides who can support students in navigating digital opportunities and challenges. The third major theme concerned the prerequisites for implementing a digital citizenship curriculum. Participants highlighted the need for policy reform and shifts in educational attitudes toward digital learning and technology integration. They emphasized that current educational systems often remain dominated by traditional approaches characterized by textbook-centeredness, memorization, and examination-oriented practices. Additional prerequisites included improving technological infrastructure, providing adequate hardware and software resources, ensuring access to high-quality digital platforms, employing digitally competent faculty members, and creating opportunities for interaction and collaboration among student teachers both nationally and internationally. The fourth theme focused on curriculum elements. Concerning curriculum objectives, experts proposed developing student teachers’ digital knowledge, skills, attitudes, and ethical dispositions. Objectives should be comprehensive, future-oriented, flexible, and responsive to rapid technological change. Regarding curriculum content, participants recommended incorporating topics such as digital literacy, digital rights and responsibilities, digital ethics, cybersecurity, media literacy, digital communication, digital economy, critical thinking, and emerging technologies such as artificial intelligence. Content should be current, practical, contextually relevant, and adaptable to learners’ needs.In relation to teaching and learning strategies, experts favored active, student-centered, technology-enhanced approaches. Recommended methods included problem-based learning, project-based learning, collaborative learning, simulations, role-playing activities, inquiry-based learning, and constructivist instructional approaches. These methods were considered particularly effective in fostering authentic learning experiences and developing practical digital citizenship competencies. Finally, assessment practices should move beyond traditional paper-and-pencil examinations toward authentic, performance-based, and process-oriented assessment methods. Experts emphasized evaluating learners’ participation, collaboration, ethical decision-making, digital behaviors, practical projects, and real-world applications of digital citizenship skills. Assessment should reflect students’ ability to function responsibly and effectively within actual digital environments. Discussion and Conclusion: The findings indicate that digital citizenship education for student teachers requires a comprehensive and multidimensional curriculum framework that addresses cognitive, behavioral, ethical, social, and technological dimensions simultaneously. Experts viewed digital citizenship not merely as technological competence but as a holistic educational endeavor aimed at cultivating responsible, critical, ethical, and participatory citizens capable of thriving in digital societies. The study further demonstrates that successful implementation of a digital citizenship curriculum depends on systemic changes extending beyond curriculum content itself. Policy reforms, institutional support, technological infrastructure, faculty development, and cultural readiness are all essential prerequisites. Moreover, the proposed curriculum framework emphasizes future-oriented objectives, dynamic and evolving content, active pedagogical approaches, and authentic assessment practices that align with the complex realities of contemporary digital environments. Overall, the findings contribute to the growing body of knowledge on digital citizenship education by providing a contextually grounded framework for curriculum development in teacher education. They suggest that preparing future teachers for digital citizenship requires moving beyond narrow technological training toward a broader educational vision that integrates ethical responsibility, critical awareness, social participation, and lifelong adaptability.
Original Article
Saeid Mohanna
Abstract
Introduction: One of the important issues in educational systems is the level of engagement of learners in academic activities. The dynamics and participation of students in the classroom depend on the educational environment that the teacher creates (Granziera et al., 2022). Therefore, one of the important ...
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Introduction: One of the important issues in educational systems is the level of engagement of learners in academic activities. The dynamics and participation of students in the classroom depend on the educational environment that the teacher creates (Granziera et al., 2022). Therefore, one of the important goals in educational environments is to receive help and support from a supportive environment, which is called resource acquisition (environmental supports) (Wang & Kruk, 2024). Among the variables that mediate the relationship between environmental supports and academic engagement are sense of belonging and cognitive understanding. Researchers assume that educational environments are important contexts where individuals experience interpersonal connections, and these connections shape their sense of belonging (Wilson et al., 2015). Cognitive understanding is also a factor that reflects the intrinsic value of students’ learning and can increase their intrinsic motivation to complete schoolwork (Wigfield & Eccles, 2000). In this study, an attempt has been made to present a model with a psychological analysis of academic engagement, and its ultimate goal is to explain academic engagement and its outcome (academic performance) through resource acquisition mediated by students' sense of belonging and cognitive understanding.Methods and Data: The present study was a descriptive correlational study. Participants were selected using multi-stage random sampling. Data were collected using the following instruments: Academic Engagement (Rio, 2013), Resource Acquisition (Mohanna, 2019), Student Sense of Belonging to School (Mohanna, 2019), and Cognitive Understanding (Mohanna, 2019). In addition, students' self-reported grade point averages were used to assess their academic performance. To collect data, questionnaires were administered in groups. To control for the effect of order during administration, the questionnaires were randomly arranged, and the arrangement of the questionnaires was different in each school. The data