Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 Ethics and Social Responsibility in the Major of Human Resources Development and Training Curriculum Ethics and Social Responsibility in the Major of Human Resources Development and Training Curriculum 9 26 103244 10.48308/mpes.2023.103244 FA Aliye Mataji Nimvar Ph.D. student in Educational Management, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran Mohammadreza Ahanchian Professor, Department of Educational Management and Human Resource Development, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran Morteza Karami Associate Professor, Department of Curriculum Studies and Educational Sciences, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran Ibrahim Salehi Omran Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences,, Mazandaran University, Mazandaran, Iran Journal Article 2022 07 24 Objectives: This article aims to examine and evaluate the major of the Human Resources Development and Training curriculum from the perspective of ethics and social responsibility. The purpose of this article is twofold: first, to examine the condition of ethics and social responsibility in the curriculum of Human Resources Development and Training and the importance of training courses on ethics and social responsibility in this major; and second, to highlight the potential of the major to minimize ethical misconduct in organizations. Materials and Methods: This study is a qualitative study based on document analysis and interviews. In the article, three documents/groups were selected to gather information: 1) the curriculum of the major of Human Resources Development and Training; 2) master's students majoring in Human Resources Development and Training; and 3) Human Resources Development professionals working in organizations. Discussion and Conclusions: The results of the study showed that ethics and social responsibility are marginal and largely neglected in the Human Resources Development and Training curriculum. In other words, this major focuses on individual and organizational development. Although many scholars emphasize the role of human resource development in the "development of individuals, organizations, society, the nation, and all mankind" and the "improvement of the organization and social development," these issues are not addressed in the major of Human Resources Development and Training curriculum in Iran. The analysis of the information obtained from the students revealed that they did not deal with issues such as ethics and social responsibility of organizations through extracurricular activities and additional training in classrooms and they were not aware of these issues. The study of the third sample revealed that professionals of human resources development and training in the organizations were always concerned with ethical and social issues but they were not learning how to deal with these issues. Many academic human resource development programs do not have a clear strategy for training professionals to deal with ethical dilemmas and to create an ethical workplace. Objectives: This article aims to examine and evaluate the major of the Human Resources Development and Training curriculum from the perspective of ethics and social responsibility. The purpose of this article is twofold: first, to examine the condition of ethics and social responsibility in the curriculum of Human Resources Development and Training and the importance of training courses on ethics and social responsibility in this major; and second, to highlight the potential of the major to minimize ethical misconduct in organizations. Materials and Methods: This study is a qualitative study based on document analysis and interviews. In the article, three documents/groups were selected to gather information: 1) the curriculum of the major of Human Resources Development and Training; 2) master's students majoring in Human Resources Development and Training; and 3) Human Resources Development professionals working in organizations. Discussion and Conclusions: The results of the study showed that ethics and social responsibility are marginal and largely neglected in the Human Resources Development and Training curriculum. In other words, this major focuses on individual and organizational development. Although many scholars emphasize the role of human resource development in the "development of individuals, organizations, society, the nation, and all mankind" and the "improvement of the organization and social development," these issues are not addressed in the major of Human Resources Development and Training curriculum in Iran. The analysis of the information obtained from the students revealed that they did not deal with issues such as ethics and social responsibility of organizations through extracurricular activities and additional training in classrooms and they were not aware of these issues. The study of the third sample revealed that professionals of human resources development and training in the organizations were always concerned with ethical and social issues but they were not learning how to deal with these issues. Many academic human resource development programs do not have a clear strategy for training professionals to deal with ethical dilemmas and to create an ethical workplace.

