Original Research Paper
Educational Management
S. Hamedinasab; S. M. Saffari
Abstract
Background and Objectives: The increasing presence of Generation Z students in universities, along with their distinctive cognitive, technological, and communicative characteristics, has presented instructors with new challenges in classroom management. The aim of this study was to explore and elucidate ...
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Background and Objectives: The increasing presence of Generation Z students in universities, along with their distinctive cognitive, technological, and communicative characteristics, has presented instructors with new challenges in classroom management. The aim of this study was to explore and elucidate the lived experiences of instructors regarding effective classroom management strategies when engaging with Generation Z students, in order to identify practical models and effective teaching approaches in this context.Methods: The present study was designed and conducted using a qualitative approach with a phenomenological methodology. The research population consisted of all university instructors in South Khorasan Province who were teaching during the 2025-2026 academic year. Purposeful sampling was employed for data collection, and semi-structured interviews were conducted with 14 instructors (eight men and six women) until theoretical saturation was reached. The data were meticulously recorded, transcribed, and analyzed using thematic analysis. To ensure data reliability, inter-coder agreement was utilized, and to enhance the validity of the findings, review and feedback were obtained from experts in the fields of education and classroom management.Findings: The findings of the study indicated that instructors employed a wide range of strategies to effectively manage classrooms with Generation Z students, which could be classified into seven overarching themes and 24 organizing themes. The first category comprised Interactive and Participatory Strategies, including designing engaging activities based on students’ individual differences, participatory management, two-way interaction between instructors and students, and group activities to enhance motivation and active participation. The second category involved Disciplinary Strategies, emphasizing participatory behavioral contracts, firmness coupled with empathy, mutual respect, and effective management of student focus. The third category consisted of Motivational Strategies, such as creating a safe and supportive environment, ensuring the scientific appeal of the content, using storytelling, and providing engaging and motivational hooks to capture students’ attention. The fourth category encompassed Technology-Driven Strategies, which involved the use of artificial intelligence tools, educational software, and visual aids to deliver content and enhance student learning. The fifth category included Flexible Strategies, such as adaptability in instructor behavior, modifying teaching methods, and aligning with the language and learning styles of Generation Z. The sixth category comprised Professional Development–Based strategies, emphasizing project-based learning, pre-study, practical activities, and skill-building exercises that provide students with hands-on experience. The seventh and final category involved Environmental Strategies, which included classroom environment management, designing suitable physical and virtual spaces, and utilizing online tools and resources to facilitate effective learning and student interaction.Conclusion: This study demonstrated that the combination and simultaneous application of these strategies enhanced the active participation of Generation Z students and made their learning experiences more effective and satisfying. The findings also indicated that adherence to interactive, motivational, and flexible principles played a significant role in reducing behavioral challenges, increasing motivation, strengthening focus, and improving the quality of interaction between instructors and students. Based on these results, it was recommended that instructors and universities integrate these strategies into educational programs, teaching policies, and professional development initiatives to enhance instructors’ competencies and optimize classroom management with Generation Z students. Furthermore, this study provides a foundation for future research to explore students’ perspectives, compare different academic disciplines, and examine the long-term effects of these strategies on the performance and motivation of Generation Z students.
Original Research Paper
Educational technology- primary school
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
Electronic learning- virtual
T. Akbari
Abstract
Background and Objectives: In recent decades, with the rapid growth of digital technologies and their increasing penetration into educational systems, the development of teachers’ technological competencies has become an inevitable necessity. Particularly after the experience of online education ...
