Iranian Journal of Educational Sociology

Fractal Pattern Design of Virtual Curriculum with Intercultural Approach in Farhangian University

Parvaneh Shahabi Moghadam

; Seyedeh Esmat Rasoli *

; Ladan Salimi

Purpose: This study aimed to design a Fractal Virtual Curriculum Model with an Intercultural Approach for Farhangian University.

Methodology: The research employed a qualitative approach using inductive content analysis within a grounded theory framework. Data were collected through semi-structured interviews with 16 experts in curriculum studies, virtual education, and intercultural pedagogy, selected via snowball sampling. The interview transcripts were coded in three stages: open, axial, and selective coding. MAXQDA software was used to manage and categorize data. The coding process identified recurring patterns and thematic relationships to construct a comprehensive model. Trustworthiness was ensured through member checking, peer review, and intercoder agreement.

Findings: The final model consists of nine core elements: objectives, content, learning activities, teaching-learning strategies, space, time, grouping, educational materials, and evaluation. Each element includes specific subcategories and indicators grounded in the principles of fractal theory and intercultural education. The objectives focused on cultural cohesion and educational equity; content emphasized multicultural literacy and cultural intelligence; learning activities included participatory and diversity-driven tasks. Teaching strategies centered on flexibility and multicultural competence, while spatial and temporal components addressed virtual inclusivity. Grouping practices promoted intercultural collaboration, materials supported multilingual and multimodal access, and evaluation incorporated qualitative, quantitative, and multicultural dimensions. The model allows recursive adaptation across educational settings, mirroring the self-similar and dynamic nature of fractals.

Conclusion: The proposed Fractal Virtual Curriculum Model addresses the cultural, technological, and pedagogical complexities of modern learning environments, supporting inclusive and context-sensitive curriculum development.

Modeling the Development of Teaching Professionalization among Teachers in Iraq

Doaa Razzaq Jawad

; Farhad Shafiepoor Motlagh *

; Lamyaa Hasan Muhamed Ahmed Aldewan

, Badri Shahtalebi

https://doi.org/10.61838/bzqgns45

Purpose: This study aimed to development of teaching professionalization among teachers in Iraq.

Methods and Materials: This qualitative research employed the classical grounded theory method to construct a localized model of teacher professionalization. The study population consisted of educational science experts across Iraq in 2024. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved with 21 participants. Data were gathered through in-depth, unstructured interviews, each lasting approximately 45 minutes. Expert validation ensured the confirmability of the findings. The data were analyzed through open, selective, and theoretical coding to derive the conceptual structure of professionalization.

Findings: Through systematic coding and continuous comparative analysis, eleven core dimensions of teacher professionalization were identified: (1) talent identification and empowerment for curriculum implementation, (2) creative strategy training, (3) content-related technical knowledge, (4) in-service knowledge, (5) improving teaching attitudes, (6) lesson study, (7) preparation for the three educational objectives (cognitive, affective, psychomotor), (8) entry-level knowledge assessment, (9) artificial intelligence technology training, (10) analysis of educational tools and innovations, and (11) multicultural education analysis. These dimensions collectively form an interconnected framework that integrates cognitive, attitudinal, technological, and cultural competencies essential for modern teaching in Iraq. The model demonstrated strong conceptual coherence and applicability within Iraq’s socio-educational context, offering a multi-dimensional approach to teacher development that extends beyond traditional in-service training.

Conclusion: The proposed grounded model provides a culturally relevant and empirically validated framework for advancing teacher professionalization in Iraq. By emphasizing creativity, technological literacy, intercultural awareness, and reflective practice, the model bridges existing gaps in teacher development policies and practices. It offers policymakers and educators a practical roadmap for enhancing instructional quality and building a resilient, adaptive teaching workforce aligned with the transformative needs of Iraq’s education system.

Effectiveness of Blended Learning in the Mathematics Curriculum on Self-Efficacy and Academic Motivation of Sixth-Grade Students

Roghayeh Poursaberi *

https://doi.org/10.61838/6bhr6658

Purpose: The objective of this study was to examine the effectiveness of implementing blended learning in the mathematics curriculum on sixth-grade students’ self-efficacy and academic motivation.

