Journal of Research in Educational Systems

Abstract Abstract

Objective: This study aimed to design and validate a conceptual model for reducing family illiteracy by utilizing students’ capacities from the perspective of experts.

Method: The study adopted a qualitative approach based on the grounded theory methodology of Strauss and Corbin, within the interpretive‑constructivist paradigm. Participants included 20 educational experts (teachers, university professors, and literacy movement specialists) in Kurdistan province, selected through purposive and snowball sampling. Data were collected via semi‑structured interviews until theoretical saturation was achieved. Data analysis was performed through the three stages of open, axial, and selective coding. The trustworthiness of the findings was confirmed using Lincoln and Guba’s four criteria, and reliability was established through coder agreement and Cohen’s kappa coefficient (mean = 0.82). Content validity was also achieved by calculating CVR and CVI (above the critical value of 0.59).

Findings: The findings led to the development of a conceptual model comprising five main dimensions (causal conditions, contextual conditions, intervening conditions, strategies, and consequences). The core category was identified as “strengthening intra‑family learning capacities.”

Conclusion: This model provides a practical framework grounded in expert experience for intervening in the phenomenon of family illiteracy.

Keywords:Illiteracy reduction model, family educational empowerment, student-centered literacy.

Abstract Objextive:The present study was conducted with the aim of evaluating the effect of critical thinking training on cognitive flexibility, academic vitality and academic self-concept in female high school students of the first year.
Methods: The current research was practical in terms of its purpose and semi-experimental in terms of collection method with a pre-test and post-test design with a control group. The statistical population of this research was the female students of the first secondary school in the 5th district of Tehran in the academic year 2023-2024 and the sample size included 30 students (15 in the experimental group and 15 in the control group) and the available sampling method was used. became. In order to collect data, cognitive flexibility questionnaires of Dennis and Vanderwaal (2010), academic vitality of Martin and Marsh (2008) and academic self-concept of Yasen Chen (2004) were used, and the educational content of critical thinking was based on the views of Myers (1986) and Fisher and Hypel (1984) was prepared and given to the experimental group in 8 one-and-a-half-hour (90-minute) training sessions. The method of data analysis was multivariate covariance analysis.
Results: Based on the findings of this research, there is a significant difference at the 0.01 level between the average scores of the subjects of the experimental and control groups in the post-test stage in the variables of cognitive flexibility, academic vitality and academic self-concept.
Conclusion: Therefore, it can be said that critical thinking training can be a method to increase cognitive structures such as cognitive flexibility, and motivational factors such as academic vitality and academic self-concept.

Abstract The purpose of this research is to analyze the lived experiences of new teachers of the challenges they face in the schools of Kurdistan province and to provide solutions to reduce these challenges. The research approach was descriptive with a critical paradigm and the phenomenological and documentary-library approach was used. The statistical population included all new elementary teachers with experience of one to five years (2017-2022) in Kurdistan province. Sampling was purposeful, and 21 new elementary school teachers were selected until saturation was reached. The data collection tool was a semi-structured in-depth interview conducted by the researcher and the data analysis was done by deductive-inductive method and with the help of Van Manen's 4 stages. The findings showed that the challenges faced by new teachers were mostly centered around education, interaction with students, multi-level classes, online education, in-service courses, and curriculum content. And naturally, there are solutions in this direction and other prominent cases such as the effective use of active teaching methods, creative solutions in the educational field, increasing study related to the job field, teaching life skills, and general solutions related to the interaction of new teachers with parents and Improving your skills in the field of content analysis and e-learning by using them, you can be effective in your career. Therefore, it can be concluded that by investing in themselves and professional development training, new teachers can strengthen the knowledge, awareness, and skills necessary to become professional teachers. It is also recommended to educational planners design and implement more suitable programs to solve the challenges of new teachers.