Technology of Education Journal (TEJ)

Original Research Paper Educational Management

University instructors lived experiences of successful classroom management strategies in dealing with generation Z students: a phenomenological study

S. Hamedinasab; S. M. Saffari

Volume 20, Issue 3 , July 2026, Pages 353-366

https://doi.org/10.22061/tej.2026.12875.3350

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 ... Read More 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.

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Original Research Paper Educational technology- primary school

The mediating role of technology integration skills in the relationship between Artificial Intelligence literacy and professional performance of primary school teachers

M. Pourjamshidi; M.R. Vafi Nair

Volume 20, Issue 3 , July 2026, Pages 367-380

https://doi.org/10.22061/tej.2026.12833.3344

Abstract

Background and Objectives: In the digital age, teachers, as the pillars of the educational system, face emerging challenges in integrating modern technologies into teaching practices. Despite the emphasis of upstream documents and global standards on the necessity of improving teachers’ professional ... Read More Background and Objectives: In the digital age, teachers, as the pillars of the educational system, face emerging challenges in integrating modern technologies into teaching practices. Despite the emphasis of upstream documents and global standards on the necessity of improving teachers’ professional performance, evidence suggests that many are still unable to effectively utilize smart tools. The emergence of Artificial Intelligence (AI) as a transformative technology necessitates the formation of a new type of literacy among teachers; a literacy that goes beyond simple technical skills and includes the ability to understand, evaluate, and creatively use AI in the teaching-learning process. However, the main issue is whether possessing theoretical knowledge about AI alone can directly lead to improved professional performance, or if this effect requires executive mediators. Previous studies have indicated a gap between theoretical knowledge and educational practice, which might be bridged by the variable of 'technology integration.' Accordingly, the main objective of this study is to investigate the relationship between AI literacy and the professional performance of primary school teachers, emphasizing the mediating role of technology integration skills (based on the SAMR model), to provide a model for enhancing the quality of education in schools.Methods: The present study is applied in terms of purpose and quantitative, descriptive-correlational, based on structural equation modeling in terms of nature. The statistical population included all teachers working in primary schools of Kabudarahang County in the academic year 2025-2026, totaling 600 individuals. The sample size was estimated at 234 using the Krejcie and Morgan table, and sampling was conducted using the convenience method; 280 questionnaires were distributed and, after preliminary screening, 235 complete questionnaires were collected and analyzed. Data were collected using three instruments: the AI Literacy Questionnaire, the Teachers’ Professional Performance Questionnaire, and a researcher-made Technology Integration Skills Questionnaire based on the SAMR model. Content validity was confirmed by subject-matter experts and further supported by confirmatory factor analysis, while reliability was established using Cronbach’s alpha (0.93, 0.93, and 0.95 for AI literacy, professional performance, and technology integration, respectively). Data analysis was performed using SPSS and SmartPLS statistical software through one-sample t-tests, Pearson correlation coefficient, and structural equation modeling.Findings: Descriptive results showed that the mean scores of AI literacy (2.65) and technology integration skills (2.83) were lower than the average, while the mean of professional performance (3.76) was higher than the average. In the inferential findings section, the results of structural equation modeling indicated that the direct relationship between AI literacy and teachers’ professional performance was not significant (path coefficient 0.102, t-statistic 1.381). However, AI literacy had a strong positive direct effect on technology integration skills (path coefficient 0.489, t-statistic 9.778). Also, technology integration skills showed a significant direct effect on teachers’ professional performance (path coefficient 0.402, t-statistic 7.014). The most important finding of the research was the confirmation of the full mediating role of the 'technology integration skills' variable in the relationship between AI literacy and professional performance (indirect path coefficient 0.197, t-statistic 5.658). The coefficient of determination of the model also showed that approximately 21% of the changes in professional performance are explained by the model variables.Background and Objectives: In the digital age, teachers, as the pillars of the educational system, face emerging challenges in integrating modern technologies into teaching practices. Despite the emphasis of upstream documents and global standards on the necessity of improving teachers’ professional performance, evidence suggests that many are still unable to effectively utilize smart tools. The emergence of Artificial Intelligence (AI) as a transformative technology necessitates the formation of a new type of literacy among teachers; a literacy that goes beyond simple technical skills and includes the ability to understand, evaluate, and creatively use AI in the teaching-learning process. However, the main issue is whether possessing theoretical knowledge about AI alone can directly lead to improved professional performance, or if this effect requires executive mediators. Previous studies have indicated a gap between theoretical knowledge and educational practice, which might be bridged by the variable of 'technology integration.' Accordingly, the main objective of this study is to investigate the relationship between AI literacy and the professional performance of primary school teachers, emphasizing the mediating role of technology integration skills (based on the SAMR model), to provide a model for enhancing the quality of education in schools.Methods: The present study is applied in terms of purpose and quantitative, descriptive-correlational, based on structural equation modeling in terms of nature. The statistical population included all teachers working in primary schools of Kabudarahang County in the academic year 2025-2026, totaling 600 individuals. The sample size was estimated at 234 using the Krejcie and Morgan table, and sampling was conducted using the convenience method; 280 questionnaires were distributed and, after preliminary screening, 235 complete questionnaires were collected and analyzed. Data were collected using three instruments: the AI Literacy Questionnaire, the Teachers’ Professional Performance Questionnaire, and a researcher-made Technology Integration Skills Questionnaire based on the SAMR model. Content validity was confirmed by subject-matter experts and further supported by confirmatory factor analysis, while reliability was established using Cronbach’s alpha (0.93, 0.93, and 0.95 for AI literacy, professional performance, and technology integration, respectively). Data analysis was performed using SPSS and SmartPLS statistical software through one-sample t-tests, Pearson correlation coefficient, and structural equation modeling.Findings: Descriptive results showed that the mean scores of AI literacy (2.65) and technology integration skills (2.83) were lower than the average, while the mean of professional performance (3.76) was higher than the average. In the inferential findings section, the results of structural equation modeling indicated that the direct relationship between AI literacy and teachers’ professional performance was not significant (path coefficient 0.102, t-statistic 1.381). However, AI literacy had a strong positive direct effect on technology integration skills (path coefficient 0.489, t-statistic 9.778). Also, technology integration skills showed a significant direct effect on teachers’ professional performance (path coefficient 0.402, t-statistic 7.014). The most important finding of the research was the confirmation of the full mediating role of the 'technology integration skills' variable in the relationship between AI literacy and professional performance (indirect path coefficient 0.197, t-statistic 5.658). The coefficient of determination of the model also showed that approximately 21% of the changes in professional performance are explained by the model variables.

