https://journal.cesir.ir/ Iranian Journal of Comparative Education en daily 1 Fri, 20 Feb 2026 00:00:00 +0330 Fri, 20 Feb 2026 00:00:00 +0330 https://journal.cesir.ir/article_240550.html The main goal of study was to comparatively examine toxic leadership, Anti Citizenship Behavior, aggression, and job stress among primary school principals in Iran and Iraq. Employing a causal-comparative research design, the statistical population comprised primary school principals from   Khorramabad city,   Lorestan province , Iran   and Nasiriyah city,   Dhi Qar province , Iraq   A proportional stratified random sampling method,   was used to select a sample size of 115 principals (56 Iranian and 59 Iraqi) according to Krejcie and Morgan's table. Data were collected using four standardized questionnaires, all exhibiting Cronbach's alpha coefficients above 0.70. The validity of the questionnaires was confirmed by educational sciences experts. Data analysis was conducted using an independent samples t-test via SPSS software. The findings revealed that the mean scores for toxic leadership among Iranian and Iraqi primary school principals were 1.93 and 2.89; for aggression, 1.86 and 3.05; for Anti Citizenship Behavior, 1.76 and 2.79; and for job stress, 2.55 and 2.73, respectively. Consequently, a significant difference was observed between   school principals of Iran and Iraq across all the investigated variables while Iranian principals demonstrating   more favorable status. Based on these findings, it is recommended that stakeholders in the Iraqi educational management system prioritize the implementation of professional development programs, encourage principals to foster constructive leadership, and cultivate supportive work environments within schools to mitigate detrimental managerial behaviors. https://journal.cesir.ir/article_220757.html This study conducts a comparative analysis of the teacher practice component within the teacher education curricula of Iran, Finland, and Hong Kong, employing the Bereday method. The research population comprises universities in these countries that offer teacher education programs. Teacher practice structures were systematically extracted and analyzed using tables and checklists to facilitate comparison. Findings indicate notable similarities among the three countries, particularly regarding the mandatory nature of teacher practices and the duration allocated for their completion. However, significant differences emerge in aspects such as the number of teacher practice units and the expectations for student performance across disciplines. In both Hong Kong and Finland, teacher practice programs are characterised by extensive collaboration between universities and schools, with a strong emphasis on the integration of technology and electronic content, which is comparatively less developed in Iran. Furthermore, Hong Kong’s teacher practice framework provides student teachers with greater autonomy in undertaking creative and independent initiatives within schools, a feature less prominent in the Iranian context. Based on these findings, it is recommended that Iranian teacher education policymakers undertake a comprehensive review of existing teacher practice programs. This should include revisions to the duration and quality of teacher practices, a strengthened role for supervising mentors, and an increased integration of electronic content. Additionally, fostering stronger collaboration between universities and schools, encouraging active student participation in various school activities, and implementing robust oversight mechanisms are essential steps towards enhancing the overall effectiveness of teacher practice programs in Iran. https://journal.cesir.ir/article_194887.html This research aimed to compare the educational systems of Russia and Iran. The study is qualitative-comparative in nature. The research sample consists of data from both Russia and Iran, focusing on macro-level observations   with a selection strategy based on "different social systems, different educational outcomes." Data collection method was documentary included both primary sources (documents related to the educational systems of selected countries) and secondary sources (such as books and articles). Two analytical methods were employed: George Bereday's approach and Mill's method of agreement and difference. The findings revealed that, despite many similarities between the two countries, there are notable differences such as  teacher’s authority to develop curricula; responsibility of regional authorities in designing & implementing educational programs; authority to offer programs in specific subjects  ; Financial support for preschool education; More specialized training programs for preschool teachers;  