Journal of Research in Educational Systems

Abstract Objective:The primary aim of this study is to systematically analyze the key competencies required by university instructors in the digital age to effectively utilize artificial intelligence (AI) in higher education.
Method: This research was conducted through a systematic literature review and targeted searches in reputable international databases, including Scopus, ScienceDirect, ProQuest, ERIC, Springer, Google Scholar, and ResearchGate. Using keywords such as “artificial intelligence,” “competency,” “instructor,” and “digital,” a total of 438 scientific sources published between 2018 and the end of the first quarter of 2024 were identified. After removing 115 duplicate articles and screening the titles and abstracts of the remaining 323, 268 articles were excluded due to irrelevance to the research focus. Ultimately, 55 articles were selected for full-text review, and based on qualitative and subject-specific criteria, 20 studies were chosen for final analysis.
Results: The findings revealed that the AI-related competencies required by instructors in the digital era can be categorized into five main components: (1) AI mindset and pedagogy (including understanding benefits and challenges, contextual strategies, and managing long-term impacts); (2) AI ethics (emphasizing human-centered use, social skills, and the value of human dignity); (3) Foundational AI knowledge (including data and algorithm literacy, AI analytics, data modeling, and basic coding); (4) Practical skills (covering use, experimentation, deep integration, and working with AI-powered tools); and (5) AI-enhanced teaching methods (such as AI-assisted assignment management, curriculum design and delivery, and teaching enhancement).

Abstract Objective:
The present study aims to explore the conditions for realizing an e-learning ecosystem at Allameh Tabataba'i University based on the lived experiences of professors and students with e-learning.
Methodology:
The research method employed in this study is qualitative, specifically grounded theory, which was further enriched through focus group interviews. The study population consisted of professors and students who had experienced at least one semester of virtual education. A purposive sampling method was used, ensuring representation from various faculties, disciplines, and both genders among professors and students who had experienced e-learning. Data collection was conducted through interviews, Data analysis was performed using open, axial, and selective coding
Findings:
Among the most significant findings of the study are the factors influencing the educational ecosystem, which are categorized into three groups: human factors, educational factors, and infrastructural factors. Human factors include those related to professors (initial challenges, course design, teaching assistants, evaluation of professor performance, and evaluation of student performance by professors), factors related to students (assessment of student status at the beginning and obstacles faced by students), and factors related to interaction (interaction in virtual education and professor-student interaction). Educational factors encompass educational resources and digital libraries. Finally, infrastructural factors include educational infrastructure and technical and support services
Conclusion:
Based on the findings, it can be concluded that the realization of an e-learning ecosystem requires systematic planning and the development of programs for various university departments and processes to transform the current ecosystem and adapt it to new needs.

Abstract Background: Resilience as the human capacity to overcome or adapt to adverse life situations has been widely given special attention in recent years. 
Objective: The main purpose of this research was to investigate the model of academic resilience model based on media literacy and innovative thinking with the mediating role of regulating academic emotions. 
Methods: The present research method was based on a quantitative strategy and descriptive-correlation technique. The statistical population of the current research was all the students of the universities of Kermanshah in the academic year 1400-1401 with a population of 34676 people. For this purpose, 335 students (193 women, 142 men) were randomly selected and answered the questionnaires of Phalsafi Media Literacy (2013), Innovative Thinking of Morad (2021), Regulation of Academic Emotions by Pekrun (2002), and Academic Resilience by Samuels (2004). The structural equation method was used for data analysis. 
Results: The structural equation modeling analysis indicated the acceptable fit of the model with the data. Also, the research findings showed that media literacy and innovative thinking have a direct effect on academic resilience. Also, these two variables predict academic resilience indirectly through the regulation of academic emotions. Therefore, to improve the academic resilience of students, it is necessary to focus on media literacy and innovative thinking and improve the regulation of their academic emotions.

Abstract Objective: The present study was conducted with the aim of providing a strategic management model of virtual education based on the motivation of students' academic progress.
Methods: This research is applied-developmental from the point of view of the goal and descriptive-survey from the point of view of the data collection method. Also, an exploratory mixed research design has been used. The community of qualitative part participants included theoretical (educational management professors) and experimental (Tehran University administrators). Sampling of the qualitative part was done with a targeted method and theoretical saturation was achieved with 17 interviews. In the quantitative part, the viewpoint of 393 students of Tehran University was used. The data collection tool is semi-structured interview, ISM and researcher-made questionnaire. Maxqda20 software was used in the qualitative part, MicMac software was used in the model presentation part, and Smart PLS 3 software was used in the model validation part. To identify the components of the research, the method of qualitative analysis of the theme was used, the structural-interpretive modeling method was used to identify the relationships between the structures, and the partial least squares method was used to validate the model.
Conclusion: The results showed that the hardware, software and rules of virtual education affect the culturalization and development of strategic management of virtual education. Cultivation and development of strategic management of virtual education has an effect on the teaching-learning environment and leads to the effectiveness of strategic management of virtual education, students' participation and faculty empowerment.
Results: the effectiveness of the strategic management of virtual education, the participation of students and the empowerment of professors become the motivation for students' academic progress.

Abstract Although virtual classrooms were used very quickly in the country's universities during the Corona epidemic, the quality and effectiveness of these classes is a fundamental issue for the higher education system. In this regard, the current research deals with the formative evaluation of virtual classes of universities during the Corona epidemic. In terms of the purpose of this research, it is an applied-developmental research, in terms of the method of data collection, it is considered a survey-type descriptive research, and finally, from the point of view of the method of analysis, it is a mixed research. A semi-structured interview and a researcher-made questionnaire were used to collect data. The community of participants of the qualitative part includes the academic staff members of the educational management of the free and public universities of Tehran. Sampling was done with a purposeful method and theoretical saturation was achieved with 20 interviews. In the quantitative part, the viewpoint of 384 graduate students of Tehran public and free universities was used. Thematic analysis method was used to analyze the data of the qualitative part and the dimensions and components of the formative evaluation of the virtual classes of the universities were identified. Then, using gap analysis and importance-performance analysis, the status of virtual classrooms was evaluated. Based on the results of qualitative analysis, 3 overarching themes, 9 organizing themes and 43 basic themes were identified. The findings show that improving the efficiency of the educational system and developing virtual education are in the acceptable area.