https://mpes.sbu.ac.ir/article_103244_bb6bfa0f373dcd61436095c8904529dc.pdf

Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 Experience of School-to-School Collaborations: Development of A Grounded Theory by Situation Analysis Approach Experience of School-to-School Collaborations: Development of A Grounded Theory by Situation Analysis Approach 27 48 103239 10.48308/mpes.2023.103239 FA Naser Shirbagi Professor of the Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Kurdistan, Iran Sara Naderi MA, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Kurdistan, Iran Journal Article 2022 06 19 Objectives: One of the most significant developments in school leadership is how schools have learned to cooperate in various fields for many reasons. Therefore, the current research aims to represent the experiences of school community members from innovative and undiscovered situations and processes of "school-to-school cooperation" which have been useful in school leadership and academic achievement of students. Materials and Methods: This research was conducted with a qualitative approach and Grounded theory method with Clark’s Situation Analysis model. The research field was Education in Kurdistan province and the potential participants in the research were members of the school community (principals, deputies, teachers, parents, etc.) who had the experience of school-to-school cooperation and collaboration. Therefore, 33 people were purposefully and critically invited to actively participate in the research. Data were collected by using a semi-structured interview protocol. Coding (open, axial, and selective) was used to analyze the data obtained from the interview. The position is depicted by analyzing different types of school-to-school collaboration and by examining human and inhuman components, individual and collective factors, discourse structures, and cultural, social, economic, spatial, and temporal components. Finally, maps of the situation, social worlds/arenas, and positions were drawn and analyzed as stages of the level analysis situation. In the present study, and after data coding, strategies such as the long and active participation of the researcher in the research field, using voice recorders and taking notes to record data, searching for inconsistent evidence, and obtaining feedback from participants were used to increase the validity and reliability of the research. Discussion and Conclusions: The findings of the research showed that the logic of the formation of diverse structures of school-to-school cooperation in most cases was to improve the condition of students, eliminate educational injustice, synergy, share resources and expertise, and improve all educational and educational indicators in schools. School community members, especially principals, played an effective role in this situation. The findings of the research showed that if the members of the school community have enough motivation for school-to-school cooperation, common goals, and interests, and by delegation of the authority of schools, they can achieve academic achievement by exchanging experiences and educational equipment with other schools and they can help students and teachers' professional development. The findings had practical implications for the members of the school community: first, school-to-school cooperation cannot be effective until the members of the school community have a proper understanding of how students learn. Second, it shows that extra-school cooperation strengthens the tendency of schools to self-manage; one of the important actions of the principals in cooperation with other schools is to empower the members of the school community and prepare them to accept managerial responsibilities. Third, the findings of the present research confirm the importance of teamwork and group work culture; one of the best ways to motivate cooperation is to prepare a group reward plan and repeat team-building exercises. Objectives: One of the most significant developments in school leadership is how schools have learned to cooperate in various fields for many reasons. Therefore, the current research aims to represent the experiences of school community members from innovative and undiscovered situations and processes of "school-to-school cooperation" which have been useful in school leadership and academic achievement of students. Materials and Methods: This research was conducted with a qualitative approach and Grounded theory method with Clark’s Situation Analysis model. The research field was Education in Kurdistan province and the potential participants in the research were members of the school community (principals, deputies, teachers, parents, etc.) who had the experience of school-to-school cooperation and collaboration. Therefore, 33 people were purposefully and critically invited to actively participate in the research. Data were collected by using a semi-structured interview protocol. Coding (open, axial, and selective) was used to analyze the data obtained from the interview. The position is depicted by analyzing different types of school-to-school collaboration and by examining human and inhuman components, individual and collective factors, discourse structures, and cultural, social, economic, spatial, and temporal components. Finally, maps of the situation, social worlds/arenas, and positions were drawn and analyzed as stages of the level analysis situation. In the present study, and after data coding, strategies such as the long and active participation of the researcher in the research field, using voice recorders and taking notes to record data, searching for inconsistent evidence, and obtaining feedback from participants were used to increase the validity and reliability of the research. Discussion and Conclusions: The findings of the research showed that the logic of the formation of diverse structures of school-to-school cooperation in most cases was to improve the condition of students, eliminate educational injustice, synergy, share resources and expertise, and improve all educational and educational indicators in schools. School community members, especially principals, played an effective role in this situation. The findings of the research showed that if the members of the school community have enough motivation for school-to-school cooperation, common goals, and interests, and by delegation of the authority of schools, they can achieve academic achievement by exchanging experiences and educational equipment with other schools and they can help students and teachers' professional development. The findings had practical implications for the members of the school community: first, school-to-school cooperation cannot be effective until the members of the school community have a proper understanding of how students learn. Second, it shows that extra-school cooperation strengthens the tendency of schools to self-manage; one of the important actions of the principals in cooperation with other schools is to empower the members of the school community and prepare them to accept managerial responsibilities. Third, the findings of the present research confirm the importance of teamwork and group work culture; one of the best ways to motivate cooperation is to prepare a group reward plan and repeat team-building exercises.

https://mpes.sbu.ac.ir/article_103239_ca75d12f6aac9ce4f9dabb0980429f9b.pdf

Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 An Overview of the Role and Place of Educational Programs (With an Emphasis on Higher Education) in Continuous/Sustainable Development An Overview of the Role and Place of Educational Programs (With an Emphasis on Higher Education) in Continuous/Sustainable Development 49 64 103247 10.48308/mpes.2023.103247 FA Mahbobeh Arefi Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran Journal Article 2022 11 08 Objectives: The education system of every society, especially at the level of higher education through the education of specialized human resources and capital, plays a fundamental and significant role in the continuous/sustainable development of every society in various dimensions such as transferring, making, and development of knowledge, technology, economic, cultural, social, health development, and expansion of interactions and relations at the national and international level, etc. The purpose of this study is to determine the role of educational programs with an emphasis on the higher education system in achieving the goals of continuous/sustainable development. Materials and Methods: In this study, the library and review method was used with a critical approach, and some related documents and sources regarding the concepts and goals of continuous/sustainable development and related approaches and educational and higher education policies and programs were reviewed. Discussion and Conclusions: The subject under discussion has two important dimensions or variables, including educational programs as independent variables and continuous/sustainable development as dependent variables. Each of these concepts covers a wide range of dimensions and levels. The educational program is a comprehensive concept that every researcher should determine its limits and gaps based on the topic or issue and his field of study and discuss it accordingly. Theorists of human capital believe that the basis of continuous and sustainable development in different dimensions is realized by investing in education. Numerous researches have explained the effectiveness of investing in education in different countries on economic-social growth and development. Although in some studies, a considerable gap between investment in education and other dimensions of development such as economic and technological growth, culture, health, environment, etc. has been expressed but it has not led to a change in the rule and principles of the mentioned relationship. The effectiveness of educational programs in the matter of development requires the existence of a systemic, strategic, flexible, and comprehensive approach. Therefore, development is a systemic, inclusive, and dependent thing and it cannot happen only in one sector. Therefore, we can imagine the term life cycle for development that all its parts are connected and when a ring is separated from it, the whole cycle will be disturbed. Also by delving into the relevant texts, it was concluded that from another point of view, the term continuous development is better than sustainable development; it shows its nature which includes a kind of dynamics, transformative, and complete ones. With the same justification throughout the text, in this article, continuous development is introduced as synonymous with sustainable development. Objectives: The education system of every society, especially at the level of higher education through the education of specialized human resources and capital, plays a fundamental and significant role in the continuous/sustainable development of every society in various dimensions such as transferring, making, and development of knowledge, technology, economic, cultural, social, health development, and expansion of interactions and relations at the national and international level, etc. The purpose of this study is to determine the role of educational programs with an emphasis on the higher education system in achieving the goals of continuous/sustainable development. Materials and Methods: In this study, the library and review method was used with a critical approach, and some related documents and sources regarding the concepts and goals of continuous/sustainable development and related approaches and educational and higher education policies and programs were reviewed. Discussion and Conclusions: The subject under discussion has two important dimensions or variables, including educational programs as independent variables and continuous/sustainable development as dependent variables. Each of these concepts covers a wide range of dimensions and levels. The educational program is a comprehensive concept that every researcher should determine its limits and gaps based on the topic or issue and his field of study and discuss it accordingly. Theorists of human capital believe that the basis of continuous and sustainable development in different dimensions is realized by investing in education. Numerous researches have explained the effectiveness of investing in education in different countries on economic-social growth and development. Although in some studies, a considerable gap between investment in education and other dimensions of development such as economic and technological growth, culture, health, environment, etc. has been expressed but it has not led to a change in the rule and principles of the mentioned relationship. The effectiveness of educational programs in the matter of development requires the existence of a systemic, strategic, flexible, and comprehensive approach. Therefore, development is a systemic, inclusive, and dependent thing and it cannot happen only in one sector. Therefore, we can imagine the term life cycle for development that all its parts are connected and when a ring is separated from it, the whole cycle will be disturbed. Also by delving into the relevant texts, it was concluded that from another point of view, the term continuous development is better than sustainable development; it shows its nature which includes a kind of dynamics, transformative, and complete ones. With the same justification throughout the text, in this article, continuous development is introduced as synonymous with sustainable development.