variety in subject   (e.g., foreign language instruction in  primary schools);   right to choose the mother tongue   , in the Russian educational system. In Iran, integrated intellectual, religious, scientific, practical, and moral education is emphasized, along with efforts to prevent one-dimensionality and ensure appropriate teaching hours in schools. Based on the findings, it is recommended to Iranian educational planers to place greater emphasis on technology and foreign language courses during primary education. Additionally, students should be given the right to choose their mother tongue as the language of instruction in schools. https://journal.cesir.ir/article_242075.html The aim of study was to conduct a comparative critique of the philosophical foundations children's educational rights in international documents with documents of Iran. This is a qualitatively comparative research using the Bereday approach - including four stages of description, interpretation, juxtaposition and comparison. The data collection method was documentary - through examination of primary sources (upstream documents) and secondary sources (books and articles) and thematic analysis method was used for data analysis. The findings revealed that the most important similarities between selected documents include attention to the principle of child dignity, the principle of justice and equality, and shared responsibility of parents towards the child. The research findings also indicated that the most important differences are: Emphasis of Iran documents on the sovereignty of the God-centered concept versus the human-centered concept in international documents, emphasis on divine dignity in observing the rights of the child in Iran documents versus the emphasis on inherent dignity of child in international documents, and the highlighting of duty-centeredness in Iran documents versus the emphasis of international documents on fundamental rights of the child. From the perspective of the philosophical foundations governing Iranian documents, the most important criticisms that can be made of international documents on children's rights include: A non-divine view of children's rights, ignoring spiritual & otherworldly interests of children, lack of attention to children's religious education, creating a spirit of indifference towards fellow human beings through excessive emphasis on the slogan of "cultivating a spirit of peace and understanding in children," and neglecting the spiritual and human dimensions of education. https://journal.cesir.ir/article_226869.html The present study aims to compare in-service teacher training approaches in selected countries, namely Japan, Finland, the United Kingdom, and Iran. This research employs a qualitative comparative method based on Bereday’s approach, with the selection of countries guided by the strategy of “different social systems, different educational outcomes.” To enhance the validity and reliability of the data, peer review and researcher self-review methods were employed. The first finding indicates that Japan, Finland, and the United Kingdom have successfully implemented innovative technologies, practical and collaborative training programs, and feedback-based assessments. In contrast, Iran’s in-service teacher training system relies more on theoretical and traditional approaches. Research evidence and expert analyses highlight the necessity of revising curricula, incorporating modern technologies, and increasing teacher participation in course design. The second finding shows that Japan and Finland emphasize experiential and research-based learning, while the United Kingdom focuses on professional standardization and managerial skill development, whereas Iran’s system predominantly emphasizes financial incentives in in-service teacher training. In conclusion, enhancing the effectiveness of in-service teacher training in Iran requires a shift from theoretical to practical approaches, fostering teacher involvement in content design, utilizing modern educational technologies, and implementing performance-based evaluations. Comparative benchmarking from successful countries can inform the development of effective and contextually adapted policies. https://journal.cesir.ir/article_233512.html Universities and institutions of higher education increasingly rely on student evaluations of teaching (SET) to enhance both institutional and educational quality. SETs are commonly implemented worldwide using standardized survey instruments. These instruments are meticulously constructed to align with validated indicators of instructional effectiveness and the professional competencies integral to the teaching vocation. Comparative analyses of evaluation instruments across leading universities indicate