Methods and Materials: This applied research employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of all sixth-grade elementary students in Kermanshah during the 2025–2026 academic year. A sample of 30 female students was selected through convenience sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received eight sessions of blended learning in mathematics over one month, while the control group received traditional instruction. Data were collected using the Mathematics Self-Efficacy Questionnaire (4 items, 4-point Likert scale) and Harter’s Academic Motivation Scale (33 items, 5-point Likert scale). Reliability coefficients using Cronbach’s alpha were 0.90 and 0.91, respectively. Data were analyzed with SPSS-26 using descriptive statistics and multivariate analysis of covariance (MANCOVA).

Findings: Results of the multivariate analysis of covariance demonstrated a statistically significant difference between the experimental and control groups in posttest scores of self-efficacy and academic motivation after adjusting for pretest scores (F = 23.145, p = 0.001). Students in the experimental group showed significantly higher self-efficacy and academic motivation compared to the control group, indicating the positive impact of blended learning on both psychological variables.

Conclusion: Blended learning in the mathematics curriculum significantly enhances students’ self-efficacy and academic motivation by providing flexible, interactive, and supportive learning environments. These findings highlight the potential of blended learning to improve affective and cognitive outcomes in elementary mathematics education.

Investigating the Factors Influencing Academic Procrastination Among Students: A Grounded Theory Study

Amir Gerafar

; Mahboobeh Fooladchang *

; Razieh Sheikholeslami

, Farideh Yousefi

https://doi.org/10.61838/vcfx3p70

Purpose: The objective of this study was to identify and conceptualize the causal, contextual, and intervening factors influencing academic procrastination among students in District 6 of Tehran using a grounded theory approach.

Methods and Materials: This research employed a qualitative design using the grounded theory methodology. Semi-structured interviews were conducted with 30 male students aged 15–18 years in District 6 of Tehran, selected purposively based on inclusion criteria and academic procrastination scores. Data collection continued until theoretical saturation was reached. Interviews were audio-recorded, transcribed verbatim, and analyzed using open, axial, and selective coding. The coding process generated categories and subcategories that were integrated into a conceptual model. Credibility, dependability, confirmability, and transferability criteria were applied to ensure trustworthiness. Ethical considerations included informed consent, confidentiality, voluntary participation, and the right to withdraw at any stage.

Findings: Analysis revealed three overarching themes shaping academic procrastination: causal factors, contextual factors, and intervening factors. Causal factors included low achievement motivation, weak academic planning, test anxiety, fear of failure, excessive perfectionism, negative academic self-beliefs, and low self-efficacy. Contextual factors comprised unsupportive family environments, grade-oriented educational systems, unengaging teaching methods, high academic workload, lack of study skills training, poor study environments, and excessive digital media use. Intervening factors included personal and family stress, social support, parent–child relationship patterns, peer influence, feedback quality, prior academic failures, and socioeconomic conditions.

Conclusion: The findings indicate that academic procrastination among students is shaped by a complex interplay of psychological, familial, educational, social, and contextual influences.

Curriculum Model for Enhancing Social Capital and Social Skills Among Elementary School Students

Shahla Bahrami

; Hasan Maleki *

; Mostafa Ghaderi

https://doi.org/10.61838/dwtrj116

Purpose: This study aimed to develop and validate a comprehensive curriculum model designed to enhance social capital and social skills among elementary school students through a mixed-methods approach.

Methods and Materials: A sequential mixed-methods research design was employed, beginning with a qualitative phase involving semi-structured interviews with curriculum specialists, educational psychologists, and elementary teachers in Tehran selected through purposive sampling. Thematic analysis generated foundational components for the curriculum model. These qualitative themes informed the development of quantitative instruments administered to 312 elementary teachers selected via stratified random sampling. Quantitative analyses included descriptive statistics, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) using SPSS and SmartPLS. Reliability and validity indices, including composite reliability, Cronbach’s alpha, and average variance extracted, were calculated to assess the measurement structure and test the theoretical framework emerging from the qualitative findings.