collection period lasted about six weeks. After collection, the data were analyzed using path analysis and Amos Graphics software, and SPSS version 19 was used for descriptive statistics.Findings: A total of 385 ninth-grade students in Tehran high schools participated in this study, of which 47.8 percent were boys and 52.2 percent were girls. The correlation coefficients, standard deviations, and means of the variables can be seen in Table 1. After testing the model (Figure 1), the results indicated that this model is a valid and appropriate model for the research population. The fit indices of the model (GFI = 0.94, AGFI = 0.98, NFI = 0.99, CFI = 0.98, IFI = 0.97, χ²/df = 3.92) indicate that the model has a suitable fit. The tested research model is presented in Figure 1.As can be seen in Figure 1, the highest direct effect is that of resource acquisition on sense of belonging (β = 0.58). The smallest direct effects are related to resource acquisition on cognitive understanding (β = 0.13) and resource acquisition on academic engagement (β = 0.14). Other relationships are also significant, as their t-values are greater than 1.96. The Sobel test was used to measure the mediating effects. The results showed that the indirect paths of resource acquisition on academic performance through sense of belonging, cognitive understanding, and academic engagement were positive and significant.Discussion and Conclusion: The purpose of the present study was to investigate the structural relationships between resource acquisition, academic engagement, and the outcome of academic engagement (i.e., academic performance), as mediated by sense of belonging and cognitive understanding. The results provide evidence that the proposed academic engagement model possesses appropriate validity. Based on the study's findings, it can be concluded that environmental supports (resource acquisition) serve as a source of students' sense of belonging and cognitive understanding in school, and are considered an important source of student involvement in school activities. As such, they play a significant role in the development of academic behaviors. Furthermore, sense of belonging (as an emotional variable) and cognitive understanding (as a cognitive-motivational variable) act as mediators that play a crucial role in the relationship between environmental supports and academic performance. Consequently, schools need to move toward meeting students' needs in order to foster a sense of belonging and commitment to school among students. Teachers, likewise, should increase student participation in the classroom by employing modern teaching methods. Additionally, agentic engagement—the fourth and newer dimension of academic engagement—has received comparatively less attention from researchers. Accordingly, it is recommended that researchers examine cognitive understanding and agentic engagement in greater detail in relation to students' academic performance.
Original Article
Mohsen Nobakht; Amirreza Alimohammadi
Abstract
Introduction: Education systems play a central role in shaping the development and sustainability of modern societies. In contemporary contexts, education is widely regarded as a fundamental institution for achieving social, cultural, and economic progress and for preparing human resources capable of ...
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Introduction: Education systems play a central role in shaping the development and sustainability of modern societies. In contemporary contexts, education is widely regarded as a fundamental institution for achieving social, cultural, and economic progress and for preparing human resources capable of responding to evolving societal needs. As a cornerstone of national development, the effectiveness of an education system largely depends on scientifically grounded policies, realistic planning, and decision‑making processes that are aligned with the actual needs of society. Within this framework, education contributes not only to the expansion of general literacy and the reduction of social inequalities but also to the cultivation of skilled human capital and the improvement of economic productivity. Consequently, education systems are often viewed as the backbone of society, playing a decisive role in both individual growth and broader social advancement. Within this system, teachers constitute one of the most influential and foundational elements, and the preparation of competent teachers is therefore a critical component of educational development. Understanding how student teachers perceive the teaching profession is essential, as these perceptions shape their future professional practices and identities. Conceptual metaphor theory suggests that metaphors are not merely linguistic expressions but cognitive tools through which individuals interpret abstract concepts and organize their experiences. In the context of teacher education, examining the metaphors held by student teachers can provide valuable insights into their beliefs, expectations, and understandings of the teaching profession. Although previous research has explored teachers’ beliefs and perceptions, systematic analysis of student teachers’ mental metaphors and the development of constructive alternative metaphors remain limited. Addressing this gap, the present study seeks to analyze the conceptual metaphors held by student teachers about the teaching profession and to propose alternative metaphors that may contribute to a deeper and more constructive understanding of the profession.Methods and Data: This study adopted a qualitative approach grounded in Lakoff and Johnson’s (1980) conceptual metaphor framework. Data were collected through purposive sampling based on predetermined inclusion and exclusion criteria using semi‑structured and unstructured interviews. The participants included fourteen male student teachers and five male faculty members from Farhangian University of Ardabil. Interviews with faculty members were used as complementary data to support triangulation and enhance the credibility of the analysis. Each interview with student teachers lasted approximately 40 minutes, while interviews with faculty members lasted about 30 minutes, and data collection continued until theoretical saturation was achieved. The analysis of metaphors was conducted in three stages: identification, interpretation, and explanation. In the identification stage, metaphorical expressions within the interviews were