Assessment and Practice in Educational Sciences

Identifying the Components of Instructional Quality in Islamic Studies Courses: A Qualitative Study in Universities of Iraq

Ghalib Mhmood Mhawes iD , Narges Saeidian khorasgani ^* iD , Falah Salih Hussein iD , Badri Shahtalebi iD

The present study aimed to identify the components of instructional quality in Islamic Studies courses in universities of Iraq. It was conducted using qualitative content analysis with an inductive approach. The research setting consisted of professors of Islamic Studies courses and directors of Islamic Studies academic departments in Iraqi universities, who were selected through criterion-based purposive sampling. The instrument used in this section was a semi-structured interview focused on identifying the indicators, components, and dimensions of improving the instructional quality of Islamic Studies courses. The interviews continued until theoretical saturation was reached with 23 participants. Qualitative content analysis was used to analyze the data in the present study. In addition, test–retest reliability, inter-coder reliability, and the content validity ratio (CVR) were used to assess the reliability and validity of the findings in this section. The findings showed that the main categories contributing to the improvement of instructional quality in Islamic Studies courses included factors related to professors, with the subcategories of scientific competencies and content design, teaching methods and active learning, feedback and classroom management, assessment and evaluation of learning, diversification of learning experiences, and strengthening students’ motivation and participation; factors related to macro-level higher education policymaking, including policy coordination and standardization, macro-level monitoring and evaluation, stakeholder participation and inter-institutional collaboration, and educational management empowerment; factors related to university-level policymaking, with the subcategories of university-level coordination and internal standardization, empowerment of professors through evaluation systems, provision of infrastructure and instructional support, and interaction with the cultural–religious environment; factors related to the Islamic identity of the university, including an interactive organizational culture, value alignment with the organization, orientation toward diversity and civilizational dialogue; and factors related to the curriculum, including strengthening curriculum content through interdisciplinarity and critical thinking, as well as structural coordination and continuous curriculum improvement. These factors are considered among the elements that enhance the instructional quality of Islamic Studies courses.

A Qualitative Inquiry into Iranian EFL Teachers’ Immunity Development

Mehran Davaribina ^* iD , Maryam Aghdamie iD

Despite the critical role of teacher immunity in the professional development of English as a Foreign Language (EFL) teachers, scant qualitative research attention has been paid to the exploration of the means through which language teachers improve their immunity. Therefore, the present study aimed to investigate how five Iranian EFL teachers formed and developed their immunity despite the professional hurdles they had experienced. The qualitative data were obtained through semi-structured interviews. The results of thematic analysis indicated that the EFL teachers experienced four stages of triggering, coupling, realigning, and stabilizing to reconfigure and develop their immunity. The EFL teachers’ practices and experiences at each stage were also identified. The findings of this study implied the importance of adaptive classroom management skills, coping strategies, exploratory approach to teaching, and novel teaching strategies in the process of language teacher immunity. Finally, implications were offered.

Institutional Mechanisms Affecting the Professional Status of Arabic Language Teachers in Iraq: A Quantitative Study Using Structural Equation Modeling

Mezen Khudhur Abbas Al-Fayyadh iD , Fatemeh Ziglari ^* iD , Abed Gatea Samoom Jaranji iD , Jahanbakhsh Rahmani iD

Institutional transformations in contemporary educational systems have increasingly caused teachers’ working conditions to be influenced by managerial structures and organizational policies. In this regard, the quality of supportive mechanisms in schools plays an important role in shaping teachers’ occupational position and professional functioning. The present study adopts an explanatory approach to examine the institutional patterns affecting the occupational position of Arabic language teachers in Iraq. Methodologically, this study is quantitative and was conducted using a causal-correlational design. The research population included Arabic language teachers working in public secondary schools in Iraq, from whom a sample was selected through multistage random sampling. Data were collected using a questionnaire and analyzed through structural equation modeling. The results indicated that the quality of organizational support, access to career advancement pathways, and the extent of teachers’ involvement in school-level decision-making processes had significant effects on their occupational position. In addition, the findings showed that organizational participation plays a mediating role in the effect of supportive policies on teachers’ occupational position. The results of this study can provide a basis for redesigning human resource management policies and improving educational governance mechanisms in the Iraqi educational system.

