Technology of Education Journal (TEJ)

Original Research Paper-English Issue Emerging educational technologies

Teacher-made 360-degree VR Tours for Foreign Language Learning: Insights into Learned Helplessness in a Low Socioeconomic Status Context

M. Eftekhari; M. Rahimi

Volume 20, Issue 1 , January 2026, Pages 1-22

https://doi.org/10.22061/tej.2026.12814.3342

Abstract

Background and Objectives: Educational technology has long been recognized as a powerful tool for enhancing foreign language learning opportunities, with particular relevance for students in under-resourced environments where instructional quality and materials are often limited. Among emerging tools, ... Read More Background and Objectives: Educational technology has long been recognized as a powerful tool for enhancing foreign language learning opportunities, with particular relevance for students in under-resourced environments where instructional quality and materials are often limited. Among emerging tools, virtual reality (VR) videos have gained increasing attention for their capacity to create immersive, authentic learning experiences in recent years. Despite the promise of these emerging technologies, little is known about how their pedagogical effectiveness varies among learners with different psychological profiles. One such psychological factor-learned helplessness (LH)- plays a critical role in students’ academic behaviours, motivation, and resilience. Learners with high LH often experience persistent negative expectations about their abilities, reduced perseverance, and diminished engagement, potentially limiting the benefits they receive from technology-enhanced learning environments. Although previous research has explored LH in EFL settings and the equity implications of educational technology, no study to date has examined how teacher-made 360° VR videos influence language learning outcomes across LH levels in a low socioeconomic status (SES). Therefore, the present study was designed to fill this gap by examining the effects of teacher-made 360° VR tours on English achievement among students with different levels of LH in an underprivileged setting.Materials and Methods: The study employed a mixed-methods experimental design. Fifty-eight female 10th-grade students (aged 15-16) from an underprivileged school were randomly assigned to an experimental (n=29) and a control group (n=29). The experimental group used tailored 360° VR tours, made by a Samsung Gear 360 camera, and the control group used ready-made 360 VR videos from YouTube for one academic year. The learning gains were assessed by the English final exam, and the level of LH was evaluated by the EFL-LH scale. Quantitative data were analyzed using a two-way analysis of variance (ANOVA) to compare post-test performance between research groups and participants with different levels of LH. To explore learner perceptions, an open-ended questionnaire was used with a purposive subsample representing both high- and low-LH groups. Qualitative data were analyzed thematically to identify patterns in learners’ perceptions of the VR learning experience. achievement between the teacher-made 360° VR tour group and the ready-made VR video group, although the experimental group demonstrated slightly higher mean gains. However, LH emerged as a strong differentiating factor [F(2, 52)=5.311, p=0.008<0.05]. Learners with low LH significantly outperformed high-LH learners both within and across the two instructional conditions. Low-LH learners in the experimental group demonstrated the greatest improvement, suggesting that immersive, teacher-designed experiences may be particularly effective for motivated and self-efficacious learners. Qualitative findings illustrated that low-LH learners expressed positive attitudes, describing the tours as engaging, relevant, and helpful in improving vocabulary and comprehension. In contrast, high-LH learners reported difficulties in maintaining interest, scepticism about the educational value of the VR tours, and occasional feelings of being overwhelmed by the immersive environment. Conclusions: The study highlights the nuanced role of LH in shaping learners’ responses to immersive educational technologies. While teacher-made 360° VR tours have the potential to enhance engagement and learning, their benefits are not equally distributed among all learners. In low-SES contexts, where LH may be more prevalent due to environmental and systemic constraints, simply introducing advanced technologies is not sufficient for ensuring equitable learning outcomes. Effective integration of VR tools requires pedagogical scaffolding, emotional support, and targeted interventions to address LH-related barriers. These findings underscore the need for context-sensitive technology integration frameworks that consider both technological affordances and learners' psychological differences.