Findings: EFA supported a four-factor model explaining 72.14% of total variance with strong factor loadings across components. CFA results demonstrated excellent model fit (χ²/df = 2.41, RMSEA = 0.056, CFI = 0.957, TLI = 0.944), confirming the validity of the measurement model. SEM revealed significant predictive relationships among latent constructs: social interaction skills significantly predicted social capital development (β = 0.63, t = 11.42), prosocial behavioral training strongly predicted social skills enhancement (β = 0.58, t = 10.76), and curriculum contextualization predicted implementation feasibility (β = 0.47, t = 8.23). Additionally, social capital development significantly enhanced student social participation (β = 0.54, t = 9.61), and social skills enhancement improved classroom behavioral adjustment (β = 0.49, t = 7.88).

Conclusion: The validated model demonstrates that a culturally grounded, interaction-centered curriculum integrating prosocial training, cooperative learning, and contextualized instruction can significantly strengthen social capital and social skills among elementary students.

From Research Leadership to the Re-Creation of the Research-Oriented School

Yahya Hussein Ali Al Tameemi

; Ali Khalkhali *

; Salwan Abed Ahmed

, Zohreh Aghakasiri

https://doi.org/10.61838/0t61km42

Purpose: This study aimed to develop and empirically validate a structural model explaining the linkage between research leadership and the development of research-oriented schools at the primary education level in Diyala Province, Iraq.

Methods and Materials: The study employed a mixed-method exploratory–sequential design. In the qualitative phase, a systematic literature review and thematic narrative synthesis were conducted, followed by a qualitative Delphi process with 20 educational experts, including principals, teachers, curriculum specialists, and university faculty, to identify and refine key components of research leadership. The quantitative phase used data from 258 primary school teachers and principals selected through multi-stage cluster sampling. A researcher-designed questionnaire based on qualitative findings was administered using a five-point Likert scale. Construct validity was tested via confirmatory factor analysis (CFA), and the overall structural model was evaluated using variance-based structural equation modeling (SEM). Reliability was assessed through Cronbach’s alpha and composite reliability indices.

Findings: Results of CFA and SEM confirmed that all factor loadings exceeded the minimum threshold of 0.30 and that all paths were statistically significant (t-values > 1.96). Fit indices indicated strong model adequacy (RMSEA = 0.042, GFI = 0.96, NFI = 0.97). The constructs of research vision, distributed leadership, structural support, data-informed decision-making, and evidence-based accountability emerged as the strongest predictors of research-oriented schooling. Cronbach’s alpha coefficients exceeded 0.70 for all variables, confirming internal consistency and reliability.

Conclusion: The validated model demonstrated that research leadership—characterized by shared vision, distributed authority, and evidence-driven decision-making—serves as the structural and cultural foundation for creating and sustaining research-oriented schools.

Identifying the Antecedents and Consequences of Peer Mentoring among History Faculty Members in Iraqi Universities

Inas Ali Gawi Badrawi

; Nasrolah Ghashghaeizadeh *

; Hutham Jalil Abbas

, Narges Saeidian Khorasgani

https://doi.org/10.61838/v8gx2m07

Purpose: This study aimed to identify and analyze the antecedents and consequences of peer mentoring among history faculty members in Iraqi universities.

Methods and Materials: The research adopted a qualitative exploratory design using the Attride–Stirling thematic analysis approach. Semi-structured interviews were conducted with 21 experts, including 15 specialists in academic human resource development and 6 university professors of history, selected through purposive theoretical sampling based on theoretical saturation. The interviews were transcribed, coded, and analyzed to extract descriptive codes, basic themes, organizing themes, and overarching global themes representing antecedents and consequences of peer mentoring. The trustworthiness of the study was verified using Lincoln and Guba’s (1985) criteria of credibility, transferability, dependability, and confirmability.

Findings: The results revealed 24 key themes—13 antecedents and 11 consequences—illustrating that peer mentoring functions as a cyclical and self-reinforcing developmental process. Antecedents such as team spirit, organizational trust, learning-oriented leadership, professional ethics, and communication skills were identified as vital preconditions for effective mentoring. Consequences included professional and personal development, knowledge sharing, psychological empowerment, career advancement, leadership skill development, and the strengthening of social capital. The findings indicated that trust, collegiality, and institutional support are central to sustaining mentoring relationships, while the outcomes extend beyond individual growth to organizational learning and innovation.