A Comparative Study of Reflective-Journal and Portfolio-Based Writing Instruction on Iranian EFL Learners’ Critical Thinking Skills

Maryam Hafez Kalkhoran iD , Mahshad Tasnimi ^* iD , Mahnaz Azad iD

This study aimed to compare the effects of reflective-journal writing instruction and portfolio-based writing instruction on the critical thinking skills of Iranian EFL learners. A quasi-experimental pretest–posttest non-equivalent group design was employed. The participants were 60 Persian-speaking, eleventh-grade EFL learners aged 16–17 years, selected through convenience sampling from a technical-vocational school in Tehran and assigned to reflective-journal and portfolio-based writing groups, with 30 learners in each group. Participants’ language proficiency was initially assessed using the 2022 Cambridge Preliminary English Test. Critical thinking was measured before and after the intervention using the Persian version of the 60-item Critical Thinking Self-Assessment Scale, covering interpretation, analysis, evaluation, inference, explanation, and self-regulation. The reflective-journal intervention was structured according to Gibbs’ six-stage Reflective Cycle, whereas the portfolio-based intervention followed Hamp-Lyons and Condon’s collection, selection, and reflection framework. Both groups received 12 instructional sessions from the same instructor. Data were analyzed using repeated-measures analysis of variance and simple-effects analyses. Repeated-measures analysis revealed a significant overall change in critical thinking scores across time, F(1, 58) = 193.416, p = .001, partial η² = .769. A significant group-by-time interaction was also observed, F(1, 58) = 39.095, p = .001, partial η² = .403, indicating that the magnitude of improvement differed between the instructional conditions. Simple-effects analyses showed significant improvements following reflective-journal instruction, mean difference = 96.567, p < .001, 95% CI [83.007, 110.127], and portfolio-based instruction, mean difference = 36.667, p < .001, 95% CI [23.107, 50.227]. The reflective-journal group also significantly outperformed the portfolio-based group at posttest, mean difference = 61.367, p < .001, 95% CI [32.749, 89.985]. Both instructional approaches effectively developed learners’ critical thinking skills; however, reflective-journal writing produced substantially greater gains, suggesting that continuous, structured metacognitive reflection may foster higher-order thinking more effectively than portfolio-based evaluation and revision alone.

Integrating Scenario-Based Instruction and Assessment: Effects on Iranian EFL Learners’ Reading Comprehension

Iman Alipour iD , Hossein Khodabakhshzadeh ^* iD , Gholamreza Zareian iD , Khalil Motallebzadeh iD

Despite growing interest in scenario-based approaches in language education, limited research has examined the combined use of Scenario-Based Instruction (SBI) and Scenario-Based Assessment (SBA), particularly for developing reading comprehension in Iranian EFL context. This study investigated the effect of SBI followed by SBA on the reading comprehension ability of Iranian intermediate EFL learners and explored whether its effectiveness differed across gender. A quasi-experimental design was employed with 200 intermediate EFL learners from private language institutes in Iran, who were assigned to an experimental group (n = 100) and a control group (n = 100). Data were collected through a standardized reading comprehension pre-test, six immediate post-tests, and a delayed post-test. The experimental group received reading instruction through SBI and was assessed through SBA, whereas the control group received conventional instruction and assessment. Independent-samples t-tests revealed that the experimental group significantly outperformed the control group on both the immediate and delayed post-tests, demonstrating the effectiveness of the SBI–SBA framework in enhancing reading comprehension. The findings also indicated that female learners achieved significantly higher reading comprehension scores than male learners following the intervention. The study highlights the potential of integrating scenario-based instruction and assessment to promote authentic, learning-oriented reading practices in EFL classrooms.