https://mpes.sbu.ac.ir/article_103247_54d721d441ec914a279448fa3e470a96.pdf

Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 Extracurricular Responsibilities of Faculty Members in the Context of a World-Class University: Introducing the Concept of Scientific Extraversion Extracurricular Responsibilities of Faculty Members in the Context of a World-Class University: Introducing the Concept of Scientific Extraversion 65 96 103237 10.48308/mpes.2023.103237 FA Mohammad Farzaneh Ph.D. Student in Educational Administration, Department of Educational Administration, Faculty of Management, Kharazmi University, Tehran, Iran Hassanreza Zeinabadi Associate Professor, Department of Educational Administration, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran Abdolrahim Naveh Ebrahim Professor, Department of Educational Administration, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran Bijan Abdollahi Professor, Department of Educational Administration, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran Journal Article 2022 05 08 Objectives: The contemporary world is changing more and more, and higher education and universities are not unaffected by these developments; the role of universities and, consequently, the role of faculty members is changing in line with developments in the contemporary world. One of the emerging approaches in higher education is a world-class university. In this field, the quality of faculty members is a key and important factor in achieving a world-class university. Therefore, it is important to identify new plans for faculty members in emerging academic contexts. This study has been done to cover this scientific gap. Materials and Methods: This research is applied in terms of purpose; according to the method of data collection, it is a qualitative research of thematic analysis. The statistical population of the study was the resources related to the world-class university and especially the competencies of the faculty members in the world-class university. After reviewing the sources extracted from the databases, 57 sources were purposefully selected. To analyze the data, coding and thematic analysis methods were used; King et al methods were used to validate the data. Discussion and Conclusions: After analyzing the data, a total of 32 basic themes and 5 organizing themes were identified, and through this, the overarching theme of "scientific extraversion" was formed. The results showed that based on the role and responsibilities of faculty members in the context of a world-class university, the competencies of faculty members in this field could be categorized into the five organizing themes of "scientific impact", " meta-university interactions ", "social responsibilities", "global citizenship", and "cultural intelligence". Based on this, the overarching theme of "scientific extraversion" was identified which it should be considered by faculty members and higher education policymakers. Objectives: The contemporary world is changing more and more, and higher education and universities are not unaffected by these developments; the role of universities and, consequently, the role of faculty members is changing in line with developments in the contemporary world. One of the emerging approaches in higher education is a world-class university. In this field, the quality of faculty members is a key and important factor in achieving a world-class university. Therefore, it is important to identify new plans for faculty members in emerging academic contexts. This study has been done to cover this scientific gap. Materials and Methods: This research is applied in terms of purpose; according to the method of data collection, it is a qualitative research of thematic analysis. The statistical population of the study was the resources related to the world-class university and especially the competencies of the faculty members in the world-class university. After reviewing the sources extracted from the databases, 57 sources were purposefully selected. To analyze the data, coding and thematic analysis methods were used; King et al methods were used to validate the data. Discussion and Conclusions: After analyzing the data, a total of 32 basic themes and 5 organizing themes were identified, and through this, the overarching theme of "scientific extraversion" was formed. The results showed that based on the role and responsibilities of faculty members in the context of a world-class university, the competencies of faculty members in this field could be categorized into the five organizing themes of "scientific impact", " meta-university interactions ", "social responsibilities", "global citizenship", and "cultural intelligence". Based on this, the overarching theme of "scientific extraversion" was identified which it should be considered by faculty members and higher education policymakers.

