Original Research Paper
M. Pourjamshidi; M.R. Vafi Nair
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 ...
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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.
Original Research Paper
R. Jalili; N. Alaei Far; Z. Ebrahimi
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 ...
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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.
Original Research Paper
Marzieh Keramati nojedeh sadat; milad chabok
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 ...
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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.
Original Research Paper
Mashallah Salehpour; Ali akbar Ramezani; Seyyed Hossein NaslMousavi; mirsaeid hosseini
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. ...
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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.
Original Research Paper
H. Aflakifard; M. Ghalehnoei; S. Ramezan Khani
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, ...
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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
malihe taghipour; aliakbar heidari; Khatereh Sajjadi
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 ...
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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 role in promoting social skills and controlling such aggressive behaviors. Accordingly, the study tries to evaluate the impact of the school environment on the reduction of aggressive behaviors in children. Among the spaces in the school, the yard was selected as the most common space, and its spatial-physical characteristics were evaluated in six schools in Shiraz. The research method is descriptive-analytic based on quantitative and qualitative strategies. A semi-structured questionnaire and interview with students and teachers were used. The results indicated that among the various spatial features of the school yard, green area in the yard, as well as the diversity of open and semi-open spaces in the school yard, had the greatest effect on reducing student behavioral disorder.
Original Research Paper
susan mehrzad; zeinab Golzari; Zahra Taleb
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 ...
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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 subjects (30 in the experimental group and 30 in the control group) were selected by available sampling method. . The research method is semi-experimental with pre-test-posttest design with control and experimental group. To collect information, two researcher-made questionnaires (pre-test and post-test) with appropriate validity and validity of 0/73 and 0/76 have been used. Data analysis has been used central tendency and dispersion at the descriptive level and also in inferential analysis has used covariance test. In addition, the correlation t-test, second post-test scores was compared to the post-test scores which were performed with a one month interval from the first pre test. The results of the findings indicate that the use of the interactive book has a positive effect on students' learning. The use of an interactive book also has a positive impact on student recollection
Original Research Paper
Javad Imani; mehdi bagheri; nader gholi ghorchiyan; parivash jafari
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 ...
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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 includes experts in the field of school effectiveness. Which in part of Quantitative Research, included a limited number of faculty members in Hormozgan universities in the fields of education, of which 30 were selected as samples. Also In the qualitative section, the sample volume was estimated with a theoretical saturation of 10 people. A targeted sampling was used to select the sample. The Data collection tools were through interviews and questionnaires. For data analysis in the Quantitative section, One sample t test and In the qualitative section, open and axial coding was used. The results led to the identification of six Dimensions from 24 concepts that named them as follows: management and leadership; Belief in collective wisdom; Promoting health, health and safety at school; Empowering staff; Establishment of the teaching and learning system and extracurricular activities.
Original Research Paper
shida ranjbari; Zynalabedin Fallah; vahid shojaee
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 ...
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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 experts, sports teachers, and education experts in the field of education that had sufficient experience in sport education in the field. Based on a Snowball sampling, 17 individuals were identified as the sample of the study. The research tool was a researcher-made questionnaire with 23 questions that included 23 factors influencing development of ICT in school sports, which were identified based on a comprehensive study of resources. The whole process of analyzing the data was done in SPSS and MicMac software. The present study revealed that some factors, as key independent actors have a significant role in the development of information and communication technology in sports schools. In order to develop information and communication technology in sport schools, comprehensive planning is needed to develop some key independent factors. Planning on the key factors identified in this study can create the ground for the development and promotion of information and communication technology in school sports.
Original Research Paper
kazem hassani
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. ...
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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.
Original Research Paper
farzaneh hashemi; hasan shariyat; zeynab abootalebi
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 ...
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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.
Original Research Paper
E. Reyhani; M. J. Eslampoor; M. Fath bek; M. Ajdadi
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 ...
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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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