Assessment and Practice in Educational Sciences

This study investigated whether, and in what differentiated ways, teacher emotional intelligence (EI) is associated with behavioral, emotional, and cognitive engagement among learners in Iranian EFL classrooms. Using a cross-sectional, multilevel design, data were collected from 25 EFL teachers and 232 students in Tehran, Karaj, and surrounding suburbs. Teacher EI was measured through four theoretically grounded facets (emotional perception, emotional understanding, emotional regulation, and relational–empathic competence) while student engagement was assessed across its behavioral, emotional, and cognitive dimensions. Descriptive analyses and intraclass correlations confirmed meaningful between-teacher variance for emotional and cognitive engagement. Multilevel models revealed a differentiated pattern: teachers’ emotional perception uniquely predicted students’ emotional engagement, whereas emotional regulation and relational–empathic competence were the strongest predictors of cognitive engagement. Behavioral engagement, although high across classes, showed only weak associations with EI. These findings refine existing accounts by demonstrating that not all EI facets contribute equally to all forms of engagement, and that teacher EI is most consequential for the affective and cognitive components that support deeper learning. The study underscores the importance of targeted EI-oriented professional development while highlighting structural features of high-stakes EFL contexts that may constrain behavioral engagement.

Lifelong learning has become an indispensable aspect of the teaching profession. Despite the widespread acknowledgment of the profound influence of organizational working conditions on teacher learning, the Iranian context has witnessed a paucity of research thoroughly investigating their interactive impacts. To address this gap, this research sought to explore the effects of principals' learning-centered leadership (PLCL), mediated by calculative (CT), relational (RT), and faith trust (FT), on teacher professional learning (TPL) in Iran. The participant of this investigation consisted of 206 Iranian instructors of English as a Foreign Language. All individuals held a Master of Arts degree in TEFL. The sample included 141 male and 65 female, with ages ranging from 25 to 35 years and teaching experience spanning 5 to 10 years. The study employed a multi-scale valid and reliable questionnaire as a data-gathering tool. It contained 68 questions distributed across the five constructs, with each construct receiving its own five-point Likert scale. The Partial Least Squares (PLS) path modeling was utilized in this exploratory research for data analysis. The results indicated that PLCL exerted significant positive direct and indirect effects, through CT, RT, and FT, on TPL. Particularly, RT was most significant in driving TPL, followed by CT and FT. The practical implications are discussed.

This study aimed to identify and analyze the strategies and outcomes associated with the development of technological competencies among Arabic language teachers in schools of Babylon Province. The study adopted a qualitative research design using the systematic grounded theory approach of Strauss and Corbin. The study population consisted of educational and technological experts, including university faculty members, policymakers, curriculum specialists, and experienced Arabic language teachers with a minimum of ten years of professional experience. Participants were selected through snowball sampling, and data collection continued until theoretical saturation was achieved. Data were gathered through 15 in-depth semi-structured interviews lasting between 20 and 60 minutes. Concurrent data collection and analysis were conducted using a three-stage coding process, including open coding, axial coding, and selective coding. To ensure the reliability of the qualitative analysis, the Holsti coefficient was calculated, yielding an acceptable reliability value. The extracted concepts and categories were organized into a paradigmatic model encompassing causal conditions, contextual conditions, intervening conditions, strategies, and outcomes. The findings revealed that the development of technological competencies among Arabic language teachers is a multidimensional and systemic process centered on a core phenomenon shaped by ten key categories. Causal conditions included the provision of technological infrastructure and the strengthening of technical and professional capabilities. Contextual conditions encompassed supportive governmental policies, school leadership, and a culture of technology acceptance. Intervening conditions such as continuity of professional development and professional networking played a mediating role. Strategic actions focused on innovation in Arabic language teaching and technology-oriented teacher empowerment, leading to outcomes including improved instructional quality, enhanced teacher competencies, increased student engagement, and sustainable professional development. The study concludes that effective development of technological competencies among Arabic language teachers requires an integrated and systemic approach that aligns infrastructure, policy support, professional learning, and pedagogical innovation to achieve sustainable educational improvement.

The purpose of this study was to identify and analyze the components influencing the development of research competencies among faculty members in Iraqi universities. This applied research was conducted using a descriptive–analytical approach, and data were collected through a researcher-made questionnaire administered to 333 faculty members. To analyze the data and rank the components, the Friedman test was employed to determine the priority and relative importance of each component across six main categories: causal factors, research competencies, contextual conditions, intervening conditions, strategies, and outcomes. The findings indicated that among the causal factors, professional requirements and motivational factors held the greatest importance and played a key role in shaping the research behavior of faculty members. Within the research competency components, research ethics and methodological knowledge were of higher significance, emphasizing adherence to ethical principles and mastery of scientific methods as fundamental pillars of research capability. Furthermore, within the contextual conditions, the scientific–educational environment had the highest importance, underscoring the vital role of research infrastructure and resources in enhancing the quality of scholarly activities. Among the intervening conditions, organizational barriers were identified as the main impediment, while within the strategy components, educational and motivational strategies had the most substantial effect on improving research competency. Finally, the individual outcomes for researchers were highly significant, demonstrating that the development of research competencies not only enhances professional performance but also increases motivation, self-confidence, and the ability to supervise students effectively. The results of this study highlight the necessity of a comprehensive and multidimensional approach to research empowerment among faculty members and can serve as a practical framework for planning, enhancing research competencies, and evaluating research performance in Iraqi universities. 