significant convergence in assessment criteria, yet the optimal length of SET forms remains underexplored. Analyzing approximately 27,000 student surveys at the tertiary level, this study identifies the ideal number of SET items through exploratory and confirmatory factor analyses, leading to the design of five short-form scales for evaluation of teaching. Statistical comparisons, including linear regression and means tests, demonstrate that two of these concise forms yield estimates of instructors’ overall mean scores comparable to those derived from full-length evaluations. These findings suggest that streamlined SET instruments—consisting of four to five rigorously-validated items—can maintain methodological integrity while enhancing student attentiveness as well as improving psychometric properties, thereby ensuring greater reliability and validity in faculty evaluations.  https://journal.cesir.ir/article_187924.html Cloud computing is a new technology that has attracted the attention of modern educational systems by providing software, infrastructure, and platforms as internet services. The aim of research was to investigate e-learning based on cloud computing in virtual schools in Iran and Singapore as a substitute technology for Web 2 from a comparative perspective. This was a comparative research using documentary method and a questionnaire. To analyze the data, coding was used in the qualitative part and structural equations were used in the quantitative part. The findings showed that the similarities between the two countries include the development of electronic learning software and applications, and trust and honesty in content production. Also, the three main differences between the educational system of Iran and Singapore are the network infrastructure, management and tools of interaction and communication. According to the findings, the planners of Iran's educational system are advised to use diverse and high-quality educational resources. Also, training programs can be adjusted and personalized. For the successful implementation and implementation of e-learning based on cloud computing, it is necessary to create appropriate infrastructure, data security and privacy, and to train and prepare teachers to use technology. https://journal.cesir.ir/article_212448.html Over the past two decades, technological advances have created new opportunities for teachers as educational technologists. English teachers, due to their proficiency in a foreign language, are pioneers in the use of technology in the teaching/learning process and have provided new opportunities for their students. The purpose of the present study is to examine the lived experience of Iranian students in social solidarity spaces with regard to their demands from English teacher-bloggers. The research method was qualitative and semi-structured interviews and a descriptive design were used to collect and analyze data respectively. The findings showed that responding well to student behaviors, achieving learner goals, time management, showing flexibility, showing a sense of responsibility and commitment, learning teamwork, and improving language learning skills were the most important demands of the followers of English teacher-bloggers. In addition, it was found that 72% of the teacher-bloggers and 84% of the learners believed that the content provided in social solidarity spaces, as a modern educational platform, met their demands. The lived experience of Iranian students illustrates the new opportunities that modern technologies are making available to students in third world countries. These opportunities will greatly weaken the long-standing obstacles and challenges of the educational systems of developing countries. https://journal.cesir.ir/article_240549.html The present research investigated Iranian and non-Iranian English as a Foreign Language (EFL) teachers’ perception of ChatGPT applications in English language instruction and assessment. English teachers' ChatGPT-associated perceptions were investigated using an online survey through Google Forms, which also examined the participants’ experiences of its advantages and drawbacks. Convenience sampling was used to select participants based on their accessibility, leading to a sample of 93 English language teachers (45 Iranian and 48 non-Iranian). The participants belonged to various countries like Iran, Malaysia, Turkey, Azerbaijan, and Russia. One-way ANOVA was employed to analyze the data. The results indicated higher optimism toward ChatGPT's potential contribution to language instruction in Iranian teachers compared to their non-Iranian counterparts, who showed a more critical viewpoint. However, the participants confirmed the time-saving advantages of ChatGPT for grading and