detected, and the tension between the literal source domain and the metaphorical target domain was examined, highlighting metaphors such as gardener, artist, journey, and light. In the interpretation stage, the conceptual relationships among metaphors and their connections with social and contextual meanings were analyzed. The explanation stage focused on identifying the social factors influencing the production of these metaphors and examining their discursive, educational, and social implications. The overall aim of the study was to construct an analytical framework for interpreting student teachers’ metaphors and to propose constructive alternative metaphors that may contribute to reshaping educational perspectives.Findings:1. Metaphor Identification.The identification stage focused on detecting metaphorical expressions related to the teaching profession and examining the tension between the literal source domain and the metaphorical target domain. Analysis of the interviews indicated that student teachers frequently used metaphors to conceptualize teaching, reflecting underlying cognitive perceptions of the profession. Among the identified expressions, four dominant metaphors emerged based on semantic prominence and recurrence: teacher as gardener, teacher as artist, teaching as a journey, and teacher as light. In these cases, the literal meanings of the source domains-gardening, artistic creation, travel, and illumination—were transferred to the target domain of teaching. This transfer highlights how student teachers interpret the role of teachers as nurturing growth, creatively shaping learning processes, guiding students through developmental pathways, and illuminating knowledge. The presence of semantic tension between the literal and metaphorical meanings confirmed the metaphorical nature of these expressions and revealed important cognitive representations of the teaching profession.2. Metaphor Interpretation.he interpretation stage examined how these metaphors reflect social meanings and interpersonal understandings of teaching. Analysis of participants’ narratives showed that each metaphor represents a particular worldview regarding the responsibilities and relationships involved in teaching. The metaphor of the teacher as a gardener emphasizes care, patience, and the gradual cultivation of students’ abilities. The metaphor of the teacher as light portrays the teacher as a source of guidance and intellectual illumination. Similarly, the teacher as an artist highlights creativity, innovation, and the design of engaging learning environments, while teaching as a journey underscores the ongoing and evolving nature of learning for both teachers and students. Alongside these positive metaphors, several critical metaphors also emerged, including teaching as a hidden treasure and the teacher as water beside dry land, which reflect perceived challenges such as limited recognition of teachers’ social value and insufficient educational support systems. These metaphors collectively reveal how student teachers construct social and professional meanings around the teaching profession.3. Metaphor Explanation.The explanation stage focused on identifying the broader social and discursive functions of these metaphors and the values they convey about teaching. Positive metaphors such as teacher as light, artist, gardener, and teaching as a journey portray teaching as a transformative, creative, and developmental profession that contributes to intellectual and moral growth. At the same time, negative metaphors provide critical insights into structural and contextual challenges within the educational system. The metaphor teacher as a hidden treasure suggests that teachers possess valuable knowledge and potential that often remain underrecognized or underutilized, while teacher as water beside dry land symbolizes the difficulty of achieving meaningful educational outcomes in environments lacking adequate resources and support. Together, these metaphors illustrate how student teachers interpret both the possibilities and the limitations of the teaching profession and highlight the importance of developing constructive alternative metaphors that can reshape educational perceptions and professional identities.Discussion and Conclusion: The findings indicate that analyzing the mental metaphors of student teachers about the teaching profession provides a meaningful framework for understanding the cultural, social, and educational dimensions of teaching. Dominant metaphors such as “teacher as light,” “teacher as gardener,” “teacher as artist,” and “teaching as a journey” reflect how student teachers conceptualize the multifaceted nature of the profession. For instance, the metaphor “teacher as light” highlights the teacher’s role as a source of knowledge and guidance in the learning process, while “teacher as gardener” emphasizes nurturing students’ emotional and cognitive growth through care and continuous support. Similarly, viewing the teacher as an artist reflects the importance of creativity, flexibility, and innovation in designing engaging learning environments, whereas the metaphor of teaching as a journey underlines the dynamic and developmental nature of the profession for both teachers and learners (Saban et al. 2006; Yilmaz & Güçen, 2013).In addition, the presence of less conventional metaphors such as “teacher as a hidden treasure” and “teacher as water beside dry land” reveals underlying perceptions about the challenges and underrecognized value of teachers within the educational system. These metaphors highlight the potential capacities of teachers that may remain overlooked due to structural limitations or insufficient support. Accordingly, introducing alternative metaphors such as “teacher as the sun in the sky” or “teacher as a boat in a vast ocean” can enrich student teachers’ perspectives and encourage more dynamic conceptualizations of the profession. Despite the limitations of the study, including the relatively small sample size and the focus on student teachers at Farhangian University, the results are consistent with previous research showing that metaphors significantly shape professional identity, perceptions of teaching roles, and educational practices (Erickson & Pinnegar, 2016). Future studies are therefore recommended to examine metaphorical perceptions across broader populations and demographic variables in order to provide deeper insights for educational policy and teacher education programs.
