Journal of Research in Educational Systems

Abstract Objective: Today, high-level education, achieving professional and career goals in the daily life cycle of many people are considered natural. In the meantime, academic adjustment as one of the general dimensions of psychosocial adjustment has always been of interest to researchers in the field of education, so this study was conducted with the aim of investigating the mediating role of academic self-efficacy in the relationship between self-worth and self-criticism with students' academic adjustment. Method: The research method was descriptive-correlational. The statistical population included second and third year students of the Faculty of Science of Yazd University who were studying in the academic year 1402-1403 and consisted of 800 students. To select a sample from the aforementioned population, 300 students were selected using the convenience sampling method. All students responded to the Self-Esteem Resources Scale (Crocker, et al., 2003), the Self-Criticism Levels Scale (Thampson & Zuroff, 2004), the Student University Adjustment Questionnaire (Baker & Siryk, 1984), and the Self-Efficacy Questionnaire (McIlroy & Bunting, 2001). Data analysis was performed using structural equation modeling. Results: The results showed that the direct relationship between academic self-efficacy and academic adjustment (0.675), self-esteem with academic self-efficacy (0.548), and self-criticism with academic self-efficacy (-0.77) was significant (p<0.05). Also, based on the Sobel test, since the test statistics were higher than 1.96 (p<0.001), the indirect relationship between self-esteem and academic adjustment through self-efficacy and the indirect relationship between self-criticism and academic adjustment through self-efficacy were significant. Conclusions: According to the results of the research, educational packages based on academic adaptation can be used to improve self-criticism, self-esteem, and academic self-efficacy in students.

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: The aim of the present study was to present and validate a model for promoting participation of elementary school students.
Method:The research method was qualitative-quantitative, using qualitative content analysis in the qualitative part and survey method in the quantitative part. The participants in the qualitative part of this study were 16 experts in the field of education who were selected using theoretical saturation criteria and criterion-based purposive sampling. The data were collected using semi-structured interviews and analyzed using content analysis. In the quantitative part, according to the Krejci Morgan table , the sample size was determined as 384 people who were selected by the available sampling method.
Results:The findings obtained in the qualitative part included 106 conceptual codes that were categorized into 5 main concepts and 14 sub-concepts. The model was developed with five main components: reforming the education system (4 sub-concepts: reforming educational policy and improving teacher recruitment and retention, empowering human resources, and effective monitoring and evaluation), school-related reforms (4 sub-concepts: utilizing the capacity of the parent-teacher association and redefining the role and duties of schools, improving the learning process, and reforming the classroom), strengthening the family system (2 sub-concepts: reforming parenting practices, educating the family), individual empowerment (2 sub-concepts: strengthening skills and resolving psychological and behavioral problems), and social development (2 sub-concepts: increasing collective awareness and improving social welfare).
Conclusions: This model and its components can be used to promote participation in elementary school students.

Abstract The aim of the current research was to present a structural-interpretive model in order to promote the professional job presage of teachers. The research method was descriptive-survey for modeling. The statistical population of the present study were 31 experts of academic members. the factors affecting the credibility of the teaching profession were extracted and based on the opinion of experts, 9 factors were identified as the final factors, then in order to determine the cause and effect of the factors, they were extracted from a researcher-made questionnaire that The basis of interpretative structural modeling was designed and used. In order to analyze the interpretive structural modeling approach and provide a model of factors affecting the job presage of the teaching profession, interpretive structural modeling technique and Micmac software were used. The findings of the research showed that among these nine identified factors, two factors of salary and job benefits and the social position of the teaching profession in the society were placed as the most basic factors in the third level of the model. Also, the organizational credibility and acceptability and socio-cultural activism of teachers in the society were placed on the second level as two other infrastructure factors, which are based on four factors: the level of specialization of the teaching profession, the level of social trust of citizens towards the teacher, the image and prestige of the job. Teaching, participation in policy-making and formulation of educational programs, facilities and opportunities for professional growth and promotion have an impact.

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 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 Objective: This study aims to provide a model to identify and reduce these conflicts, identify the effective factors and strategies to reduce them in order to improve teachers' performance in such environments.

Method: This research was a mixed method study, with the qualitative part being a synthesis study and thematic analysis of interviews with experts, and the quantitative part being a structural equation model for model fit.

Findings: The findings showed that 24 initial concepts in the form of 5 main concepts or themes were identified from 17 articles from the empirical background. According to the interview results, 21 components were extracted in the form of 3 factors. Then, finally, the factors extracted from library resources, tables, and opinions of professors and experts were arranged in order, and duplicates and similar items were eliminated. Finally, 38 initial concepts (indices), 6 themes and main themes (cultural readiness of teachers, organizational support, development of multicultural curricula, management of cultural diversity in the educational environment, development of conflict resolution skills, and training and empowerment) were identified and determined as effective factors in reducing teacher role conflicts in multicultural learning environments.

Conclusion: Based on the results, several factors have an effect on reducing teacher role conflicts in multicultural learning environments. These factors include cultural readiness of teachers, organizational support, development of multicultural curricula, management of cultural diversity, development of conflict resolution skills, and training and empowerment of teachers. In particular, teachers' cultural preparation helps them better understand and manage students' cultural differences.