Conclusion: Peer mentoring among history faculty members in Iraq enhances both individual and institutional capacities through shared learning, trust-building, and professional collaboration. It fosters organizational cohesion, leadership development, and social capital, highlighting its value as a strategic mechanism for faculty development and academic advancement.

Reengineering the Educational System of Farhangian University: A Grounded Theory Approach

Nazanin Houshiarjah

, Mehdi Shariatmadari *

, Fereshteh Kordestani

, Fatemeh Hamidifar

https://doi.org/10.61838/j468m831

Purpose: This study aimed to develop a comprehensive model for reengineering the educational system of Farhangian University in Tehran based on the grounded theory approach to improve teacher education quality and institutional effectiveness.

Methods and Materials: The research employed a qualitative design using the paradigmatic grounded theory method of Strauss and Corbin (1998). Twenty academic experts and specialists in higher education, educational management, curriculum design, and teacher training were selected through theoretical sampling until theoretical saturation was achieved. Data were collected via semi-structured, in-depth, exploratory interviews complemented by documentary analysis. Data validity and reliability were ensured through prolonged engagement, triangulation, peer debriefing, and member checking. Coding was conducted in three stages—open, axial, and selective—using MAXQDA software to extract key dimensions, causal relationships, and strategies forming the systemic model of educational reengineering.

Findings: The analysis revealed that reengineering the educational system is a multifaceted process shaped by infrastructural–technological, organizational, human, cultural, and social factors. Causal conditions included outdated curricula, limited technological adaptation, and rigid administrative structures. Contextual factors encompassed political and ideological barriers and inadequate infrastructure, while motivational–psychological and economic elements acted as intervening variables. Effective strategies involved communication and collaboration networks, human resource development, instructional redesign, and managerial innovation. The identified outcomes included enhanced teaching quality, a positive and motivational learning environment, alignment with societal and labor market needs, and strengthened institutional credibility.

Conclusion: Reengineering the educational system of Farhangian University requires an integrated, systemic approach addressing structural, cultural, and technological dimensions. By combining collaborative strategies with digital transformation and human capital development, universities can foster innovation, efficiency, and educational excellence aligned with contemporary national and global demands.

About the Journal

The Iranian Journal of Educational sociology (IJES) publishes top research in the area of educational and social sciences which seeks to be applied in a variety of educational contexts, formal and informal, and involving different education levels and people of all ages. The articles published in IJE deal with educational and social and Interdisciplinary problems that are relevant for the education communities, and their contributions serve as scientific tools to improve school education and education in general in relation to processes and outcomes. The second objective of IJE is the publication of theoretical works that advance the literature in educational and social sciences, opening new lines of research in the field. IJES publishes articles that, from a variety of perspectives and methods, deepen in the understanding of the processes, tools, contexts, and outcomes of school and non-school learning. The aim of the Journal of Sociology of Education is to provide an intellectual environment for national and international researchers to discuss their latest findings in the social, legal, educational and psychological fields. Therefore, it is hoped that this publication will improve the situation of this field in Iran and the world and provide solutions to theoretical and practical problems facing this field. To achieve this goal, we encourage researchers to submit authoritative and unpublished articles to this journal for publication.

This journal publishes authoritative articles in the following areas:

Education
Educational Sociology
Social Issues (Psychology, Management,Philosophy of Education,...)
Civil and Social Law of Citizenship
Philosophy of education
Educational Management

Current Issue

Vol. 8 No. 4 (2025): Serial Number 8-4

Published: 2025-12-15

Articles

Comparison of the Effect of Phonological–Visual Approach Training and Working Memory Training on Reading Attitude in Male Second-Grade Elementary Students with Dyslexia in Tehran

Fatemeh Lachinani

; Hassan Ali Weiss Karami *

; Ezatolah Ghadampour

1-9
- PDF
https://doi.org/10.61838/wx6k7s26
Presenting a Conceptual Model of Body Management among Male Bodybuilding Athletes: A Sociological Perspective on Sport