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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-English Issue

Meta-Analysis of Research Related to Gamification with Emphasis on its Long-Term Effects on the Academic Performance of Elementary Students

J. Keyhan; Go Sheikhloo

Articles in Press, Corrected Proof, Available Online from 25 December 2025

https://doi.org/10.22061/tej.2026.12202.3251

Abstract

Background and Objectives: In recent years, gamification has emerged as a prominent strategy for redesigning learning experiences and enhancing students’ motivation and engagement, gaining a significant position in the literature on school-based education. Despite the growth of empirical studies, ... Read More Background and Objectives: In recent years, gamification has emerged as a prominent strategy for redesigning learning experiences and enhancing students’ motivation and engagement, gaining a significant position in the literature on school-based education. Despite the growth of empirical studies, a considerable portion of the existing evidence has focused on short-term outcomes, and a conclusive synthesis of the long-term effects of gamification on academic performance, particularly in elementary education, is still lacking. Given that the early school years are critical for the development of learning habits and stable motivational patterns, evaluating the long-term impacts of gamification from the perspective of curriculum planning and educational policy is of particular importance. Accordingly, the present study aimed to conduct a meta-analysis of quantitative studies on gamification, with an emphasis on its long-term effects on the academic performance of elementary school students, to determine the combined effect size and the consistency of longitudinal study results in this domain.Materials and Methods: This study was conducted using a meta-analytic approach. The research population included all published domestic and international quantitative studies over the past 24 years that reported the long-term effects of gamification on the academic performance of elementary school students. Literature search and retrieval were conducted using keywords related to gamification, academic performance, longitudinal studies, and elementary education, and the retrieved studies were screened based on inclusion and exclusion criteria. Key inclusion criteria comprised a focus on elementary school students, use of quasi-experimental longitudinal designs, provision of quantitative data convertible to effect sizes, and reporting of outcomes over a long-term period. Following evaluation and coding of data using the data extraction forms, a total of 21 quasi-experimental and longitudinal studies were included in the analysis. Data analyses were performed using Comprehensive Meta-Analysis (CMA) software, focusing on effect sizes and heterogeneity indices across studies.Findings: The fixed-effect model indicated that gamification exerts a positive and statistically significant long-term impact on students’ academic performance, yielding a pooled effect size of 0.472, which falls within the moderate range. The heterogeneity indices suggested no statistically meaningful between-study variability (Q = 19.14, χ² = 36.415, I² = 0%), indicating overall consistency across the included studies. Nevertheless, interpretation of the long-term effect should remain sensitive to contextual conditions and implementation quality, as substantive variations in real-world impact may not be fully captured by heterogeneity statistics. Within this framework, students’ developmental and individual characteristics, classroom and school contexts, and the intensity and quality of gamified technology design and use may moderate the magnitude and durability of academic outcomes. Moreover, intervention duration and the timing of follow-up assessments are key factors that likely shape whether gamification effects are sustained or attenuate over time in longitudinal research.Conclusions: Based on the synthesized evidence, gamification can positively and significantly improve the long-term academic performance of elementary school students. This finding extends gamification beyond a short-term motivational intervention, positioning it as a reliable strategy for designing sustainable learning experiences, provided that game elements align with educational objectives and curriculum logic. Practically, it is recommended that the development and implementation of gamified approaches in elementary schools be supported, with emphasis on design quality, developmental appropriateness, and continuity of implementation. Furthermore, future research that reports detailed intervention components, follow-up duration, and implementation quality can enable more nuanced analyses and clarify the mechanisms underlying the long-term effectiveness of gamification.

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

Improving decision-making in beginner basketball players using virtual reality and video simulation technologies

