https://journal.irphe.ac.ir/ Quarterly Journal of Research and Planning in Higher Education en daily 1 Wed, 01 Jul 2026 00:00:00 +0330 Wed, 01 Jul 2026 00:00:00 +0330 https://journal.irphe.ac.ir/article_732288.html The country's scientific community needs to identify the key drivers and barriers of science and technology. Given the importance of contextual and social conditions in which the drivers of science, technology, and innovation emerge, details of these factors can be traced in experts’ opinions, policy documents, and domestic written records. Under such circumstances, drivers, obstacles, and challenges are not considered sudden or accidental phenomena; rather, their traces can be found in specialized discussions and policy documents. The aim of the researcher was to identify the most significant driving and hindering factors and to explain possible future pathways. The research questions were: What drivers, enabling conditions, and capabilities are represented in policy documents from an exploratory perspective? What challenges, crisis-generating factors, and issues are highlighted in these documents? Finally, which of these categories are considered priorities by experts? Data were collected through documentary research, and the analysis involved weighting and prioritization using the Friedman test, followed by scenario development. In this exploratory study, five key documents containing important orientations and insights regarding factors influencing the future of science, research, and technology in Iran were first examined, and relevant statements and propositions were extracted. A questionnaire was then designed based on the literature and the propositions contained in these policy reports and was distributed among a group of higher education specialists. Subsequently, the Friedman test was conducted to rank the factors. The highest-ranked factors were identified and used as the basis for constructing four scenarios concerning the future of higher education, science, and technology. These scenarios were then prioritized according to weighted averages, leading to the identification of the preferred scenario. Using the opinions of a panel of experts, the scenarios were evaluated in terms of feasibility, plausibility, consistency with national realities, advantages, risks, and potential consequences. The findings of this exploratory study, following the identification and prioritization of drivers and barriers and the evaluation of the four proposed scenarios, indicated that the scenario of Strengthening and Stabilization had the highest feasibility and plausibility. The Collaborative Development of Science and Technology scenario ranked second in terms of likelihood of realization and credibility. https://journal.irphe.ac.ir/article_721972.html This research was conducted with the aim of "designing a model for improving the quality of the education system in the undergraduate course of comprehensive state universities in Iran". The research method is of an applied type in terms of purpose and its general approach is an exploratory mix (a combination of qualitative and quantitative). The participants in the qualitative part were higher education specialists and experts divided into main fields of study including: engineering sciences, basic sciences, humanities, agriculture and arts, and the statistical population of the quantitative part of the research included vice presidents and education managers of comprehensive state universities in Iran. The research instrument was also a researcher-made interview form and questionnaire, and their validity and reliability have been confirmed.Based on the findings from the quantitative section, 6 components and 58 subcomponents effective in improving the quality of the education system in the undergraduate course have been identified, which, in order of priority based on the level of impact of the subcomponents, include: 1- Teaching-learning process (18 subcomponents), 2- Management/leadership and support (13 subcomponents), 3- Educational course and curriculum (8 subcomponents), 4- Students (6 subcomponents), 5- Graduation and employability (8 subcomponents), and 6- Faculty (5 subcomponents). Also, the most important subcomponent of each of the aforementioned factors that, from the perspective of the statistical community, has the greatest impact on improving the quality of the undergraduate course is: "Increasing inter-group/faculty and inter-university cooperation at the national and international levels", "Emphasis on behavioral skills and professional ethics of professors alongside professional expertise", "Strengthening the relationship between the university and families", "Defining learning outcomes in curricula", "Requirement and preparation of the field for the use of diverse and up-to-date evaluation methods (with an emphasis on objectivity) and timely feedback of its results to students", and "Using mechanisms to recognize the ability and interest of graduates to continue their studies at higher levels and guide them". Finally, suggestions for policymaking and implementation regarding improving the quality of the undergraduate course in the university system are presented. https://journal.irphe.ac.ir/article_732289.html Higher education, as the most influential institution responsible for achieving national development goals, should critically evaluate its programs, policies, and structures while leveraging the successful experiences of other countries. This study examines university education in Iran and selected regional countries from economic, educational, and social perspectives. This applied research adopts a descriptive-analytical approach, utilizing cross-sectional data from 2014 to 2023. The study employs secondary data analysis, relying on statistics and information from national and international institutions. The research focuses on Iran, Saudi Arabia, Turkey, Pakistan, and the United Arab Emirates (UAE). In all studied countries (except for minor fluctuations), the share of higher education expenditure in GDP has generally declined. The UAE exhibits the highest fluctuations in net higher education enrollment, reflecting rapid policy shifts. In contrast, Pakistan and Saudi Arabia show the most stable trends, while Iran and Turkey have experienced declines since 2019. The highest unemployment rates are observed in Iran, followed by Turkey, Pakistan, Saudi Arabia, and the UAE. The UAE and Saudi Arabia lead in attracting foreign students, indicating active university internationalization policies and investments in globally competitive higher education. Conversely, Iran and Pakistan have the lowest rates, likely due to political-economic constraints and inadequate infrastructure for international students. In Saudi Arabia and the UAE, strong correlations exist between higher education budgets, enrollment rates, immigration policies, and unemployment reduction. In Iran and Turkey, enrollment and unemployment are closely linked, yet policies have failed to curb unemployment effectively. Pakistan shows no significant relationship between these variables. The interplay between higher education and economic indicators is heavily influenced by national policy frameworks. Countries with cohesive strategies (e.g., Saudi Arabia and the UAE) demonstrate greater success, whereas others face structural inefficiencies. Key recommendations include: reforming higher education to align with labor market demands; supporting startups and private-sector collaboration; developing national employment policies through university-industry partnerships; diversifying economies to reduce reliance on natural resources; and fostering innovation-driven industries. https://journal.irphe.ac.ir/article_732400.html One of