Iranian Educational Research AssociationJournal of Research in Educational Systems2383-1324196820250321Investigating the abilities measured in the Iranian university entrance exam (Konkur) for the experimental science group (1400)Investigating the abilities measured in the Iranian university entrance exam (Konkur) for the experimental science group (1400)51922908310.22034/jiera.2025.525663.3324FALidaAyoubiPh.D. student in assessment and measurement, University of Tehran, Tehran, Iran0009-0009-9053-5538SabaSafarianPh.D. Student in Assessment and Measurement, University of Tehran, Tehran, Iran0000-0002-0297-2829EbrahimKhodaieProfessor, Faculty Of Psychology And Educational Scciences, University Of Tehran, Tehran0000-0002-5634-5003AliMoghadamzadehAssociate Professor, Faculty Of Psychology And Educational Scciences, University Of Tehran, Tehran0000-0001-7904-795XJournal Article20250523Objective: The National University Entrance Exam (Konkur) is designed to select students for admission to universities and higher education institutions in Iran. This study aims to identify and analyze the conceptual structure and latent abilities assessed in this exam, which play a critical role in ensuring accurate and fair student selection.<br />Method: This research employed a descriptive-correlational design. A random sample of 48,436 candidates from the Experimental Sciences track of the 2021 Konkur was selected. Data were analyzed using statistical techniques including Principal Component Analysis (PCA), Cluster Analysis, Multidimensional Scaling (MDS), and Structural Equation Modeling (SEM).<br />Results: The results revealed a structure of three abilities in the exam, consisting of general subjects, specialized subjects, and English as an independent ability. The structural equation model showed that general ability underpin the development of the other two abilities, and the relationships between these were statistically significant. English was also identified as a distinct domain.<br />Conclusions: The identified structure offers a coherent model of the abilities assessed by the exam, which can inform question design, score interpretation, and educational planning. The confirmation of the conceptual model provides theoretical and empirical support for understanding the exam's structure.Objective: The National University Entrance Exam (Konkur) is designed to select students for admission to universities and higher education institutions in Iran. This study aims to identify and analyze the conceptual structure and latent abilities assessed in this exam, which play a critical role in ensuring accurate and fair student selection.<br />Method: This research employed a descriptive-correlational design. A random sample of 48,436 candidates from the Experimental Sciences track of the 2021 Konkur was selected. Data were analyzed using statistical techniques including Principal Component Analysis (PCA), Cluster Analysis, Multidimensional Scaling (MDS), and Structural Equation Modeling (SEM).<br />Results: The results revealed a structure of three abilities in the exam, consisting of general subjects, specialized subjects, and English as an independent ability. The structural equation model showed that general ability underpin the development of the other two abilities, and the relationships between these were statistically significant. English was also identified as a distinct domain.<br />Conclusions: The identified structure offers a coherent model of the abilities assessed by the exam, which can inform question design, score interpretation, and educational planning. The confirmation of the conceptual model provides theoretical and empirical support for understanding the exam's structure.https://www.jiera.ir/article_229083_cf2d47b2e31a09aecbf5c4ba88aaaa9a.pdfIranian Educational Research AssociationJournal of Research in Educational Systems2383-1324196820250321The effectiveness of psychological empowerment on academic self-concept of students with low academic performanceThe effectiveness of psychological empowerment on academic self-concept of students with low academic performance213522908710.22034/jiera.2025.531981.3339FAAliSheykholeslamiProfessor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran0000-0002-7700-7206NastaranSeyedesmaili GhomiAssistant Professor of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran0000-0003-3472-8713AliSalmaniPh.D. Student, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran0000-0002-0703-6650AysanShareiPh.D. Student, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Kharazmi, Tehran, Iran0000-0003-0930-2163Journal Article20250727Objective: The present study aimed to investigate the effectiveness of psychological empowerment on academic self-concept of students with low academic performance.