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Original Research Paper Electronic learning- virtual

Digital transformation of educational management: the interaction of innovative leadership, learning culture, and teachers’ technological competence

T. Akbari

Volume 20, Issue 3 , July 2026, Pages 403-414

https://doi.org/10.22061/tej.2026.12265.3258

Abstract

Background and Objectives: In recent decades, with the rapid growth of digital technologies and their increasing penetration into educational systems, the development of teachers’ technological competencies has become an inevitable necessity. Particularly after the experience of online education ... Read More Background and Objectives: In recent decades, with the rapid growth of digital technologies and their increasing penetration into educational systems, the development of teachers’ technological competencies has become an inevitable necessity. Particularly after the experience of online education during the COVID‑19 pandemic, the importance of paying attention to emerging technologies and fostering a culture of continuous learning in schools has become more evident. Innovative leadership of school principals and a learning-oriented organizational culture, as two key factors, can play a significant role in strengthening teachers’ technological capacities and facilitating digital transformation in educational management. Therefore, the main objective of this study was to examine the role of innovative leadership and learning organizational culture in explaining teachers’ technological competencies, with a particular focus on the mediating role of digital learning within the framework of modern educational management.Methods: This study was applied in purpose and was conducted using a descriptive–correlational design. The statistical population consisted of all primary school teachers in Ardabil during the 2025–2026 academic year (N = 1,732). Based on Morgan’s table and using stratified random sampling, 314 teachers were selected as the research sample. Data were collected using three standardized and validated questionnaires: the Innovative Leadership Questionnaire based on the model, the Learning Organization Culture Questionnaire developed, and the Teachers’ Technological Competence Questionnaire designed according to the TPACK framework. The face and content validity of the instruments were confirmed by a panel of experts, and their reliability was verified using Cronbach’s alpha coefficients above 0.80. Data analysis was conducted using SmartPLS software and structural equation modeling (SEM) to examine the relationships among the study variables.Findings: The results indicated that innovative leadership had a positive and significant effect on strengthening learning organizational culture (β = 0.61, t = 8.24). In addition, learning organizational culture had a significant positive effect on digital learning in schools (β = 0.59, t = 7.88). Digital learning, as a mediating variable, also had a significant impact on enhancing teachers’ technological competencies (β = 0.41, t = 6.13). Furthermore, the mediating paths of learning culture and digital learning in the relationship between innovative leadership and teachers’ technological competence were statistically significant, highlighting the importance of these mediating variables. The findings are consistent with theoretical models of organizational learning as well as previous national and international studiesConclusion: From a theoretical perspective, the findings emphasize that innovative leadership and a learning-oriented organizational culture should be considered two fundamental pillars of modern educational management. Establishing innovative leadership in schools strengthens the learning culture and provides the necessary foundations for digital learning. This process, in turn, enhances teachers’ technological competencies. Therefore, digital learning should be viewed not merely as a technological tool but also as an important mediating mechanism in the process of digital transformation in education systems. From a practical perspective, the results suggest that educational administrators and policymakers should design professional development programs aimed at enhancing innovative leadership skills and fostering a learning culture within schools. Additionally, revising teacher performance evaluation systems with a focus on digital competencies can contribute to improving educational quality and facilitating digital transformation. Overall, the findings indicate that transformation in educational management cannot be achieved without attention to these key factors, and digital learning acts as a catalyst for achieving the goals of modern education.

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Original Research Paper Electronic learning- virtual

Analyzing the attitudes of Iranian university faculty toward e-learning during the COVID-19 pandemic

Gh. A. Montazer; Z. Abbasi; M. Farazkish

Volume 20, Issue 3 , July 2026, Pages 415-434

https://doi.org/10.22061/tej.2026.12316.3284

Abstract

Background and Objectives: Faculty attitudes toward e-learning are a key factor in the acceptance, adoption, and utilization of this technology in universities. A positive attitude can facilitate implementation and lay the groundwork for successful use of new technologies, while a negative attitude constitutes ... Read More Background and Objectives: Faculty attitudes toward e-learning are a key factor in the acceptance, adoption, and utilization of this technology in universities. A positive attitude can facilitate implementation and lay the groundwork for successful use of new technologies, while a negative attitude constitutes a serious barrier to achieving educational goals. The COVID-19 pandemic created an unprecedented situation in which Iranian higher education was broadly and compulsorily shifted toward e-learning. This sudden transformation made examining faculty attitudes during this period—and understanding its various dimensions—a strategic priority. The present study aimed to analyze the attitudes of faculty members at Iranian universities toward e-learning and to examine the extent to which these attitudes changed during the COVID-19 pandemic crisis.Methods: To measure faculty attitudes, a localized framework tailored to Iranian conditions was first developed. This framework was built upon a review of documents and prior research, as well as a survey of 63 experts in the field of e-learning. Within this framework, faculty attitudes were classified into two main domains: internal factors (cognitive, affective, and behavioral) and external factors (organizational, technical, and facilitating environment), with relevant indicators and measures extracted for each component. Data were then collected through an online survey at two time points: first at the onset of the COVID-19 pandemic (early 2020) and again at its conclusion (late 2021). The statistical population comprised 5,856 faculty members in the first assessment and 7,400 in the second, drawn from universities across the country. The collected data were analyzed using the developed framework to enable comparison of changes in faculty attitudes over the course of the period.Findings: The results indicate that the mean overall faculty attitude toward e-learning increased from 4.74 at the onset of the crisis to 5.11 at its conclusion—a statistically significant improvement over time, reflecting a gradual growth in adaptation and acceptance of e-learning within the academic community. However, this improvement was driven more by gains in structural, institutional, and facilitating environment components than by increases in faculty satisfaction or intrinsic motivation. Accordingly, while the performance of Iranian higher education during the crisis may be considered acceptable from an institutional and structural standpoint, sustaining faculty motivation, active engagement, and intrinsic satisfaction remains a fundamental challenge on the path to consolidating e-learning.Conclusions: It can be concluded that although the COVID-19 crisis propelled the higher education system toward the use of e-learning technologies, this forced migration did not lead to notable improvement in the internal dimensions of faculty attitudes. The rise in mean attitude scores, while indicative of gradual progress and universities’ capacity to adapt to crisis conditions, will only be sustained if accompanied by deeper reforms in the motivational, interactive, and perceptual domains. The future of e-learning depends not only on technological development, but on a deeper understanding of human attitudes and experiences at the heart of the teaching–learning process. The findings of this study can serve as a basis for higher education policymakers in designing professional development programs, improving technological infrastructure, and fostering intrinsic motivation among faculty, so that e-learning may transition from a compulsory necessity to a conscious and sustainable choice.

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Original Research Paper Educational computer games

The effect of combining interactive digital stories with smart games on developing problem-solving skills and creativity of first grade students

