https://mpes.sbu.ac.ir/ Journal of Management and Planning In Educational System en daily 1 Sat, 21 Mar 2026 00:00:00 +0330 Sat, 21 Mar 2026 00:00:00 +0330 https://mpes.sbu.ac.ir/article_105613.html Objectives: Critical thinking is considered one of the most important competencies required for engineering graduates, especially in engineering fields. This skill enables individuals to identify and analyze problems with a logical and analytical perspective, and ultimately provide effective solutions. In today's complex world, the ability to make informed decisions and solve problems effectively is of great importance for success in work environments. Critical thinking not only improves the quality of decision-making, but also enables individuals to think creatively and logically when faced with challenges and problems. This competency allows graduates to be influential in industrial, manufacturing, and management processes, and contributes to improving the overall performance of the organization. However, studies show that there is insufficient attention to the development of this skill in engineering education programs. This lack of attention can have negative consequences on the quality of education and the efficiency of graduates. In this research, the researchers have tried to identify the factors affecting critical thinking and explain the relationships between these factors using analytical methods. Materials and Methods: This research was conducted with a focus on engineering graduates from the University of Tehran. To achieve this goal, the researchers used a combination of qualitative and quantitative methods. In the qualitative part, document study was used to identify factors, and in the quantitative part, correlation method based on two methods of interpretive structural modeling (ISM) and MICMAC analysis was used. The statistical population of this research includes graduates of different engineering fields and majors of the University of Tehran who are employed in various industries and organizations. Discussion and Conclusion: According to the findings, seven key factors that affect critical thinking include: 1- Problem-solving skills: the ability to analyze and solve problems logically and effectively. 2- Organizational support: financial and moral support that organizations provide to their employees. 3- Practical experience: real and practical experiences gained during the career. 4- Teamwork: cooperation and interaction with others to solve complex problems. 5- Reward system: incentive systems that recognize good performance. 6- Organizational culture: shared values, beliefs, and behaviors in an organization that affect people's behavior. 7- Interdisciplinary interactions: communication and cooperation between different scientific and professional disciplines.Factors such as problem-solving skills, organizational support, practical experience, teamwork, and reward system are known as communication variables because they have high driving power and dependence. Changes in these variables can have a significant impact on critical thinking, and in addition, system feedback can re-influence these variables. Also, organizational culture was identified as an independent variable and one of the most important factors affecting critical thinking. This variable has high penetration power and low dependence; therefore, by changing it, the entire system can be affected. In other words, changes in organizational culture can strengthen critical thinking in employees and interdisciplinary interactions have been identified as a dependent variable that has low driving power and strong dependencies. Organizational culture has been identified as a key factor. In other words, if the organizational culture encourages critical thinking, other factors will naturally improve.These results can provide a platform to remove obstacles to improving the quality of critical thinking education in training courses and improve the job performance of engineering graduates in work environments. The results can be used as a guide to improve the quality of critical thinking education in university education programs. It can also help managers and organizations to identify and remove obstacles to improving the quality of critical thinking, which will ultimately lead to improving the job performance of engineering graduates. In general, this research emphasizes the importance of organizational culture and other effective factors in strengthening critical thinking in graduates and provides solutions for its improvement. https://mpes.sbu.ac.ir/article_105925.html Objective: The present study aimed to describe emancipatory leadership in school management from the perspective and perception of school principals. The process of this description will express the emancipatory role of school principals in the moral community of the school and, consequently, human society; therefore, the realization of the aforementioned goal was explored and researched from the perspective of school principals in three parts: why, how, and ultimately what is school management in the emancipatory leadership style. Because with why, the pathology of the problems present in school leadership will be explored and researched in the discussion of how to lead in question, which will ultimately be described by linking these two angles from the perspective of school principals to describe the truth of emancipatory leadership in school leadership.Materials and Methods: Therefore, the method and method of data analysis were pursued through semi-structured interviews with regard to the descriptive phenomenological research approach and using the Atreid-Sterling content analysis method. The importance of this issue is to research it using an appropriate and comprehensive research method such as phenomenology to ascertain the true truth of the emancipation of school leadership by its