feedback. Besides, all participants showed concerns about academic integrity and the reliability of ChatGPT-generated information, revealing the need for a balanced strategy toward AI integration into educational contexts. The study supports the informed and careful integration of tools such as ChatGPT into language instruction and assessment to offer enhanced experiences and subsequently contribute to the discourse on AI in education. https://journal.cesir.ir/article_240551.html Semantic Study of the Policy of the Islamic Republic of Iran in the Field of Cultural Economy: A Contextual Analysis The influence of the Iranian political system encompasses all aspects of culture, including the economy of culture. The purpose of this study was to examine the semantics of Islamic Republic of Iran’s policy in the field of culture economy through a contextual analysis. This study is qualitative in nature and semi-structured interviews and the systematic approach of Strauss and Corbin were used to collect and analyze data respectively. The findings indicated the negative role of causal, contextual, and interventionist factors in weakening the economy of culture in Iran, which includes consequences such as weakening domestic production, increasing frustration among producers for investment, weakening presence of Iranian culture on the international stage, withdrawal of the workforce from cultural products sector, and destruction of the generational process of transferring cultural knowledge. According to the findings and in order to improve and promote the economy of culture, reforming the country's macro-cultural policies, increasing the financial and supervisory support role of the government while reducing its interventionist and entrepreneurial role, and increasing the role of the private sector is recommended. Keywords: Cultural policy, cultural economy, Islamic Republic, government https://journal.cesir.ir/article_242530.html Educational leadership styles play a pivotal role in enhancing learning quality, improving school effectiveness, and elevating the performance of teachers and students. This study aims to conduct a comparative analysis of educational leadership styles in schools across Iran, Japan, Finland, South Africa, and Australia. These countries were selected based on the framework of "social systems with divergent educational outcomes." The research employed a documentary data collection method and utilized Bereday’s comparative approach for analysis. Findings reveal that distributed, participatory, and learning-oriented leadership styles dominate in Finland and Australia, closely tied to their decentralized structures, institutional trust, and emphasis on teachers’ professional development. In contrast, authoritarian and hierarchical leadership styles prevail in Iran and Japan, largely rooted in organizational culture and centralized educational systems, though Japan exhibits emerging tendencies toward participatory leadership due to its collectivist cultural norms. South Africa, shaped by its unique historical context, employs a hybrid of transformational, situational, and context-aware leadership styles. The study identifies educational system structures, organizational culture, economic conditions, and leadership selection processes as critical determinants of leadership styles. The research recommends that policymakers in centralized systems prioritize school autonomy reforms, revisions in managerial appointment mechanisms, and strengthened professional development programs to foster higher-quality educational leadership. https://journal.cesir.ir/article_242531.html Paying attention to the voice of students as the most important stakeholders of the curriculum in the curriculum decision-making processes, including the design and implementation of new curricula and the modification of existing curricula as one of the most important elements in improving the quality of learning, can play a pivotal role in educational policy-making. Despite the emphasis on this issue in theoretical discussions in the field of curriculum, field and practical experiences of such an approach in curriculum processes have received less attention. In this regard, the present study aimed to conduct a comparative study of how to include student voices in the primary curriculum planning processes of the two countries of Australia and Ireland. This study was conducted using the Brady model in four stages including description, interpretation, juxtaposition and comparison. The findings show that in Australia, with its decentralized educational structure, frameworks such as Amplify and local planning of the states, student voices have been included in curriculum planning. In contrast, Ireland, with its centralized structure and the use of