Journal of Research in Educational Systems

Abstract Objective: The aim of this study was to design an integrated model of the conditions, processes, and outcomes of educational quality in universities of medical sciences.
Method: This applied, descriptive, and qualitative study was conducted using the grounded theory approach based on the Strauss and Corbin (1990) model. Data were collected through semi-structured interviews with 21 experts. Purposeful sampling was employed and continued until theoretical saturation was achieved. Data analysis was carried out in three stages: open, axial, and selective coding. To ensure the trustworthiness of the findings, credibility, transferability, confirmability, and dependability criteria were applied. The reliability of the coding process was confirmed using Cohen’s kappa coefficient (0.808).
Results: The findings indicated that educational quality is a multidimensional, dynamic, and systemic phenomenon shaped through continuous interaction among conditions, strategies, and outcomes. In total, 90 initial concepts were extracted and organized into 30 major categories and 10 core categories, including curriculum quality, comprehensive educational services, faculty competencies, educational evaluation, clinical learning, educational governance, digital education, internal evaluation, educational ethics and justice, and educational data intelligence. These categories were integrated into a comprehensive model entitled the “Integrated Educational Quality System,” encompassing five main dimensions: causal conditions, contextual conditions, intervening conditions, interactive strategies, and consequences.
Conclusions: Achieving educational quality in universities of medical sciences requires adopting an integrated and systematic approach that simultaneously addresses structural, managerial, procedural, value-based, and outcome-oriented dimensions. The proposed model provides a context-based and evidence-informed framework for policymaking, performance improvement, enhancement of clinical learning, and strengthening social accountability.

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 The purpose of this study is to provide a theoretical model of children's social education based on verses of the Holy Quran. The research method was descriptive-analytical in terms of data collection. The analytical community included all verses of the Holy Quran along with commentaries, databases related to the subject of research, which were first identified and then studied and analyzed in a purposeful, in-depth and continuous manner. By studying the verses of the Qur'an, interpretations and related sources, the theoretical model of social education in the form of educational goals, principles and methods were extracted. Some of the goals of this model included teaching responsibility, criticism, humility and humility, and some of the principles of this model included love, tolerance, moderation, perfectionism, counseling and dignity, as well as the method of providing a worthy model, learning, compassion and peaceful coexistence. They were included in this model of social education methods. The results of the present study showed that each of the pattern elements was derived from the other and influenced each other, and it was possible to arrange the hierarchy among them. Objectives are propositions derived from the components of social education of the verses of the Holy Quran and the principles were used based on the same propositions and methods. Although the elements of the model were different in terms of application, but each had a specific mission in the educational process and the existence of similarities and the relationship between them was undeniable.
Keywords : Quran, social education , model , children

Abstract The purpose of this research is to design curricula with the approach of globalization and preservation of cultural identity and validation of it from the point of view of experts. The curriculum with a global approach based on Klein's model includes objectives, content, teaching and learning strategies, materials and educational resources, learning activities, training time, learning space, learner grouping, curriculum evaluation. The statistical population of this study consists of all experts and curriculum specialists. To determine the required sample size, a targeted sample of 40 people is used. Data collection is a researcher-made questionnaire. Descriptive statistics and inferential statistics are used to analyze the data. After validity, the CVR content validity ratio and the CVI content validity index, 14 items in the goals section, 10 content classes, 5 teaching and learning strategies, 5 educational materials and resources, 5 learning activities, 6 training time points, 6 items of training space, 7 groups were grouped, 5 evaluation points, totally 62 items.