https://mpes.sbu.ac.ir/article_103237_0c8008637bf610c824fd1d17d3e71d0a.pdf

Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 Investigating the Effects of Online Education on the Professional Ethics of Academic Staff During the Pandemic of the Covid-19 Investigating the Effects of Online Education on the Professional Ethics of Academic Staff During the Pandemic of the Covid-19 97 122 103241 10.48308/mpes.2023.103241 FA Akbar Goldasteh Assistant Professor, Department of Educational Sciences, Faculty of Humanities, University of Science and Culture, Tehran, Iran Homayoun Aria Assistant Professor of the Ministry of Science, Research and Technology, Tehran, Iran Roya Mansouri MA, Department of Educational Sciences, Faculty of Humanities, University of Science and Culture, Tehran, Iran. Journal Article 2022 09 14 Objectives: The sudden and inevitable encounter of the country's higher education with online education in the last two years and after the pandemic of the Covid-19 virus has necessitated the need to examine the effects of this educational method on different aspects of professors' performance in the classrooms. The present study was conducted to identify and prioritize online education's effects on university faculty members' professional ethics during the Covid-19 pandemic. Materials and Methods: The current research is practical type, and it is post-event in terms of the time dimension. Also, according to the investigated problem, the qualitative approach and thematic analysis method have been used. The population of this research is made up of 85 faculty members of the University of Science and Culture, and the theoretical saturation of the data has been achieved by collaborating 14 of them through purposive sampling. The data collection tool was a semi-structured interview. The method of data analysis was the interpretative analysis approach and the theme network analysis method. Discussion and Conclusions: The findings of the research showed that there are a total of 46 categories in the form of three general themes (individual, communicational and proficiency) that they have been extracted from different motivational, legal, behavioral, educational and research aspects, in connection with the observance of professional ethics by the participating academic staff members in the research. The “individual” theme has been identified as the most important theme, covering nearly half of the frequency of the extracted primary concepts. The "proficiency" theme with about one third and the “communicational” theme with covering about one fifth of basic concepts are placed in the next categories. The results of the research showed that online education has caused faculty members to apply the legal and educational rules and requirements assigned by the university as the effects of online education on their actions related to professional ethics; those roles which have the capability to be monitored and evaluated. On the other hand, interactive and motivational aspects related to the professional ethics of faculty members have been recognized weak. If the university is satisfied with monitoring the contractual forms of professional ethics of academic staff members and only shows sensitivity towards observing these aspects, the academic staff members would also use their efforts to strengthen these aspects and they would make less effort to strengthen other mainly ritualistic aspects of professional ethics such as fairness, respecting students' rights, fostering interaction, communication with students, and etc.s Objectives: The sudden and inevitable encounter of the country's higher education with online education in the last two years and after the pandemic of the Covid-19 virus has necessitated the need to examine the effects of this educational method on different aspects of professors' performance in the classrooms. The present study was conducted to identify and prioritize online education's effects on university faculty members' professional ethics during the Covid-19 pandemic. Materials and Methods: The current research is practical type, and it is post-event in terms of the time dimension. Also, according to the investigated problem, the qualitative approach and thematic analysis method have been used. The population of this research is made up of 85 faculty members of the University of Science and Culture, and the theoretical saturation of the data has been achieved by collaborating 14 of them through purposive sampling. The data collection tool was a semi-structured interview. The method of data analysis was the interpretative analysis approach and the theme network analysis method. Discussion and Conclusions: The findings of the research showed that there are a total of 46 categories in the form of three general themes (individual, communicational and proficiency) that they have been extracted from different motivational, legal, behavioral, educational and research aspects, in connection with the observance of professional ethics by the participating academic staff members in the research. The “individual” theme has been identified as the most important theme, covering nearly half of the frequency of the extracted primary concepts. The "proficiency" theme with about one third and the “communicational” theme with covering about one fifth of basic concepts are placed in the next categories. The results of the research showed that online education has caused faculty members to apply the legal and educational rules and requirements assigned by the university as the effects of online education on their actions related to professional ethics; those roles which have the capability to be monitored and evaluated. On the other hand, interactive and motivational aspects related to the professional ethics of faculty members have been recognized weak. If the university is satisfied with monitoring the contractual forms of professional ethics of academic staff members and only shows sensitivity towards observing these aspects, the academic staff members would also use their efforts to strengthen these aspects and they would make less effort to strengthen other mainly ritualistic aspects of professional ethics such as fairness, respecting students' rights, fostering interaction, communication with students, and etc.s

https://mpes.sbu.ac.ir/article_103241_84eba85b2a8408d8c4191aa7444a887b.pdf

Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 Paradigm Model of Decentralization of the Iranian Education System Paradigm Model of Decentralization of the Iranian Education System 123 148 102815 10.48308/mpes.2023.102815 FA Mohammad Sadegh Karimi Ph.D. Student in Educational Management, University of Isfahan and faculty member of Farhangian University Reza Hoveida Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran Seyyedali Siadat Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran 0000-0002-4714-5093 Journal Article 2022 01 04 Objectives: To identify decentralization strategies, by presenting a paradigm model of decentralization in the Iranian Education system, this study seeks to determine the effective causal, contextual, and intervention conditions in determining the levels of centralization and decentralization in the Iranian Education system based on lived experiences and studies of experts and senior and middle managers of Education since 1978 until now. Materials and Methods: This qualitative research has been performed by using the Grounded theory approach. From the target community, including Education experts and senior managers, fifteen managers and 10 experts were purposefully selected. Data were collected through semi-open interviews. Interviews were recorded and themes, concepts, and categories were identified in open coding. In axial coding, concepts and categories were categorized under causal conditions, intervention, context, strategies, and consequences; selective coding was performed by determining the axial category. Discussion and Conclusions: Iranian Education has a centralized, uncoordinated, and quantitative structure. This system prescribes the same programs for all students across the country, with diverse climatic, cultural, and social conditions that do not meet individual and societal needs and this structure is ineffective. All experts and managers agree on the need to decentralize this system. But conditions such as politicization, the resistance of headquarters power centers, staff apathy, economic weakness, political conditions, dependence on the public budget, fear of ethnicity in decentralization, the political selection of non-professional managers, the instability of management and regulations, etc. make decentralization plans fail. Strategies such as the forming of a strategic council as a lever of governance power in support of administrative decentralization, assuring managers and staff of their role in a decentralized system, strengthening the legal status of provincial, district and school councils, preparing strategies for designing and preparing indigenous educational programs and content alongside national programs in the framework of national interests, forming and strengthening of scientific associations and organization of the teacher system, empowerment of staff, preparing of document and action plan of regions and provinces based on needs assessment, technical and financial support for disadvantaged areas and the use of indigenous capabilities for gradual decentralization can improve the quality of Education and the role of this system in the development process. Objectives: To identify decentralization strategies, by presenting a paradigm model of decentralization in the Iranian Education system, this study seeks to determine the effective causal, contextual, and intervention conditions in determining the levels of centralization and decentralization in the Iranian Education system based on lived experiences and studies of experts and senior and middle managers of Education since 1978 until now. Materials and Methods: This qualitative research has been performed by using the Grounded theory approach. From the target community, including Education experts and senior managers, fifteen managers and 10 experts were purposefully selected. Data were collected through semi-open interviews. Interviews were recorded and themes, concepts, and categories were identified in open coding. In axial coding, concepts and categories were categorized under causal conditions, intervention, context, strategies, and consequences; selective coding was performed by determining the axial category. Discussion and Conclusions: Iranian Education has a centralized, uncoordinated, and quantitative structure. This system prescribes the same programs for all students across the country, with diverse climatic, cultural, and social conditions that do not meet individual and societal needs and this structure is ineffective. All experts and managers agree on the need to decentralize this system. But conditions such as politicization, the resistance of headquarters power centers, staff apathy, economic weakness, political conditions, dependence on the public budget, fear of ethnicity in decentralization, the political selection of non-professional managers, the instability of management and regulations, etc. make decentralization plans fail. Strategies such as the forming of a strategic council as a lever of governance power in support of administrative decentralization, assuring managers and staff of their role in a decentralized system, strengthening the legal status of provincial, district and school councils, preparing strategies for designing and preparing indigenous educational programs and content alongside national programs in the framework of national interests, forming and strengthening of scientific associations and organization of the teacher system, empowerment of staff, preparing of document and action plan of regions and provinces based on needs assessment, technical and financial support for disadvantaged areas and the use of indigenous capabilities for gradual decentralization can improve the quality of Education and the role of this system in the development process.