Zahra Vazifeh; Shahzad Tahmasebi Boroujeni; Elahe Arabameri

Articles in Press, Corrected Proof, Available Online from 23 September 2025

https://doi.org/10.22061/tej.2026.12105.3239

Abstract

Background and Objectives: High-level competitions require exceptional physical and cognitive abilities. Decision-making, as a key cognitive skill, plays a crucial role in sports activities. If this skill improves in any of the players, it will contribute to the success of the team and the group. Accordingly, ... Read More Background and Objectives: High-level competitions require exceptional physical and cognitive abilities. Decision-making, as a key cognitive skill, plays a crucial role in sports activities. If this skill improves in any of the players, it will contribute to the success of the team and the group. Accordingly, identifying effective training methods and technologies that can enhance decision-making is essential, as such improvements may indirectly boost athletic performance. These methods should include a variety of exercises along with environmental control. Among emerging technologies, virtual reality (VR) has shown mixed effects on athletes’ performance, while video simulation also presents both strengths and limitations that warrant further exploration. Therefore, the present study aimed to examine the impact of virtual reality and video simulation training on the decision-making abilities of novice basketball players.Methods: Participants included 51 novice female basketball players (mean age: 19.88 ± 0.68 years), who were randomly assigned to three equal groups: virtual reality (VR), video simulation, and a control group. The study consisted of two phases: a pre-test and a post-test. During the tests, participants viewed 10 video clips, each lasting 10 seconds, extracted from critical moments in basketball games involving changes in direction and course. At the 8th second of each clip, an auditory cue was played, and the screen went black for 2 seconds, signaling the participant to respond. At the end of this interval, the same cue indicated the end of the response period, and the next clip was displayed without interruption.Participants were instructed to indicate their predicted directional decision - right, left, forward, or backward — as the next move of the player in the scene. Throughout three training sessions, the VR and video simulation groups each watched 20 specialized clips containing critical scenarios and decision-making situations. The control group, by contrast, watched a regular basketball game for 15 minutes in each session. In the post-test phase, participants were again shown 10 clips similar to the pre-test and asked to make decisions regarding the next move. For statistical analysis, the Wilcoxon signed-rank test was used to compare pre- and post-test results within each group, and the Kruskal–Wallis test was employed to examine differences between the groups.Findings: Indicated that within-group comparisons revealed a significant increase in decision-making scores from pre-test to post-test in both the virtual reality and video simulation groups (P < 0.05). However, no significant change was observed in the control group (p > 0.05). Post-test comparisons between groups revealed that the virtual reality group scored significantly higher than the control group (p = 0.039). However, there were no significant differences between the video simulation group and the control group (p = 1.00), nor between the virtual reality and video simulation groups (p = 0.066).Conclusion: The findings of this study suggest that training with virtual reality and video simulation technologies can significantly enhance decision-making abilities in novice basketball players. Both methods led to improvements compared to the control group; however, virtual reality demonstrated a stronger effect than video simulation, although the difference between the two experimental groups was not statistically significant at the post-test stage. These findings suggest that emerging technologies, especially virtual reality, hold promise as effective tools for training and improving sport-specific cognitive performance.

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Original Research Paper

Teaching Architectural Design Process Using SketchUp Software with Emphasis on Enhancing Spatial Abilities of Architecture Students

F. Dabaghian; H.R. Azemati; B. Ssaleh Sedghpour

Articles in Press, Accepted Manuscript, Available Online from 11 January 2025

https://doi.org/10.22061/tej.2025.11299.3128

Abstract

Background and Objectives: Architectural design as a thoughtful construction of space requires complex and multi-stage processes that involve spatial visualization, understanding, and mental rotation. Spatial thinking is one of the main factors of human intelligence that helps to understand, recognize ... Read More Background and Objectives: Architectural design as a thoughtful construction of space requires complex and multi-stage processes that involve spatial visualization, understanding, and mental rotation. Spatial thinking is one of the main factors of human intelligence that helps to understand, recognize and manipulate shapes and images. Education using technologies such as virtual reality, 3D modeling tools, and software can effectively enhance students' spatial thinking. These technologies not only help to provide better spatial concepts and skills, but also affect the ability to analyze, recognize and think to solve problems. SketchUp, as a type of 3D design software, is a powerful tool for creating accurate and realistic models of buildings so that the use of this software in the architectural design education process can help students to strengthen their spatial thinking skills and provide the best design methods. Therefore, this research focuses on the use of SketchUp in architectural design education and its impact on students' spatial abilities.Methods: The present study adopted a quasi-experimental within-group design conducted in three phases: pre-test, SketchUp training, and post-test. The initial step involved assessing the spatial abilities of the students before SketchUp training using a questionnaire consisting of 10 visual questions. The second step consisted of SketchUp training conducted over 21 sessions, each lasting six hours. Training was delivered through instructional videos and practical offline projects. Following the completion of the training, the spatial abilities of the students were reassessed using a post-test questionnaire containing 2 visual questions.The study population included 51 female students from 11th-grade architecture classes in a vocational school during the summer 2022 and summer 2023. A sample of seventeen students was selected using purposive sampling. Data collection utilized a researcher-designed visual Likert-scale questionnaire, validated through expert opinions for content validity. The reliability of the questionnaire was confirmed with a Cronbach's alpha coefficient of 0.864. Data analysis was performed using paired samples t-test with SPSS version 26, assessing the impact of SketchUp training on students' spatial abilities. This methodology aimed to evaluate the effectiveness of SketchUp training in enhancing spatial thinking skills among high school students studying architecture.Findings: The findings showed that teaching through sketch with test (t=2.286) and (p=0.036) had an effect on students' spatial ability and the difference between the mean scores before and after the test was significant. Also, training had a significant effect on spatial visualization with the test (t=2.814) and (p=0.012) and it had been strengthened during the projects. Commands to COPY (t = 2.63), UNION (t = 3.20) and Commands to SLOPE (t= 3.10) were the most used and effective. Moreover, due to the lack of significant effect (P>0.05), the difference between the mean scores before and after the test was not significant and Sketchup training had no effect on Spatial Perception. In addition, based on the non-significance level of the test (t=1.499) and (P>0.05), teaching with Sketchup software did not result in a difference between the mean scores before and after the test and did not have significant effect on the students' mental rotation.Conclusion: Teaching through Sketchup software has led to a significant improvement in students' spatial ability and spatial visualization. These results show that Sketchup can be an effective tool for teaching spatial and architectural skills. But it had no significant effect on students' spatial Perception and mental rotation. Therefore, to strengthen these skills, the use of other tools and methods and the need for more diverse training programs are recommended.