Original Article
Zahrah Kargar Shouroki; Hassani Hossain; Kazem Barzegar Bafrooei; Zohreh Karami
Abstract
Introduction: Humans adopt different methods and approaches when faced with problems; some easily give up, while others can overcome them. In this context, the role of emotional intelligence is very important. Emotions are an inevitable reflection of a person's state. Understanding the importance of ...
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Introduction: Humans adopt different methods and approaches when faced with problems; some easily give up, while others can overcome them. In this context, the role of emotional intelligence is very important. Emotions are an inevitable reflection of a person's state. Understanding the importance of emotions and emotional powers in the quality of people's lives has led to significant attention being paid to emotional intelligence in recent decades (Dhani & Sharma, 2016). Emotional intelligence is a term popularized by American psychologist Daniel Goleman, and it refers to the ability to recognize, understand, and manage one's own emotions (Açikgöz & Latha, 2020; Davaei et al., 2022). This term refers to a set of competencies that includes self-awareness, self-regulation, empathy, and the ability to connect with others (Shaik et al., 2021). Children's education should not be limited solely to the development of knowledge, but should also focus on their emotional development; this is because an overemphasis on aspects of rational intelligence, without regard to children's feelings, will have a negative impact on their emotional development. Given the importance of education in developing emotional intelligence skills, and the studies conducted, the hypothesis is that the use of animation-based education can have an impact on people's emotional intelligence because it can serve as a powerful medium for conveying complex emotional concepts. Persian language education based on animation provides unique opportunities to enhance students' emotional intelligence by creating a narrative, engaging, and exciting environment. The main purpose of this research was to investigate the effectiveness of teaching Persian language based on animation on the emotional intelligence of sixth-grade female students in the academic year 2023-2024.Methods and Data: The present research is quantitative and was conducted using a quasi-experimental pre-test/post-test design with a control group. The research population consisted of all 6957 sixth-grade female students in the city of Yazd. In this study, convenience sampling was used for sampling, and 60 students were selected as the research sample and randomly and equally assigned to two groups, experimental and control. The research instrument was the Schering Emotional Intelligence Scale (1995). Also, the reliability of the Schering Emotional Intelligence Scale was calculated by Amiri and Partabian (2016) using Cronbach's alpha method as 0.846, and its content validity was confirmed. Its face validity was confirmed using expert opinions, and a reliability of 0.89 was obtained using Cronbach's alpha. In the present study, the reliability of this questionnaire was obtained using Cronbach's alpha coefficient, 0.87. In order to conduct the research, while obtaining permission from the university to carry out the intervention and coordinating with the Education Department of Yazd, sampling was performed, and students were divided into two groups of 30 people. Then, a pre-test was taken from both groups, and from the next day, in order to carry out the research, the experimental group students underwent 14 sessions of 45-minute educational interventions in Persian language based on educational animation displays, and the control group learned these topics in the traditional teaching method. The content of the educational intervention sessions was based on theoretical foundations and the approval of experts in educational sciences and educational technology. In designing the educational intervention sessions, in addition to brainstorming with academic experts in the field of educational sciences, the viewpoints of a computer science specialist and visual and auditory media specialist, an information and communication technology specialist in teaching, and an expert in the field of educational theater and drama were used. At the end of the training sessions, a post-test was taken from both groups. In order to analyze the data in this study, SPSS25 software was used at two levels: descriptive (mean and standard deviation) and inferential (ANCOVA and MANCOVA).Findings: The research hypothesis was that animation-based instruction has an impact on the emotional intelligence of sixth-grade female students. To examine the normality of the distribution of emotional intelligence scores and its components, the Shapiro-Wilk test was used, and the results showed that the emotional intelligence score and all its components have a normal distribution. To examine the assumption of homogeneity of variances, Levene's test was used, and the results showed that the scores related to emotional intelligence and all its components have equal variances in the two groups. The results of examining the assumption of homogeneity of regression slopes also showed that the assumption of homogeneity of regression slopes is confirmed for the total emotional intelligence score and its components. Therefore, all the necessary and essential prerequisites for conducting univariate and multivariate analysis of covariance have been met, and as a result, the data have the ability to run these tests in order to examine the research hypothesis. The results of one-way analysis of covariance in the MANCOVA framework for emotional intelligence components and one-way analysis of covariance for the total emotional intelligence score showed that the total emotional intelligence score and all its related components have a significant difference in the two experimental and control groups due to the error level being less than 5%. According to the eta coefficient, the