https://mpes.sbu.ac.ir/article_102815_5795b0e18104734c118f811a347dfcb6.pdf

Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 Commitment to Sustainable Development in Higher Education Tourism Curriculum Commitment to Sustainable Development in Higher Education Tourism Curriculum 149 172 102933 10.48308/mpes.2023.102933 FA Mahdieh Sadat Mirrahimi Ph.D. Student of Educational Planning, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran Parvin Samadi Associate Professor, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran 0000-0002-0606-4123 Parvin Ahmadi Associate Professor, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran Journal Article 2022 07 03 Objectives: Training the next generation of the tourism industry's human resources is vital for sustainability. Therefore, higher education should provide education and skill programs for tourism students with the aim of sustainability and create learning opportunities on real-life projects that provide the necessary skills and expertise for a more sustainable world. The purpose of this study was to investigate how to use the approach of sustainable tourism development in the design of higher education curricula. Materials and Methods: The research method was applied in objective and qualitative data collection and theoretical research methods. For this purpose, the basic concepts and components of the logic of curriculum design were extracted according to the approach of Sustainable Development and attention to the positions of Social Constructivist Learning theory and educational perspective based on Critical theory. Finally, the characteristics of curriculum elements related to sustainable tourism were identified, and the desired framework was designed. The Delphi method was used to validate the sustainable tourism curriculum design model and the validity of the model was checked and confirmed by experts. Discussion and Conclusions: The results obtained indicate that the commitment to a sustainable development approach in the field of the curriculum involves a range of comprehensive expertise in the field of tourism that is not easily adapted to the current educational framework. Therefore, paying attention to the commitment to the sustainable development approach in the tourism curriculum could provide the basis for redesigning the curriculum according to the basic assumptions of the sustainable development approach; it would also create opportunities and innovation in learning, learning outcomes, and student readiness. Understanding the concept of sustainability would also help tourism professors and students to evaluate and improve their curriculum concerning sustainable tourism education. Objectives: Training the next generation of the tourism industry's human resources is vital for sustainability. Therefore, higher education should provide education and skill programs for tourism students with the aim of sustainability and create learning opportunities on real-life projects that provide the necessary skills and expertise for a more sustainable world. The purpose of this study was to investigate how to use the approach of sustainable tourism development in the design of higher education curricula. Materials and Methods: The research method was applied in objective and qualitative data collection and theoretical research methods. For this purpose, the basic concepts and components of the logic of curriculum design were extracted according to the approach of Sustainable Development and attention to the positions of Social Constructivist Learning theory and educational perspective based on Critical theory. Finally, the characteristics of curriculum elements related to sustainable tourism were identified, and the desired framework was designed. The Delphi method was used to validate the sustainable tourism curriculum design model and the validity of the model was checked and confirmed by experts. Discussion and Conclusions: The results obtained indicate that the commitment to a sustainable development approach in the field of the curriculum involves a range of comprehensive expertise in the field of tourism that is not easily adapted to the current educational framework. Therefore, paying attention to the commitment to the sustainable development approach in the tourism curriculum could provide the basis for redesigning the curriculum according to the basic assumptions of the sustainable development approach; it would also create opportunities and innovation in learning, learning outcomes, and student readiness. Understanding the concept of sustainability would also help tourism professors and students to evaluate and improve their curriculum concerning sustainable tourism education.

https://mpes.sbu.ac.ir/article_102933_2110e0586ecf7db535986d5cd1d1249e.pdf

Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 Designing Scenarios for the Development of the Teaching Profession Based on Future Research Designing Scenarios for the Development of the Teaching Profession Based on Future Research 173 198 102616 10.48308/mpes.2023.102616 FA Masood Taherpour Kalantry Ph.D. in Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences, Birjand University, Birjand, Iran Hadi Porshafei Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences, Birjand University, Birjand, Iran Mohsen Ayati Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences, Birjand University, Birjand, Iran Journal Article 2022 03 11 Objectives: The purpose of this study is to identify the main factors and map out scenarios that are credible and desirable for the professional development of teachers in South Khorasan Province. Materials and Methods: This research is of applied type and it has been done with new methods of future research (Delphi and scenario). Also, the methods of collecting field information are documentary and library. Mick Mac software and Wizard scenario were used to analyze the indicators and variables. The statistical population consisted of 30 professional development specialists including teachers, experts, and education managers who were selected purposefully (criterion-based). The criterion of purposefulness is a master's degree and at least 15 years of service. Discussion and Conclusions: The results of this study showed that 13 main factors are effective in the professional development of teachers in South Khorasan province. These factors include the development of teachers' abilities in individual and social roles, scientific developments, the position of teachers in society, the level of cooperation and interaction with teachers and professionals, the development of cognitive and self-learning abilities, motivational status and interest in jobs, the development of school culture and professional ethics, government and public financial support for teachers and schools attention to specialization, technology development, social media, media literacy, school reliance, attention to effectiveness, and the development of communication (local, national, and international). These factors led to 39 possible situations based on scenario analysis. After analyzing the possible situations, 6 plausible scenarios and 3 scenarios with a strong probability of occurrence in the professional development of South Khorasan province were identified. Objectives: The purpose of this study is to identify the main factors and map out scenarios that are credible and desirable for the professional development of teachers in South Khorasan Province. Materials and Methods: This research is of applied type and it has been done with new methods of future research (Delphi and scenario). Also, the methods of collecting field information are documentary and library. Mick Mac software and Wizard scenario were used to analyze the indicators and variables. The statistical population consisted of 30 professional development specialists including teachers, experts, and education managers who were selected purposefully (criterion-based). The criterion of purposefulness is a master's degree and at least 15 years of service. Discussion and Conclusions: The results of this study showed that 13 main factors are effective in the professional development of teachers in South Khorasan province. These factors include the development of teachers' abilities in individual and social roles, scientific developments, the position of teachers in society, the level of cooperation and interaction with teachers and professionals, the development of cognitive and self-learning abilities, motivational status and interest in jobs, the development of school culture and professional ethics, government and public financial support for teachers and schools attention to specialization, technology development, social media, media literacy, school reliance, attention to effectiveness, and the development of communication (local, national, and international). These factors led to 39 possible situations based on scenario analysis. After analyzing the possible situations, 6 plausible scenarios and 3 scenarios with a strong probability of occurrence in the professional development of South Khorasan province were identified.