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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

The Impact of a Blended Learning-Based Educational Program on Mental Rotation of Students with Hearing Impairment in Chemistry Concepts

F. Farzin; E. Zaraii Zavaraki; Z. Jamebozorg; M. Vahedi

Articles in Press, Accepted Manuscript, Available Online from 24 December 2025

https://doi.org/10.22061/tej.2025.11735.3188

Abstract

Background and Objectives: Teaching abstract chemistry concepts to students with hearing impairments is one of the fundamental challenges of the educational system. Mental rotation ability, as a core component of spatial thinking, plays a central role in understanding chemistry concepts, and research ... Read More Background and Objectives: Teaching abstract chemistry concepts to students with hearing impairments is one of the fundamental challenges of the educational system. Mental rotation ability, as a core component of spatial thinking, plays a central role in understanding chemistry concepts, and research shows that the blended learning approach can help improve learning in students with special needs. In blended learning, students with special educational needs simultaneously benefit from online learning and in-person instruction and can work independently at their own pace. Additionally, this approach allows teachers to act with greater flexibility and dedicate more time to individual interaction with students. Given the lack of comprehensive studies in this field, this research aims to systematically review studies conducted on the impact of blended learning-based educational programs on the mental rotation ability of students with hearing impairments in understanding chemistry concepts.Methods: This research is a systematic review study conducted following the PRISMA guidelines. Article searches were performed in five databases – Scopus, Web of Science, PubMed, ERIC, and Google Scholar – for the period from 2014 to 2025. Inclusion criteria included original research articles related to chemistry education for students with hearing impairments, use of blended learning approach or assistive technologies, and examination of the intervention’s impact on learning or mental rotation. From 172 articles found, after removing duplicates and reviewing titles and abstracts, 37 articles were selected for full-text review, and finally, 11 articles meeting the inclusion criteria were included in the study. The Betten et al., 2014 checklist was used to assess article quality. Data regarding intervention methods, type of technology used, and results were extracted from the articles and analyzed using qualitative content analysis.Findings: Qualitative content analysis of the articles revealed four main themes: Educational Challenges (with three sub-themes: difficulty understanding abstract concepts, communication limitations, and lack of appropriate educational resources, with a total frequency of 18 cases), Technology Benefits (with three sub-themes: improved content accessibility, increased interaction and participation, and opportunity for repetition and practice, with a total frequency of 21 cases), Instructional Design Considerations (with three sub-themes: use of visual elements, language simplification, and immediate feedback provision, with a total frequency of 22 cases), and Educational Needs (with three sub-themes: teacher training, specialized content production, and infrastructure improvement, with a total frequency of 20 cases). Results showed that the blended learning approach helps improve learning through four main mechanisms: creating a multi-sensory learning environment, enabling deep content interaction, providing immediate feedback, and personalizing the learning path. Identified effective technologies included molecular simulation software, virtual reality environments, 3D visualization tools, and new game-based approaches such as block-based games and gamification methods.Conclusion: The results of this study indicate that success in teaching chemistry to students with hearing impairments requires a systematic and multifaceted approach in which new technologies are intelligently integrated with traditional methods. For successful implementation of this approach, investment in three areas is essential: development of technological infrastructure, production of specialized educational content, and continuous teacher training. Recent advances in artificial intelligence, virtual reality, and game-based approaches have created new opportunities for improving education, but their successful implementation requires attention to issues of accessibility, cost, and educational equity. The main limitations of the research included the small number of high-quality studies, limited sample size in some studies, and the geographic concentration of research in specific countries. It is suggested that future studies examine the long-term impact of educational interventions, the role of individual and environmental factors in the success of programs, and analyze the cost-effectiveness of different interventions.