the Lundy Participation Model and the National Participation Framework, has more systematically incorporated student voice into macro-policies and educational programs. The results of this study indicate that both countries have considered paying attention to student views and preferences in curriculum decisions as a central element in strengthening student motivation and participation, but the way it is implemented differs due to structural and cultural differences. https://journal.cesir.ir/article_242533.html The aim of this study is to analyze the factors influencing knowledge growth in the UAE, ‎Saudi Arabia, Iran, and Turkey. The research approach is qualitative, and the method used is ‎comparative based on a broad framework and conducted at a macro level. The selection of ‎countries is based on a strategy of "similar social systems, differing educational outputs." ‎Data collection methods include documentation, and the sources of information comprise ‎scholarly articles and international reports. To determine the status of the countries, key ‎indicators of overall knowledge growth were examined, including public education, ‎technical and vocational education, higher education, research and development, ‎information and communication technology, as well as an active social and political ‎environment and their related sub-indicators. The findings of the study indicate that all ‎selected countries emphasize the support for the knowledge economy in their policies, yet in ‎practice, they do not have a favorable situation in higher education and academic freedom. ‎Among the selected countries, the UAE demonstrates significant growth in technical and ‎vocational education, research and development, and the use of information technology. ‎Saudi Arabia is also in competition with the UAE in these indicators. Iran and Turkey need ‎to invest in higher education, promote advanced technology exports, and strengthen a ‎supportive social and political environment to enhance knowledge growth.‎ https://journal.cesir.ir/article_242534.html This study uses a documentary and comparative-analytical method to compare four free AI tools, including ChatGPT, Gemini 2.0, LLaMA 3.1, and Claude 3.5, in the field of educational applications. The results show that Gemini 2.0 and Claude 3.5 perform outstandingly in scalability, content accuracy, ethics, and collaboration with teachers due to their integration with Google infrastructure. In contrast, GPT-3, despite its ability to personalize learning and interactivity, does not reach Gemini 2.0 and Claude 3.5 in the accuracy of specialized content and performance evaluation. LLaMA 3.1 also has limitations in interactivity and general educational applications due to its focus on research. In addition, Gemini 2.0 and Claude 3.5 perform better in privacy and compliance with ethical standards, although there are concerns about data security in all tools. According to the findings, Gemini 2.0 and Claude 3.5 are considered suitable options for advanced educational applications. It is suggested that higher education and distance education planners in Iran, by identifying the needs of users, benefit from the capabilities of these tools in personalizing learning, scalability, and providing accurate content. Also, to promote interactivity and security, it is necessary to adapt domestic educational platforms to ethical standards. Developing privacy regulations, increasing user awareness about safe use, and creating sustainable infrastructures based on modern technologies will be effective steps in developing the Iranian digital education system. https://journal.cesir.ir/article_242535.html برای انجام این مطالعه، گزارش پژوهش‌های انجام شده در حوزه آموزش‌های فنی و حرفه‌ای و نیز اسناد رسمی آموزش و پرورش ایران مطالعه شد. برای توصیف وضع موجود آموزش فنی و حرفه‌ای ایران، تعداد 97 گزارش پژوهشی و اسناد رسمی آموزش و پرورش مطالعه شدو برای شناخت شرایط نوظهور بازار کار و راه‌های مواجهه با چالش‌ها، چندین گزارش بین‌المللی، مطالعه شد. برای تحلیل اطلاعات از روش مرور نظام‌مند استفاده شد. یافته‌ها نشان می‌دهد که نظام آموزش و پرورش ایران نتوانسته بر ناتوانی مزمن خود در خصوص تربیت نیروی انسانی آشنا با محیط کار غلبه کند. این ضعف نظام آموزشی با ظهور تحولات فناوری و تغییر نیازهای بازار کار، تشدید شده و رویکرد جاری مهارت‌آموزی در هنرستانهای فنی و حرفه‌ای با چالش جدّی مواجه شده است. تحولات فناوری در حوزه هوش مصنوعی و اتوماسیون، به کاهش شانس اشتغال مهارت آموختگان آموزش فنی و حرفه‌ای رسمی منجر می‌شود. بخش عمده‌ای از خدمات وابسته به دانش و مهارت کسب شده در هنرستانهای فنی و حرفه‌ای توسط رباتها قابل انجام است. به همین دلیل، استمرار اجرای برنامه‌های جاری آموزش فنی و حرفه‌ای قابل توجیه نبوده و اتخاذ سیاستی سازگار با نیازهای نوظهور بازار کار ضروری به نظر می‌رسد. بنابراین، در راستای اقتصاد مبتنی بر نوآوری، پیشنهاد می‌شود ایران و سایر