E. Jamehshorani; ya. Alimohamadi; M. AlizadehJamal

Volume 20, Issue 3 , July 2026, Pages 435-454

https://doi.org/10.22061/tej.2026.12642.3322

Abstract

Background and Objectives: Problem-solving and creativity skills are key 21st-century competencies and play a fundamental role in students' cognitive and social development, especially in the early years of education. These skills are essential for academic success and for preparing students to face ... Read More Background and Objectives: Problem-solving and creativity skills are key 21st-century competencies and play a fundamental role in students' cognitive and social development, especially in the early years of education. These skills are essential for academic success and for preparing students to face future life challenges. However, findings from international assessments and domestic studies indicate that Iranian students show relative weaknesses in these areas—weaknesses that can limit their ability to solve complex problems and innovate. This underscores the need to adopt innovative teaching methods in Iran’s education system. In this regard, interactive digital storytelling and intelligent games, due to their multimedia and interactive nature, hold great potential for enhancing students’ motivation and engagement. Nevertheless, the combination of these two approaches in teaching the Persian language, with an emphasis on Iranian culture, has been less explored. Accordingly, the present study aimed to examine the effect of combining interactive digital storytelling and intelligent games on developing problem-solving and creativity skills among first-grade primary students in the Persian language course, using culturally relevant Persian content, and to provide scientific evidence for improving learning quality.Methods: This quasi-experimental study, employing a pretest–posttest design, compared an innovative teaching method (interactive digital storytelling and intelligent games) with a conventional teaching approach (lecture and class discussion) in the first-grade Persian language course. The study population consisted of first-grade female students in Bojnord (aged 6–7 years) during the 2024–2025 academic year. A total of 60 students were selected through convenience sampling and randomly assigned to experimental and control groups (30 students each) using Random.org. The instruments included the Children’s Problem-Solving Test (10 visual items, reliability = 0.83) and the simplified Torrance Creativity Test (reliability = 0.80). The 10-week intervention for the experimental group involved 30 minutes of digital storytelling (Persian content from Fibido and Taghche) and 60 minutes of intelligent gaming (from Bazaar and Myket) using group tablets (five students per device). The control group received 60 minutes of lecture-based teaching followed by 30 minutes of class discussion. Quantitative data were analyzed using ANCOVA, the Anderson–Darling test, and fuzzy analysis (MATLAB), while qualitative data from interviews (10 students, five teachers) and questionnaires from 20 parents were analyzed through fuzzy content analysis. Informed consent was obtained from parents, and all data were anonymized.Findings: The results showed that the posttest mean scores of the experimental group were 30.8 ± 3.8 for problem-solving skills and 9.8 ± 1.4 for creativity, whereas the control group scored 25.2 ± 4.0 and 7.4 ± 1.6, respectively. ANCOVA, controlling for pretest scores, confirmed the significance of these differences: problem-solving (F(1,57) = 28.45, p < 0.001, η² = 0.33) and creativity [F(1,57) = 22.67, p < 0.001, η² = 0.28]. Fuzzy analysis using triangular membership functions indicated that 73% of the experimental group fell into the “high problem-solving” category and 68% into the “high creativity” category, compared with only 20% and 23% in the control group, respectively. Qualitative findings highlighted five main themes: enjoyment and motivation in learning (92%), increased self-confidence (88%), enhanced social interaction (80%), development of creative thinking (85%), and cultural-emotional alignment (82%). These themes were consistent with the educational content inspired by classical Persian literature, reinforcing the effectiveness of the innovative teaching approach within the Iranian cultural context.Conclusion: This study, by providing empirical evidence, demonstrated that the digital teaching approach using Persian content enhanced the problem-solving and creativity skills of first-grade students, while also fostering motivation, self-confidence, social interaction, and cultural adaptation. This method can be effectively applied in innovative curricula and teacher training programs, particularly in underprivileged areas, using simple tools such as projectors and group tablets. Limitations included the use of convenience sampling, the 10-week intervention period, and the absence of individual tablets. It is recommended that future research involve more diverse samples, longer interventions, and advanced technologies (e.g., augmented reality) to explore the applicability of this approach in other subjects.

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Numerical Simulation of the Dynamic-Control Model of Technological Pedagogical Content Knowledge Based on Artificial Intelligence

Volume 19, Issue 3 , July 2025, , Pages 799-810

https://doi.org/10.22061/tej.2026.11312.3179

Abstract

Background and Objectives: Teacher professional development in a world based on artificial intelligence, alongside other modern technologies, is among the most critical and pivotal topics in education. Artificial Intelligence-based Technological Pedagogical Content Knowledge (AI-TPACK) has recently become ... Read More Background and Objectives: Teacher professional development in a world based on artificial intelligence, alongside other modern technologies, is among the most critical and pivotal topics in education. Artificial Intelligence-based Technological Pedagogical Content Knowledge (AI-TPACK) has recently become a focus of research for scholars in the field of teacher education. Examining the interplay between the components of AI-TPACK holds significant importance. This paper presented a dynamic control model for AI-TPACK, where a control function is applied to teachers’ knowledge of technology and artificial intelligence to analyze the mutual effects on other components. This model is expected to play a key role in guiding policymakers in making informed decisions regarding teacher professional development.Methods: This research was an applied and developmental study focused on the design and simulation of a dynamic-control model (AI-TPACK). In this context, a model based on relevant data was first used from a reputable article to serve as the foundation for the model design. Subsequently, using a numerical simulation method, the designed model was analyzed, and its performance under various conditions was examined. This process involved several stages, including defining key variables, establishing relationships among them, and executing simulations to assess the model’s effectiveness in achieving educational and technological objectives. Findings: The analysis of the designed dynamic model by using MATLAB indicated that the existence of solutions for the model emphasized the accuracy of the coefficients used in the state equations, which were derived from empirical data. To solve the model, two control functions were employed to manage the variable of teachers’ technological knowledge based on artificial intelligence. Additionally, the mutual influence of AI-based components on technological pedagogical content knowledge was determined through numerical solutions of the model. Detailed graphs related to each variable over time were presented.Conclusion: Artificial intelligence, through its unique capabilities, can enhance the optimized and controlled development of AI-based technological pedagogical content knowledge (AI-TPACK) for teachers. A precise examination of teachers’ professional competencies in the age of artificial intelligence requires the design of a dynamic control model and the analysis of its behavior using advanced methods with higher accuracy. This research proposes a dynamic control model for analyzing and regulating the components of AI-based technological pedagogical content knowledge, grounded in factors related to technology and artificial intelligence. Employing a logistic control function in two distinct scenarios to examine the model’s dynamic behavior can be utilized to determine the level of investment in the application of artificial intelligence and to evaluate its effectiveness on other components of teachers’ AI-TPACK. This model, in essence, also facilitates the advancement of interdisciplinary studies in teacher.

Representation the characteristics of the successful Professors in the virtual education in Iran’s higher education system from the viewpoint of students and professors, a phenomenological study

Volume 11, Issue 3 , July 2017, , Pages 235-255

https://doi.org/10.22061/tej.2017.683

Abstract

Professors and trainers are the main pillars of the teaching-learning process who play an undeniable role in improving the quality of the educational system. The present study was conducted to identify the characteristics of successful instructors of virtual education. For this purpose, phenomenological ... Read More

The Structural Model of National Knowledge Creation Processes: An Interpretative Structural Modeling Approach

Volume 13, Issue 2 , April 2019, , Pages 386-400

https://doi.org/10.22061/jte.2018.3235.1846

Abstract

and organizations, each of which in turn is moving toward becoming a foundational science because incompatibility with global developments leads to failure. So organizations need to have the flexibility to change their structure, goals, strategies, and vision. One of the tools used to create a knowledge-based ... Read More and organizations, each of which in turn is moving toward becoming a foundational science because incompatibility with global developments leads to failure. So organizations need to have the flexibility to change their structure, goals, strategies, and vision. One of the tools used to create a knowledge-based organization is to create the process of knowledge creation to gain a competitive advantage. As a result creation of the concept of the process of creating national knowledge will is not out of the reach. Today, countries need management of knowledge resources and, in particular, the knowledge creation for knowledge development. There are lots of studies in the field of organizational knowledge creation and so various models have been developed for this purpose. But, the important point is that the creation of knowledge has so far been at the organizational level and in some cases cross-organization and among the subset of a parent organization. The innovation of this article is identifying the process of knowledge creation at the national level. Methods: For this purpose, based on the literature review and analyzing the research gap, using the Delphi method and a survey of experts, possible processes at the national knowledge creation has been addressed. The panel of experts includes seven professors and experts in the field of knowledge management, who are both theoretically and experimentally familiar with this concept. Findings: The results of Delphi technique show that the processes of socialization, externalization, combination, culture creation, application, and internalization can be referred to as the processes of national knowledge creation. Using interpretive structural modeling, it was revealed that the processes of socialization, internalization and externalization are at level 1, the processes of culture and combination are in the second level and the process of application is at the third level of the model. Conclusion: The results of the National Knowledge Creation Model indicate that socialization, externalization, and internalization are the cornerstones of the model. This means that in order to successfully implement the creation of knowledge at the national level, one must first invest in these issues. According to the results obtained it is clearly seen that the processes of combination and culture making are independent dimensions and planning for combining knowledge among different organizations and organizational programming for culture building at organizational level can be done independent of other processes. It should be noted that the identification of the structures of the process of creating the national knowledge process has been achieved based on theoretical foundations and receiving the opinions and of a limited number of academic and experimental experts. Therefore, the scope for future research is the application of factor analysis method, path analysis and structural equation modeling approach to test the research model to examine the validity of the obtained model.