management. The steps of such a thematic analysis were carried out in three main stages: the first stage of analysis (text analysis); the second stage of analysis (text exploration); The third stage (integration and exploration) was carried out and the participants were school principals in different areas of Mashhad, 27 people, and they were selected purposefully so that the research findings would have the necessary credibility to achieve the present goal. To validate the findings, four evaluation criteria of believability, reliability, transferability, and verifiability were used (Lincoln and Guba (1983) quoted by Mohammad Pour (2011). If the researcher referred to the scientific authority (supervisor and advisor) to achieve the research goal and evaluate the accuracy and precision in the work stages and made the necessary suggestions and amendments, the interview text and extracted codes were also presented to the participants and they expressed their opinion on its accuracy and correctness (credibility). Special attention was paid to the time limit from the beginning of data collection (interview) to data analysis, and the aforementioned process was avoided as much as possible. Therefore, attention was paid to the expiration of comments in the present study so that outdated data would not be analyzed (reliability). In addition to evaluating and receiving feedback from Scientific references such as supervisors and consultants were shown to professors and other specialists in the field of educational management in this regard, and the analyses were evaluated for the umpteenth time (verifiability). The applicability of the research findings can also be considered in light of the description of the research situation (transferability).Discussion and Conclusion: The research findings were indexed in 77 primary codes, 45 basic themes, 15 organizing themes, and finally 5 comprehensive themes, which contain thoughtful results for researchers and experts in the field of educational management; School administrators are always in a role conflict between organizational and social expectations, with the description that in an effort to solve the engineering challenge, or in other words, ethical technology in the school organization, they have tended to the emancipatory leadership style, in such a way that human happiness and well-being in society will be determined by social levers such as schools. In this regard, emancipatory administrators lead schools in three dimensions with the above focus and finally describe this style; first, the why dimension with the comprehensive theme of ethical engineering; Second, the how dimension was shown with the overarching themes of collective leadership and women's transcendent leadership, and finally the what dimension with overarching themes such as moral compass and human communication. In addition, these dimensions are also indicative of the growth and dynamism of the field of educational administration in Iran, representing the experiences of emancipatory managers in schools. Because in the first step, the existence and importance of such experiences in the field of educational administration studies indicates the evolution of educational management and leadership styles from the past to the present, and in its place, in addition to describing the role and importance of emancipatory school leadership, it also addressed the harms of dogmatic management in some schools, and in another angle, it will also lead to the accumulation of theoretical knowledge in the field of Iranian educational administration studies. https://mpes.sbu.ac.ir/article_105926.html AbstractObjective: The public education system was established during the industrial era and was primarily based on the knowledge, values, and norms of that time. However, today, both society and the world we live in have changed dramatically and are evolving at an exponential rate. Rapid technological advancements and extensive changes in the social, cultural, and economic environment have presented significant challenges to educational systems. One of the most crucial challenges is the inability to adapt quickly to emerging societal needs. In this regard, empowering teachers to manage change and provide effective instruction is of paramount importance. Increasing teachers' self-efficacy and their readiness to embrace change are two key factors in this process. In-service training, as a powerful tool for professional development, can play a significant role in enhancing these two variables. This study aimed to examine the mediating role of readiness for change in the relationship between in-service training and the self-efficacy of elementary school teachers in the city of Khorramabad.Materials and methods: This study was applied in terms of its purpose and descriptive-correlational in terms of data collection, using structural equation modeling. The study population consisted of 2208 elementary school teachers in Khorramabad, from whom 327 were selected as the research sample using stratified random sampling. Data was collected using a questionnaire. Data analysis was performed using SPSS and SmartPLS software.Result: Analysis of the demographic information of the respondents showed that 212 (64.84%) of the respondents were women and 115 (35.16%) were men. In terms of educational level, 149 (45.56%) had a bachelor's degree, 167 (51.08%) had a master's degree, and 11 (3.36%) had a doctorate. Analysis of the descriptive statistics of the research variables showed that the mean of each of the variables of in-service training, self-efficacy, and readiness for change was 4.20, 4.59, and 4.14, respectively. The results of the structural equation modeling showed that the variable of in-service training had a significant effect on self-efficacy (B = 0.168) and in-service training also had a significant effect on readiness for change (B = 0.593). Moreover, the