<br />Method: The research method was a quasi-experimental pre-test-post-test with a control group. The statistical population of this study included all female students with low academic performance in the second high school in Ardabil in the academic year 2024-2025. For this purpose, 30 female students with low academic performance were selected using purposive sampling according to the study entry criteria and randomly assigned to two experimental groups (15 people) and control group (15 people). After pre-testing with the Liu and Wang (2005) Academic Self-Concept Questionnaire the experimental group received 8 sessions (2 sessions per week) of 60 minutes of the Thomas and Velthouse (1990) psychological empowerment training program, and the control group continued with their normal routine. The data were analyzed using the univariate analysis of covariance (ANCOVA) method in SPSS.26 software.<br />Results: The findings showed that there was a significant difference between the mean academic self-concept (P<0.05, F=4.84, ηp2=0.152) of the experimental and control groups in the post-test. Thus, after implementing psychological empowerment training, the mean scores of students with low academic performance in the experimental group increased significantly compared to the control group.<br />Conclusions: As a result, by training psychological empowerment in students, the level of academic self-concept can be increased in them. With the help of psychological empowerment strategies, students can re-examine and review their numerous failures, and ultimately, the academic performance of students improves.Objective: The present study aimed to investigate the effectiveness of psychological empowerment on academic self-concept of students with low academic performance.<br />Method: The research method was a quasi-experimental pre-test-post-test with a control group. The statistical population of this study included all female students with low academic performance in the second high school in Ardabil in the academic year 2024-2025. For this purpose, 30 female students with low academic performance were selected using purposive sampling according to the study entry criteria and randomly assigned to two experimental groups (15 people) and control group (15 people). After pre-testing with the Liu and Wang (2005) Academic Self-Concept Questionnaire the experimental group received 8 sessions (2 sessions per week) of 60 minutes of the Thomas and Velthouse (1990) psychological empowerment training program, and the control group continued with their normal routine. The data were analyzed using the univariate analysis of covariance (ANCOVA) method in SPSS.26 software.<br />Results: The findings showed that there was a significant difference between the mean academic self-concept (P<0.05, F=4.84, ηp2=0.152) of the experimental and control groups in the post-test. Thus, after implementing psychological empowerment training, the mean scores of students with low academic performance in the experimental group increased significantly compared to the control group.<br />Conclusions: As a result, by training psychological empowerment in students, the level of academic self-concept can be increased in them. With the help of psychological empowerment strategies, students can re-examine and review their numerous failures, and ultimately, the academic performance of students improves.https://www.jiera.ir/article_229087_f396731d83040949f8033cd9c40d56ea.pdfIranian Educational Research AssociationJournal of Research in Educational Systems2383-1324196820250321Using Cognitive Metaphors in Teaching and Their Impact on Students’ Understanding: A Systematic Review StudyUsing Cognitive Metaphors in Teaching and Their Impact on Students’ Understanding: A Systematic Review Study375322908610.22034/jiera.2025.529205.3335FAElhamSadeghniaPhD student، eductional psychology،Allameh Tabatabai University، Thran، Iran0000-0001-7433-6736SoghraEbrahimi GhavamAssociate Professor, Educatinal Psychology Dept., Allameh Tabataba&#039;i University, Tehran, Iran0000-0002-9853-331XMahshidPourhoseinPhD in Human Resource Management and Organizational Behavior, Yazd University, yazd, Iran0000-0001-7049-1165Journal Article20250609Purpose: The present study aims to examine the effect of using cognitive metaphors in the teaching process and its role in enhancing students’ comprehension of educational concepts. This was carried out through a systematic review method and a narrative approach based on Silva’s framework. Method: This study employed a systematic and narrative review method. Data were collected through a targeted search in databases including Google Scholar, ScienceDirect, and Noor Magazines, using keywords related to cognitive metaphors in education. The population consisted of articles published between 2015 and 2023. After a multi-stage screening process involving the removal of irrelevant and duplicate articles, 22 selected articles aligned with the study objectives were chosen. Qualitative content analysis based on a thematic approach was conducted to extract main themes, and the articles were categorized into six thematic axes: the role of cognitive metaphors in learning, the impact of cultural context, purposeful design of metaphors, connection with digital