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Original Research Paper

Improving the accuracy of predicting students' academic success and failure based on the efficiency of deep feedforward neural networks

H. ziafat; Gh. Azariarani

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.12612.3316

Abstract

Background and Objective: Educational data mining, as a modern and interdisciplinary field, plays a crucial role in analyzing learners’ behavior, identifying factors influencing academic success or failure, and supporting educational decision-making. With the growth of e-learning systems and the increasing ... Read More Background and Objective: Educational data mining, as a modern and interdisciplinary field, plays a crucial role in analyzing learners’ behavior, identifying factors influencing academic success or failure, and supporting educational decision-making. With the growth of e-learning systems and the increasing volume of educational data, the need for intelligent methods to extract hidden knowledge from these data has become more pronounced. Although traditional machine learning methods have been widely used in numerous studies, they face limitations in terms of accuracy and generalization capability when dealing with complex, nonlinear, and high-dimensional educational data. In this context, deep learning–based models and artificial neural networks have attracted significant attention due to their strong ability to model complex relationships. The main objective of this study is to develop and evaluate an intelligent hybrid model based on feedforward neural networks, including Artificial Neural Networks ( ANN ), Extreme Learning Machines (ELM), and Multilayer Perceptron (MLP), combined with advanced feature selection methods, in order to identify key variables affecting students’ academic performance and significantly improve the accuracy of academic status prediction. Research Methodology: In this study, a comprehensive set of educational data was utilized, including demographic, socio-economic, enrollment-related information, educational records, and students’ academic grades. The data were collected from university educational systems as well as reputable public datasets. After performing necessary preprocessing steps such as data cleaning, handling missing values, and feature normalization, the feature selection process was carried out using three methods: MRMR, Chi-square, and ReliefF. Subsequently, the three neural networks (ANN, ELM, and MLP) were trained using 90% of the data, while the remaining 10% was used for testing and model validation. Finally, the outputs of the networks were integrated into a hybrid model using a majority voting strategy. The performance of the proposed model was evaluated using standard metrics, including accuracy, precision, recall, and the F-measure. Findings and Contributions: The experimental results demonstrated that the ReliefF method outperformed the other feature selection techniques in identifying influential features. Using the top 20 features selected by this method, the proposed hybrid model achieved an accuracy of 81.44% and an F-measure of 72.09%. In the evaluation of individual neural networks, the ELM model exhibited the best performance with an accuracy of 82.8%, which was on average 2–4% higher than that of ANN and MLP. Moreover, comparison with traditional machine learning approaches revealed that the hybrid neural network model improved prediction accuracy by more than 7% and classification accuracy by over 4%, indicating the significant superiority of the proposed approach. Conclusion and Future Work: The findings of this study indicate that combining feedforward neural networks with appropriate feature selection methods provides an efficient and reliable approach for predicting students’ academic status. The proposed model can serve as an intelligent decision-support tool in educational systems to enable early identification of students at risk of academic failure. Future research may focus on incorporating attention mechanisms, more advanced feature selection techniques, deeper learning models, and larger and more diverse datasets to further enhance the accuracy and generalizability of the model.

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Original Research Paper

The mediating role of social networks in the relationship between life skills and academic enthusiasm