variable of readiness for change had a significant effect on self-efficacy (B = 0.543). The results obtained from the Sobel test (Z_Value = 6.90) also showed that readiness for change is a mediating variable in the relationship between in-service training and self-efficacy of teachers.Discussion: The findings of this study indicated that in-service training acts as a key factor in increasing teachers' self-efficacy, and this relationship is facilitated by strengthening their readiness for change. These findings are consistent with the results of previous studies and emphasize the importance of designing dynamic and responsive training programs to meet the needs of teachers. The effectiveness of in-service training also depends on the design, proper implementation, and quality of training content. Teachers may have different experiences with these courses, which can affect their perception of the impact of these trainings. Based on the results of this study, it is recommended that educational policymakers invest in needs-based in-service training and the use of active learning methods to improve the quality of education and increase teacher motivation. Additionally, creating teacher peer networks and providing opportunities for experience sharing can play a significant role in strengthening teachers' readiness for change and increasing their self-efficacy. These results emphasize the importance of designing targeted training programs that not only strengthen teachers' skills and knowledge but also prepare them to accept and implement change. Policymakers and educational planners, considering technological developments and the new requirements of education, can adopt new approaches in in-service training. This can significantly contribute to improving teaching quality, increasing teacher motivation, and enhancing student learning outcomes. https://mpes.sbu.ac.ir/article_106158.html Objective: Sustainable professional development of teachers is a lifelong, participatory, action-based, research-based and reflective learning process that enables continuous teacher empowerment. Professional development is a permanent and sustainable process that helps teachers acquire the knowledge and skills necessary to start a teaching career and develop these abilities and skills during their service. The aim of this study was to identify the strategies, outcomes and barriers to sustainable professional development of teachers.Materials and Methods: This study was applied in terms of purpose and qualitative method based on inductive content analysis. The statistical population of the study was all documents, articles, booklets, chapters and reports in the external databases Doaj, ResearchGate, MDPA, Science Direct, Emerald, Elsevier, Springer, Taylor & Francis, ProQuest and Google Scholar. The research period was between 1990-2024. As a result of the search and after screening, 38 sources related to the research topic were selected. Maxqda software (2020) was used for content analysis and data coding. To validate the results obtained, four reliability criteria were used, including credibility, reliability, confirmability, and transferability. The Critical Assessment Skills Program (CASP) tool was also used to control the final quality of the research.Discussion and Conclusion: During the process of coding, summarizing, and categorizing the data, teachers' sustainable professional development strategies were classified into 10 main categories: participation in professional learning communities, documentation of shared knowledge and experiences, networking, in-service training, role modeling, coaching, individual professional development, participation in research, collaborative professional development, institutionalization, outcomes in 4 categories: social, organizational, teacher, student, and barriers in 3 categories: organizational, individual, and extra-organizational. The results of the study showed that for teacher professional development programs to be sustainable, they must be continuous and effective over time and have a positive and lasting impact on teachers' professional learning. Participation in professional learning communities includes the categories of teachers' participation in conferences and seminars and participation in school educational groups. Documenting shared knowledge and experiences includes categories such as creating a common vision, sharing shared knowledge and experiences, professional dialogue in collaborative and cooperative groups, and team teaching. Networking is formed by teachers' participation in professional networks, teacher social networks, and national and international networks. In-service training is carried out through the preparation of a training strategy, participation in training workshops, and in-person and online courses. In role modeling, experienced administrators and teachers develop professional learning as lifelong learning models. Coaching includes peer coaching, in-classroom coaching of teachers, and in-person and online coaching. Individual and collaborative professional development of teachers is carried out in the form of continuing education at the postgraduate level, observing peers, collaborative learning and receiving support and feedback from them. Participation in research includes action research and teacher self-directed research and institutionalizes the process of acceptance, transition, routinization and expansion of programs in the organization's operations. The outcomes of the programs include organizational capacity building, improving organizational performance and productivity, developing training and promoting collective self-efficacy of teachers, increasing motivation, changing attitudes and beliefs and improving teacher professional competencies and changing attitudes, increasing self-efficacy, increasing self-confidence and improving student academic