Volume 7, Issue 3 (6-2024)                   Iranian Journal of Educational Sociology 2024, 7(3): 55-62 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Akbari Olaghi A, Zamani Moghadam A, Ghourchian N. (2024). Exploratory and Confirmatory Factor Analysis of Components for Developing an Unlimited Generation Education Model in the 2050 Domain. Iranian Journal of Educational Sociology. 7(3), 55-62. doi:10.61838/kman.ijes.7.3.7
URL: http://iase-idje.ir/article-1-1442-en.html
1- PhD student, Department of Educational Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Educational Management, Science and Research Branch, Islamic Azad University, Tehran, Iran.
3- Professor, Department of Educational Management, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Abstract:   (51 Views)
Purpose: One of the inherent duties of the Cultural and Social Affairs Department of Farhangian University is to extend the governance of cultural and social spheres across all dimensions of the university. In this regard, numerous and diverse plans and activities have been implemented in recent years. The aim of this article is to analyze the cultural and social activities conducted at the university level and to provide an optimal model in this context.

Methodology: The Three-Branch Model was used as a theoretical framework. The method employed was mixed, comprising both qualitative and quantitative sections. The qualitative sample population included 30 cultural experts selected through purposive sampling. The quantitative sample population consisted of 194 active members of student organizations, chosen through stratified random sampling. Data collection techniques included in-depth interviews and questionnaires.

Findings: The findings indicate that structural factors (0.195), behavioral factors (0.368), and contextual factors (0.312) play significant roles in the formation of issues and problems in cultural and social programs and activities. Additionally, the regression results show that 63% of the variance in the dependent variable is explained by these three variables: structural factors, contextual factors, and behavioral factors.

Conclusion: The findings of this study indicate that the structural, behavioral, and contextual factors play significant roles in shaping the outcomes of cultural programs and activities at Farhangian University. This section discusses the implications of these results, drawing on relevant literature to highlight the broader context and potential strategies for enhancing the effectiveness of cultural programs in higher education.
Full-Text [PDF 992 kb]   (13 Downloads)    
Type of Study: Research Article | Subject: Special
Received: 2024/05/18 | Accepted: 2024/06/8 | Published: 2024/06/29

References
1. Benz, T. (2021). A Possible Review by the European Ministry of Education in 2050-by a Reluctant Manager of Europe's Path Towards Educational Dependency. Policy Futures in Education, 21(6), 645-656. [DOI:10.1177/14782103211049755]
2. Freund, M.-J., Wolter, I., Lockl, K., & Gnambs, T. (2021). Profiles of Competence Development in Upper Secondary Education and Their Predictors. PLoS One, 16(1), e0245884. [DOI:10.1371/journal.pone.0245884] [PMID] []
3. Garba, S. A., & Yusuf, B. (2016). Digital Technologies and Emerging Educational Objectives: The Need for Transformational Changes in Teacher Education and Training. 47-60. [DOI:10.1007/978-981-287-603-4_5]
4. Hegre, H., Karlsen, J., Nygård, H. M., Strand, H., & Urdal, H. (2012). Predicting Armed Conflict, 2010-20501. International Studies Quarterly, 57(2), 250-270. [DOI:10.1111/isqu.12007]
5. Mpumuje, M. (2024). Information Communication Technology (ICT) Integration in Teaching and Learning in Selected Rural Secondary School in Burera District, Rwanda. African Journal of Empirical Research, 5(2), 453-461. [DOI:10.51867/ajernet.5.2.38]
6. Narayana, M. R. (2018). Accounting for Growth Effects of Age Structure Transition Through Public Education Expenditure: New Macroeconomic Evidence From India. South Asian Journal of Macroeconomics and Public Finance, 7(2), 174-211. [DOI:10.1177/2277978718795773]
7. Pelletier, N., & Tyedmers, P. (2010). Forecasting Potential Global Environmental Costs of Livestock Production 2000-2050. Proceedings of the National Academy of Sciences, 107(43), 18371-18374. [DOI:10.1073/pnas.1004659107] [PMID] []
8. Piekny, J., & Maehler, C. (2012). Scientific Reasoning in Early and Middle Childhood: The Development of Domain‐general Evidence Evaluation, Experimentation, and Hypothesis Generation Skills. British Journal of Developmental Psychology, 31(2), 153-179. https://doi.org/10.1111/j.2044-835X.2012.02082.x [DOI:10.1111/j.2044-835x.2012.02082.x] [PMID]
9. Rose, S. K., Kriegler, E., Bibas, R., Calvin, K., Popp, A., Vuuren, D. v., & Weyant, J. P. (2013). Bioenergy in Energy Transformation and Climate Management. Climatic Change, 123(3-4), 477-493. [DOI:10.1007/s10584-013-0965-3]
10. Shikhnabieva, T. (2018). Principles of Construction and Methods of Using the Intellectual System of Teaching and Knowledge Control Based on Multi-Level Hierarchical Adaptive Semantic Models. SHS Web of Conferences, 55, 03009. [DOI:10.1051/shsconf/20185503009]
11. Strapasson, A., Ferreira, M., Cruz-Cano, D., Woods, J., Marco Paulo do Nascimento Maia, S., & Olavo Leopoldino da Silva, F. (2022). The Use of System Dynamics for Energy and Environmental Education. International Journal of Educational Technology in Higher Education, 19(1). [DOI:10.1186/s41239-021-00309-3] [PMID] []
12. Tiruneh, D. T., Cock, M. D., & Elen, J. (2017). Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches. International Journal of Science and Mathematics Education, 16(6), 1065-1089. [DOI:10.1007/s10763-017-9829-z]
13. Tsatsou, D., Vretos, N., & Daras, P. (2017). Modelling Learning Experiences in Adaptive Multi-Agent Learning Environments. https://doi.org/10.1109/VS-GAMES.2017.8056601 [DOI:10.1109/vs-games.2017.8056601]
14. Vaganova, O. I., Gilyazova, O. S., Gileva, A. V., Yarygina, N. A., & Bekirova, E. S. (2020). Quality Management of Educational Activities in Higher Education. Revista Amazonia Investiga, 9(28), 74-82. https://doi.org/10.34069/AI/2020.28.04.9 [DOI:10.34069/ai/2020.28.04.9]
15. Wójcik, W., Kubekov, B., Naumenko, V., Narynov, S., Toibayeva, S., & Utegenova, A. (2018). International Journal of Electronics and Telecommunications. [DOI:10.24425/123564]
16. Yao, C. (2023). A Theoretical Model of Intercultural Legal Competence for Law Students in the Context of Higher Education in China. Frontiers in Humanities and Social Sciences, 3(3), 203-214. [DOI:10.54691/fhss.v3i3.4590]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Iranian journal of educational sociology

Designed & Developed by : Yektaweb