M. Esmaeili; K. Nazari

Articles in Press, Accepted Manuscript, Available Online from 28 December 2025

https://doi.org/10.22061/tej.2025.12378.3277

Abstract

Background and Objectives: Academic enthusiasm and the factors influencing it are among the key indicators of educational success and the enhancement of students’ psychological well-being. In this regard, life skills — as a set of cognitive, emotional, and social abilities — can affect ... Read More Background and Objectives: Academic enthusiasm and the factors influencing it are among the key indicators of educational success and the enhancement of students’ psychological well-being. In this regard, life skills — as a set of cognitive, emotional, and social abilities — can affect academic enthusiasm. Moreover, with the increasing use of social networks among students and their dual role in either facilitating or weakening educational interactions, it has become increasingly necessary to examine how these platforms influence the relationship between life skills and academic enthusiasm. The present study aimed to investigate the mediating role of social networks in the relationship between life skills and academic enthusiasm among upper elementary school students. Methods: From the perspective of research design, this study was descriptive, and in terms of purpose, it was applied. The research method was descriptive-survey of a correlational type, based on structural equation modeling (SEM). The statistical population consisted of 4,521 upper elementary school students from District 4 of Qom. Using the Krejcie and Morgan table, a sample of 384 students was selected through simple random sampling. To measure life skills, the Babadi and Meshkani Children’s Life Skills Questionnaire (2011) was used, which assesses four components among students: social skills, self-regulation, self-control (self-management), and social responsibility. To assess students’ academic enthusiasm, the Fredricks et al. (2012) Academic Engagement Questionnaire was utilized, which measures three components: behavioral engagement, emotional engagement, and cognitive engagement. To measure the use of social networks among students, the Jahanbani (2018) Social Networks Questionnaire was employed, evaluating three components: level of use, type of use, and level of trust in users. The content and face validity of the questionnaires were confirmed by 10 faculty members from the Department of Educational Sciences and Educational Management. Reliability was assessed in two stages — before and after the main implementation of the study. The Cronbach’s alpha coefficients for all questionnaires were above the 0.70 criterion, indicating acceptable reliability. Data were analyzed using correlation and t-tests, Sobel’s test for mediating effects, path coefficients, and model fit indices within the framework of structural equation modeling (SEM) using SmartPLS software. Findings: The results showed that social networks play a mediating role in the relationship between life skills and students’ academic enthusiasm. Moreover, life skills had a significant effect on social networks, with a t-value of 7.629 (p < 0.001). Similarly, social networks had a significant effect on academic enthusiasm, with a t-value of 6.26 (p < 0.001). However, the findings indicated that life skills alone did not have a direct and significant effect on students’ academic enthusiasm at the 95% confidence level (t = 0.535, p > 0.05). Nonetheless, through the enhancement and improvement of social network use, life skills indirectly contributed to an increase in academic enthusiasm. Conclusion: The findings indicated that life skills indirectly, and social networks directly, influence students’ academic enthusiasm. Accordingly, it can be concluded that teaching life skills, alongside the purposeful and informed use of social networks, can play an effective role in enhancing students’ academic enthusiasm. Moreover, social networks provide a significant pathway for transferring the effects of life skills to academic enthusiasm, and their mediating role is statistically validated.

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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

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 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

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

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 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 artificial intelligence in the teaching-learning process. However, the main issue is whether possessing theoretical knowledge about artificial intelligence 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 artificial intelligence 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 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 2024-2025, totaling 600 individuals. The sample size was estimated at 234 using the Krejcie and Morgan table, and sampling was conducted using the convenience method, resulting in the collection and analysis of 235 complete questionnaires. Data were collected using three standard instruments: the AI Literacy Questionnaire (Ning, 2025), a researcher-made Technology Integration Skills Questionnaire based on the SAMR model, and the Teachers' Professional Performance Questionnaire (Darandeh, 2010). The validity and reliability of the instruments were confirmed using Cronbach's alpha (0.93, 0.95, and 0.93, 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 very 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. Conclusion: The findings of the research indicate that artificial intelligence literacy alone and without mediation is not capable of enhancing teachers' professional performance. This result suggests that theoretical knowledge about artificial intelligence leads to improved teaching quality, evaluation, and classroom management only when it passes through the channel of "practical technology integration skills." In other words, technology integration acts as a driving engine that converts cognitive potential (literacy) into actual performance. Given the low level of literacy and integration skills in the studied population, it is suggested that teacher professional development programs move beyond merely focusing on knowledge enhancement and concentrate on practical workshops regarding "how to integrate smart tools into teaching." The main limitation of this study was its conduct in a specific geographical area and the use of self-reporting tools, which warrants caution in generalizing the results.

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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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Journal Metrics http://jte.sru.ac.ir/journal/metrics
Journal date created	2007
Volume published	19
issues published	76
Articles published	826
Authors numbers	1,781
Google h-index	21
Google total citations	3301
Google i10 index	85
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Submission numbers	2,450
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Volume 20 (2026)

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Volume 17 (2023)

Volume 16 (2022)

Volume 15 (2021)

Volume 14 (2020)

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Volume 12 (2018)

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Volume 10 (2016)

Volume 9 (2015)

Volume 8 (2014)

Volume 7 (2013)

Volume 6 (2012)

Volume 5 (2011)

Volume 4 (2010)

Volume 3 (2009)

Volume 2 (2008)

Volume 1 (2007)

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Indexing and Abstracting

Keywords Cloud