achievement. Organizational barriers such as structural barriers, lack of resources, poor leadership and staff turnover, individual barriers, low motivation, negative attitudes, burnout and high workload of teachers and external challenges such as financial issues, changes in policies, social inequalities and cultural-ethnic context are among the challenges facing the programs. Based on the research findings, it is recommended that educational policymakers, administrators, and teachers develop professional learning communities, professional networking, role modeling, coaching, and research-based learning at the school, regional, and national levels, and design an individual and collaborative professional development path to increase the sustainability of programs and achieve the expected outcomes using the aforementioned strategies. https://mpes.sbu.ac.ir/article_106852.html Introduction and Objectives: The new technologies of the fourth generation industrial revolution, of which artificial intelligence is one of the most prominent, have caused significant changes and developments in all fields of application, including economics, health, education, and research. Higher education is no exception to these developments and cannot ignore fourth generation technologies at various macro and operational levels. Policymakers, managers, and strategists in all fields, including higher education, need to pay attention to these technologies in decision-making so that policies are not abstract but can be implemented at the operational level. Accordingly, the main goal of the present study is to identify and prioritize the main factors effective in implementing new technologies in educational services of universities and higher education centers.Method: In this study, after investigating the literature and background of the field of fourth generation technologies, artificial intelligence, and long-term presence in the higher education sector, 29 factors were identified; These factors were screened using the fuzzy Delphi technique by 19 experts, including experts who provide educational services, professors and faculty members specializing in education and new technologies, and students who receive educational services. Out of 29 factors, 18 factors were accepted and 11 factors were rejected. The screened factors were categorized into three dimensions and then weighted and prioritized using the best-worst multi-criteria decision-making technique. Purposive sampling and an expert-based questionnaire were prepared and distributed separately to the experts in the fuzzy Delphi and best-worst fuzzy stages.Findings: The findings of this study show that the dimensions of educational processes and services, technology and innovation, and culture, communications, and policies are the most important dimensions, respectively. Also, in the technology and innovation dimension, the factors of "information technology infrastructure", "development of fourth-generation technologies" and "digitalization"; In the dimension of educational processes and services, the factors “level of integration in the educational service system”, “education experts’ accountability system” and “level of agility of organizational structure and processes” are the most important factors, and in the dimension of culture, communication and policies, the factors “alignment of organizational culture with innovation”, “support of senior managers” and “macro policies of the university” are the most important factors, respectively. In a broader analysis and comparing all factors with each other, the factors “level of integration in the educational service system”, “education experts’ accountability system”, “level of agility of organizational structure and processes”, “information technology infrastructure” and “system design without disruption” are the most important factors affecting the implementation of Industry 4.0 in higher education, which are mostly in the dimension of educational processes and services. Integration of educational services reduces parallel work and functional disruptions and increases the efficiency of these services. Also, the ability and skill of education experts in utilizing Industry 4.0 technologies and tools has a significant impact on increasing the satisfaction of service recipients. Streamlining processes and eliminating unnecessary bureaucracy is another factor that can make the beneficiaries' experience of receiving educational services successful. Infrastructures supporting the use of Industry 4.0 technologies, including servers, data storage and processing environments, cloud computing, and up-to-date educational equipment, and designing systems that have minimal disruption, including software and educational systems, are two other factors that the results of this study emphasize.Conclusion: The results obtained from this study show that the implementation of Industry 4.0 technologies in the field of higher education requires the integration of the educational service system at different levels and units; identifying and prioritizing the factors under these dimensions will greatly help managers and decision-makers in the field of higher education in allocating resources and developing appropriate strategies that support the fourth generation of industry technologies. https://mpes.sbu.ac.ir/article_106853.html Objective: Math anxiety, a serious and growing challenge among students, can have extensive negative impacts on their academic performance and overall progress in mathematics-related subjects. The prevalence of COVID-19 and the sudden shift to online education have heightened concerns about the exacerbation of this anxiety. In these circumstances, traditional assessment methods were often ineffective and could themselves become a source of increased anxiety. Changes in assessment patterns, especially in virtual learning environments, are recognized