Investigating Effective Factors of Branding Strategies in E-Learning based Universities

Volume 11, Issue 2 , April 2017, , Pages 133-148

https://doi.org/10.22061/tej.2017.633

Abstract

This study examines the factors contributing to the development of branding strategies in e-learning based universities. The purpose of this paper is to identify factors contributing to the development of branding strategies in a virtual university in Tehran. In this paper, the factors wich affecting ... Read More

Identifying the process of national knowledge creation and learning and evaluating its impact on gross domestic product, considering the mediating role of national intelligencee

Volume 14, Issue 2 , April 2020, , Pages 477-492

https://doi.org/10.22061/jte.2018.4334.2049

Abstract

Background and Objectives: The economic growth of a country depends on several factors, among which the role of knowledge is undeniable. Many studies have shown that countries' GDP is often affected by the country's knowledge infrastructure. A knowledge-based economy is an economy that is directly based ... Read More Background and Objectives: The economic growth of a country depends on several factors, among which the role of knowledge is undeniable. Many studies have shown that countries' GDP is often affected by the country's knowledge infrastructure. A knowledge-based economy is an economy that is directly based on the production, distribution and consumption of knowledge, and investment in knowledge and knowledge-based industries is given special attention. In this economy, where a significant share of GDP is from knowledge-based and knowledge-creating activities, knowledge generates more production than traditional factors such as labor and capital, and the value of many software and biotechnology companies arises from non-physical capitals, i.e. their knowledge and scientific privileges. Accordingly, knowledge creation is an essential weapon in today's world and without a continuous process of knowledge creation, any society is doomed to destruction. Knowledge creation and learning is the creation of new knowledge, or the replacement and improvement of the existing knowledge through social relations and organizational partnerships. The creation and application of knowledge has a major role in increasing wealth in a knowledge-based economy. The problem is that knowledge creation and learning has not been investigated at the national level yet. Methods: By applying qualitative-quantitative methods, based on Delphi technique, the procedure of identifying and explaining the processes of national knowledge creation and learning has been discussed first. Then by using exploratory and confirmatory factor analysis, a significant t-value of more than 1.96, between the identified dimensions and the variable national knowledge creation and learning, was obtained that was acceptable. Findings: Additionally, the impact of the process of national knowledge creation and learning on GDP was measured through conducting a survey and using a questionnaire, while taking the mediating role of national intelligence into account by using Sobel test. It was found that by including the mediating variable of national intelligence, the standardized beta for the relationship between national knowledge creation and learning, and gross domestic product was reduced from 0.80 to 0.18, but it is significant. Conclusion: Therefore, the variable national intelligence plays the role of a partial mediator; in other words, while the impact of national knowledge creation and learning, as the main variable, is maintained, the mediating role of national intelligence also affects GDP. This research had some limitations. One of these limitations was the stereotyped thinking about the process of knowledge creation. In this study, only one dimension of knowledge management, namely ‘knowledge creation’ was used. While we can pay attention to all the processes of the knowledge management cycle in society, instead of just thinking about the creation of knowledge at the national level, in order to promote national performance. Based on this, it is suggested that other researchers consider other dimensions of the knowledge management cycle and go one step further. Researchers can also examine the existing challenges and potential barriers to the national knowledge creation process or the requirements for knowledge creation at the national level. Alternatively, researchers can study international knowledge creation processes by considering cultural differences and provide solutions to increase the likelihood of knowledge creation globally. It is suggested that future researchers make a comparative study of the national knowledge creation model with other models of measuring intellectual capital in the world and examine the strengths and weaknesses of each model and prioritize these models based on their applicability in similar countries. It is also suggested that researchers use fuzzy logic theory to make relative measurements of each of the constructs of the national knowledge creation process and conduct field and academic research in this regard. As another suggestion, researchers can conduct this research on a specific industry and compare its results with the results of this study.

Original Research Paper

The effectiveness of digital literacy instruction on creative thinking, sense of responsibility, and perceived competence in sixth-grade female students

T. Bahmani

Articles in Press, Accepted Manuscript, Available Online from 03 October 2026

https://doi.org/10.22061/tej.2026.12573.3304

Abstract

Background and Objectives: The development of societies depends on having creative and responsible individuals who believe and trust in their own competence and capabilities. Raising such a generation requires aligning the educational system with knowledge, technology, and current developments in the ... Read More Background and Objectives: The development of societies depends on having creative and responsible individuals who believe and trust in their own competence and capabilities. Raising such a generation requires aligning the educational system with knowledge, technology, and current developments in the world. Digital technology and tools are now so intertwined with human lives that UNESCO has included digital literacy as part of the concept of literacy, alongside reading and writing skills. Digital literacy is the ability to search, analyze, apply, produce, and share information and content using technological tools. By learning digital literacy, individuals will gain the skills necessary for success in their personal, academic, and professional lives. The purpose of this study was to evaluate the effectiveness of digital literacy training on creative thinking, responsibility, and Competence Perception in sixth-grade students. Methods: The research method was experimental with a pre-test-post-test design. The statistical population included all sixth-grade female students in Ahvaz in 2023-2024, 60 of whom were selected from schools using convenience sampling and were assigned to two experimental and control groups of 30 students each. Both groups were assessed under the same conditions using the Torrance Creativity Questionnaire, Lewis Responsibility Questionnaire, and Harter Competence Perception as pre-tests. Then, the experimental intervention (digital literacy training) was conducted in person on the experimental group during 12 60-minute sessions, one session per week. During this period, the control group did not receive any educational intervention. The process of the educational sessions was as follows: in each session, a summary of the discussion of the previous sessions was presented, and then the relevant assignments and new topics were presented by the researcher. After training and troubleshooting, at the end of each session, a summary of the session's contents was presented, and the task for the next session was fully clarified and determined. After completing the training sessions, a post-test was administered to both experimental and control groups. Multivariate and univariate analysis of covariance tests were used to analyze the data. Findings: The results showed that digital literacy training significantly increased the scores of creative thinking (F=181.227, p<0.001) and its components (fluency, flexibility, originality, elaboration with details), responsibility (F=120.6, P<0.001) and its components (responsibility towards oneself and responsibility towards others), and Competence Perception (F=499.29, P<0.001) and its components (behavioral competence, social competence, academic competence, and physical competence) in the experimental group. As a result, digital literacy education has a positive and significant effect on creative thinking, responsibility, and perceived competence of sixth-grade female students. Conclusion: The research findings showed that digital literacy can increase creative thinking, responsibility, and perception of competence in sixth-grade elementary school students. By creating cognitive capabilities, technical skills, and responsible attitudes, this education can pave the way for innovation and creativity by providing diverse learning experiences. By educating students about preserving their own and others' information, security, and privacy, and developing responsible communication skills, it fosters sustainable growth in responsibility. Also, gaining successful experiences and a sense of mastery when working in a digital environment promotes a sense of competence and adequacy. Therefore, it is recommended that digital literacy training be included in the student curriculum.