literacy, application in computational concepts, and strengthening creative thinking. Findings: The results of the analysis showed that the purposeful, creative, and content-appropriate use of cognitive metaphors can have a significant impact on facilitating the understanding of complex concepts, increasing learning motivation, and deepening students’ cognitive engagement. Conclusion: Accordingly, metaphor-based instructional design and empowering teachers to utilize it can be considered an effective step toward improving the quality of teaching and learning.Purpose: The present study aims to examine the effect of using cognitive metaphors in the teaching process and its role in enhancing students’ comprehension of educational concepts. This was carried out through a systematic review method and a narrative approach based on Silva’s framework. Method: This study employed a systematic and narrative review method. Data were collected through a targeted search in databases including Google Scholar, ScienceDirect, and Noor Magazines, using keywords related to cognitive metaphors in education. The population consisted of articles published between 2015 and 2023. After a multi-stage screening process involving the removal of irrelevant and duplicate articles, 22 selected articles aligned with the study objectives were chosen. Qualitative content analysis based on a thematic approach was conducted to extract main themes, and the articles were categorized into six thematic axes: the role of cognitive metaphors in learning, the impact of cultural context, purposeful design of metaphors, connection with digital literacy, application in computational concepts, and strengthening creative thinking. Findings: The results of the analysis showed that the purposeful, creative, and content-appropriate use of cognitive metaphors can have a significant impact on facilitating the understanding of complex concepts, increasing learning motivation, and deepening students’ cognitive engagement. Conclusion: Accordingly, metaphor-based instructional design and empowering teachers to utilize it can be considered an effective step toward improving the quality of teaching and learning.https://www.jiera.ir/article_229086_be67740a820b90747003fc575c725883.pdfIranian Educational Research AssociationJournal of Research in Educational Systems2383-1324196820250321The aims of the Global Citizenship Education Curriculum and its validation in the primary education systemThe aims of the Global Citizenship Education Curriculum and its validation in the primary education system556922908510.22034/jiera.2025.519754.3317FARaziehGhahvehchi KhaligPh.D.Studen of Curriculum Planning, Department of Educational Sciences ,Tabriz Branch , Islamic Azad University, Tabriz, Iran0009-0006-1248-3494IsaBarghiProfessor of Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azarbaijan, Tabriz, Iran.0000-0002-6512-2696SohrabYazdaniDepartment of Educational Adminstration, Farhangian University,Tehran, IranBehnamTalebiAssistant Professor, Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran0000-0001-6344-9479MostafaSheikhzadehAssociate Professor, Department of Educational Sciences, Urmia Branch, Islamic Azad University. Urmia, IranJournal Article20250505Objective:. The aim of the present study was to examine the objectives of the global citizenship education curriculum and its validation in the Iranian elementary education system. It consisted of two qualitative and quantitative sections.<br />Methods: The qualitative section used qualitative content analysis as the research method. The statistical population consisted of experts in the fields of curriculum planning, social sciences, and philosophy of education at the universities of Urmia and Tabriz, using purposive sampling. Data were coded through interviews and thematic analysis method, collected and the data collection tool was interviews. The quantitative part, the research method used with a quantitative approach, survey method, the statistical population of managers, elementary education staff experts, educational group leaders, educational leaders, elementary school teachers in Urmia city in two districts, the sample size was determined to be 368 people based on the Kerchese and Morgan table. Data collection tool: A questionnaire was used to assess the validity of the data. <br />Results: The findings of the qualitative section showed that the objectives of the global citizenship education curriculum were composed of the following sub-themes of the curriculum objectives, the characteristics of the curriculum objectives, and the foundations of the curriculum objectives, and the validity of the contents of the global citizenship education curriculum objectives was above average.<br />Conclusion: According to the results, the themes obtained can be used as a framework in the curriculum planning process for global citizenship education in primary school.Objective:. The aim of the present study was to examine the objectives of the global citizenship education curriculum and its validation in the Iranian elementary education system. It consisted of two qualitative and quantitative sections.