https://mpes.sbu.ac.ir/article_102616_d8ff5d79097755e2d28271ffb52d15eb.pdf

Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 Extraction and Analysis of the Factors Affecting the Development of the School Principals Based on the Competency Approach Extraction and Analysis of the Factors Affecting the Development of the School Principals Based on the Competency Approach 199 212 103242 10.48308/mpes.2023.103242 FA Mozhgan Farhadfar Ph.D. in Educational Management, Department of Management, Faculty of Educational Sciences, Islamic Azad University, Damavand Branch, Tehran, Iran Abolghasem Delkhosh Kasmaie Assistant Professor, Department of Management, Faculty of Educational Sciences, Islamic Azad University, Damavand Branch, Tehran, Iran Mahmood Safari Assistant Professor, Department of Management, Faculty of Educational Sciences, Islamic Azad University, Damavand Branch, Tehran, Iran Journal Article 2022 09 20 Objectives: The importance of training school principals based on managerial competencies is a necessity in the 21st century. Based on this, the current research was carried out to identify and evaluate the components of treatment on the development of school principals concerning the competency approach in schools. Materials and Methods: The research approach is mixed exploratory (qualitative-quantitative). In the qualitative part, the statistical population included 22 comprehensive academic experts and education specialists; in the quantitative part, it included all the secondary school principals (second period) of Tehran, totaling 723 people; by using a simple random sampling method, the number of 251 people were selected. Interviews and questionnaires were used to collect data. The data analysis was done in the qualitative part by the Grounded theory method and in the quantitative part by descriptive and inferential methods. Discussion and Conclusions: The results showed that the components of resources, organizational requirements, development of managers, and talent management were identified as adequate dimensions and components of the development of school principals based on the competency approach in secondary schools of Tehran city. Also, the causal factors affect the competency-based development of managers, including talent management under concepts such as Talent theory, flexibility of training and development programs, talent selection and talent acquisition, talent evaluation and discovery, talent development, training, and retention; the development of school principals under concepts such as the cognitive development of them, aligning the selection and appointment of managers with organizational strategies and missions, professional guidance in the organization, empowerment and proper organization in line with core competence and creativity; organizational requirements under concepts such as top management's support for core competence, organization's support for core competence, recruitment and merit selection, organizational maturity and participation of managers and resources in the sense of allocating sufficient financial and material resources for merit selection and meritocracy, centers of evaluations, experienced human resources, competent managers and leaders. General reasons for the importance and priority of providing and keeping talent. Objectives: The importance of training school principals based on managerial competencies is a necessity in the 21st century. Based on this, the current research was carried out to identify and evaluate the components of treatment on the development of school principals concerning the competency approach in schools. Materials and Methods: The research approach is mixed exploratory (qualitative-quantitative). In the qualitative part, the statistical population included 22 comprehensive academic experts and education specialists; in the quantitative part, it included all the secondary school principals (second period) of Tehran, totaling 723 people; by using a simple random sampling method, the number of 251 people were selected. Interviews and questionnaires were used to collect data. The data analysis was done in the qualitative part by the Grounded theory method and in the quantitative part by descriptive and inferential methods. Discussion and Conclusions: The results showed that the components of resources, organizational requirements, development of managers, and talent management were identified as adequate dimensions and components of the development of school principals based on the competency approach in secondary schools of Tehran city. Also, the causal factors affect the competency-based development of managers, including talent management under concepts such as Talent theory, flexibility of training and development programs, talent selection and talent acquisition, talent evaluation and discovery, talent development, training, and retention; the development of school principals under concepts such as the cognitive development of them, aligning the selection and appointment of managers with organizational strategies and missions, professional guidance in the organization, empowerment and proper organization in line with core competence and creativity; organizational requirements under concepts such as top management's support for core competence, organization's support for core competence, recruitment and merit selection, organizational maturity and participation of managers and resources in the sense of allocating sufficient financial and material resources for merit selection and meritocracy, centers of evaluations, experienced human resources, competent managers and leaders. General reasons for the importance and priority of providing and keeping talent.

