Volume 8, Issue 3 (Autumn 2025)
Iranian Journal of Educational Sociology 2025, 8(3): 0-0 |
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Zeinoldini Meymand Z, Narouikhah S, Bahreinizadeh A, Hajipourabaei N. (2025). Validation of the Educational and Cultural Transformation Model at Farhangian University. Iranian Journal of Educational Sociology. 8(3),
URL: http://iase-idje.ir/article-1-1545-en.html
URL: http://iase-idje.ir/article-1-1545-en.html
1- Associate Professor, Department of Educational Sciences and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.
2- PhD Student, Department of Philosophy of Education, Kerman Branch, Islamic Azad University, Kerman, Iran.
3- Assistant Professor, Department of Educational Sciences and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.
2- PhD Student, Department of Philosophy of Education, Kerman Branch, Islamic Azad University, Kerman, Iran.
3- Assistant Professor, Department of Educational Sciences and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.
Abstract: (20 Views)
This study aimed to develop and validate a cultural and educational transformation model for Farhangian
University to enhance teacher training and institutional development in alignment with the Fundamental Transformation Document of Education.
Methods and Materials: The study employed a sequential mixed-methods approach with an exploratory orientation. In the qualitative phase, data were collected through semi-structured interviews with nine university professors and elite teachers selected via purposive sampling. Interviews and relevant documents were analyzed using open coding, axial coding, and selective coding in MAXQDA 2020. In the quantitative phase, a researcher-developed questionnaire was distributed to 254 teachers from Farhangian University in Tehran, selected through multi-stage cluster random sampling. Data analysis was conducted using SPSS-V23, employing descriptive statistics (mean, standard deviation, skewness, kurtosis) and inferential statistics (one-sample t-test). Model validity was assessed using Cronbach’s alpha, composite reliability, McDonald’s omega, and structural equation modeling (SmartPLS 3).
Findings: The model demonstrated a strong statistical fit and high validity and reliability. The paradigm model consisted of six key dimensions: causal conditions (fundamental principles, transformational orientation), core category (research infrastructure, faculty duties, meritocracy, planning, collaboration), strategies (industry-university interaction, educational and cultural structures, educational and motivational strategies), outcomes (university status, diplomacy, continuous transformation, research management), contextual conditions (industry interaction, research systems, meritocracy), and intervening conditions (structural and educational-cultural moderators). Model validation results confirmed significant internal and external validity (p < 0.001).
Conclusion: Farhangian University requires a comprehensive, strategic approach to teacher training that integrates theoretical development and practical execution. To enhance institutional effectiveness, policies should focus on faculty selection, curriculum development, research infrastructure, and industry collaboration. Implementing the proposed transformation model can strengthen teacher competencies, educational quality, and institutional status.
This study aimed to develop and validate a cultural and educational transformation model for Farhangian
University to enhance teacher training and institutional development in alignment with the Fundamental Transformation Document of Education.
Methods and Materials: The study employed a sequential mixed-methods approach with an exploratory orientation. In the qualitative phase, data were collected through semi-structured interviews with nine university professors and elite teachers selected via purposive sampling. Interviews and relevant documents were analyzed using open coding, axial coding, and selective coding in MAXQDA 2020. In the quantitative phase, a researcher-developed questionnaire was distributed to 254 teachers from Farhangian University in Tehran, selected through multi-stage cluster random sampling. Data analysis was conducted using SPSS-V23, employing descriptive statistics (mean, standard deviation, skewness, kurtosis) and inferential statistics (one-sample t-test). Model validity was assessed using Cronbach’s alpha, composite reliability, McDonald’s omega, and structural equation modeling (SmartPLS 3).
Findings: The model demonstrated a strong statistical fit and high validity and reliability. The paradigm model consisted of six key dimensions: causal conditions (fundamental principles, transformational orientation), core category (research infrastructure, faculty duties, meritocracy, planning, collaboration), strategies (industry-university interaction, educational and cultural structures, educational and motivational strategies), outcomes (university status, diplomacy, continuous transformation, research management), contextual conditions (industry interaction, research systems, meritocracy), and intervening conditions (structural and educational-cultural moderators). Model validation results confirmed significant internal and external validity (p < 0.001).
