Journal of Research in Educational Systems

Abstract Objective: This research aims to develop and critically examine a model of employability for higher education graduates, with an emphasis on the strategic document of Persian Gulf University.
Method: The study consists of two main phases. Initially, a model for the employability of higher education graduates is identified and developed using qualitative content analysis and interviews with academic and industry experts. After identifying the model, a critical approach is taken to analyze the strategic document of Persian Gulf University, exploring the aspects of student employability and examining the alignment and divergence of the identified model with the aforementioned document.
Results: In the first phase, based on the perspectives of higher education experts, 15 key features were identified for the employability development model of higher education graduates. These features include: job-oriented educational assessment and planning, development of education and counseling, industry connections, pre-university evaluation, attention to documents, consideration of cultural capacities, development of applied research, monitoring of new technologies, promotion of cultural and educational activities, establishment of monitoring and evaluation systems, training in real work environments, utilization and development of skilled human resources in employment, strengthening and developing employment infrastructure, economic planning and empowerment, and sustainable planning. In the second phase, the strategic document of Persian Gulf University was analyzed and interpreted at three levels: description, interpretation, and explanation.
Conclusions: Persian Gulf University lacks coherence and homogeneity in its employment policy-making, necessitating the adoption of macro approaches and directives from national science and technology policy-making bodies to accelerate regional development.

Abstract Objective: This research has investigated the position of cultural capital components in elementary school textbooks.
Metods: For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the textbooks of the second elementary school in the academic year 2023-24, including the fourth, fifth, and sixth grades, and from this population, Persian books, social studies, and heavenly gifts were selected as samples. The research tool includes the content analysis list of cultural capital components according to Bourdieu's theory, which was prepared before this research, and its validity was recalculated through content validity and its reliability through Scott's method with 91.20%. Descriptive statistics and Shannon's entropy method were used to analyze the data.
Results: The findings show that among the components of cultural capital, which include objectified cultural capital, institutionalized cultural capital, and embodied cultural capital; Objectified cultural capital has the largest share with 1837 frequency and 54.25%, and the lowest is related to institutionalized cultural capital with 86 frequency and 2.53%. The embodied cultural capital also consists of 1463 abundance and 43.20%. Also, the lowest information load and the importance factor related to the institutionalized dimension are equal to 0.25 and 0.03, and the highest information load and the importance factor related to the embodied dimension are equal to 0.37 and 0.18.
Conclusion: Therefore, it can be concluded that considering By allocating 33.73% of the content of the elementary course books to the components of cultural capital, the authors of the textbooks of this course have been able to use the capabilities of the textbooks to reflect the components of cultural capital.

Abstract This study seeks to identify the components and content analysis of the curriculum of empirical sciences based on the document of fundamental change (case study of fifth grade curriculum) in the academic year 1398-1989. The research method is a hybrid design that is conducted in two qualitative phases of content analysis with inductive categorization and in quantitative phase of content analysis by Shannon model. The statistical population of this study is in the qualitative level of the upstream documents of the Iranian education system and in the quantitative level of the fifth grade elementary science books. Data were collected using researcher-made journals and tables that were used to record and identify the components of the fifth grade elementary science book. At the qualitative level, 60 items and 24 components were extracted from fundamental transformation document and analyzed using Shannon entropy model in quantitative phase, 47 items and 22 components from elementary fifth grade curriculum. The results showed that in the fifth elementary empirical science textbook the highest importance coefficient was related to the scientific viewpoints on issues and events, participation in activities, training of entrepreneurship basics and the lowest coefficient of utilization of virtual environments and media to enhance learning, It created a variety of educational opportunities for students with special needs, created opportunities to launch and form learner-made science exhibitions and the ability to work and use digital resources.

Abstract Generally, macro policies and development based on these policies in Iran have been around for decades. But in particular, science and technology policy has a history of about two decades. For the first time in the third development plan, a separate section was devoted to the development of science and technology. Over the years, several supreme governing documents in the field of science and technology such as (Visions 1404, National comprehensive scientific map, and Science and technology policies announced by the Supreme Leader) have been elaborated. After over two decades of policy making, unfortunately, the results and outcomes are different from what was expected. The Iranian scientific rank and some other related indicators are evidence of this claim. Considering the nature and outcome this study is a practical one which had done by quantitative and qualitative content analysis of governing documents in the field of science and technology policy. In this study, the theoretical principles related to the subject have been examined and the components of policy instruments identified. Then by analyzing the content of supreme governing documents in the field of science and technology the relationship between the type of policy making and the outcomes has been identified. The findings show that policies lack strategic coherence and strategic vision. As a result, we are seeing imbalances in supply and demand.