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Identifying the components of flipped teaching from the perspective of elementary school teachers in Lorestan province

R. Jalili; N. Alaei Far; Z. Ebrahimi

Articles in Press, Accepted Manuscript, Available Online from 16 June 2026

https://doi.org/10.22061/tej.2026.12595.3312

Abstract

Background and Objectives: The concept of flipped teaching has gained increasing popularity in recent years worldwide and also in Iran as part of a broader trend towards innovative and student-centered teaching methods. One of the issues raised in this field is to examine the components of flipped ... Read More Background and Objectives: The concept of flipped teaching has gained increasing popularity in recent years worldwide and also in Iran as part of a broader trend towards innovative and student-centered teaching methods. One of the issues raised in this field is to examine the components of flipped teaching, especially in elementary grades, considering the influence of cultural factors on the implementation of this method in classrooms. To this end, the present study aimed to identify the components of flipped teaching from the perspective of elementary school teachers in Lorestan province. Methods: The method of this study was qualitative using grounded theory. The participants in this study were 15 educational science specialists from Lorestan province who were purposefully selected. The main tool was a semi-structured interview. The research data were analyzed using the Strauss and Corbin coding method. Findings:In this study, 181 initial codes were analyzed and refined based on the three stages of open coding, axial coding, and selective coding.Finally, 115 codes were placed into the six main factors of the model (causal conditions, contextual conditions, intervening conditions, strategies, consequences, and central category). The results showed that the flipped teaching model, from the perspective of teachers, has components such as: change in the role of teacher and student, need for change in teachers' attitudes and skills, need for access to infrastructure and technology, need for appropriate and diverse educational content, need for redefining evaluation and feedback, status of access to technology at school and home, family status and parental support, school atmosphere and culture, students' educational backgrounds, personality traits and individual differences of students, teachers' attitude and readiness to accept change, organizational and managerial support of the school, technical capability and access to educational resources, level of digital literacy of students and teachers, sustainability and stability of technical infrastructure and network, professional empowerment of teachers, production and development of appropriate educational content, strengthening active and participatory learning in the classroom, formative assessment and continuous feedback, facilitating effective communication between home and school, creating a flexible and attractive learning environment, increasing the quality of students' learning, developing cognitive, metacognitive and social skills, increasing motivation and participation in learning, increasing independence and responsibility instudents, improving classroom behavior and reducing educational stress, increasing teachers' job satisfaction. Conclusion: According to the results, a set of individual and environmental factorsrelated to the learner and teacher can be considered a valid inverse teaching in the classroom which should be consideed in educational programs and curriculum.

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Original Research Paper

The relationship between Gardner's Multiple Intelligences and Study and Learning Strategies with Academic Performance using a Perceptron Neural Network

Marzieh Keramati nojedeh sadat; milad chabok

Articles in Press, Accepted Manuscript, Available Online from 23 September 2025

https://doi.org/10.22061/tej.2026.12086.3232

Abstract

Background and Objectives: The theory of multiple intelligences proposed by Howard Gardner plays a significant role in the education and learning processes of students. Recognizing the various components of this theory and considering individual differences among students can enhance the teaching and ... Read More Background and Objectives: The theory of multiple intelligences proposed by Howard Gardner plays a significant role in the education and learning processes of students. Recognizing the various components of this theory and considering individual differences among students can enhance the teaching and learning process, ultimately leading to improved academic performance. However, the role of the teacher alone is not sufficient; students themselves must also be diligent in their study habits. Therefore, it is essential to focus on various skills, including the adaptation of study and learning strategies among students. This study investigates the relationship between Gardner's multiple intelligences and study and learning strategies, as well as their impact on academic performance, utilizing a perceptron neural networkMethods: This research is applied in purpose and descriptive in nature, specifically correlational. The statistical population consists of 1,737 secondary school students majoring in Experimental Sciences in Baft in the academic year 2023-2024. A random sampling method was employed to select a sample of 159 male students. Data were collected using two questionnaires: the Gardner Multiple Intelligences Questionnaire and the Weinstein Study and Learning Strategies Questionnaire. Additionally, the students' academic performance was assessed. The content and face validity of the questionnaires were determined by five professors from the University of Teacher Education and secondary education teachers. The reliability of the Gardner Multiple Intelligences Questionnaire was confirmed with a Cronbach's alpha coefficient of 0.71, while the reliability of the Study and Learning Strategies Questionnaire was 0.76. Python was used to employ a perceptron neural network for determining the relationships between the variables..Findings: The results indicated that both the neural network model (with a coefficient of determination of 0.97) and the linear regression model (with a coefficient of determination of 0.99) demonstrated a significant positive relationship between the components of Gardner's multiple intelligences and study and learning strategies with academic performance. Both models exhibited high predictive capabilities. Regarding Gardner's multiple intelligences in relation to academic performance, the interpersonal intelligence component exhibited the highest feature importance (15.8), while intrapersonal intelligence showed the lowest feature importance (12.3). In terms of the study and learning strategies variable, the anxiety component had the greatest feature importance (14.8), whereas the main idea selection component had the lowest feature importance (8.8). Compared to other components of multiple intelligences and study and learning strategies, these features had the most significant influence on predicting students' academic performance scores in the model.Conclusion: The application of Gardner's multiple intelligences theory in classrooms offers numerous advantages to the educational system. Educators can create inclusive learning environments that recognize individual skills, including study and learning strategies. By understanding and integrating various intelligences, they can facilitate comprehensive educational development. Moreover, artificial intelligence plays a significant role in education, particularly through applications that predict students' academic performance based on personal information such as socioeconomic status, income, address, and more. These applications can propose and develop artificial neural network models. Consequently, by considering the different types of Gardner's multiple intelligences and the significance of each study and learning strategy, educators can utilize predictive neural network models to understand the impact of various components on students' academic performance. Therefore, it is recommended that schools and educational institutions pay special attention to improving and enhancing these aspects.

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Original Research Paper

Design and validation of an organizational governance model in higher education based on artificial intelligence at Farhangian University

Mashallah Salehpour; Ali akbar Ramezani; Seyyed Hossein NaslMousavi; mirsaeid hosseini

Articles in Press, Accepted Manuscript, Available Online from 17 November 2025

https://doi.org/10.22061/tej.2025.12374.3276

Abstract

Background and Objectives: This research aims to present an organizational governance model in higher education based on artificial intelligence, with a case study of Farhangian University, examining the role of artificial intelligence in improving managerial, financial, and educational processes. ... Read More Background and Objectives: This research aims to present an organizational governance model in higher education based on artificial intelligence, with a case study of Farhangian University, examining the role of artificial intelligence in improving managerial, financial, and educational processes. Organizational governance, as a set of structures, policies, and processes for guiding and overseeing organizations, can enhance transparency, accountability, and efficiency in higher education institutions through the utilization of artificial intelligence. Methods: The research method employed a mixed qualitative and quantitative approach. Initially, through two phases of the fuzzy Delphi technique, key components were identified and screened via a survey of 20 experts, including senior managers and faculty members with expertise in management and information technology, using targeted judgmental sampling. Subsequently, structural equation modeling with a partial least squares (PLS) approach was conducted for model validation. In this phase, 360 individuals, including managers, faculty members, and experts from the Farhangian University, were selected based on accessible sampling and the 5Q≤n≤15Q rule. Finally, the DEMATEL method was employed to analyze the impact, influence, and prioritization of the components, executed with a sample of 20 experts and key stakeholders from the university, also through targeted judgmental sampling. Data were collected through questionnaires designed for each phase. Findings: The findings indicate the development of a comprehensive model with two main dimensions: organizational governance and artificial intelligence technology, which includes 18 key components such as organizational knowledge management, applications of artificial intelligence in education, change management, control and supervision, and transparency and accountability. The DEMATEL analysis revealed that organizational knowledge management and applications of artificial intelligence in education play a central role due to their strong impact, while components like artificial intelligence ethics and technology infrastructure are influenced and require structural support. Conclusion: The prioritization of components showed that change management, applications of artificial intelligence in education, and inter-organizational collaboration are of higher importance. This model optimizes university processes by integrating artificial intelligence into big data analysis, intelligent decision-making, financial oversight, and personalized education. In conclusion, the proposed model is presented as a practical framework for improving organizational governance at the Farhangian University, which can enhance the quality of management and education and serve as a guide for future research.