کشورهای در حال توسعه از سیاست حرفه‌ای سازی آموزش و پرورش عمومی و تربیت فناورانه مبتنی بر STEM پیروی کنند. این پیشنهاد برای ارتقای کیفیت آموزش و پرورش همگانی و کاهش نابرابری فرصت‌های آموزشی، واقع بینانه به نظر می‌رسد. https://journal.cesir.ir/article_242537.html One of the fundamental goals and missions of education is to establish and strengthen a culture of critical learning—that is, to promote critical and creative thinking skills among students. The main objective of the present study was to identify the components of creativity in Swedish classrooms, using a thematic analysis approach. The researcher employed the Attride-Stirling (2001) model of thematic analysis, which includes global themes, organizing themes, and basic themes. The participants consisted of teacher education faculty members from Swedish universities. Accordingly, 14 teacher educators were purposefully selected. Based on their narratives about creativity in the classroom, ten themes were extracted: teacher interventions to foster students’ creativity, students’ mental stimulation, risk-taking, fluency, tolerance for ambiguity, curiosity, imagination, the relationship between creativity and school subjects, the place of creativity in Swedish teacher education, and assessment in Swedish schools. These themes were grouped under two overarching global themes: (1) the teacher’s role as a facilitator and (2) the dimensions of creativity in the classroom. According to the participants’ accounts, teachers in Sweden employed creative methods during their education and sought to nurture creativity in their professional practice. Swedish teachers pay considerable attention to the components of creativity in the classroom and strive to develop creative students. Based on these findings, it is recommended that curriculum planners in developing countries incorporate creativity components into curriculum content and teacher guides, thereby cultivating thoughtful and creative individuals. https://journal.cesir.ir/article_242538.html The present study aims at detecting and comparing basic and integrated science process skills (SPSs) in the primary school textbooks between Iran and South Africa using comparative method. Skills were compared by percentage to ensure a fair, proportion-based analysis. Drawing on the finding, both countries’ textbooks omit the place and time relation skill, which is essential for developing students’ understanding of spatial and temporal scientific concepts. The textbooks emphasize deduction in South Africa (40.4%) and communication in Iran (29.7%) as the dominant basic science skills. These differences align with curricular goals in each country. Furthermore, experimentation emerges as the most frequent integrated science process in both countries. This skill is critical for hands-on learning and scientific inquiry and is consistent with educational strategies that promote active engagement. However, the overall frequency of SPSs in South African textbooks (1877) significantly exceeds that of Iranian textbooks (635). This difference could be due to the greater number of pages in the South African textbooks. Also, it indicates a more thorough integration of these skills into the curriculum and may reflect a broader pedagogical emphasis on student interaction with scientific processes. It is necessary to include the correct and balanced number of all SPSs in Iranian science textbooks. https://journal.cesir.ir/article_242539.html هدف پژوهش مقایسه نظام آموزش و پرورش پیش از دبستان در ایران، ژاپن، انگلستان،آلمان و ایتالیا بود روش پژوهش مطالعه تطبیقی و استراتژی انتخاب کشورها «نظام های اجتماعی متفاوت،خروجیهای آموزشی متفاوت» بود.روش جمعآوری دادهها شیوه اسنادی از طریق رجوع به اسناد بالادستی چاپی و الکترونیکی معتبرملی و بین المللی در سالهای 2000 تا 2024 میلادی بود.به منظور تجزیه و تحلیل داده‌ها و استخراج شباهت‌هاوتفاوتهای بنیادین،از روش ۴مرحله ای بردی و«توافق و تفاوت»جان استوارت میل بهره گرفته شد.یافتههای پژوهش نشان داد نظام پیش ازدبستان در ایران با تکیه برهویت اسلامی–ایرانی و برنامه‌های ملی منسجم، به بهبود پوشش تحصیلی در دوره مذکور دست یافته که دربعد برنامه ملی با ژاپن شباهت دارد،اما بودجه، محدودیت ایجادکرده‌ است.ژاپن با ترکیب استراتژی سنت و نوآوری، برهویت فرهنگی تأکید دارد، اما فشار هزینه‌های فوق‌برنامه زیاد است. آلمان با ریشه‌های ساختار فدرال، باکیفیت وفرهنگ‌پذیر عمل می‌کند، ولی ناهمگونی استانداردها چالش‌آفرین است. انگلستان یادگیری بازی‌محور و رشد همه‌جانبه را سازمان‌دهی می‌کند و ارزیابی مستقل کیفیت را تضمین می‌کند. همچنین این کشور در بعد بازیمحور با ایتالیا شباهت دارد، رویکردهای مونته‌سوری و رجیو امیلی محورخلاقیت و مشارکت جمعی در پیش‌دبستانی ایتالیا هستند، ولی فشار استانداردسازی و کمبود زیرساخت در برخی مناطق ایتالیا تهدید جدی محسوب می‌شود. همچنین بیشترین شباهت کشورها در تاکید بر رشد همه جانبه کودکان و اهمیت این دوره است.