Educational Management
S. Hamedinasab; S. M. Saffari
Abstract
Background and Objectives: The increasing presence of Generation Z students in universities, along with their distinctive cognitive, technological, and communicative characteristics, has presented instructors with new challenges in classroom management. The aim of this study was to explore and elucidate ...
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Background and Objectives: The increasing presence of Generation Z students in universities, along with their distinctive cognitive, technological, and communicative characteristics, has presented instructors with new challenges in classroom management. The aim of this study was to explore and elucidate the lived experiences of instructors regarding effective classroom management strategies when engaging with Generation Z students, in order to identify practical models and effective teaching approaches in this context.Methods: The present study was designed and conducted using a qualitative approach with a phenomenological methodology. The research population consisted of all university instructors in South Khorasan Province who were teaching during the 2025-2026 academic year. Purposeful sampling was employed for data collection, and semi-structured interviews were conducted with 14 instructors (eight men and six women) until theoretical saturation was reached. The data were meticulously recorded, transcribed, and analyzed using thematic analysis. To ensure data reliability, inter-coder agreement was utilized, and to enhance the validity of the findings, review and feedback were obtained from experts in the fields of education and classroom management.Findings: The findings of the study indicated that instructors employed a wide range of strategies to effectively manage classrooms with Generation Z students, which could be classified into seven overarching themes and 24 organizing themes. The first category comprised Interactive and Participatory Strategies, including designing engaging activities based on students’ individual differences, participatory management, two-way interaction between instructors and students, and group activities to enhance motivation and active participation. The second category involved Disciplinary Strategies, emphasizing participatory behavioral contracts, firmness coupled with empathy, mutual respect, and effective management of student focus. The third category consisted of Motivational Strategies, such as creating a safe and supportive environment, ensuring the scientific appeal of the content, using storytelling, and providing engaging and motivational hooks to capture students’ attention. The fourth category encompassed Technology-Driven Strategies, which involved the use of artificial intelligence tools, educational software, and visual aids to deliver content and enhance student learning. The fifth category included Flexible Strategies, such as adaptability in instructor behavior, modifying teaching methods, and aligning with the language and learning styles of Generation Z. The sixth category comprised Professional Development–Based strategies, emphasizing project-based learning, pre-study, practical activities, and skill-building exercises that provide students with hands-on experience. The seventh and final category involved Environmental Strategies, which included classroom environment management, designing suitable physical and virtual spaces, and utilizing online tools and resources to facilitate effective learning and student interaction.Conclusion: This study demonstrated that the combination and simultaneous application of these strategies enhanced the active participation of Generation Z students and made their learning experiences more effective and satisfying. The findings also indicated that adherence to interactive, motivational, and flexible principles played a significant role in reducing behavioral challenges, increasing motivation, strengthening focus, and improving the quality of interaction between instructors and students. Based on these results, it was recommended that instructors and universities integrate these strategies into educational programs, teaching policies, and professional development initiatives to enhance instructors’ competencies and optimize classroom management with Generation Z students. Furthermore, this study provides a foundation for future research to explore students’ perspectives, compare different academic disciplines, and examine the long-term effects of these strategies on the performance and motivation of Generation Z students.
e-learning
S. Hamedinasab; M. Ayati; M. Rostaminejad; F. Seraji
Abstract
Background and Objectives: In recent years, social networking sites and software have become one of the most influential phenomena among new technologies. Student-teacher learning and their professional development also take place in this context, both formally and informally. In this regard, the purpose ...