Conclusion: Farhangian University requires a comprehensive, strategic approach to teacher training that integrates theoretical development and practical execution. To enhance institutional effectiveness, policies should focus on faculty selection, curriculum development, research infrastructure, and industry collaboration. Implementing the proposed transformation model can strengthen teacher competencies, educational quality, and institutional status.
University to enhance teacher training and institutional development in alignment with the Fundamental Transformation Document of Education.
Methods and Materials: The study employed a sequential mixed-methods approach with an exploratory orientation. In the qualitative phase, data were collected through semi-structured interviews with nine university professors and elite teachers selected via purposive sampling. Interviews and relevant documents were analyzed using open coding, axial coding, and selective coding in MAXQDA 2020. In the quantitative phase, a researcher-developed questionnaire was distributed to 254 teachers from Farhangian University in Tehran, selected through multi-stage cluster random sampling. Data analysis was conducted using SPSS-V23, employing descriptive statistics (mean, standard deviation, skewness, kurtosis) and inferential statistics (one-sample t-test). Model validity was assessed using Cronbach’s alpha, composite reliability, McDonald’s omega, and structural equation modeling (SmartPLS 3).
Findings: The model demonstrated a strong statistical fit and high validity and reliability. The paradigm model consisted of six key dimensions: causal conditions (fundamental principles, transformational orientation), core category (research infrastructure, faculty duties, meritocracy, planning, collaboration), strategies (industry-university interaction, educational and cultural structures, educational and motivational strategies), outcomes (university status, diplomacy, continuous transformation, research management), contextual conditions (industry interaction, research systems, meritocracy), and intervening conditions (structural and educational-cultural moderators). Model validation results confirmed significant internal and external validity (p < 0.001).
Conclusion: Farhangian University requires a comprehensive, strategic approach to teacher training that integrates theoretical development and practical execution. To enhance institutional effectiveness, policies should focus on faculty selection, curriculum development, research infrastructure, and industry collaboration. Implementing the proposed transformation model can strengthen teacher competencies, educational quality, and institutional status.
This study aimed to develop and validate a cultural and educational transformation model for Farhangian
University to enhance teacher training and institutional development in alignment with the Fundamental Transformation Document of Education.
Methods and Materials: The study employed a sequential mixed-methods approach with an exploratory orientation. In the qualitative phase, data were collected through semi-structured interviews with nine university professors and elite teachers selected via purposive sampling. Interviews and relevant documents were analyzed using open coding, axial coding, and selective coding in MAXQDA 2020. In the quantitative phase, a researcher-developed questionnaire was distributed to 254 teachers from Farhangian University in Tehran, selected through multi-stage cluster random sampling. Data analysis was conducted using SPSS-V23, employing descriptive statistics (mean, standard deviation, skewness, kurtosis) and inferential statistics (one-sample t-test). Model validity was assessed using Cronbach’s alpha, composite reliability, McDonald’s omega, and structural equation modeling (SmartPLS 3).
Findings: The model demonstrated a strong statistical fit and high validity and reliability. The paradigm model consisted of six key dimensions: causal conditions (fundamental principles, transformational orientation), core category (research infrastructure, faculty duties, meritocracy, planning, collaboration), strategies (industry-university interaction, educational and cultural structures, educational and motivational strategies), outcomes (university status, diplomacy, continuous transformation, research management), contextual conditions (industry interaction, research systems, meritocracy), and intervening conditions (structural and educational-cultural moderators). Model validation results confirmed significant internal and external validity (p < 0.001).
Conclusion: Farhangian University requires a comprehensive, strategic approach to teacher training that integrates theoretical development and practical execution. To enhance institutional effectiveness, policies should focus on faculty selection, curriculum development, research infrastructure, and industry collaboration. Implementing the proposed transformation model can strengthen teacher competencies, educational quality, and institutional status.
Type of Study: Research Article |
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Received: 2025/03/4 | Accepted: 2025/10/2 | Published: 2025/10/2
Received: 2025/03/4 | Accepted: 2025/10/2 | Published: 2025/10/2
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