<br />Methods: The qualitative section used qualitative content analysis as the research method. The statistical population consisted of experts in the fields of curriculum planning, social sciences, and philosophy of education at the universities of Urmia and Tabriz, using purposive sampling. Data were coded through interviews and thematic analysis method, collected and the data collection tool was interviews. The quantitative part, the research method used with a quantitative approach, survey method, the statistical population of managers, elementary education staff experts, educational group leaders, educational leaders, elementary school teachers in Urmia city in two districts, the sample size was determined to be 368 people based on the Kerchese and Morgan table. Data collection tool: A questionnaire was used to assess the validity of the data. <br />Results: The findings of the qualitative section showed that the objectives of the global citizenship education curriculum were composed of the following sub-themes of the curriculum objectives, the characteristics of the curriculum objectives, and the foundations of the curriculum objectives, and the validity of the contents of the global citizenship education curriculum objectives was above average.<br />Conclusion: According to the results, the themes obtained can be used as a framework in the curriculum planning process for global citizenship education in primary school.https://www.jiera.ir/article_229085_08f4423b41a16de0651d34a3e8d12584.pdfIranian Educational Research AssociationJournal of Research in Educational Systems2383-1324196820250321The effect of AI-based gamified assessment on students' self-directed learning and creative self-efficacyThe effect of AI-based gamified assessment on students' self-directed learning and creative self-efficacy718822908410.22034/jiera.2025.515638.3311FAMaryamRajabiyan DehzirehPhD of Educational Technology, Allameh Tabatabai University, Tehran,, IranFaribaDortaj2. Corresponding Author: Department of Educational Sciences and Counseling, Faculty of Educational Sciences and Counseling, Payame Noor University, Tehran, Iran.
Email: f.d@pnu.ac.ir0009-0005-0431-5370Journal Article20250408Objective: The purpose of the present study was to investigate the effect of AI-based gamified assessment on students' self-directed learning and creative self-efficacy.<br />Method: The research method was a quasi-experimental pre-test/post-test control group design. The statistical population included all Master's students in Educational Technology at Chabahar International University. A sample of 50 students was selected using convenience sampling and randomly assigned to two groups: experimental and control (25 students in the experimental group and 25 students in the control group). The data collection instruments included the Self-Directed Learning Questionnaire by Cheng et al. (2010) and the Creative Self-Efficacy Scale by Beghetto (2006).<br />Results: The data were analyzed using analysis of covariance (ANCOVA). The findings of the research showed that AI-based gamified assessment has a significant effect on self-directed learning. Specifically, AI-based gamified assessment has a significant effect on learning motivation in planning and implementation, self-monitoring, and interpersonal communication. Furthermore, AI-based gamified assessment has a significant effect on creative self-efficacy.<br />Conclusions: Based on these findings, it can be concluded that students exposed to gamified assessment demonstrated greater autonomy in managing their learning process and exhibited higher confidence in applying creativity in educational situations. Given the positive impact of gamified assessment on self-directed learning and creative self-efficacy, it is suggested that students take advantage of gamified learning opportunities and actively participate in interactive educational activities. Utilizing these approaches can lead to the strengthening of self-regulatory skills, confidence in individual abilities, and the fostering of their creativity in solving educational problems.Objective: The purpose of the present study was to investigate the effect of AI-based gamified assessment on students' self-directed learning and creative self-efficacy.<br />Method: The research method was a quasi-experimental pre-test/post-test control group design. The statistical population included all Master's students in Educational Technology at Chabahar International University. A sample of 50 students was selected using convenience sampling and randomly assigned to two groups: experimental and control (25 students in the experimental group and 25 students in the control group). The data collection instruments included the Self-Directed Learning Questionnaire by Cheng et al. (2010) and the Creative Self-Efficacy Scale by Beghetto (2006).