as a key factor in reducing anxiety and improving student performance. The application of interactive and practical strategies can help alleviate math anxiety. The present study aimed to investigate the effect of an electronic assessment protocol on math anxiety and academic achievement in junior high school female students, with an emphasis on the mediating role of math anxiety. This study sought to provide practical and evidence-based solutions for improving the quality of education and effectively managing anxiety during educational transformations.Materials and Methods: This research adopted a quasi-experimental design with a pre-test-post-test control group. The statistical population of this study included all female junior high school students in Golestan province during the academic year 2020-2021. A sample consisting of 246 female students was selected through a multi-stage cluster sampling method and randomly assigned to experimental and control groups. The experimental group received the electronic assessment protocol intervention. In contrast, the control group received no intervention. Data collection instruments included the Mathematics Anxiety Rating Scale-Revised (MARS-R) and students' academic achievement scores. Data analysis was performed using advanced statistical software, SPSS version 27 and R. To precisely analyze the mediating role of math anxiety in the relationship between the electronic assessment protocol and academic achievement, Structural Equation Modeling (SEM) using the lavaan package in R software, as well as the bootstrapping method, were employed.Discussion and Conclusion: The results of this study clearly demonstrated the significant and positive effectiveness of the electronic assessment protocol in remarkably improving academic achievement and noticeably reducing math learning anxiety in the experimental group compared to the control group. These findings suggest that novel assessment approaches have high potential in enhancing learning and reducing psychological barriers and can be utilized as effective tools. Although the reduction in test anxiety and the overall math anxiety score did not reach a statistically significant level (p > 0.05), a clear and promising downward trend was observed in these components, indicating the overall positive effects of the protocol and the need for further research in these areas. More importantly and remarkably, the precise mediation analysis showed that math anxiety, as a key variable, played a significant mediating role in the relationship between the implementation of the electronic assessment protocol and academic achievement. This implies that the protocol indirectly influences the improvement of students' academic achievement by effectively reducing math anxiety (especially the learning anxiety component) through this psychological mechanism. These valuable findings not only confirm the effectiveness of the electronic protocol in improving academic achievement and reducing learning anxiety but also clearly elucidate its complex and multifaceted mechanism of action through the mediating role of math anxiety. This research strongly emphasizes the importance of designing and implementing interactive, flexible, and practical assessment strategies in modern educational environments, especially in virtual spaces; strategies whose goal is not only to assess knowledge but also to reduce inhibiting psychological factors such as anxiety and comprehensively enhance the learning process. Finally, it is suggested that educational policymakers pay special attention to affective aspects such as math anxiety alongside cognitive aspects and seriously consider the use of novel assessment technologies to simultaneously improve students' psychological and academic outcomes.Keywords: Math anxiety, E-learning, Assessment, Protocol, Academic achievement https://mpes.sbu.ac.ir/article_106854.html Purpose: The main purpose of this research is to design a model to determine the challenges faced in the first years of service in connection with the growth of professional development from the perspective of new teachers in Ilam.Materials and methods: The present research was carried out using the qualitative approach and the foundation's data method. The participants in this new research are primary teachers (with a maximum of two years of teaching experience) in Ilam city. The number of participants until theoretical saturation was 17 people from nine primary teachers in Ilam city. A semi-structured interview method was used to collect the data, the validity of the research was confirmed by the professors of the research field, and its reliability was also controlled through the use of a written framework for the interview. This codified framework was used in all the interviews after the approval of the professors and ensuring its effectiveness in covering the objectives, and coding method was also used to analyze the information.Discussion and conclusion: The results of the research indicate that the four main themes of individual factors, social factors, professional factors and organizational factors are considered as basic needs for the growth of professional development, and these four factors are influenced by each other and on the growth affect professional development and vice versa. In the individual dimension, the following categories were extracted; Individual motivation, teacher's approach, teacher's perception and belief, responsibility, self-awareness, flexibility, questioning spirit, innovation spirit. In the social dimension, the components of: social trust, resilience, communication skills, social norms and values, cooperation and empathy, being active, and participation were identified. In the professional dimension; Scientific literacy, technological literacy, professional ethics, teaching skills, research ability, problem analysis skills, solution