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Background and Objectives: In recent decades, with the rapid growth of digital technologies and their increasing penetration into educational systems, the development of teachers’ technological competencies has become an inevitable necessity. Particularly after the experience of online education during the COVID‑19 pandemic, the importance of paying attention to emerging technologies and fostering a culture of continuous learning in schools has become more evident. Innovative leadership of school principals and a learning-oriented organizational culture, as two key factors, can play a significant role in strengthening teachers’ technological capacities and facilitating digital transformation in educational management. Therefore, the main objective of this study was to examine the role of innovative leadership and learning organizational culture in explaining teachers’ technological competencies, with a particular focus on the mediating role of digital learning within the framework of modern educational management.Methods: This study was applied in purpose and was conducted using a descriptive–correlational design. The statistical population consisted of all primary school teachers in Ardabil during the 2025–2026 academic year (N = 1,732). Based on Morgan’s table and using stratified random sampling, 314 teachers were selected as the research sample. Data were collected using three standardized and validated questionnaires: the Innovative Leadership Questionnaire based on the model, the Learning Organization Culture Questionnaire developed, and the Teachers’ Technological Competence Questionnaire designed according to the TPACK framework. The face and content validity of the instruments were confirmed by a panel of experts, and their reliability was verified using Cronbach’s alpha coefficients above 0.80. Data analysis was conducted using SmartPLS software and structural equation modeling (SEM) to examine the relationships among the study variables.Findings: The results indicated that innovative leadership had a positive and significant effect on strengthening learning organizational culture (β = 0.61, t = 8.24). In addition, learning organizational culture had a significant positive effect on digital learning in schools (β = 0.59, t = 7.88). Digital learning, as a mediating variable, also had a significant impact on enhancing teachers’ technological competencies (β = 0.41, t = 6.13). Furthermore, the mediating paths of learning culture and digital learning in the relationship between innovative leadership and teachers’ technological competence were statistically significant, highlighting the importance of these mediating variables. The findings are consistent with theoretical models of organizational learning as well as previous national and international studiesConclusion: From a theoretical perspective, the findings emphasize that innovative leadership and a learning-oriented organizational culture should be considered two fundamental pillars of modern educational management. Establishing innovative leadership in schools strengthens the learning culture and provides the necessary foundations for digital learning. This process, in turn, enhances teachers’ technological competencies. Therefore, digital learning should be viewed not merely as a technological tool but also as an important mediating mechanism in the process of digital transformation in education systems. From a practical perspective, the results suggest that educational administrators and policymakers should design professional development programs aimed at enhancing innovative leadership skills and fostering a learning culture within schools. Additionally, revising teacher performance evaluation systems with a focus on digital competencies can contribute to improving educational quality and facilitating digital transformation. Overall, the findings indicate that transformation in educational management cannot be achieved without attention to these key factors, and digital learning acts as a catalyst for achieving the goals of modern education.
Original Research Paper
Electronic learning- virtual
Gh. A. Montazer; Z. Abbasi; M. Farazkish
Abstract
Background and Objectives: Faculty attitudes toward e-learning are a key factor in the acceptance, adoption, and utilization of this technology in universities. A positive attitude can facilitate implementation and lay the groundwork for successful use of new technologies, while a negative attitude constitutes ...
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Background and Objectives: Faculty attitudes toward e-learning are a key factor in the acceptance, adoption, and utilization of this technology in universities. A positive attitude can facilitate implementation and lay the groundwork for successful use of new technologies, while a negative attitude constitutes a serious barrier to achieving educational goals. The COVID-19 pandemic created an unprecedented situation in which Iranian higher education was broadly and compulsorily shifted toward e-learning. This sudden transformation made examining faculty attitudes during this period—and understanding its various dimensions—a strategic priority. The present study aimed to analyze the attitudes of faculty members at Iranian universities toward e-learning and to examine the extent to which these attitudes changed during the COVID-19 pandemic crisis.Methods: To measure faculty attitudes, a localized framework tailored to Iranian conditions was first developed. This framework was built upon a review of documents and prior research, as well as a survey of 63 experts in the field of e-learning. Within this framework, faculty attitudes were classified into two main domains: internal factors (cognitive, affective, and behavioral) and external factors (organizational, technical, and facilitating environment), with relevant indicators and measures extracted for each component. Data were then collected through an online survey at two time points: first at the onset of the COVID-19 pandemic (early 2020) and again at its conclusion (late 2021). The statistical population comprised 5,856 faculty members in the first assessment and 7,400 in the second, drawn from universities across the country. The collected data were analyzed using the developed framework to enable comparison of changes in faculty attitudes over the course of the period.Findings: The results indicate that the mean overall faculty attitude toward e-learning increased from 4.74 at the onset of the crisis to 5.11 at its conclusion—a statistically significant improvement over time, reflecting a gradual growth in adaptation and acceptance of e-learning within the academic community. However, this improvement was driven more by gains in structural, institutional, and facilitating environment components than by increases in faculty satisfaction or intrinsic motivation. Accordingly, while the performance of Iranian higher education during the crisis may be considered acceptable from an institutional and structural standpoint, sustaining faculty motivation, active engagement, and intrinsic satisfaction remains a fundamental challenge on the path to consolidating e-learning.Conclusions: It can be concluded that although the COVID-19 crisis propelled the higher education system toward the use of e-learning technologies, this forced migration did not lead to notable improvement in the internal dimensions of faculty attitudes. The rise in mean attitude scores, while indicative of gradual progress and universities’ capacity to adapt to crisis conditions, will only be sustained if accompanied by deeper reforms in the motivational, interactive, and perceptual domains. The future of e-learning depends not only on technological development, but on a deeper understanding of human attitudes and experiences at the heart of the teaching–learning process. The findings of this study can serve as a basis for higher education policymakers in designing professional development programs, improving technological infrastructure, and fostering intrinsic motivation among faculty, so that e-learning may transition from a compulsory necessity to a conscious and sustainable choice.
