Journal of Research in Educational Systems

Abstract Objective: This study aimed to design and validate a model of an ethical university in Iranian medical universities.
Method: The research was applied and mixed-method. In the qualitative phase, data were collected using the grounded theory approach (Strauss & Corbin, 1990) through semi-structured interviews with 26 experts in professional ethics, educational management, and higher education. Data were analyzed through open, axial, and selective coding. The qualitative sample included managers and administrators from medical universities in Zanjan, Qazvin, Qom, Saveh, Arak, and Alborz, faculty members, Ministry of Health experts, and specialists in ethics and medical education. In the quantitative phase, a 30-item researcher-made questionnaire based on qualitative findings was developed and distributed among 384 managers, deputies, experts, faculty members, and researchers. Data were analyzed using SPSS, AMOS, and Smart PLS.
Results: Second-order confirmatory factor analysis indicated satisfactory model fit: χ²/df = 2.081, RMSEA = 0.040, CFI = 0.948, GFI = 0.962, and TLI = 0.956. Key factors influencing the model included policies and structures, ethical education and research, ethical leadership, ethical artificial intelligence, ethical culture and behavior of actors, supervision, social responsibility, and ethical development. Thirty core indicators were identified, including a code of ethics, ethics committees, training courses, responsible research workshops, and ethical guidance for managers.
Conclusion: An ethical university is a multidimensional and dynamic phenomenon that integrates policymaking, culture, education, and ethical technology. It can serve as a framework for enhancing organizational health and professional ethics in medical higher education in Iran.

Abstract Objective: This study aimed to design a competency model for secondary school teachers based on experts’ perspectives.
Method: An applied, descriptive, qualitative research design using informed grounded theory was employed. Data were collected through semi-structured interviews with 25 experts and analyzed via open, axial, and selective coding. Validity was ensured through credibility, transferability, dependability, and confirmability criteria. Reliability was confirmed with a Cohen’s kappa coefficient of 0.876, indicating strong coder agreement.
Results: Sustainable development of teachers’ competencies depends on causal conditions (educational policy-making, motivation, justice, infrastructure), intervening conditions (trust, organizational culture, participation), and contextual conditions (educational infrastructure and technology). Key strategies include innovation and professional growth, while consequential factors involve teacher support, social relationships, and structural transparency. Experts emphasized reforming management, increasing teacher participation, removing political barriers, fostering research, elevating teachers’ status, and strengthening research culture. These findings form the "Sustainable Development of Educational Competencies" model, highlighting the interaction of these factors.
Conclusions: Sustainable competency development requires a comprehensive, systemic approach involving policymakers, managers, and teachers collaboratively. The model moves beyond focusing solely on individual skills to create a dynamic, flexible system for ongoing professional development. Continuous revision of educational programs and assessments ensures alignment with evolving societal and student needs, enabling competency development to become a self-sustaining process that better prepares the education system for future challenges.

Abstract Objective: The present study was conducted with the aim of determining the effectiveness of the curriculum using storytelling on the creativity of the third grade female students of the 2nd district of Zanjan. Methods: The method of the present research is applied research in terms of purpose and semi-experimental research in terms of data collection with a pre-test and post-test design with a control group. The statistical population included third grade elementary school female students in the 2nd district of Zanjan city in the academic year of 2021-2022, and 60 students were selected as a sample using the multi-stage cluster sampling method, and by chance, 30 people were in the experimental group and 30 people were in the control group. The curriculum using storytelling included 15 activities that were presented to the students of the experimental group in 15 sessions of 60 minutes, and the students of the control group received the regular curriculum. Students' creativity was measured using Torrance's (1974) creativity test (image form A) and finally the data were analyzed using Multivariate analysis of covariance (MANCOVA). Results: The findings showed that there is a significant difference in the post-test scores of creativity skills and its components (fluidity, expansion, initiative and flexibility) in the two experimental and control groups; The scores of this variable and its components have increased in the experimental group after teaching the curriculum using storytelling. Also, in each of the variables (total creativity, innovation, expansion, fluidity and flexibility, respectively, 61%, 32%, 52%, 43% and 48%, changes according to the intervention of the curriculum using stories) As if, it can be explained. Conclusion: Therefore, it can be concluded that teaching the curriculum using storytelling creates the ability to generate many ideas and answers, creates the necessary ability to change the direction of thought, creates the ability to generate text ideas, and creates the ability to pay attention to details. depending on an idea, to increase creativity skills in primary school students.