presentation skills, management and leadership skills, decision-making skills were extracted, and in the organizational dimension, the components of management, organizational structure, economy , motivation method, educational resources, training and improvement, educational equipment, class population, research activity, communication channel, supervision were determined. According to the results of our research, we need four categories of needs to provide the professional development of new teachers. You will be influenced and each of these topics will be a basis for the professional development of new teachers, and by creating professional development fields for new teachers, the development of each of these topics will also be provided. It should be noted that each of these themes has the components that were mentioned above, the realization of these components causes the flourishing of the themes and realizes the field of professional development, therefore the education organization should To prioritize four categories of needs in order to provide professional development and improve the quality of education. Finally, four categories of factors were extracted as basic needs from this research, which include individual factors, social factors, professional factors, and organizational factors, which are based on the results of the researches of Saba Qadhi et al. (2020), Chris Torres and Jenny Weiner ( 2019) and Lisa Gaykhorst et al. (2017) overlap, the results indicate that each of these factors is a basis for the realization of other factors and personality is also a basis for the realization of professional development, hence between the four factors It has been mentioned that there is a two-way relationship, which means that each factor affects the other three factors and is affected by them, and the realization of each factor is a step towards the growth of professional development, hence the factors also have a two-way relationship with professional development. The more these factors are realized, the more professional development will grow, and the more individual and social professional development is formed, the easier it will be to realize these factors. https://mpes.sbu.ac.ir/article_106855.html The Impact of AI-Based Gamified Assessment on Learning Technological Competencies and Its AbstractObjectives: In the digital age, learning technological competencies has become one of the main priorities of educational systems, as these competencies play a key role in individual and professional success. With advancements in modern technologies, innovative methods have been designed to facilitate and enhance this type of learning, among which AI-based gamified assessment stands out as one of the most engaging and practical approaches. This method utilizes artificial intelligence algorithms to create interactive and simulated environments that encourage students to engage in collaborative learning and explore complex concepts. Additionally, the immediate and personalized feedback provided by these systems not only boosts student motivation but also helps them identify and improve their weaknesses. The aim of this study was to investigate the impact of AI-based gamified assessments on the learning of technological competencies and their components.Materials and Methods: The research method was quasi-experimental, using a pre-test/post-test design with a control group. The statistical population included all international students at Chabahar University, from which 30 participants were selected via convenience sampling and randomly assigned to experimental and control groups. Over the course of a semester, the students were taught simulation and educational games in ten sessions. The experimental group was assessed in a Quizizz environment using AI-based gamification focused on topics such as educational simulations, gamification theories, and the application of gamification in teaching and learning, while the control group was assessed using traditional methods. Data collection tools included the Student Technological Competency Learning Questionnaire developed by Betin (2023).Discussion and Conclusions: Data were analyzed using covariance analysis. The assumption of normality was tested using the Kolmogorov-Smirnov test, which was confirmed for both variables at both measurement stages across the two groups with a significance level greater than 0.05. The assumption of homogeneity of variances was examined using Levene's F test, and the results indicated that this assumption was confirmed for both variables with a significance level greater than 0.05. The assumption of equality of variance-covariance matrices was tested using Box’s M test and was confirmed with a significance level of 0.05. The regression slope assumption was also tested using ANOVA and confirmed for both variables with a significance level greater than 0.05. The findings revealed that AI-based gamified assessment significantly impacts students' technological competencies (p < 0.05). The results show that AI-based gamified assessment has a significant effect on the dimensions of information, communication and collaboration, and content creation (p < 0.05), but does not significantly impact problem-solving and safety (p > 0.05). It can be concluded that AI-based gamified assessment is an effective tool for enhancing the learning of technological competencies and their related components among students. As an innovative method, AI-based gamified assessment has a significant impact on the learning of technological competencies and their components. This approach increases student motivation and engagement through interactive and simulated elements, helping them strengthen their practical and technical skills in the field of technology. Based on the findings of this study, it is recommended that instructional designers and education policymakers pay special attention