https://mpes.sbu.ac.ir/article_103242_1362f805024f05c0c17a991ce3241616.pdf

Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 Pathology of a Sabbatical of Communication with Society in the Fields of Humanities: A Case Study of the Relationship between Humanities Professors and Think Tanks Pathology of a Sabbatical of Communication with Society in the Fields of Humanities: A Case Study of the Relationship between Humanities Professors and Think Tanks 213 240 103240 10.48308/mpes.2023.103240 FA Hamed Jokar Assistant Professor, Department of Theology and Islamic Thought, Imam Khomeini International University, Qazvin, Iran Journal Article 2022 09 19 Objectives: The sabbatical opportunity project of communication with society and industry is considered a legal requirement for university professors. Considering the newness and necessity of this course, ignoring its possible damages may prevent the realization of the planned goals. These damages are very serious and ponderable in the fields of Humanities. In addition, now in the country, various Think Tanks solve social problems and are trying to use scientific achievements along with the experiences of other countries to provide solutions. However, a deep and structured relationship between university faculty members and Think Tanks has not been formed. The purpose of this study is to diagnose this opportunity in general and to identify the damage to communication between Humanities professors and Think Tanks. Materials and Methods: The nature of this research is qualitative, exploratory, and interpretive, according to its purpose. Using the mixed exploratory research design and the narrative research strategy, this article tried to examine the reasons for the lack of communication between these two groups in the form of a sabbatical opportunity of communication with the society from the perspective of the two sides and finally provide a solution to remove the obstacles. For this purpose, 50 unstructured interviews were conducted with the faculty members included in this opportunity and experts and managers of different Think Tanks, and the most important damages were extracted from the perspective of each party. Discussion and Conclusions: The unknown nature of this course, the ambiguities of the internal regulations of the universities, the failure of operational units to welcome applicants, and the link between changing the status and promotion of faculty members with study opportunities are among the inherent harms of this course. In addition, the newness of the Think Tanks concept, the difference between its functions and the institution of science, the uncertainties in the stability of Think Tanks and their political affiliations, as well as the discursive difference between university professors and the environment of Think Tanks, are among the most important reasons for the lack of interests for professors to connect with Think Tanks. On the other hand, low attention to the application of knowledge by professors, the nature of the opinion of some Humanities fields, the existence of negative mental records of some professors, and the lack of university Think Tanks are among the most important challenges in the environment of Think Tanks concerning professors. In general, the most important reason for the lack of communication between these two sectors is the lack of sufficient recognition and misunderstanding on both sides and to solve it, it is suggested to create a context for frequent communication, as well as to define the context of cooperation and common interests between these two groups. Objectives: The sabbatical opportunity project of communication with society and industry is considered a legal requirement for university professors. Considering the newness and necessity of this course, ignoring its possible damages may prevent the realization of the planned goals. These damages are very serious and ponderable in the fields of Humanities. In addition, now in the country, various Think Tanks solve social problems and are trying to use scientific achievements along with the experiences of other countries to provide solutions. However, a deep and structured relationship between university faculty members and Think Tanks has not been formed. The purpose of this study is to diagnose this opportunity in general and to identify the damage to communication between Humanities professors and Think Tanks. Materials and Methods: The nature of this research is qualitative, exploratory, and interpretive, according to its purpose. Using the mixed exploratory research design and the narrative research strategy, this article tried to examine the reasons for the lack of communication between these two groups in the form of a sabbatical opportunity of communication with the society from the perspective of the two sides and finally provide a solution to remove the obstacles. For this purpose, 50 unstructured interviews were conducted with the faculty members included in this opportunity and experts and managers of different Think Tanks, and the most important damages were extracted from the perspective of each party. Discussion and Conclusions: The unknown nature of this course, the ambiguities of the internal regulations of the universities, the failure of operational units to welcome applicants, and the link between changing the status and promotion of faculty members with study opportunities are among the inherent harms of this course. In addition, the newness of the Think Tanks concept, the difference between its functions and the institution of science, the uncertainties in the stability of Think Tanks and their political affiliations, as well as the discursive difference between university professors and the environment of Think Tanks, are among the most important reasons for the lack of interests for professors to connect with Think Tanks. On the other hand, low attention to the application of knowledge by professors, the nature of the opinion of some Humanities fields, the existence of negative mental records of some professors, and the lack of university Think Tanks are among the most important challenges in the environment of Think Tanks concerning professors. In general, the most important reason for the lack of communication between these two sectors is the lack of sufficient recognition and misunderstanding on both sides and to solve it, it is suggested to create a context for frequent communication, as well as to define the context of cooperation and common interests between these two groups.