باتوجه به یافتهها به دست اندرکاران این دوره درایران توصیه میشود برای ارتقای کیفی و توسعه کمّی دوره پیش از ‌دبستان به تدوین و اجرای سیاستگذاری منسجم،‌احیای مدیریت یکپارچه،افزایش حمایت وسرمایه گذاری دولتی و ایجاد استاندارهای ملی بپردازند https://journal.cesir.ir/article_242540.html Abstract The main purpose of this study was to develop and explain an effective educational leadership framework for under-resourced secondary schools in West Azerbaijan Province, Iran, by repositioning financial stewardship as a foundational driver within a validated hierarchical model and enriching its interpretation through selected comparative evidence from India and South Africa. The study adopts a qualitative design based on the secondary analysis of a model originally developed through semi-structured interviews with 15 purposively selected educational experts. Interview data were coded into 40 indicators and 9 themes, refined through the Fuzzy Delphi method, and structurally organized using Interpretive Structural Modeling (ISM) and MICMAC analysis to identify hierarchical levels and driving–dependent relationships. To deepen the comparative interpretation, policy documents, official reports, and peer-reviewed studies on education financing in India and South Africa were reviewed, focusing on how resource governance shapes the sequencing of leadership interventions under scarcity. Findings indicate that financial stewardship functions as the deepest structural driver enabling downstream domains such as governance quality, teacher professional development, supervision, and school–community interaction, culminating in improved teaching and learning. While this hierarchical logic is evident across contexts, differences emerge in operational pathways: constrained fiscal autonomy and uneven resource distribution delay mid-level leadership functions in Iran and India, whereas targeted funding mechanisms in South Africa partially accelerate governance and teacher-support processes. The results suggest that in disadvantaged school contexts, strengthening transparent budgeting and equitable resource allocation should precede instructional reforms, offering a practical sequencing logic for policymakers and school leaders. https://journal.cesir.ir/article_242541.html پژوهش حاضر در راستای اهمیت توسعه پایدار و نقش آموزش شیمی در آینده کشور با هدف "مطالعه تطبیقی برنامه درسی شیمی چین و مالزی با تاکید بر توسعه پایدار" انجام شده است. روش پژوهش کیفی- تطبیقی و جمع آوری داده،ها اسنادی و تحلیل آن الگوی بردی بود. نتایج بیانگر شباهت‌ها و تفاوت‌هایی بین اهداف، محتوا، روش‌های تدریس و شیوه ارزشیابی بین دو کشور بود. هر دو کشور مفاهیم مرتبط با توسعه پایدار (مانند تغییرات اقلیمی، انرژی‌های تجدیدپذیر و مدیریت پسماند) را در برنامه درسی شیمی گنجانده‌اند و بر فعالیت‌های آزمایشگاهی و پروژه‌های دانش‌آموزی برای درک بهتر مسائل زیست‌محیطی تأکید و آموزش شیمی را با سایر علوم (مانند زیست‌شناسی و فیزیک) و همچنین با مسائل اجتماعی- اقتصادی تلفیق کرده اند. اما ساختار برنامه درسی در چین متمرکز و یکپارچه و در مالزی انعطاف‌پذیرتر با تأکید بر مشارکت محلی در پروژه‌های پایدار است. روش‌های تدریس در چین سنتی‌تر با تأکید بر محتوای نظری و آزمون‌محور و در مالزی روش‌های فعالیت‌محور و مشارکتی با تأکید بر حل مسئله و تفکر انتقادی برنامه‌ریزی شده است. شیوه ارزیابی در چین بیشتر مبتنی بر آزمون‌های استاندارد و در مالزی به صورت ترکیبی است. شباهت ها بیشتر در اهداف برنامة درسی و تفاوت‌ها بیشتردر اجرا، محتوا، روش‌های تدریس و شیوه‌های ارزشیابی دیده می‌شود. از آنجایی که برنامه درسی شیمی در کشورهای در حال رشد نیازمند بازنگری اساسی با محوریت توسعه پایدار است. این مطالعه با بررسی تطبیقی تجربیات چین (برنامه‌ریزی متمرکز و کلان‌نگر) و مالزی (روش‌های فعالیت‌محور و مشارکتی)، پیشنهادهایی عینی برای بهبود آموزش شیمی ارائه می‌دهد. https://journal.cesir.ir/article_242542.html هدف پژوهش حاضر، مقایسه تطبیقی برنامه درسی دوره متوسطه در ایران و ترکیه در زمینه فرزندآوری است. روش تحقیق از نوع کیفی و با رویکرد بردی و انتخاب کشور بر اساس راهبرد نظام‌های اجتماعی مختلف،‌نتایج آموزشی متفاوت می‌باشد. روش جمع‌آوری داده‌ها اسنادی بوده و از طریق جستجو در وب‌سایت‌های رسمی وزارت آموزش و پرورش دو کشور گردآوری شده‌اند. یافته‌ها نشان داد که دو کشور از نظر فلسفه، ارزش‌ها، باورها و رسالت‌ها در ارتباط با فرزندآوری و پرداختن به مباحثی نظیر اخلاق در روابط، تفکر انتقادی و نقد روابط نادرست، حل مسئله در زندگی مشترک و آگاهی از مسائل ازدواج و فرزندآوری و مسائل جمعیتی با هم شباهت دارند. همچنین، یافته‌ها نشان داد که دو کشور از نظر اهداف، در پرداختن به تقویت مهارت‌های ارتباطی، تصمیم‌گیری، آشنایی با آناتومی بدن و رعایت بهداشت با هم شباهت دارند. سومین یافته آشکار ساخت که دروس زیست‌شناسی، جغرافیا، بخشی از دروس سلامت، مطالعات اجتماعی و مباحث مرتبط با فرزندآوری در هر دو کشور مشابه است. اولین تفاوت اینکه محتوای فرزندآوری در دروس مختلفی چون اقتصاد و جامعه‌شناسی در ایران و مقدمه‌ای بر ژنتیک در ترکیه ذکر شده‌اند. تقویت آموزش‌های بین‌رشته‌ای، مانند مباحث ژنتیک و سلامت باروری