A Qualitative Exploration of Value-Oriented Layers in School Leadership in Iraq: A Thematic-Network Representation of Themes Derived from Expert Interviews

Hayder Abdulrazzaq Ghaffoori Alnajjar iD , Fatemeh Ziglari ^* iD , Abed Gatea Samoom Jaranji iD , Jahanbakhsh Rahmani iD

This study aimed to explore, conceptualize, and develop a value-oriented framework of occupational values among Iraqi primary school principals by identifying the underlying dimensions of value-based school leadership through expert perspectives. The study employed a qualitative design grounded in thematic network analysis. Participants consisted of 15 experts in educational management, school leadership, educational policy, and primary school administration in Iraq, selected through purposive and theoretical sampling until theoretical saturation was achieved. Data were collected through semi-structured interviews based on 10 open-ended questions. Interview transcripts were analyzed using the Attride-Stirling thematic network approach with the support of MAXQDA 24 software. The analytical process involved open coding, identification of basic themes, development of organizing themes, and construction of global themes. To ensure trustworthiness, triangulation, member checking, independent coding by multiple researchers, and audit trail procedures were applied. Inter-coder reliability was assessed using Cohen’s kappa coefficient, yielding a value of 0.81, indicating substantial agreement and analytical consistency. The analysis revealed that occupational values of Iraqi primary school principals constitute a multidimensional, context-sensitive, and interconnected construct. Seven overarching themes emerged from the thematic network: (1) personal values and professional ethics, (2) socio-cultural values, (3) social responsibility and justice, (4) educational leadership and school management, (5) economic and institutional values, (6) authority and transformational influence, and (7) contextual and indigenous values. The findings demonstrated that principals’ occupational values are shaped not only by individual ethical commitments but also by social relationships, institutional support systems, leadership responsibilities, and the unique socio-political realities of Iraq. The thematic structure further indicated dynamic interactions among personal, organizational, and contextual dimensions, suggesting that value-based leadership is a holistic phenomenon embedded within broader educational and societal environments. The study concludes that value-based school leadership in Iraqi primary education is founded upon a complex network of ethical, social, professional, institutional, and contextual values. Effective school leadership extends beyond administrative competence and depends on the integration of personal integrity, social commitment, educational stewardship, institutional support, and adaptive responses to local conditions.

Designing an Optimal Educational Model to Reduce Vandalistic Behaviors of Elementary School Students using a Fuzzy Logic Approach

Javad Keyhan ^* iD , Nahid Aslkandi iD

The present study aims to identify and analyze the factors influencing the reduction of vandalistic behaviors among elementary school students using a meta-synthesis approach. This method enables the extraction of key concepts and categories from multiple studies, thereby facilitating the development of a scientific and practical framework for intervening in students' deviant behaviors. The findings indicate that three main components play a pivotal role in reducing vandalism: (1) strengthening moral awareness and ethical values, (2) developing positive skills and behaviors, and (3) creating a constructive environment and interaction. Structural analysis of the proposed model revealed that all relationships between components were statistically significant, indicating a valid and predictive model for reducing vandalistic behaviors. Mathematical modeling results further showed that "developing positive skills and behaviors" had the greatest impact (41%), followed by "strengthening moral awareness and ethical values" (39%), and "creating a constructive environment and interaction" (19%). The results suggest that emphasizing the development of personal and social skills along with ethical education can be a key factor in managing such behaviors. Moreover, integrating these factors with modern technologies and participatory teaching approaches can lead to effective preventive and corrective programs in educational settings. Compared to previous studies, this research, through the use of data-driven models and fuzzy analysis, offers a more comprehensive and precise perspective on interventions for vandalistic behavior, and can serve as a scientific foundation for educational policy and programming in primary schools.