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Original Research Paper

Comparison of psychological hardiness, self-differentiation and psychological burnout in female-headed households and normal women in Marvdasht

H. Aflakifard; M. Ghalehnoei; S. Ramezan Khani

Articles in Press, Accepted Manuscript, Available Online from 31 July 2022

https://doi.org/10.22061/tej.2022.8962.2759

Abstract

Background and Objectives: Female-headed households are responsible for providing material and spiritual livelihood for themselves and their family members. These women take care of the household without the regular presence or support of an adult male, and are responsible for managing the family financially, ... Read More Background and Objectives: Female-headed households are responsible for providing material and spiritual livelihood for themselves and their family members. These women take care of the household without the regular presence or support of an adult male, and are responsible for managing the family financially, making major and vital decisions. Due to playing a dual role (parents) for their children, these women face problems such as loss of income, raising children, managing household affairs, working outside the home with low wages, etc., and enduring these life problems The reason for their different lifestyles compared to other women has led to the factors in which they have emerged. The aim of this study was to compare psychological hardiness, self-differentiation and psychological burnout in female-headed households and ordinary people in Marvdasht.Methods: The present study was comparative-causal one. The statistical population of this study included female-headed households under the auspices of the Marvdasht Relief Committee. The sample group consisted of 80 people in two groups (40 female-headed households and 40 ordinary women) who were selected using the convenience sampling procedure. Data collection tool to assess the degree of psychological hardiness was the questionnaire of Kubasa et al. The face and content validity have been reported in various appropriate studies. Also, the reliability of this tool was obtained by Cronbach's alpha coefficient. The Differentiation Scale (DSI) was used to measure differentiation and its validity and reliability were confirmed. Women's psychological burnout was also assessed through the Smiths’ questionnaire; its validity and reliability of this questionnaire were evaluated in different demographic groups. Confirmatory factor analysis showed that the questions of each dimension describe the same dimension and the questionnaire has a good internal consistency. The collected data were analyzed at two levels (descriptive statistics and inferential statistics). Mean and standard deviation values were calculated and MANOVA analysis test was run.Findings: According to the age distribution table of statistical sample size, in the group of female-headed households, 35.00% of people were less than 30 years old and 12.5% of people were more than 40 years old. In the group of normal women, 30.00% of women were less than 30 years old and 20.00% of women were more than 40 years old. According to the statistical sample size distribution table, in terms of education, 35.00% of women heads of households were under diploma and 65.00% of them were above diploma and in the group of normal women, 32.5% were under diploma and 67.5% were above diploma. The results showed that there was a significant difference between psychological hardiness and its dimensions in normal and female heads of households. There was no significant difference between self-differentiation and dimensions in ordinary female-headed households. There was a significant difference between normal and female-headed households in terms of psychological burnout and its dimensions. The average psychological hardiness and psychological burnout was higher among female-headed households than those of normal women.Conclusion: The results of this study can be used by relevant organizations with women heads of households and researchers interested in this field.

Original Research Paper

Investigating the effect of the yard's environmental quality components on student’s aggressive behavior (Case study: Students of elementary school)

malihe taghipour; aliakbar heidari; Khatereh Sajjadi

Articles in Press, Accepted Manuscript, Available Online from 23 June 2019

https://doi.org/10.22061/jte.2019.4510.2078

Abstract

One of today's social issues is the expansion of behavioral abnormalities in children, which is reflected in aggressive behaviors. Prevention of such behaviors is one of the most important priorities of families and educational institutions. Schools as the first social institution, plays a significant ... Read More

Original Research Paper

The Impact of Interactive Book on Students' Learning and Remembering.

susan mehrzad; zeinab Golzari; Zahra Taleb

Articles in Press, Accepted Manuscript, Available Online from 24 February 2019

https://doi.org/10.22061/jte.2019.3657.1946

Abstract

Abstract: The purpose of this study was to investigate the effect of the use of the interactive book on learning and remembering of students. The statistical population consisted of the students of Imam Hassan Mojtaba (pbuh) Conservatory in the academic year of 1396-97 and among this sample size, 60 ... Read More

Original Research Paper

Identifying Effective Dimensions for Improving the Effectiveness of Secondary Schools in Hormozgan Province

Javad Imani; mehdi bagheri; nader gholi ghorchiyan; parivash jafari

Articles in Press, Accepted Manuscript, Available Online from 16 June 2019

https://doi.org/10.22061/jte.2019.4900.2133

Abstract

The purpose of this study was to identify effective dimensions for enhancing the effectiveness of secondary schools in Hormozgan province. The purpose of this research is applied and in terms of information gathering method, a quantitative-qualitative approach has been taken. The statistical population ... Read More

Original Research Paper

Study of Factor effecting on Development in sport schools with Using the Structural Modeling Interpretative Model

shida ranjbari; Zynalabedin Fallah; vahid shojaee

Articles in Press, Accepted Manuscript, Available Online from 14 May 2019

https://doi.org/10.22061/jte.2019.4353.2053

Abstract

The purpose of this study was to a Study of Factor effecting on Development in sport schools with Using the Structural Modeling Interpretative Model. The present study was descriptive -analytical study that was carried out fieldwork. The statistical population of the study consisted of physical education ... Read More

Original Research Paper

Validation of classroom well-being components in The online Distance learning environment Using Sstructural equation modeling

kazem hassani

Articles in Press, Accepted Manuscript, Available Online from 23 June 2026

https://doi.org/10.22061/tej.2026.12129.3240

Abstract

Background and Objectives: Online learning opportunities have rapidly increased in education in recent years, and online education has become an integral part of education This educational approach has provided unique opportunities for accessing knowledge and skills. However, it also has its own challenges. ... Read More Background and Objectives: Online learning opportunities have rapidly increased in education in recent years, and online education has become an integral part of education This educational approach has provided unique opportunities for accessing knowledge and skills. However, it also has its own challenges. One of the most important of these challenges is ensuring "classroom well-being" in these virtual environments. Therefore, the present study aimed to validate the components of classroom well-being in an online learning environment. Methods: The research is applied in terms of purpose and descriptive-exploratory in terms of method, and was conducted in the form of a structural equation model. The statistical population of the study consisted of all students studying in the second level of secondary education in Marivan city (Kurdistan province) in the academic year 1402-1403. Krejci and Morgan (1970) table was used to determine the sample size. Based on this table, from the statistical population of 2,167 high school students in Marivan city, 326 students were selected as a sample. In this study, the staged cluster sampling method was used. Thus, in the first step, six schools were selected in the city of Marivan (Shahed, Amir Kabir, Farzanegan, Ahmadi Roshan, Qods, Tizhoshan), two schools in the city of Barda Rashe (Mardukhi and Saeb), and two schools in the city of Kani Dinar (Shahid Motahari and Nakhbegan). Then, in each school, 3 classes, and in each class, 11 students were selected as a sample at regular random from the student attendance list, and the necessary data were collected by distributing questionnaires in person among the students. The classroom well-being questionnaire (Xiao & et al., 2023) was used to collect data. Research data analysis was performed using descriptive statistics methods (mean and standard deviation), and structural equation modeling was performed using SPSS26 and Smart-PLS software. Findings: Based on the results of this study, the proposed model of causal relationships between research variables had an acceptable fit, and the model's predictor variables were able to explain 0.58 percent of the variance in class well-being. The results showed that teacher-student interaction, sound richness, sound enjoyment, perceived ease, and perceived usefulness significantly improved students' classroom well-being, such that these variables predicted classroom well-being positively and significantly (P<0.05). Also, the highest and lowest explanatory power for classroom well-being was related to teacher-student interaction (β=0.372) and perceived usefulness (β=0.002), respectively. Conclusion: TThe findings showed that classroom well-being is a multifaceted concept and is shaped by the interaction between psychological, technological, and environmental factors. The quality of the teacher-student relationship, along with the richness and pleasantness of the auditory experience in the virtual classroom, provides the emotional foundation for learners' security, motivation, and satisfaction, serving as a mediator between cognition (perceived ease and usefulness) and positive academic emotions . Therefore, the results of this study provide important practical strategies for education officials and planners to, through timely and appropriate interventions, design pre‑service and in‑service online training programs for teachers focusing on teacher–student interaction, audio richness, aural delight, perceived ease of use, and perceived usefulness—thereby fostering greater teacher–student interaction within a motivating, active, and effective online learning environment.