self-motivation component causes an effect and difference of 46%; the self-awareness component causes an effect and difference of 52%; the self-control component causes an effect and difference of 62%; the social awareness component causes an effect and difference of 22%; the social skills component causes an effect and difference of 20%; and the total emotional intelligence score causes an effect and difference of 65%. The results of the Bonferroni test also showed that there is a significant difference between the two experimental and control groups in terms of the components of self-motivation, self-awareness, self-control, social awareness, social skills, and the total emotional intelligence score; in a way that the post-test mean of these components and the total score in the experimental group was significantly higher than the control group. In general, the findings of this research showed that Persian language instruction based on animation has a positive and significant effect on increasing the emotional intelligence (self-motivation, self-awareness, self-control, social awareness, and social skills) of sixth-grade female students.Discussion and Conclusion: The aim of the present study was to determine the effectiveness of Persian language instruction based on animation on the emotional intelligence of sixth-grade female students. The research hypothesis was that animation-based instruction has an impact on the emotional intelligence of sixth-grade female students. According to the research findings, it can be concluded that animation-based instruction has a positive and significant effect on increasing self-motivation, self-awareness, self-control, awareness, and social skills of sixth-grade female students. The results of this study are directly and indirectly consistent with some studies (Saeedi et al., 2021; Kiarasi et al., 2020; Rashid et al, 2024; Hadijah, 2024; Azid et al., 2023; Melati et al., 2023; Mills & Unsworth, 2018 and...). The findings of this study indicate that animation-based instruction, by using moving images, sounds, and engaging stories, not only increases students' attention and motivation to learn Persian, but also helps to strengthen their emotional intelligence by displaying emotions, social interactions, and emotional situations in the form of stories. Students improve their self-awareness, self-control, and social relationship skills by empathizing with characters, identifying emotions, understanding others' perspectives, and learning to express emotions effectively. Overall, it can be said that providing animations in teaching can be an effective tool for strengthening emotional intelligence. Considering the relationship between emotional intelligence and academic success, teachers can use animation as a tool for the growth and development of students' emotional intelligence.
Original Article
Vahid Pouresfahani; Marzieh Dehghani; , Mohammad Javadipour
Abstract
Introduction: Contemporary societies are increasingly characterized by cultural, linguistic, and social diversity, making multicultural education an essential element of equitable and inclusive schooling (Banks, 2020). Multicultural classrooms create opportunities for intercultural interaction, mutual ...
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Introduction: Contemporary societies are increasingly characterized by cultural, linguistic, and social diversity, making multicultural education an essential element of equitable and inclusive schooling (Banks, 2020). Multicultural classrooms create opportunities for intercultural interaction, mutual understanding, and the development of students’ social competencies (Rahmat et al., 2023). In Iran, ethnic diversity and the presence of immigrant students have expanded the prevalence of multicultural learning environments, generating both educational opportunities and challenges (Arkani et al., 2024).Previous research has identified several challenges in multicultural classrooms, including students’ limited understanding of cultural differences, insufficient teacher preparation, inadequate educational resources, and the absence of structured multicultural curricula (Nes et al., 2023; Hoswani et al., 2023). At the same time, effective multicultural education depends on the active role of teachers and other educational stakeholders (Banks, 2019). Although prior studies have demonstrated the positive effects of multicultural education on equity, social interaction, and student development, teachers’ lived experiences of these challenges and potential solutions remain underexplored. Therefore, drawing on Banks’ (2020) framework, this phenomenological study investigates Iranian elementary school teachers’ perceptions of the challenges and educational strategies associated with multicultural classrooms.Methods and Data: This study employed a qualitative approach based on descriptive phenomenology to explore elementary school teachers’ lived experiences of multicultural classrooms. The research field was identified through consultation with elementary education experts in Qom Province, where District One was recognized as having the highest concentration of multicultural schools. The district includes students from diverse ethnic and cultural backgrounds, including Kurdish, Turkish, Lor, baloch, Arab, Afghan, Pakistani, Indian, and Iraqi communities. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. The final sample consisted of 35 elementary school teachers with at least three years of experience teaching in multicultural classrooms.Data were collected through face-to-face semi-structured interviews conducted in schools, each lasting between 40 and 60 minutes. The interview protocol was organized around two major themes and three guiding questions, while allowing flexibility for follow-up questions to gain deeper insights into participants’ experiences. All interviews were audio-recorded, transcribed, and analyzed manually using Colaizzi’s (1978) seven-step descriptive phenomenological method. Significant statements were extracted, coded, and organized into themes and subthemes related to educational challenges and pedagogical strategies in multicultural classrooms.Trustworthiness was ensured according to Lincoln and Guba’s (1985) criteria, including credibility, dependability, confirmability, and transferability. Member checking, prolonged engagement, expert review, detailed documentation, and voluntary informed participation were employed to enhance the rigor and ethical integrity of the study.Findings: The findings revealed that teachers perceived multicultural classrooms as environments characterized by both significant challenges and valuable opportunities for educational development. Analysis of the interview data identified four major themes and fourteen subthemes related to the challenges of multicultural classrooms. The first theme, hidden cultural tensions among students, included the reproduction of stereotypes, ridicule of cultural identities, feelings of exclusion among minority students, informal discrimination, verbal conflicts, and occasional physical aggression. The second theme, teachers’ professional and organizational constraints, reflected difficulties in fulfilling teaching roles, unconscious biases, insufficient institutional support, and structural barriers to implementing multicultural education. The third theme, parental marginalization in multicultural education, highlighted the effects of economic limitations, reduced parental involvement, and conflicts between family practices and educational approaches. The fourth theme, strategic gaps in educational policies, emphasized the lack of standardized curricula, instructional resources, professional development programs, and coherent policies for multicultural education.Regarding the second research question, five major themes and ten subthemes were identified as practical strategies for addressing these challenges. Teachers reported employing cultural strategies, such as multicultural food exhibitions and indigenous games, to promote cultural awareness and belonging. Social strategies included group discussions and collaborative performances that encouraged empathy and intercultural dialogue. Educational strategies emphasized the teacher’s role as an impartial guide and ethical role model. Professional strategies involved integrated instruction and effective classroom management to connect cultural diversity with learning processes. Finally, psychological strategies, including purposeful tolerance, encouragement, and positive reinforcement, were used to reduce tensions and strengthen students’ motivation.Discussion and Conclusion: The findings revealed that cultural diversity in multicultural classrooms represents a complex experience affecting teachers’ psychological, professional, and social roles. Teachers reported challenges related to managing diverse student interactions, limited resources, and organizational constraints, which influenced both instructional quality and their professional practices.To address these challenges, teachers employed a range of cultural, social, pedagogical, professional, and psychological strategies, including food exhibitions, indigenous games, group discussions, collaborative activities, integrated instruction, classroom management, purposeful tolerance, and positive reinforcement. These strategies were perceived as effective in fostering empathy, participation, intercultural interaction, and multicultural learning. The findings support Banks’ (2019, 2020) multicultural education framework, emphasizing the importance of teachers’ professional and intercultural competencies in creating inclusive learning environments.Despite providing in-depth insights into teachers’ lived experiences, the study was limited to elementary school teachers in District One of Qom Province and did not include the perspectives of students, parents, or school administrators. Therefore, policymakers are encouraged to develop standardized multicultural curricula and professional development programs, while future research should examine multicultural education from the perspectives of multiple stakeholders and across diverse educational contexts.
Original Article
azad khodadadi; Abul Fazl Farid; Gholamreza Golmohammadnejad Bahrami; sara memari
Abstract
Introduction: In recent years, rapid educational changes, increasing occupational demands, and growing expectations of teachers have made job burnout a major concern in the teaching profession worldwide (Wang et al., 2026; Avola et al., 2025). Burnout arises when teachers’ personal and professional ...
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Introduction: In recent years, rapid educational changes, increasing occupational demands, and growing expectations of teachers have made job burnout a major concern in the teaching profession worldwide (Wang et al., 2026; Avola et al., 2025). Burnout arises when teachers’ personal and professional resources are insufficient to cope with prolonged occupational stress, often leading to diminished well-being and intentions to leave the profession (Salama, 2025; Li, 2023). Originally conceptualized by Freudenberger, burnout was later defined by Maslach and Jackson as a multidimensional construct comprising emotional exhaustion, depersonalization, and reduced personal accomplishment (Lai & Ng, 2026; Despoina et al., 2024; Kinman, 2025). Excessive workload, limited autonomy, and poor workplace relationships have been identified as key antecedents of burnout (Mańkowska, 2025). The risk of burnout is particularly pronounced among teachers working in multi-grade classrooms, where students from different grade levels are taught simultaneously and instructional demands are considerably more complex (Bunga et al., 2025; Qangule & Letuma, 2025). Limited resources, diverse student needs, and the management of multiple curricula further increase occupational stress and emotional exhaustion while reducing teaching effectiveness (Ruelan & Ebisa, 2025; Salamat & Majid, 2025; Abbasi, 2025; Alipour et al., 2023; Mortazavizadeh & Hassani, 2021). Among the psychological factors