https://mpes.sbu.ac.ir/article_103240_cd718ce7f523b0a4194a3edc669008bf.pdf

Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 Mechanisms of the Establishment of an Entrepreneurial University Based on the Resistance Economy Mechanisms of the Establishment of an Entrepreneurial University Based on the Resistance Economy 241 262 102565 10.48308/mpes.2023.102565 FA Masumeh Lashgari MA of Educational Management, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran Maryam Sadat Ghoraishi Khorasgani Assistant Professor, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran Hoda Sadat Mohseni Assistant Professor, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran Journal Article 2022 01 23 Objectives: Higher education and accordingly universities have an important role in the economic development of the country in the face of sanctions. Since one of the most important goals of establishing an entrepreneurial university in the country has been the materialization of the Resistance Economy, the entrepreneurial university would play a significant role in achieving this goal. Accordingly, the present study was conducted to scrutinize the mechanisms of establishing an entrepreneurial university based on the Resistance Economy. Materials and Methods: This research was done qualitatively by using Grounded theory (systematic approach). The target population consisted of experts in the field of higher education who were selected through purposive and non-probability sampling through the Snowball method and 14 people were interviewed according to the theoretical saturation of the findings. Data analysis was performed by using the content analysis method in open, axial, and selective coding of Strauss and Corbin. To check the validity and reliability of the data, two methods of review were applied by the researcher, participants, and expert review. Discussion and Conclusions: The results of data analysis included 360 subcomponents, 25 sub-categories and 6 main categories, which were in form of contextual factors (changing attitudes and views on entrepreneurship with the Resistance Economic approach, preparing, implementing and controlling university marketing programs with the Resistance Economic approach, conducting joint university research with industry owners and economic companies, diversifying the university's financial resources), causal factors (human resources, entrepreneurial advocacy measures based on the Resistance Economy), intervening factors (reward and incentive system, flexibility of rules and regulations, financial support and entrepreneurial investment), phenomenon-centeredness (entrepreneurial organizational structure based on the Resistance Economy, entrepreneurial education based on the Resistance Economy, entrepreneurial culture based on the Resistance Economy, entrepreneurial marketing based on the Resistance Economy), strategies (establishing an entrepreneurial culture based on the Resistance Economy, curriculum with entrepreneurial approach based on the Resistance Economy, applying the results of academic research, creating knowledge-based companies, launching university companies), and consequences (achieving the goals of the Resistance economy, responding to the environment, academic independence, work and work culture, stakeholder satisfaction). They explicate the performance mechanisms of entrepreneurial universities based on the Resistance Economy. In line with the findings, in the current situation, to solve economic problems, universities should implement problem-based educational and research projects needed by society and provide appropriate solutions to reduce and eliminate economic problems. In the end, based on the findings, practical suggestions are presented. Objectives: Higher education and accordingly universities have an important role in the economic development of the country in the face of sanctions. Since one of the most important goals of establishing an entrepreneurial university in the country has been the materialization of the Resistance Economy, the entrepreneurial university would play a significant role in achieving this goal. Accordingly, the present study was conducted to scrutinize the mechanisms of establishing an entrepreneurial university based on the Resistance Economy. Materials and Methods: This research was done qualitatively by using Grounded theory (systematic approach). The target population consisted of experts in the field of higher education who were selected through purposive and non-probability sampling through the Snowball method and 14 people were interviewed according to the theoretical saturation of the findings. Data analysis was performed by using the content analysis method in open, axial, and selective coding of Strauss and Corbin. To check the validity and reliability of the data, two methods of review were applied by the researcher, participants, and expert review. Discussion and Conclusions: The results of data analysis included 360 subcomponents, 25 sub-categories and 6 main categories, which were in form of contextual factors (changing attitudes and views on entrepreneurship with the Resistance Economic approach, preparing, implementing and controlling university marketing programs with the Resistance Economic approach, conducting joint university research with industry owners and economic companies, diversifying the university's financial resources), causal factors (human resources, entrepreneurial advocacy measures based on the Resistance Economy), intervening factors (reward and incentive system, flexibility of rules and regulations, financial support and entrepreneurial investment), phenomenon-centeredness (entrepreneurial organizational structure based on the Resistance Economy, entrepreneurial education based on the Resistance Economy, entrepreneurial culture based on the Resistance Economy, entrepreneurial marketing based on the Resistance Economy), strategies (establishing an entrepreneurial culture based on the Resistance Economy, curriculum with entrepreneurial approach based on the Resistance Economy, applying the results of academic research, creating knowledge-based companies, launching university companies), and consequences (achieving the goals of the Resistance economy, responding to the environment, academic independence, work and work culture, stakeholder satisfaction). They explicate the performance mechanisms of entrepreneurial universities based on the Resistance Economy. In line with the findings, in the current situation, to solve economic problems, universities should implement problem-based educational and research projects needed by society and provide appropriate solutions to reduce and eliminate economic problems. In the end, based on the findings, practical suggestions are presented.

https://mpes.sbu.ac.ir/article_102565_86b9e8cdb724ea64be7933a405701eeb.pdf

Shahid Beheshti University Journal of Management and Planning In Educational System 2423-5261 16 1 2023 03 21 A Framework for the Key Competencies of Future Learning A Framework for the Key Competencies of Future Learning 263 290 102588 10.48308/mpes.2023.102588 FA Motahhareh Hamzerobati Postdoctoral of Higher Education Management Studies Department, Institute for Research and Planning in Higher Education, Iran Hamid Javdani Associate Professor of Higher Education Management Studies, Institute for Research and Planning in Higher Education, Tehran, Iran Journal Article 2022 03 11 Objectives: Competence-based education focuses on the ability of students to develop important knowledge, values, aptitudes, and attitudes necessary to address complex issues they would encounter in their future personal lives and professional careers. The purpose of this study was to provide a framework for developing key competencies required of learners in educational systems. Materials and Methods: This study was carried out with a qualitative research method. The key cognitive, behavioral, and social competencies of learners were identified and the conceptual framework of futures-thinking competencies was depicted by conducting semi-structured interviews with 26 academic researchers selected through purposive sampling (Snowball or Chain) and qualitative content analysis method. To validate qualitative findings, participant review strategies and reviewers' strategies have been used. Discussion and Conclusions: Based on the analysis of semi-structured interview data in two stages of open and axial coding, a total of sixteen subcategories and two main categories were identified as the main cognitive, behavioral, and social competencies of learners. In other words, six indicators including problem-solving, critical thinking, creativity, self-knowledge, critical rethinking, and self-correction as cognitive and metacognitive competencies were identified; and ten indicators including teamwork, empathy, curiosity, communication and intercultural competencies, self-confidence, flexibility, individual and social responsibility, participatory decision making, criticism, ethics were also identified as the main behavioral and social competencies of learners. Based on the research findings, the present and future generations need to acquire key competencies to be able to organize their lives in the current turbulent and unstable world. Therefore, in addition to basic competencies, investing in human capital (education) is recommended to develop key cognitive, behavioral, and social competencies. Objectives: Competence-based education focuses on the ability of students to develop important knowledge, values, aptitudes, and attitudes necessary to address complex issues they would encounter in their future personal lives and professional careers. The purpose of this study was to provide a framework for developing key competencies required of learners in educational systems. Materials and Methods: This study was carried out with a qualitative research method. The key cognitive, behavioral, and social competencies of learners were identified and the conceptual framework of futures-thinking competencies was depicted by conducting semi-structured interviews with 26 academic researchers selected through purposive sampling (Snowball or Chain) and qualitative content analysis method. To validate qualitative findings, participant review strategies and reviewers' strategies have been used. Discussion and Conclusions: Based on the analysis of semi-structured interview data in two stages of open and axial coding, a total of sixteen subcategories and two main categories were identified as the main cognitive, behavioral, and social competencies of learners. In other words, six indicators including problem-solving, critical thinking, creativity, self-knowledge, critical rethinking, and self-correction as cognitive and metacognitive competencies were identified; and ten indicators including teamwork, empathy, curiosity, communication and intercultural competencies, self-confidence, flexibility, individual and social responsibility, participatory decision making, criticism, ethics were also identified as the main behavioral and social competencies of learners. Based on the research findings, the present and future generations need to acquire key competencies to be able to organize their lives in the current turbulent and unstable world. Therefore, in addition to basic competencies, investing in human capital (education) is recommended to develop key cognitive, behavioral, and social competencies.

https://mpes.sbu.ac.ir/article_102588_eb17b79a1d09345f72b323bace89709c.pdf