<br />Results: The data were analyzed using analysis of covariance (ANCOVA). The findings of the research showed that AI-based gamified assessment has a significant effect on self-directed learning. Specifically, AI-based gamified assessment has a significant effect on learning motivation in planning and implementation, self-monitoring, and interpersonal communication. Furthermore, AI-based gamified assessment has a significant effect on creative self-efficacy.<br />Conclusions: Based on these findings, it can be concluded that students exposed to gamified assessment demonstrated greater autonomy in managing their learning process and exhibited higher confidence in applying creativity in educational situations. Given the positive impact of gamified assessment on self-directed learning and creative self-efficacy, it is suggested that students take advantage of gamified learning opportunities and actively participate in interactive educational activities. Utilizing these approaches can lead to the strengthening of self-regulatory skills, confidence in individual abilities, and the fostering of their creativity in solving educational problems.https://www.jiera.ir/article_229084_3ae4c3f08e167de11970c91c989fc63c.pdfIranian Educational Research AssociationJournal of Research in Educational Systems2383-1324196820250321Curriculum Co-Creation in Higher Education in Iran : An Analysis of Students' ExperiencesCurriculum Co-Creation in Higher Education in Iran : An Analysis of Students' Experiences8910522908210.22034/jiera.2025.523730.3320FARahelehTavakoli YarakiFaculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran0000-0002-9371-0102MahbubeArefiShahid Beheshti University0000-0003-2750-245XEsmaeilJafariShahid Beheshti University0000-0003-3950-8795MohammadKhademi KolahlouTechnolog Studeis Institute0000-0003-1447-260XJournal Article20250515Objective: This study aimed to explore the experiences of undergraduate students regarding curriculum co-creation in Iranian higher education.<br />Method: A qualitative study was conducted using thematic analysis based on the Braun and Clarke (2006) approach. The data were analyzed inductively, and themes were directly extracted from the semi-structured interviews. Purposeful sampling with maximum variation was carried out in four selected universities known for their history of educational innovation. The sampling process continued until conceptual saturation was reached, resulting in a total of 11 interviews with undergraduate students. To enhance the credibility of the findings, participant validation was employed, and data analysis was conducted using MAXQDA 2020 software.<br />Results: The results indicated that students' experiences included participation in curriculum design, content selection, assessment methods, and collaboration in educational decision-making. Additionally, the study identified the factors influencing the realization of co-creation, its benefits, and implementation challenges. Implementing this educational approach required revisiting traditional educational structures, shifting faculty roles toward facilitation, and empowering students to participate actively.<br />Conclusions: The findings showed that curriculum co-creation in Iranian higher education, as an innovative and transformative approach, plays a significant role in enhancing the quality of learning. Policy reforms—such as increasing flexibility in curriculum design and promoting a participatory educational culture—are essential. Curriculum co-creation, beyond content design, was influenced by teacher-student interactions, academic structures, and individual barriers, highlighting the importance of participatory approaches in curriculum development.Objective: This study aimed to explore the experiences of undergraduate students regarding curriculum co-creation in Iranian higher education.<br />Method: A qualitative study was conducted using thematic analysis based on the Braun and Clarke (2006) approach. The data were analyzed inductively, and themes were directly extracted from the semi-structured interviews. Purposeful sampling with maximum variation was carried out in four selected universities known for their history of educational innovation. The sampling process continued until conceptual saturation was reached, resulting in a total of 11 interviews with undergraduate students. To enhance the credibility of the findings, participant validation was employed, and data analysis was conducted using MAXQDA 2020 software.<br />Results: The results indicated that students' experiences included participation in curriculum design, content selection, assessment methods, and collaboration in educational decision-making. Additionally, the study identified the factors influencing the realization of co-creation, its benefits, and implementation challenges. Implementing this educational approach required revisiting traditional educational structures, shifting faculty roles toward facilitation, and empowering students to participate actively.