associated with burnout, achievement goals and self-efficacy have received considerable attention. Mastery-oriented teachers emphasize learning and professional growth, whereas performance-oriented teachers rely more on social comparison and external evaluation, increasing their susceptibility to burnout (Schweder et al., 2025; Lüftenegger & Muth, 2024; Bruce et al., 2026). These motivational orientations are closely linked to self-efficacy, a central construct in Bandura’s social cognitive theory reflecting beliefs about one’s capability to perform professional tasks successfully (Sims et al., 2026; Woodcock & Hardy, 2025). Therefore, the present study tested a structural model in which self-efficacy mediates the relationship between achievement goals and job burnout among rural elementary school teachers working in multi-grade classrooms in Marivan County.Methods and Data: This applied study employed a descriptive-correlational design. Structural Equation Modeling (SEM) was used to examine the direct and indirect relationships among the study variables. The statistical population consisted of all elementary school teachers working in rural multi-grade schools in Marivan County during the 2023–2024 academic year. According to official statistics provided by the Department of Education, the population comprised 410 teachers. Based on the Krejcie and Morgan sample size table, a sample of 154 teachers was selected through convenience sampling, including 21 females (13.6%) and 133 males (86.4%).Data were collected through visits to rural multi-grade schools and during in-service training programs organized by the local Department of Education. Prior to participation, teachers were informed about the study objectives, the voluntary nature of participation, and the confidentiality of their responses. Informed consent was obtained from all participants. Regarding educational attainment, 2 participants (1.3%) held doctoral degrees, 18 (11.7%) held master’s degrees, 126 (81.8%) held bachelor’s degrees, and 8 (5.2%) held associate degrees. In terms of teaching assignment, 49 teachers (31.8%) taught two-grade classrooms, 57 (37.0%) taught three-grade classrooms, 16 (10.4%) taught four-grade classrooms, 6 (3.9%) taught five-grade classrooms, and 26 (16.9%) taught six-grade classrooms. Data were collected using three standardized instruments. Job burnout was assessed using the Maslach Burnout Inventory (Maslach & Jackson, 1986), a 22-item measure of emotional exhaustion, depersonalization, and reduced personal accomplishment rated on a seven-point Likert scale. Cronbach’s alpha coefficient for the scale in the present study was 0.78. Self-efficacy was measured using the General Self-Efficacy Scale (Sherer et al., 1982), consisting of 17 items rated on a five-point Likert scale. The Cronbach’s alpha coefficient for this scale was 0.76. Achievement goals were assessed using the Patterns of Adaptive Learning Scales (PALS; Midgley et al., 1988), which includes 14 items measuring mastery, performance, and avoidance goal orientations on a five-point Likert scale. Cronbach’s alpha coefficients were 0.72 for the subscales and 0.89 for the overall scale. Data were analyzed using IBM SPSS Statistics 22 and AMOS 22.Findings: The results revealed that both mastery and performance goal orientations exerted significant direct and indirect effects on job burnout through the mediating role of self-efficacy. Table 1 presents the model fit indices. The results indicated that all goodness-of-fit indices fell within the acceptable ranges. Moreover, the proposed model demonstrated an adequate fit compared to the independence model, supporting the overall fit of the structural model to the observed data. Discussion and Conclusion: The present study was conducted to investigate job burnout among elementary school teachers working in multi-grade classrooms in Marivan County. Within the proposed model, teachers’ educational goals served as predictor variables, whereas teacher self-efficacy functioned as a mediating mechanism underlying the relationship between achievement goals and job burnout. The findings indicated that both mastery-oriented goals (β = -0.789) and performance-oriented goals (β = 0.893) exerted significant effects on teachers’ job burnout. Furthermore, the mediating role of self-efficacy in these relationships was supported. Bootstrap analyses based on 2,000 resamples revealed that mastery-oriented goals exerted a significant indirect effect on job burnout through self-efficacy (β = -0.594). Specifically, teachers who endorsed mastery-oriented goals tended to report higher levels of self-efficacy, which in turn was associated with lower levels of job burnout. In contrast, performance-oriented goals also demonstrated a significant indirect effect on job burnout through self-efficacy (β = 0.303). These findings suggest that self-efficacy represents an important psychological mechanism through which teachers’ achievement goals influence their vulnerability to burnout in demanding educational contexts such as multi-grade classrooms. Overall, the results underscore the pivotal role of achievement goals and self-efficacy in explaining job burnout among teachers working in multi-grade settings. Promoting mastery-oriented goals and strengthening teachers’ self-efficacy beliefs may serve as effective strategies for reducing burnout and enhancing professional well-being. Accordingly, educational policymakers and school administrators should seek to create supportive environments that foster adaptive motivational orientations and empower teachers to cope more effectively with the complex demands of multi-grade teaching.
Original Article
abdolrahman rasoolisangani; hosien momenimahmoei; aliakbar ajam; yousef mahdipoor
Abstract
Introduction: The rapidly changing landscape of modern education places increasing emphasis on developing essential life skills, moving beyond purely academic achievements. This paradigm shift is particularly critical for high school students with special needs, for whom the acquisition of social skills ...