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Background and Objectives: In recent years, social networking sites and software have become one of the most influential phenomena among new technologies. Student-teacher learning and their professional development also take place in this context, both formally and informally. In this regard, the purpose of the present study is to design a curriculum model for the use of informal learning based on Authorized social networks to develop the student-teacher profession.Methods: The method of this research was done with a multi-method approach. To design the above model, the grounded theory method was first used. Participants in this study were all primary school teachers in Farhan Gian University of South Khorasan in 2018-2019. Based on purposive sampling with semi-structured interviews, until the theoretical saturation of the data, 15 of these students were interviewed. To analyze the data, using the dimension analysis approach and during the open, pivotal and selective coding steps, the existing model of informal learning based on student-teacher social networks was extracted for their professional development. To obtain the validity and verifiability of the data, two methods of reviewing the participants and reviewing the non-participating experts in the research were used. In the end, with the theoretical research method and based on previous findings, at first, the nine elements of Klein were the basis of the work and based on it, the desired model was designed. In the next step, the basic concepts or the same characteristics of the curriculum elements and structural concepts, which are in fact the same as identifying the relationship between these elements, were identified. Finally, the model presented by the experts was validated.Findings: Findings showed that goals in unpredictable social networks are flexible and continuous, which have the property of snowballs and should be validated. Content on social media requires features such as; be in tune with the audience, pave the way for critical thinking, action and screening. Learning activities; They create self-sufficiency and belonging, satisfy desires, motivate and lay the groundwork for individual and group education. Materials and resources; Diverse, easy to access, fluid and interactive. Learner grouping; It is non-linear, optional and based on extensive collaboration and online responsiveness. Also, on social media; Enough time to reflect on the answer, the possibility of communicating with communication nodes at any time, the possibility of wasting useful time with attractive content and achieving a large amount of information in a short time. In addition, access to information and educational resources is available everywhere, and the place of learning is the creator of opportunities and is based on ecology and interactive communication. Teaching strategies; Problem-oriented, interactive, based on inclusive buoyancy and with flexible instructor guidance. Evaluation methods; It is quality-oriented, process-oriented, self-assessing, continuous and based on instant feedback. The findings also showed that most experts confirmed the validity of the model in the criteria of validity, coherence, perceptibility, innovation, usability, acceptability and comprehensiveness.Conclusion: Due to the characteristics of social network-based curriculum elements, curriculum planners are suggested to use the coordinates of these elements to design a curriculum based on social networks in order to achieve the development of student-teacher careers. It is also suggested that Farhangian University provides the necessary infrastructure for the purposeful use of social networks for the development of student-teacher professions.
e-learning
S. Hamedinasab; M. Ayati; M.َA. Rostaminejad; F. Seraji
Abstract
Background and Objectives: To use social media effectively, we need to identify and apply the implications of supportive theories using social media. Different learning theories provide a variety of interpretations of learning. Different learning theories lead to diverse orientations and outcomes in ...
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Background and Objectives: To use social media effectively, we need to identify and apply the implications of supportive theories using social media. Different learning theories provide a variety of interpretations of learning. Different learning theories lead to diverse orientations and outcomes in curriculum planning. Therefore, learning theories serve as a framework for guiding decisions during the design and implementation of the curriculum. The aim of this study was to identify the types of learning theories that support the use of social networks and to analyze learning theories on social networks in order to provide a theoretical basis for designing curricula. Methods: For this study, qualitative content analysis method was used. The statistical population of this study consists of all valid documents related to the subject- supportive theories of learning in social networks- from 1995 to 2018 (n=30) selected based on purposeful sampling. The content of 30 documents were analyzed. The analysis unit is the theme. To analyze the findings, the main and sub-classes were extracted after open coding. To ensure the validity of the research, the methods of review by members, triangulation of data sources and review by colleagues were used, and to ensure reliability, the agreement method between the two coders was used. Findings: The findings showed a variety of context-based, community-based, and person-centered theories that support learning on social media. The findings also include four main categories: It showed the dimensions of social networks, network interactions, types of learning, and curriculum elements. It was shown that network communication in social networks includes social interaction, interpersonal communication and interactive communication with admin and teacher-student communication, which is broad and based on community sharing, central agreement and based on sharing ideas. Types of learning on social networks include; network learning, situational learning, problem-based learning, personal learning, and indirect learning. Elements of the curriculum include; network objectives, network content, network learning environment, network inclusiveness, and network evaluation. Network Objectives; features such as unpredictability, divergence, unpredictability, variability, nonlinearity, flexibility, value, reproductive and interactive. Network content has some features such as distributed knowledge, multiplicity of resources, reliable resources, accessibility, context-based knowledge, shared knowledge, inclusive knowledge, self-centered information, voluntary knowledge creation, interchangeable content. The network environment includes technical and educational features. Among the technical features of this environment, we can mention the diversity of language, the existence of communication tools, the possibility of customizing the message and simulating communication. The educational features of this environment also include; being rich is one of the tools of knowledge management, situational awareness, personalized information, open and flexible environment. The network learner is knowledgeable and up-to-date, independent and active, able to do several things together. The network learner is an actor, and social agent who processes, publishes, and manages knowledge on a regular basis. Evaluation on social media is a nonlinear process, formative, conscious, and continuous that is accompanied by the elimination of standard rankings and tests. Conclusion: Based on the research results, it is suggested that those in charge of education use the coordinates of social network-based curriculum elements to design a curriculum based on social networks. For further research it is suggested that researchers implement the findings in an experimental environment to take a positive step towards the optimal use of social networks to learners’ learning outcome.