<br />Conclusions: The findings showed that curriculum co-creation in Iranian higher education, as an innovative and transformative approach, plays a significant role in enhancing the quality of learning. Policy reforms—such as increasing flexibility in curriculum design and promoting a participatory educational culture—are essential. Curriculum co-creation, beyond content design, was influenced by teacher-student interactions, academic structures, and individual barriers, highlighting the importance of participatory approaches in curriculum development.https://www.jiera.ir/article_229082_69cbd16359e193edd807b67e3fb99c13.pdfIranian Educational Research AssociationJournal of Research in Educational Systems2383-1324196820250321Barriers and Strategies for Developing Classroom Storytelling in Primary SchoolsBarriers and Strategies for Developing Classroom Storytelling in Primary Schools10712123001910.22034/jiera.2025.522976.3322FAKhalilZandiAssistant Professor, Department of educational Administration, Farhangian University, Tehran, Iran.0000-0002-7532-6529Seyed AdnanHosseiniAssistant Professor, Department of Psychology and Counselling, Farhangian University, Tehran, Iran.0000-0003-1001-9891AzadAllahkaramiAssistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.Journal Article20250517Objective: Despite the substantial empirical evidence supporting the benefits of classroom storytelling, this method has not received sufficient attention in schools. Accordingly, the present study aimed to identify the barriers and strategies for fostering storytelling in Iranian primary schools.<br />Method: Philosophically grounded in the interpretivist paradigm, this research employed a qualitative approach with conventional content analysis as its strategy. The study was conducted in primary schools in Sanandaj City in the academic year 2024-25, with 11 primary school teachers selected as participants through purposive and snowball sampling methods. Data were collected via semi-structured interviews, each lasting approximately 45 minutes. The textual data were analyzed through coding and categorization, and the credibility of the analyses was ensured using analyst triangulation.<br />Results: Findings revealed 52 barriers to the development of storytelling, categorized into 12 components across 4 dimensions: individual, cultural, organizational, and educational. Additionally, 34 strategies for promoting storytelling in schools were identified and classified into 9 categories: storytelling schools, narrative pedagogy, storytelling education systems, storytelling students, festivals and events, storytelling-friendly communities, storytelling and technology integration, storytelling workshops, and therapeutic storytelling.<br />Conclusions: According to research findings, implementing strategies such as teacher professional development, re-designing education policy, creating supportive structural and cultural settings, institutionalizing narrative approach in curricula, and developing the culture of storytelling can guide the education system towards reaping benefits from the cognitive, affective, linguistic, and social advantages of storytelling.Objective: Despite the substantial empirical evidence supporting the benefits of classroom storytelling, this method has not received sufficient attention in schools. Accordingly, the present study aimed to identify the barriers and strategies for fostering storytelling in Iranian primary schools.<br />Method: Philosophically grounded in the interpretivist paradigm, this research employed a qualitative approach with conventional content analysis as its strategy. The study was conducted in primary schools in Sanandaj City in the academic year 2024-25, with 11 primary school teachers selected as participants through purposive and snowball sampling methods. Data were collected via semi-structured interviews, each lasting approximately 45 minutes. The textual data were analyzed through coding and categorization, and the credibility of the analyses was ensured using analyst triangulation.<br />Results: Findings revealed 52 barriers to the development of storytelling, categorized into 12 components across 4 dimensions: individual, cultural, organizational, and educational. Additionally, 34 strategies for promoting storytelling in schools were identified and classified into 9 categories: storytelling schools, narrative pedagogy, storytelling education systems, storytelling students, festivals and events, storytelling-friendly communities, storytelling and technology integration, storytelling workshops, and therapeutic storytelling.<br />Conclusions: According to research findings, implementing strategies such as teacher professional development, re-designing education policy, creating supportive structural and cultural settings, institutionalizing narrative approach in curricula, and developing the culture of storytelling can guide the education system towards reaping benefits from the cognitive, affective, linguistic, and social advantages of storytelling.https://www.jiera.ir/article_230019_d866f0b6636b6d3a93d2e83ae9bb6431.pdf