Ali Hejri

; Hassan Ghasemalipour *

; Bahram Ghadimi

, Akbar Afarinesh Khaki

1-13
- PDF
https://doi.org/10.61838/pz3tec62
Presenting a Model for Human Capital Excellence with a Cultural Approach in the Education System of Qom Province

Hossein Kazemi

; Abdolrahim Rahimi *

; Mohammad Reza Karimi Kandzai

1-11
- PDF
https://doi.org/10.61838/0tm93h77
Identifying the Dimensions and Components of Overcoming Organizational Trauma in the Faculty of Fine Arts at the University of Baghdad

Ahmad Nasif Jaseb Al-Seray

; Leila Hosseini Tabaghdehi *

; Falah Kadhim Hussein Al- Juaifari

, Mahboubeh Sadat Fadavi

1-9
- PDF
https://doi.org/10.61838/62f59v26
A Comparative Study of Traditional and Online Instruction on Iranian EFL Learners' Reading Skills, Self-Efficacy, and Personality Types

Maryam Shahrokhi Shahraki *

1-11
- PDF
https://doi.org/10.61838/kman.ijes.8.4.4
Investigating the Effect of Sexual Satisfaction on Marital Satisfaction: The Mediating Role of Cognitive Emotion Regulation

Javad Seyyedjafari *

, Ahmad Borjali

, Abolghasem Isamorad

, Faramarz Sohrabi

, Abdollah Motamedi

1-11
- PDF
https://doi.org/10.61838/b86w1174
Peer-Teacher-Based Educational Supervision (A Local Model for Sama Schools in Hormozgan Province)

Azita Nomani

; Baharak Shirzadkebria *

; Parinaz Banisi

, Yalda Delghoshaei

1-13
- PDF
https://doi.org/10.61838/cg2dxe05
Impact of Peer Support on Intrinsic Motivation in Dyslexic Students: The Mediating Role of Academic Self-Efficacy

Ali Aghaziarati *

1-9
- PDF
https://doi.org/10.61838/1y7r3g83
Coping Strategies as Moderators of Bereavement Experience and Psychological disorders in Mothers who have Lost their Child in a Short Time

Masoumeh Sheikh Choukami1, *

, Abbas Hasiri Rizi2,

, Fatemeh Sadat Heidarieh3,

, Masoumeh HoseinAbadi4,

, Zahra Dabbaghha

1-14
- PDF
https://doi.org/10.61838/j5zczw84
Development of an E-Learning Implementation Model with an Omnichannel Approach in Secondary Schools of Tehran

Roya Haghiri Limodehi

, Mahbubeh Abdollahi *

, Sharare Habibi

1-12
- PDF
https://doi.org/10.61838/d8vvad94
Fitting a Structural Media Model to Reduce the Effects and Consequences of Human Rights Violations in Iraq

Suzan Mehdi Fayyad Al-Shammari

; Ali Jafari *

; Aysar Khaleel Ibrahim

, Mojtaba Aghajani

1-14
- PDF
https://doi.org/10.61838/wj3ccm52
Validation of a Project-Based Curriculum Model for the Sixth-Grade Work and Technology Course

Nader Fakourniya

; Hosein Baghaei *

; Behnam Talebi

1-10
- PDF
https://doi.org/10.61838/bfenqw97
Improving Alexithymia in Adults with ADHD: Comparing Metacognitive and Transdiagnostic Therapies

Maryam Sadeghi Fard

; Hossein Ebrahimi Moghaddam *

; Shahram Nematzadeh

1-10
- PDF
https://doi.org/10.61838/6ec6ps87
Examining the Challenges Affecting the Quality of Educational Services in Islamic Azad University

Somayeh Farhudi

; Roghayeh Vahdat *

; Maryam Sameri

1-6
- PDF
https://doi.org/10.61838/at9x6n77
Social Barriers Faced by Women with Ineffective Guardians in accessing the Services of the Behzisti Office in Tehran

Mina Zahraee

; Soraya Rostami *

; Afsaneh Tavassoli

1-15
- PDF
https://doi.org/10.61838/kman.ijes.8.4.14
Validation of a Skills Training Curriculum Model Using a Quantitative Approach (With Emphasis on Technical and Vocational Training Organization Courses)