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Original Research Paper

The Effect of Artificial Intelligence-Based Instructional Design on TeacherEffectiveness and Motivation for Academic Achievement of Sixth Grade Elementary Students

farzaneh hashemi; hasan shariyat; zeynab abootalebi

Articles in Press, Accepted Manuscript, Available Online from 23 June 2026

https://doi.org/10.22061/tej.2026.11722.3193

Abstract

Background and Objectives: One of the major issues in primary education is the decline in motivation for academic achievement among students and the limited effectiveness of teachers' educational activities in the classroom. In the current era, technology and artificial intelligence play a vital ... Read More Background and Objectives: One of the major issues in primary education is the decline in motivation for academic achievement among students and the limited effectiveness of teachers' educational activities in the classroom. In the current era, technology and artificial intelligence play a vital role in changing and transforming educational systems. This article examines the effects of new technologies, especially artificial intelligence, on teaching and learning processes in schools. The use of artificial intelligence tools can help teachers and students improve the learning process through personalized learning, dynamic interactions, and providing immediate feedback. This research aims to investigate the effect of artificial intelligence-based design on teacher effectiveness and motivation for academic achievement of sixth grade elementary school students in the academic year 1403-1404. This article examines the effects of new technologies, especially artificial intelligence, on teaching and learning processes in schools. The use of artificial intelligence tools can help teachers and students improve the learning process through personalized learning, dynamic interactions, and providing immediate feedback. This study aimed to investigate the effect of artificial intelligence-based design on teacher effectiveness and academic achievement motivation of sixth grade elementary school students in the academic year 1403-1404.This study aimed to investigate the effect of artificial intelligence-based design on teacher effectiveness and academic achievement motivation of sixth grade elementary school students Methods: The present study was conducted in two qualitative and quantitative parts. The research method is a semi-experimental design with a pre-test-post-test design with control groups (using normal methods) and control groups (artificial intelligence-based educational design). The statistical population of the study included all sixth grade elementary school female students in Qom province, including 2325 in the academic year 1403-1404. With the help of Gpoer sample size calculation software, 72 students were selected using purposive non-random sampling method and then randomly classified into two control (36 people) and experimental (36 people) groups. The research tools included artificial intelligence-based programs in the field of educational design, as well as standard questionnaires on academic achievement motivation by Hermans (1997) and teacher effectiveness by Cho and Perley (2007). Data analysis was performed using the analysis of variance statistical test. Findings: In order to analyze the data, descriptive statistical methods were used, and in inferential statistical methods, univariate analysis of covariance and multivariate analysis of covariance were used, observing its assumptions, normality, homogeneity of variances, and homogeneity of covariance at a significance level of a=0.05. The results showed that educational design based on artificial intelligence improved teachers' effectiveness and increased students' motivation for academic achievement. Data analysis indicated significant differences in teachers' effectiveness scores and academic achievement motivation between the experimental and control groups (P<0.005). Conclusion: The features of artificial intelligence, including personalized learning, greater interaction, accurate assessment and immediate feedback, and attention to individual needs, enhanced motivation, improved the learning process, and improved teacher effectiveness. This study is in line with previous research in this field. Finally, the need to pay attention to ethical considerations and challenges related to the adoption of artificial intelligence in education was emphasized. Future research can explore further applications of artificial intelligence in other educational levels and different subjects.

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Original Research Paper

Utilizing Mathematical Problem Posing as a Tool for Investigating the Mathematical Creativity of Secondary School Teachers

E. Reyhani; M. J. Eslampoor; M. Fath bek; M. Ajdadi

Articles in Press, Accepted Manuscript, Available Online from 29 July 2026

https://doi.org/10.22061/tej.2026.12288.3282

Abstract

Background and Objectives: Mathematics, as a fundamental tool for understanding and analyzing the world, plays a vital role in education. Mathematics teachers serve as key mediators between scientific concepts and learners, with a critical responsibility to foster students’ critical thinking, analytical ... Read More Background and Objectives: Mathematics, as a fundamental tool for understanding and analyzing the world, plays a vital role in education. Mathematics teachers serve as key mediators between scientific concepts and learners, with a critical responsibility to foster students’ critical thinking, analytical skills, and problem-solving abilities. Recent research has shifted focus from merely solving standard problems to the ability to pose new, creative, and real-world-based problems. Problem-posing is not only a creative process but also a high-level cognitive activity involving meaning-making, structuring, and modeling. This study aimed to examine secondary school mathematics teachers’ abilities in problem-posing, with a focus on the components of mathematical creativity reflected in their posed problems. Methods: The research employed a descriptive-survey method. The population included all pre-service mathematics teachers from the provinces of Tehran, Khuzestan, Hamedan, and North Khorasan, as well as in-service secondary mathematics teachers in Tehran. The sample consisted of 206 participants selected through cluster random sampling. To assess components of mathematical creativity in problem-posing, a researcher-made test was used. This test included five tasks based on Stoyanova’s problem-posing framework across structured, semi-structured, and open-ended contexts, with 50 minutes allocated for responding and problem-posing. The content validity of the test was confirmed by three professors of mathematics education and two professors of mathematics. The test’s reliability, calculated using Cronbach’s alpha, was 0.78, indicating satisfactory internal consistency. Data analysis was conducted using descriptive statistics, including frequencies and percentages. Findings: The findings indicated that while most teachers demonstrated the general ability to pose problems in various educational contexts, their focus was primarily on reproducing conventional textbook-style problems. A significant portion of respondents were unable to generate innovative or real-life-based problems. A statistically significant difference was observed between in-service teachers and pre-service teachers, with the latter displaying greater creativity and diversity in problem-posing. Additionally, many teachers lacked a deep understanding of problem contexts and struggled to translate them into instructional tasks. Overall, the creativity components in the posed problems appeared underdeveloped; however, the nature of the task played a crucial role in eliciting mathematical creativity. Although teachers have foundational problem-posing abilities, they require specialized training to enhance this skill. Conclusion: In conclusion, it can be said that although the Problem-posing ability is recognized as one of the key components of effective mathematics education, our educational system has not yet been able to provide a suitable platform for the development of this skill in teachers. In fact, teachers have the general ability to pose problems in various fields, but they need specialized training in this field, so it is suggested that special workshops and training courses be designed and implemented to teach teachers how to pose problems. Moreover, emphasizing the use of real-world and contextualized problems can contribute to enhancing students’ motivation for learning. Among the limitations of this study are the lack of comprehensive geographical coverage across the country and the exclusive reliance on written instruments to assess problem-posing performance. Future research could investigate the impact of targeted instructional interventions on improving teachers’ problem-posing ability in the classroom.