to designing and developing AI-based gamified learning environments as an effective solution to enhance students' technological competencies and prepare them for active participation in the digital society.Based on the findings of this study, it is recommended that instructional designers and education policymakers give special attention to the design and development of AI-driven gamified learning environments as an effective strategy for enhancing students’ technological competencies and preparing them for active participation in the digital societyBased on the findings of this study, it is recommended that instructional designers and education policymakers give special attention to the design and development of AI-driven gamified learning environments as an effective strategy for enhancing students’ technological competencies and preparing them for active participation in the digital society https://mpes.sbu.ac.ir/article_106856.html Objective:In the contemporary era, increasingly reliant on knowledge and the knowledge-based economy, the higher education system is recognized as one of the most vital pillars of sustainable development in modern societies. Universities and higher education institutions are no longer mere centers for knowledge transmission but have transformed into hubs of scientific production, innovation, and global-scale cultural and economic interactions. In such a context, adopting knowledge-based policies, responding to societal demands, and aligning with global trends are of strategic importance. “Internationalization of Higher Education” has become an inevitable policy, evolving from a choice to a necessity for the survival and excellence of national academic systems. This process facilitates the enhancement of educational and research quality, boosts the global credibility of universities, attracts international talent and financial resources, and strengthens science diplomacy. Despite the acknowledgment of its importance and efforts made in recent years, it appears that the overarching goals of higher education internationalization in the Islamic Republic of Iran have not been fully realized. Accordingly, the present study was designed to conduct a precise and in-depth identification of the structural, cultural, political, and economic causes and barriers confronting this process, from the perspective of key stakeholders and principal actors. This research seeks to answer the primary question: why, despite its undeniable imperatives, have the objectives of higher education internationalization in Iran not been fully achieved, and what solutions can be proposed to improve and enhance the current situation?Materials and Methods:This research was conducted using a qualitative approach and employed thematic analysis to gain a deep and comprehensive understanding of the stakeholders’ perspectives and lived experiences. The study’s population consisted of academic elites (prominent professors and researchers), senior policymakers, and executive managers with either specialized theoretical knowledge or direct practical experience in the internationalization of higher education. Data were collected using semi-structured interviews, a tool that allows for in-depth exploration of participants’ views and flexibility in asking follow-up questions. The sampling process began purposively and continued using the snowball sampling method to ensure that knowledgeable and key individuals in the field were identified and interviewed. In total, 11 experts were interviewed, and the process continued until theoretical saturation was reached, i.e., the point at which new data no longer introduced novel concepts or categories to the research. All interviews were recorded, transcribed, and then subjected to analysis using open, axial, and selective coding techniques to identify and categorize the main and sub-themes related to the barriers to the internationalization of higher education in the Islamic Republic of Iran.Results and Discussion:The rigorous analysis of the data derived from the interviews led to the identification of a broad and intertwined set of barriers that pose serious challenges to the realization of higher education internationalization goals in the country. These obstacles can be classified at various policy, structural, cultural, and economic levels. Key research findings indicated that at the macro-policy level, factors such as the vacuum of a strategic vision across policy-making and implementation levels, the absence of a national macro-strategy for the internationalization of higher education, policymakers’ flawed understanding of the dimensions of higher education internationalization, the dominance of the security paradigm over scientific diplomacy, and the cognitive and perceptual biases of higher education policymakers limit the necessary space for free and constructive academic interactions. At the structural level, phenomena such as administrative centralism and inefficient bureaucracy within the structure of higher education, the absence of a specialization-oriented approach in human resource policy for higher education, the decline in the quality of educational-research standards in the higher education system, and insufficient attention to international languages in language planning for higher education have diminished the agility of the internationalization process. From a cultural perspective, the confrontation between the ruling political discourse and the requirements of higher education internationalization, along with cultural and social resistance to accepting the internationalization process, renders the acceptance of international higher education a mere nominal and non-institutional matter. Finally, at the resources and infrastructure level, the lack of fundamental infrastructure for realizing the internationalization of higher education and the economic system’s inability to