Najmeh Khoshravani

; Mojgan Mohamadi Naeini *

; Zeinab Rahim Dashti

, Gholamreza Aslani

1-15
- PDF
https://doi.org/10.61838/ttd0vd88
A Systematic Review of Measuring the Effectiveness of the Academic Performance of Elementary School Students

Sara Ahmadi

, Keyvan Salehi *

, Mohammad Javadipour

1-9
- PDF
https://doi.org/10.61838/kman.ijes.8.4.15
Objectives of the Game-Based Social Skills Curriculum Model in the Upper Elementary Level

Parvin Mousavifar

; Zohreh Saadatmand *

; Maryam Baratali

1-10
- PDF
https://doi.org/10.61838/7thtfr07
Validation of the Cognitive Factors–Based Smart Health-Oriented Product–Service System Model of the Social Security Organization

Ali Saei

; Mohammad Hossein Karimi Gavareshki *

; Reza Hosnavi Atashgah

, Hassan Torabi

, Mohammad Reza Zahedi

1-14
- PDF
https://doi.org/10.61838/xvb0cr29

View All Issues

Iranian Journal of Educational Sociology

Fractal Pattern Design of Virtual Curriculum with Intercultural Approach in Farhangian University

Modeling the Development of Teaching Professionalization among Teachers in Iraq

Effectiveness of Blended Learning in the Mathematics Curriculum on Self-Efficacy and Academic Motivation of Sixth-Grade Students

Investigating the Factors Influencing Academic Procrastination Among Students: A Grounded Theory Study

Curriculum Model for Enhancing Social Capital and Social Skills Among Elementary School Students

From Research Leadership to the Re-Creation of the Research-Oriented School

Identifying the Antecedents and Consequences of Peer Mentoring among History Faculty Members in Iraqi Universities

Reengineering the Educational System of Farhangian University: A Grounded Theory Approach

About the Journal

Current Issue

Articles

Comparison of the Effect of Phonological–Visual Approach Training and Working Memory Training on Reading Attitude in Male Second-Grade Elementary Students with Dyslexia in Tehran

Presenting a Conceptual Model of Body Management among Male Bodybuilding Athletes: A Sociological Perspective on Sport

Presenting a Model for Human Capital Excellence with a Cultural Approach in the Education System of Qom Province

Identifying the Dimensions and Components of Overcoming Organizational Trauma in the Faculty of Fine Arts at the University of Baghdad

A Comparative Study of Traditional and Online Instruction on Iranian EFL Learners' Reading Skills, Self-Efficacy, and Personality Types

Investigating the Effect of Sexual Satisfaction on Marital Satisfaction: The Mediating Role of Cognitive Emotion Regulation

Peer-Teacher-Based Educational Supervision (A Local Model for Sama Schools in Hormozgan Province)

Impact of Peer Support on Intrinsic Motivation in Dyslexic Students: The Mediating Role of Academic Self-Efficacy

Coping Strategies as Moderators of Bereavement Experience and Psychological disorders in Mothers who have Lost their Child in a Short Time

Development of an E-Learning Implementation Model with an Omnichannel Approach in Secondary Schools of Tehran

Fitting a Structural Media Model to Reduce the Effects and Consequences of Human Rights Violations in Iraq

Validation of a Project-Based Curriculum Model for the Sixth-Grade Work and Technology Course

Improving Alexithymia in Adults with ADHD: Comparing Metacognitive and Transdiagnostic Therapies

Examining the Challenges Affecting the Quality of Educational Services in Islamic Azad University

Social Barriers Faced by Women with Ineffective Guardians in accessing the Services of the Behzisti Office in Tehran

Validation of a Skills Training Curriculum Model Using a Quantitative Approach (With Emphasis on Technical and Vocational Training Organization Courses)

A Systematic Review of Measuring the Effectiveness of the Academic Performance of Elementary School Students

Objectives of the Game-Based Social Skills Curriculum Model in the Upper Elementary Level

Validation of the Cognitive Factors–Based Smart Health-Oriented Product–Service System Model of the Social Security Organization

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