This study aimed to design and validate a comprehensive model for the adult literacy curriculum with a specific focus on enhancing learners’ social and economic skills in Tehran Province. The research employed a qualitative approach using the grounded theory method. The statistical population consisted of experts in education, literacy instructors, and university specialists from Tehran Province. Through purposive snowball sampling, 20 experts with at least 29 years of experience and doctoral qualifications were selected for semi-structured interviews. Data were analyzed using open, axial, and selective coding to extract concepts, categories, and relationships among variables. The coding process led to the identification of causal, contextual, and intervening conditions, as well as strategies and outcomes. To ensure validity and reliability, data triangulation and expert validation were applied. The results revealed that the causal conditions of the adult literacy curriculum included infrastructures for work attachment, individuals’ internal orientation toward growth, and continuous skill development. The core category comprised intra-organizational characteristics, decision-making centered on the curriculum, conflict resolution around curriculum goals, institutional participation and support, organizational culture, structure, and staff skills. Contextual conditions were defined by adherence to values and behavioral principles, while intervening conditions encompassed environmental, legal, cultural, social, political, and economic factors. Strategic factors such as the formulation of a curriculum charter, implementation of essential managerial processes, and curriculum control led to positive outcomes including meritocracy, organizational justice, reduced corruption, improved leadership behavior, protection of labor rights, and stronger social relationships. Adult literacy education is most effective when it integrates moral, social, and economic dimensions through value-driven, participatory, and institutionally supported curriculum frameworks.

The environment is in a critical condition, and education and training are essential to address its challenges. The purpose of this study is to extract and elucidate the components of the philosophical foundations of environmental education in order to propose a model for upper secondary education. The research employed a qualitative approach, utilizing meta-synthesis and theoretical inference methods. This study examined sources and articles related to the philosophical foundations of environmental education and used purposive sampling to collect data. The data collection instrument consisted of coding sheets, and data analysis was conducted using thematic analysis. The findings indicate that the educational model of environmental education comprises ontological, anthropological, epistemological, and axiological components. In addition, objectives such as the development of environmental ethics, the growth of spirituality, and the enhancement of environmental culture were identified as key outcomes of the study. Fundamental principles include viewing humans as stewards of nature, environmental justice, and coexistence. Instructional methods encompass education grounded in Islamic foundations, participation and experiential learning, critical thinking, and knowledge-based approaches. Ultimately, the study demonstrates that the success of environmental education at the upper secondary level depends on the institutionalization of philosophical components within an operational model that cultivates a generation that is conscious of and committed to ecosystem sustainability.

This study aimed to examine whether algorithmic bias awareness and ethical reasoning moderate the effects of perceived systemic biases in generative artificial intelligence on critical thinking and information literacy among higher education students in Tehran. The study employed a quantitative, cross-sectional correlational design with a moderation framework. Participants were 351 undergraduate and postgraduate students from public and private universities in Tehran selected through multistage cluster sampling. Data were collected using validated instruments measuring perceived systemic AI bias, algorithmic bias awareness, ethical reasoning, critical thinking, and information literacy. After preliminary data screening, hierarchical regression and structural equation modeling were conducted to test direct and interaction effects while controlling for demographic variables and frequency of AI use. Model fit was evaluated using standard goodness-of-fit indices. Perceived systemic bias in generative AI significantly and negatively predicted both critical thinking and information literacy. Algorithmic bias awareness and ethical reasoning each showed significant positive main effects on both outcome variables. Interaction analyses revealed significant moderation effects, indicating that high levels of algorithmic bias awareness and ethical reasoning substantially weakened the negative impact of systemic AI bias on critical thinking and information literacy. The structural equation model demonstrated excellent fit and confirmed the robustness of the proposed conceptual framework. The findings indicate that while systemic biases in generative AI pose measurable risks to essential academic competencies, these risks can be effectively mitigated through the development of algorithmic bias awareness and ethical reasoning, underscoring the necessity of embedding these capacities within higher education curricula and AI governance frameworks.

The purpose of the present study was to provide a causal model of digital leadership factors in the formation of an innovative organizational culture in the universities of Mazandaran Province. The research method was applied in terms of purpose and descriptive–survey in nature. The statistical population included all employees of Islamic Azad University branches in the cities of Sari, Babol, Tonekabon, Chalous, Neka, and Behshahr in Mazandaran Province (1,030 individuals). The sampling method was proportional cluster random sampling based on university units, and the sample size was determined to be 280 individuals using Cochran’s formula. A researcher-made questionnaire was used to collect data for the two variables of digital leadership and innovative organizational culture. The face, content, and construct validity of the instrument were examined and confirmed by academic supervisors, advisors, and subject-matter experts. In descriptive statistics, the mean, standard deviation, frequency distribution tables, and charts were presented for each variable, and this process was performed using SPSS software. In inferential statistics, the Kolmogorov–Smirnov test was used to examine the normality of data distribution, and to address the research questions, single-sample and independent t-tests, correlation coefficients, exploratory factor analysis, and structural equation modeling (including exploratory and confirmatory factor analysis) were employed. In the inferential section, the research hypotheses were tested using SPSS as well as AMOS. The results obtained from AMOS software were interpreted using the structural equation modeling approach. Path analysis results indicated that digital leadership has a positive, direct, and significant effect on innovative organizational culture.