financially support the internationalization policy have reduced the attractiveness of Iranian universities to international audiences. Citing the identified barriers, this research presents a set of actionable policy suggestions aimed at resolving challenges and paving the way for the internationalization of higher education in the Islamic Republic of Iran, which can serve as a practical guide for policymakers and managers in this field. https://mpes.sbu.ac.ir/article_106857.html Objective: With the increasing and inevitable expansion of virtual education, which has gained unprecedented momentum especially after the COVID-19 pandemic, team activities in digital environments have become a special and valuable opportunity for collective learning, scholarly interaction, and the development of 21st century skills. However, these virtual environments, due to physical distance, lack of nonverbal communication, and dependence on technology, are a fertile ground for the emergence of complex conflicts between team members. If not managed, these conflicts can undermine effective collaboration, destroy group cohesion, and ultimately severely threaten educational achievements and the quality of teamwork output. Therefore, this research was conducted with the main aim of comprehensively identifying the types of these conflicts, rooting out the deep and fundamental causes of their formation, and ultimately, providing effective and practical management solutions to solve these challenges, exclusively from the perspective of students' lived and direct experiences.Method: This research is considered an applied type, because its ultimate goal is not only to deeply understand and describe the phenomenon of conflict in virtual teams, but also to go beyond and move towards designing practical, applicable, and objective solutions to solve these problems in real educational environments. This study was conducted in the interpretive paradigm and with a qualitative approach, because it emphasizes understanding the subjective meaning, individual interpretation, and depth of participants' experiences of the phenomenon under study. In this regard, a phenomenological research strategy was used to explore and extract the essence and nature of students' lived experiences of encountering conflict in virtual teams. In order to collect rich and comprehensive qualitative data, semi-structured interviews were used, whose questions were carefully designed based on the 5W1H model framework (who, what, where, when, why, and how) and with respect to the concepts and literature available in the field of virtual team experiences to cover all aspects of the subject. The research participants, consisting of 13 undergraduate students in the field of education at Shahid Beheshti University, were selected using a purposive approach and criterion-based sampling method, with an emphasis on having at least one semester of practical and field experience working in virtual teams, as well as diversity in the year of entry (from 2018 to 2022) to ensure theoretical saturation of the data. The interviews were then carefully transcribed and analyzed using the Corbin and Strauss method in three stages of open, axial, and selective coding. To ensure the reliability and increase the internal validity of the data, the coding process was conducted and reviewed by three independent researchers to ensure convergence and agreement in identifying the main themes.Discussion and Conclusion: In-depth analyses of qualitative data show that virtual team activities face five key and frequent conflicts: disagreements arising from differences in work styles and cognitive approaches, contradictions and dualities between individual and collective goals, the phenomenon of dominance and injustice in the distribution of tasks and power, unfair and subjective assessments of members' performance, and the lack of coordination and effective communication resulting from the inherent limitations of virtual space. The roots of these conflicts lie in deeper layers; factors such as an unhealthy and comparative competitive atmosphere, systematic underperformance of some members, widespread individual differences in personality, motivation, and digital literacy, structural weaknesses in teaching soft skills essential for virtual work (such as virtual communication, time management, and conflict), and abuse of power and position by group leaders or dominant members. To deal with these problems, six key and chain strategies have been identified. Strengthening mutual understanding and respect through regular virtual dialogue sessions and establishing clear, pre-agreed frameworks provides a fundamental foundation for conflict prevention and constructive collaboration. Managing conflicts in creative ways, such as using digital mediation techniques, role rotation, and dividing tasks based on capabilities and interests, not only reduces tensions, but also defines roles in a way that maintains group balance by preserving members’ autonomy and strengthening a sense of individual and collective responsibility. The vicious cycle of conflicts is broken by purposeful selection of team members with an emphasis on coordinating individual and collective goals from the beginning, periodic and planned changes in team composition to prevent monopolization of power and create new dynamics, and systematic rooting out of problems through continuous and anonymous feedback mechanisms. Ultimately, the successful implementation of these solutions requires the determination and tripartite cooperation of professors (as facilitators), students (as key players), and educational institutions (as supporters and policymakers) so that, through this conscious management, conflicts can be transformed from a destructive threat into a constructive opportunity for personal growth, deeper learning, and improving the overall quality of virtual education.