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Introduction: The rapidly changing landscape of modern education places increasing emphasis on developing essential life skills, moving beyond purely academic achievements. This paradigm shift is particularly critical for high school students with special needs, for whom the acquisition of social skills is a fundamental prerequisite for personal independence, community integration, and overall well-being. Despite this recognized necessity, there remains a persistent gap between the demands of contemporary social living and the reality of current educational programming. Often, traditional curricula prioritize rote memorization and theoretical knowledge to satisfy the requirements of competitive academic examinations, inadvertently neglecting the development of functional, practical competencies. This study was undertaken to critically analyze the current status of high school curricula for students with special needs in the Khorasan Razavi province, with a focus on the extent to which these programs integrate and foster social skills. Understanding these limitations is vital for transforming educational practices and ensuring that students with special needs are adequately equipped for the complexities of the future.Methods and Data: This study adopted a qualitative approach, employing the Grounded Theory method, specifically following the systematic approach proposed by Strauss and Corbin, to capture the multifaceted nature of the educational environment. The study utilized purposive, criterion-based sampling to select 21 experts in curriculum planning and the education of students with special needs. Participants were chosen based on their professional experience (at least five years), direct involvement in secondary education, and specialized knowledge in social skills development. Data were gathered through in-depth, semi-structured interviews, which facilitated the exploration of nuanced perspectives and experiences. The analysis followed a rigorous, three-stage coding process: 1) open coding, to identify and label key concepts within the raw data; 2) axial coding, to group these concepts into 16 main categories and examine the causal, contextual, and intervening relationships between them; and 3) selective coding, to identify the central phenomenon—the ineffectiveness of the curriculum in teaching social skills—and represent the findings within a comprehensive paradigmatic model. Theoretical saturation was achieved when no new significant themes emerged. Rigor and trustworthiness were ensured by applying the criteria established by Guba and Lincoln (1980), including credibility (member checking and prolonged engagement), transferability (rich, thick description of the research context), dependability (inter-coder reliability checks), and confirmability (external review by experts).Findings: The systematic analysis of the interview data revealed the central phenomenon of the "ineffectiveness of the curriculum in teaching social skills," which is perpetuated by a complex web of conditions. The paradigmatic model emerged from 40 distinct concepts, categorized into the following core themes:Causal Conditions: These were centered on the learning environment and educational objectives. Participants stated that factors such as the lack of learner-centered dynamics and the rigid characteristic features of the educational system, act as primary drivers for the current deficiencies in social skills training.Strategic Conditions: These focused on the prevailing teaching and assessment methods. The findings indicated that current strategies, such as rote-based assessment and lecture-dominated instruction, lack interactivity, participation, and meaningful experiential learning, which are crucial for developing social competencies in students with special needs.Contextual Conditions: The organizational culture and management style serve as the foundational environment. The research underscores that traditional leadership and the lack of organizational flexibility act as barriers, preventing the necessary shift toward modern educational functions.Intervening Conditions: These included both facilitating factors, such as the growing social demand for educational improvement and efforts to optimize human resource distribution through territorial planning, and limiting factors, such as the dominance of traditional, theory-driven approaches and weak inter-institutional communication.Discussion and Conclusion: The findings indicate that the current curricula for high school students with special needs suffer from a misalignment between educational objectives and the actual needs of the students. The systemic prioritization of theoretical and scientific content at the expense of social and practical competencies creates a significant barrier to student development. This study concludes that the ineffectiveness of the current curricula is not an isolated problem but a product of an educational system that remains tethered to outdated traditions, showing resistance to integrating modern, skill-based pedagogies. To bridge this gap, the study suggests a multifaceted transformation:Policy and Curriculum Reform: There is an urgent need to revise the overarching goals and content of curricula to explicitly include social skills as core learning outcomes, moving away from the dominance of theory-based assessment.Professional Capacity Building: The professional development of teachers and administrators must be fundamentally overhauled to foster a shift toward interactive, game-based, and experiential instructional methods.Organizational Change: Strengthening inter-institutional cooperation and adopting modern leadership approaches are essential to foster a supportive organizational culture that values innovation and responsiveness to student needs.By addressing these structural and pedagogical dimensions, educational authorities can transition from the current state of "ineffectiveness" toward a more holistic, student-centered approach. This transformation will not only enhance the social skills and life success of students with special needs but also elevate the effectiveness of the educational system as a whole, preparing these students to navigate their future lives with increased confidence and capability. Future research should focus on designing and validating a comprehensive skill-based curriculum model and empirically testing the efficacy of play-based and collaborative intervention strategies in real-world educational settings.
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