A Conceptual and Theoretical Analysis of Discipline in School Studies: From Educational Order to Power Constructs

Niloufar Parsafard iD , Ali Khalkhali ^* iD , Zohreh Shakibaei iD

The objective of this study was to conceptually and theoretically analyze the transformation of school discipline from a mechanism of educational order into a power-oriented construct within school studies. This study was conducted using a qualitative, conceptual–theoretical, and descriptive–analytical design. The research was based on documentary and library-based inquiry rather than fieldwork with human participants. The analytical corpus consisted of selected classical and contemporary texts in sociology of education, philosophy of education, school studies, classroom management, critical pedagogy, and theories of power. Sources were selected purposefully according to their relevance to school discipline, educational order, normalization, social control, symbolic reproduction, educational justice, and participatory discipline. Data were collected through systematic review, conceptual note-taking, and thematic organization of theoretical materials. Data analysis was performed using a critical–analytical and interpretive approach, through which key concepts were extracted, compared, categorized, and interpreted within their historical, social, and theoretical contexts. The inferential findings indicated that school discipline cannot be reduced to a neutral tool for classroom management or behavioral regulation. The analysis showed that discipline has historically shifted from moral obedience and teacher-centered authority toward bureaucratic, institutional, and power-based mechanisms. The findings further revealed that disciplinary practices operate through surveillance, assessment, classification, regulation, and normalization, thereby contributing to the formation of compliant educational subjects. In addition, discipline was found to function as a mechanism of symbolic and ideological reproduction, especially when school rules privilege dominant cultural norms and marginalize students with different social or cultural backgrounds. However, the analysis also indicated that discipline can be reconstructed through democratic, dialogical, participatory, and dignity-centered approaches. The study concludes that school discipline is a multidimensional educational and social construct that simultaneously produces order, regulates behavior, reproduces power, and shapes student subjectivity. Therefore, educational policymakers, school administrators, and teachers should move beyond punitive and authoritarian models and adopt participatory approaches that promote self-regulation, educational justice, critical awareness, and human dignity.

Assessment and Practice in Educational Sciences

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The Efficiency of Training Emotional Quotient Components on Reducing the Syndromes of Alexithymia in Female High School Students in Qorveh

Identification of Children’s Reactions to G-Rated Animations in Relation to Moral Exploration

Effect of AI-driven Conversational Agents on EFL Learners’ Writing Anxiety, Agentic Engagement and Language Investment

Prioritization of the Dimensions of the Professional Competency Model of Managers Based on the Mindfulness (Present-Moment Awareness) Approach from Langer’s Perspective in Education

Examining the Relationship Between Mathematics Teaching Content and Teaching Methods: A Phenomenological Study (Lower Secondary Mathematics Teachers in District 3 of Tehran)

Identifying Effective Metrics in Instructor–Student Interaction in Virtual Education

Identification of the Constituent Components of Reengineering the Educational System of Farhangian University in Tehran

Embodiment and Empathy: Linking Merleau-Ponty’s Phenomenology and Montessori Education in Fostering Emotional Understanding in Preschool Children

Comparative Analysis of Levinas’s “Other” and Bataille’s “Community”: Implications for Designing Group Activities in Ethics-Oriented Curricula

A Meta-Synthesis Analysis of the Role of Resilience in Educational Leadership in Schools

Validation of the Model of Ethical Requirements of Artificial Intelligence in Education

Cohesion-based Errors and Intelligibility of Persian-English Machine Translation Output

Designing a Family Management Curriculum Model for Students

Designing a Framework Based on Student-Centered Learning Approaches to Enhance Professional Behaviors and the Effectiveness of Accounting Education

Structural Model of Categories Influencing the Design of an Ethical Leadership Model with Emphasis on Managers of Educational Organizations

Designing an In-Service Training Model for Teachers in the Iranian Education System

Comparing Identity, TPACK, and Digital Competency in Virtual and Traditional Classrooms

Development of a Structural Model of Soft Skills for Educational Leaders with an Artificial Intelligence Approach in Schools of Mazandaran Province

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