Original Research Paper
Educational computer games
E. Jamehshorani; ya. Alimohamadi; M. AlizadehJamal
Abstract
Background and Objectives: Problem-solving and creativity skills are key 21st-century competencies and play a fundamental role in students' cognitive and social development, especially in the early years of education. These skills are essential for academic success and for preparing students to face ...
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Background and Objectives: Problem-solving and creativity skills are key 21st-century competencies and play a fundamental role in students' cognitive and social development, especially in the early years of education. These skills are essential for academic success and for preparing students to face future life challenges. However, findings from international assessments and domestic studies indicate that Iranian students show relative weaknesses in these areas—weaknesses that can limit their ability to solve complex problems and innovate. This underscores the need to adopt innovative teaching methods in Iran’s education system. In this regard, interactive digital storytelling and intelligent games, due to their multimedia and interactive nature, hold great potential for enhancing students’ motivation and engagement. Nevertheless, the combination of these two approaches in teaching the Persian language, with an emphasis on Iranian culture, has been less explored. Accordingly, the present study aimed to examine the effect of combining interactive digital storytelling and intelligent games on developing problem-solving and creativity skills among first-grade primary students in the Persian language course, using culturally relevant Persian content, and to provide scientific evidence for improving learning quality.Methods: This quasi-experimental study, employing a pretest–posttest design, compared an innovative teaching method (interactive digital storytelling and intelligent games) with a conventional teaching approach (lecture and class discussion) in the first-grade Persian language course. The study population consisted of first-grade female students in Bojnord (aged 6–7 years) during the 2024–2025 academic year. A total of 60 students were selected through convenience sampling and randomly assigned to experimental and control groups (30 students each) using Random.org. The instruments included the Children’s Problem-Solving Test (10 visual items, reliability = 0.83) and the simplified Torrance Creativity Test (reliability = 0.80). The 10-week intervention for the experimental group involved 30 minutes of digital storytelling (Persian content from Fibido and Taghche) and 60 minutes of intelligent gaming (from Bazaar and Myket) using group tablets (five students per device). The control group received 60 minutes of lecture-based teaching followed by 30 minutes of class discussion. Quantitative data were analyzed using ANCOVA, the Anderson–Darling test, and fuzzy analysis (MATLAB), while qualitative data from interviews (10 students, five teachers) and questionnaires from 20 parents were analyzed through fuzzy content analysis. Informed consent was obtained from parents, and all data were anonymized.Findings: The results showed that the posttest mean scores of the experimental group were 30.8 ± 3.8 for problem-solving skills and 9.8 ± 1.4 for creativity, whereas the control group scored 25.2 ± 4.0 and 7.4 ± 1.6, respectively. ANCOVA, controlling for pretest scores, confirmed the significance of these differences: problem-solving (F(1,57) = 28.45, p < 0.001, η² = 0.33) and creativity [F(1,57) = 22.67, p < 0.001, η² = 0.28]. Fuzzy analysis using triangular membership functions indicated that 73% of the experimental group fell into the “high problem-solving” category and 68% into the “high creativity” category, compared with only 20% and 23% in the control group, respectively. Qualitative findings highlighted five main themes: enjoyment and motivation in learning (92%), increased self-confidence (88%), enhanced social interaction (80%), development of creative thinking (85%), and cultural-emotional alignment (82%). These themes were consistent with the educational content inspired by classical Persian literature, reinforcing the effectiveness of the innovative teaching approach within the Iranian cultural context.Conclusion: This study, by providing empirical evidence, demonstrated that the digital teaching approach using Persian content enhanced the problem-solving and creativity skills of first-grade students, while also fostering motivation, self-confidence, social interaction, and cultural adaptation. This method can be effectively applied in innovative curricula and teacher training programs, particularly in underprivileged areas, using simple tools such as projectors and group tablets. Limitations included the use of convenience sampling, the 10-week intervention period, and the absence of individual tablets. It is recommended that future research involve more diverse samples, longer interventions, and advanced technologies (e.g., augmented reality) to explore the applicability of this approach in other subjects.