Abstract In this research, a model of competency for principals of Tehran's primary schools has been presented. The statistical population of the present study consisted of 30 people (5 women and 25 men) from the experts who were selected through a sampling of targeted target snowball. A sample of 30 experts in the field of educational science were selected. The methodology of the present study is applied in terms of objectives, in terms of qualitative and quantitative data and in terms of the nature and type of data study of the foundation. Through interviewing and finally using a narrative theory, a native pattern will be finalized. The measurement tool of the present study, using a form An organized interview in which the template, dimensions, components, and indicators of the competency model are set. First, all patterns, findings, studies, and theories were examined and then, by means of open coding, the indexes were counted, and after the differentiation of the axial encoding for 30 field experts to make selective coding and through the fan Delphi and Deep Interview have reached theoretical saturation. The validity and appropriateness of the qualifying interview form have been gained through the Delphi Fan. The method of data analysis is qualitative and the first finding of the present study indicates that the optimal model of competency is for principals of primary schools in Tehran. This template is made up of 124 indicators that can be used by school administrators. The second finding of the present study shows that the model is composed of what dimensions. This model consists of 6 dimensions, which are respectively the priority of the mental dimension, the insight, the dimensional dimension, the interpersonal dimension, the ethical dimension, the functional dimension, and the dimension of leadership. In the third finding of the present study, the constructive components of the model are 13 items that include skills Decision making, perceptual skills, personality competencies, professional behavior, teamwork, communication skills, professional ethics, value competencies, human resource management, executive management, knowledge and skills, standardization and management. The fourth finding The present research indicates that each of the components of the model is composed of some indicators.

Abstract In this research, a model of learning organization for elementary schools in Tehran has been presented. The statistical population of the present study consisted of 30 people (5 women and 25 men) from the experts who were selected through a sampling of targeted target snowball. A sample of 30 experts in the field of educational science were selected. The methodology of the present study is applied in terms of objectives, in terms of qualitative and qualitative data and in terms of the nature and type of data study of the foundation. Through interviewing and finally using a narrative theory, a native pattern will be finalized. The measurement tool of the present study is using a form An organized interview in which the pattern, dimensions, components and indicators of the learning organization model are set. At first, the kidneys and patterns were found and the studies and theories were examined and then counted by open index coding. After defining the core encoding for 30 field experts to make selective coding and using the Delphi fan and Deep interviews reached theoretical saturation. The validity and validity of the organized interview form have been gained through the Delphi technique. The method of data analysis is qualitative and the first finding of the present study indicates that the optimal model of the learning organization for the elementary schools of education in Tehran is. This model is composed of 140 indicators that can be a moderator of teachers and principals in learning schools. The second finding of the present study shows that the model is composed of what dimensions. This model consists of 5 dimensions, which are the priority, including individual dimension, group dimension, organizational dimension, management dimension and environmental dimension. In the third finding, the components of the model are 17 items that include individual capabilities, mental patterns, learning Group, Communication Skills, Knowledge Sharing, Common Perspective, Organizational Culture, Organizational Structure, Organizational Climate, Organizational Values, Organizational Evaluation, Leadership, System Thinking, Knowledge Audit and Content Auditing, Program Planning, Human Resources and Environmental Culture, Laws and Regulations, Technology, economic and political factors. The fourth finding of the present study is that each What are some of the components of the above pattern?

Abstract Background: One of the important issues that contemporary education faces is the issue of moral education. The importance of ethical education in the education system, especially in the elementary period, is obvious and undeniable, and ethical education is also part of a curriculum that will boost the students' academic and practical skills. Method: This research is a qualitative research with a descriptive-analytical approach and its method is "Qualitative content analysis method" in particular. To identify the status of moral education in the elementary period, the primary data was obtained using qualitative and documentary analysis. To select interview samples, a targeted sampling method and specifically a snowball technique were used with 15 researchers involved in the subject and the "theoretical saturation criterion”. Findings and Conclusion: The results of the interview were arranged by using the selected coding and the final model was arranged in the form of four elements of goals (in the cognitive, emotional and emotional domain), principles, content and educational methods. Among the features of this pattern Can be native, attention to audience characteristics, scientific, specificity, simplicity, exquisiteness, realism, educational outlook, and active approach to teaching and learning.