در زیست‌شناسی و جنبه‌های اقتصادی و اجتماعی فرزندآوری در جامعه‌شناسی و اقتصاد، توصیه می‌شود. در ایران، مهارت‌هایی مانند تفکر انتقادی، تصمیم‌گیری، حل مسئله و آگاهی از چالش‌های زندگی مشترک باید در دروس مختلف پررنگ‌تر شود. در ترکیه نیز توجه به ابعاد دینی فرزندآوری، تربیت جنسی و آموزش سلامت در بلایا اهمیت دارد. https://journal.cesir.ir/article_243307.html گفتمان بینافرهنگی، رویکردی نوین در عصر معاصر برای گفتگوی بین فرهنگ هاست. مفاهیم انسانی، جنسیت زدایی، انعطاف و تاب آوری، صلح و نوعدوستی، نفی نژادپرستی، محیط زیست و مانند آن از اصلی ترین مولفه‌های گفتمان بینافرهنگی هستند. کتب درسی یکی از ابزارهای مناسب برای آموزش مفاهیم بینافرهنگی به نسل جوان است. این پژوهش به صورت کمی وکیفی و مبتنی بر شیوه تحلیل محتوا انجام شده تا فراوانی موضوعات بینافرهنگی را در کتب درس فارسی دوره متوسطه ایران بررسی کند و چگونگی بازتاب این موضوعات را بررسی نماید. اولین یافته پژوهش نشان می دهد که 12 موضوع بینافرهنگی مانند تعاملات زبانی و ادبی، توریسم، محیط زیست، ادبیات ملل، مفاهیم متعالی انسانی در کتب درس فارسی آمده است. دومین یافته مبین توجه ویژه مولفان ایرانی کتب درس فارسی به ادبیات ملل – با اختصاص بالاترین حجم - از بین مولفه های گفتمان بین فرهنگی است. سومین یافته نشان می دهد کتب فارسی پایه های دوازدهم و نهم به ترتیب بیشترین و کمترین فراوانی را به آموزش مولفه های بین فرهنگی به فراگیران اختصاص داده اند. چهارمین یافته آشکار ساخت علیرغم پرداختن به مولفه‌های بینافرهنگی در همه پایه ها و طرح موضوعات ارزشمندی مانند محیط زیست و توریسم، بسیاری از موضوعات و مفاهیم بینافرهنگی در این کتابها نیامده و مفاهیم موجود بخش اندکی از صفحات کتاب را به خود اختصاص داده اند. آخرین یافته پژوهش نشان می دهد که مولفان کتب فارسی در برخی موارد، رویکردی منفی و تردید آمیز به موضوعات بینافرهنگی دارند. https://journal.cesir.ir/article_244021.html The aim of this study is to compare the mechanisms of selecting primary school principals in Iran, Japan, Malaysia and Turkey. This study was qualitatively comparative in terms of methodology and data collection method, and the research was documented through the study of primary and secondary sources including official regulations and rules of the Ministries of Education of the countries, policy documents, international reports (UNESCO, OECD, World Bank) and scientific articles indexed in databases such as Scopus, ERIC and ScienceDirect. Data analysis was based on four stages of the Brody method including description, interpretation, juxtaposition and comparison. The findings showed that in Iran, the process of selecting primary school principals mainly emphasizes written tests and structured interviews and pre-appointment training is limited. While in Japan and Malaysia, the selection process is heavily dependent on pre-appointment training and continuous in-service training. Also, in these countries, the participation of stakeholders such as parents and teachers in the selection process plays a prominent role. In Turkey, the selection process is more centralized and oversight is carried out through ministries. The study shows that Japan and Malaysia have been able to conduct the selection process of managers more effectively through specialized training and continuous education, while Iran and Turkey need to make structural reforms in these areas and prioritize educational leadership competencies. https://journal.cesir.ir/article_244722.html پژوهش حاضر با هدف تحلیل تطبیقی نقش، جایگاه و مأموریت اخلاقی معلم در تحقق عدالت تربیتی در نظام آموزشی ایران و کشورهای اسکاندیناوی انجام شد. این پژوهش از نظر روش، کیفی و تطبیقی–تحلیلی است و با بهره‌گیری از الگوی چهارمرحله‌ای بردی (توصیف، تفسیر، هم‌گذاری و مقایسه) انجام شده است. جامعه پژوهش شامل اسناد بالادستی، سیاست‌نامه‌های آموزشی، قوانین مرتبط با حرفه معلمی و مقالات علمی معتبر است که به‌صورت هدفمند انتخاب شدند. گردآوری داده‌ها از طریق مطالعه اسنادی صورت گرفت و تحلیل داده‌ها با استفاده از تحلیل مضمون قیاسی انجام شد؛ به‌گونه‌ای که شش مؤلفه مدل ISHTAM (شمول‌گرایی، اصلاح نظام‌مند، انسان‌گرایی، شفافیت، پاسخ‌گویی و انگیزش) به‌عنوان چارچوب مفهومی کدگذاری اولیه و سازمان‌دهی تحلیل‌ها به‌کار رفتند. یافته‌ها در مرحله توصیف نشان داد در ایران، عدالت تربیتی عمدتاً در قالب سیاست‌های متمرکز و تأکید بر دسترسی برابر، اما کشورهای اسکاندیناوی، عدالت در بستر استقلال حرفه‌ای معلمان و اعتماد نهادی است. مرحله تفسیر، تفاوت‌ها ریشه در مبانی فلسفی، فرهنگی و الگوهای حکمرانی آموزشی است. هم‌گذاری : شکاف اصلی میان دو نظام در پیوند میان مؤلفه‌های انسان‌گرایی و پاسخ‌گویی مدل ISHTAM بارز است. مرحله مقایسه : عدالت تربیتی در ایران بیشتر ساختارمحور و در اسکاندیناوی کنش‌محور و انسان‌گرایانه است. نتیجه‌گیری پژوهش حاکی از آن است که تحقق عدالت تربیتی پایدار در آموزش ایران مستلزم توانمندسازی معلمان به‌عنوان کنشگران اخلاقی، بازتابنده و برخوردار از استقلال حرفه‌ای است. لذا الگوی بومی «عدالت الهی–مدنی» در چارچوب مدل ISHTAM پیشنهاد می‌شود تلفیقی از عدالت دینی، انسان‌گرایی تربیتی و پاسخ‌گویی حرفه‌ای را مبنای بازتعریف مأموریت معلم ایرانی قرار می‌دهد