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Original Research Paper

The impact of professional growth and learning opportunities and ambidextrous leadership on digital transformation: the mediating role of competitive intelligence

J. Keyhan; M. Sameri; S. Valizadeh

Articles in Press, Accepted Manuscript, Available Online from 02 September 2026

https://doi.org/10.22061/tej.2026.12751.3331

Abstract

Background and Objectives: Digital transformation has become one of the key priorities of contemporary education systems; however, its success depends less on technological infrastructures and more on human and managerial factors. The present study aimed to test a causal model examining the impact of ... Read More Background and Objectives: Digital transformation has become one of the key priorities of contemporary education systems; however, its success depends less on technological infrastructures and more on human and managerial factors. The present study aimed to test a causal model examining the impact of professional growth and learning opportunities and ambidextrous leadership on the effectiveness of digital transformation in primary schools, with the mediating role of competitive intelligence. Methods: The study employed a descriptive-correlational design and was conducted within the framework of partial least squares structural equation modeling (PLS-SEM). The statistical population comprised all primary school principals in West Azerbaijan Province, from whom 243 participants were selected using multistage random cluster sampling. Data were collected using a set of validated instruments: the Ambidextrous Leadership Questionnaire developed by Ahmad and Islam (2019), the Digital Transformation Effectiveness Questionnaire developed by Pettersson et al. (2024), the Competitive Intelligence Scale based on the model proposed by Roach and Santi (2001), and a researcher-developed Growth and Learning Opportunities Questionnaire, which was constructed through the integration and contextual adaptation of relevant validated instruments. The Growth and Learning Opportunities Questionnaire was developed based on a review of the literature and the synthesis of related instruments. Its initial version consisted of 82 items, which were reduced to 31 items across six components after expert review. The content validity of the instrument was confirmed using the content validity ratio (CVR) and content validity index (CVI). Kendall’s coefficient of concordance was 0.845. Exploratory factor analysis identified six factors that explained more than 65% of the total variance, and the preliminary reliability of the instrument was confirmed with a Cronbach’s alpha coefficient of 0.832. The validity and reliability of all instruments were further assessed and confirmed through confirmatory factor analysis and standard measurement indices, including average variance extracted (AVE), composite reliability (CR), and the heterotrait–monotrait ratio (HTMT), indicating adequate measurement precision, internal consistency, and construct adequacy within the context of primary schools. Findings: The results of structural equation modeling indicated that the proposed conceptual model demonstrated an acceptable level of statistical fit, and the obtained fit indices supported the adequacy of the model. The three core constructs—professional growth and learning opportunities, ambidextrous leadership, and competitive intelligence—jointly explained approximately 66% of the variance in digital transformation effectiveness, reflecting substantial explanatory power. Path coefficients showed that both professional growth and learning opportunities and ambidextrous leadership exerted significant and direct effects on digital transformation, while simultaneously predicting competitive intelligence among school principals in a positive and significant manner. Competitive intelligence, in turn, had a direct and significant effect on digital transformation. Bootstrap-based mediation analysis further revealed that competitive intelligence partially mediated the relationship between professional growth and learning opportunities, ambidextrous leadership, and digital transformation, transmitting a meaningful portion of their effects through an indirect pathway. Conclusion: The findings of this study indicate that the “heart of digital transformation” in schools lies not in equipment and platforms, but in the human and cognitive capacities of school principals. Professional growth and learning opportunities, ambidextrous leadership, and competitive intelligence constitute three interdependent pillars that give meaning to successful digital transformation; weakness in any one of these pillars can reduce the effectiveness of the entire transformation process. Therefore, if the education system seeks to move beyond technological modernization toward genuine digital transformation, it must shift its focus from technology itself to the “reflective, learning-oriented, and analytically minded principal,” because what makes a school truly digital is, above all, the quality of leadership and managerial insight, not merely hardware and software. Accordingly, it is recommended that digital transformation policy in education focus on designing principal-development programs in areas such as school data analysis, learning management system administration, educational technology scanning, evidence-based decision-making, and ambidextrous leadership.To address this gap, the present study developed and validated a comprehensive causal model that investigates how professional growth and learning opportunities, ambidextrous leadership, and competitive intelligence jointly shape the effectiveness of digital transformation in primary schools. The model is anchored in organizational learning theory, the duality of ambidextrous leadership, and the analytical tradition of competitive intelligence studies. These frameworks collectively assume that digital transformation does not emerge from isolated interventions; rather, it arises from the interaction of learning-rich environments, leadership capable of balancing exploration and exploitation, and the cognitive–analytical competencies required to interpret environmental complexities.This study employed a descriptive–correlational design and used structural equation modeling (SEM) to evaluate the proposed relationships. The research population consisted of all primary school principals in West Azerbaijan Province, representing diverse socioeconomic and institutional conditions. Through multi-stage cluster sampling, 243 principals were selected, ensuring statistical adequacy for SEM and generalizability within the regional context. Data collection was undertaken using four methodologically robust instruments: (1) a composite, normed questionnaire measuring opportunities for professional growth and learning based on the frameworks of Noe, Marsick and Watkins, and the localized model by Jiménez; (2) the standardized Ambidextrous Leadership Scale by Ahmad and Aslam (2019), assessing leaders’ capacities for opening and closing behaviors; (3) the Digital Transformation Effectiveness Scale developed by Peterson et al. (2024); and (4) a Competitive Intelligence Scale adapted from the model of Rouach and Santi (2001), capturing information acquisition, analysis, and environmental interpretation. Psychometric validation using confirmatory factor analysis, AVE, CR, and HTMT demonstrated that all constructs exhibited strong reliability and discriminant validity.The empirical findings confirmed that the proposed structural model possessed excellent goodness-of-fit indices. The three core constructs—professional growth and learning opportunities, ambidextrous leadership, and competitive intelligence—collectively accounted for 66 percent of the variance in digital transformation effectiveness, suggesting substantial explanatory strength. Path coefficients revealed that both professional growth and learning and ambidextrous leadership exerted significant direct effects on digital transformation. Additionally, each construct demonstrated notable indirect effects mediated through competitive intelligence, indicating that analytical and environmental scanning capabilities serve as essential mechanisms translating leadership and learning into effective digital action.Competitive intelligence emerged as a central mediating factor that enhances school leaders’ ability to convert learning and leadership resources into strategic, data-informed digital decisions. By integrating environmental monitoring, trend analysis, and opportunity recognition, competitive intelligence acts as an interpretive lens that enables leaders to contextualize technological adoption, anticipate emerging needs, and align digital initiatives with institutional capabilities. This finding highlights the necessity of cultivating analytical literacy among school leaders in tandem with leadership development and professional learning.Overall, the results emphasize that effective digital transformation is not primarily a technological undertaking; rather, it is a human-centered, learning-driven, and intelligence-informed process. Principals who operate in learning-rich contexts are better equipped to develop reflective habits, update their pedagogical and managerial knowledge, and guide their schools through digital change. Ambidextrous leaders, capable of balancing innovation with continuity, provide the stability and dynamism required for digital transformation initiatives to take root. Competitive intelligence further strengthens these competencies by enabling leaders to interpret educational, technological, and organizational trends with precision.In practical terms, the study recommends that policymakers and educational planners reorient digital transformation strategies away from hardware-centric approaches and toward the development of professional learning ecosystems, leadership ambidexterity, and institutional intelligence-building mechanisms. Investing in capacity development—not merely infrastructure—can offer a more sustainable, adaptive, and evidence-based pathway for advancing digital transformation in primary schools.

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Journal date created	2007
Volume published	20
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