the main missions of universities is to contribute to the development and transformation of societies through education and research as two key axes of their responsibility. The connection and communication between the university and society - at the local, national and international levels - strengthens this issue and lays the groundwork for the promotion of the university social responsibility. The university social responsibility plays a role not only in recognizing environmental issues and challenges, but also provides the possibility of providing practical solutions to the needs of society. However, one of the main challenges in this area is that it is not clear how to classify and evaluate the indicators of university social responsibility. This study, using the confirmatory factor analysis, has presented a comprehensive model for classifying the indicators of social responsibility of universities. The results obtained show that the Confirmatory Factor Analysis can be classified into seven main axes: social development, environmental institution, ethical issues, human development, scientific-cultural, partnership, and research affairs. Each of these components has subsets that are presented in the final research model. This model can be created to assess and evaluate the social status of universities and also be used in reforming higher education policymaking pathways. https://journal.irphe.ac.ir/article_729600.html Human resource management (HRM) in academic science and technology parks (STPs) plays a vital role in fostering the growth and advancement of these institutions. This study aimed to develop and validate a pathology model of the HRM system processes in STPs affiliated with universities in Tehran. The present research is applied-developmental in purpose and descriptive-survey in data collection methodology. A mixed-methods exploratory research design was employed to achieve the objectives. The participants of the qualitative part comprised HRM experts, managers, and specialists from Tehran's academic STPs, with 12 individuals selected via purposive sampling. The population of quantitative part included managers, deputy managers, and HRM specialists from these STPs, with 96 participants chosen through convenience sampling. Data collection instruments consisted of semi-structured interviews and a researcher-developed questionnaire. Thematic analysis using MAXQDA software was applied for qualitative interview analysis, while partial least squares (PLS) regression via Smart PLS was utilized for quantitative analysis. Findings revealed that the pathology model comprises one primary level: process-related challenges. These include HRM pathologies in: Recruitment and selection, Training, Development, Performance management, Job analysis, Awareness-building and promotion, HR planning. The study concludes that STPs in Tehran universities face systemic HRM challenges, necessitating organizational transformation in this domain. https://journal.irphe.ac.ir/article_724691.html This study aimed to evaluate the intended general education curriculum in undergraduate education in Iran from the perspectives of students and faculty members. The research employed a qualitative program evaluation approach. A total of 11 faculty members specializing in general education curriculum and 31 undergraduate students from various academic disciplines at universities in Tehran were selected using purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis with a deductive approach. The evaluation of the intended general education curriculum based on the criteria of realism, advancement, adaptability, and scientific credibility revealed several key challenges, including the lack of accessible learning outcomes, inadequate content coverage, low student motivation and engagement, failure to foster independent and lifelong learning, misalignment between learning outcomes and stakeholder expectations, weak organization of infrastructural resources, and outdated learning objectives. Overall, revising the general education curriculum in Iranian higher education to address students' diverse academic and cultural needs and support their personal and social development could serve as a strategy for improving the quality of education, as recommended for policymakers and curriculum planners. https://journal.irphe.ac.ir/article_729584.html Core and key values in every university are an inseparable part of academic culture. While values articulated in official university documents represent one dimension, another dimension consists of the values perceived and experienced by students. The present study aims to explore the value system perceived by elite international students by analyzing their lived experiences within the universities they attend. This research is qualitative in nature and follows an interpretative phenomenological approach. Data were collected through semi-structured interviews with 10 elite international students, and thematic analysis was employed for data analysis. Based on the framework proposed by Attride-Stirling, the analysis was conducted at three levels: basic themes, organizing themes, and global themes. The overarching global theme of "experienced university values" encompassed four organizing themes: scientific and research values, educational and learning values, social and relational values, and economic and career-oriented values. The findings of this study revealed a relative alignment between the values perceived by students and those articulated in the official documents of selected universities. In this regard, it is recommended that universities in Iran operationalize key values identified in this research—such as emotional support for students, stronger university–industry collaboration, diverse learning models, and the efficiency and quality of research—in order to bridge existing gaps and enhance the overall academic environment. https://journal.irphe.ac.ir/article_730948.html Minimalism is a multifaceted concept whose definitions and applications vary depending on context. The aim of this study is to examine the theoretical implications of minimalism for designing curriculum components in higher education. This research adopts a qualitative approach grounded in the speculative essay methodology—a strategy that enables conceptual analysis and creative synthesis of theoretical foundations through critical reflection. Data were collected through the “documentary review” method, drawing upon sources in philosophy, aesthetics, psychology, and sociology related to minimalism. The extracted concepts were then analyzed in connection with curriculum elements. The results indicate that, from a minimalist perspective, educational objectives should be selected, purposeful, and meaningful rather than vague and conventional. Curriculum content requires restructuring and the elimination of redundant information to enhance the conceptual continuity of learning. Teaching methods should align with the design of activities that foster independent learning while avoiding extraneous cognitive load. Finally, assessment practices should shift from purely quantitative testing toward meaningful and qualitative evaluations such as portfolios, self-assessment, and learner narratives. Minimalism can serve as a critical and theoretical framework for improving quality, enhancing meaning, and increasing clarity in curriculum planning. However, its effective implementation within Iran’s higher education system requires confronting challenges such as institutional resistance, traditional evaluation structures, and dominant quantitative mindsets. This approach may help counteract the excessive expansion of content and unnecessary teaching practices, transforming the learning environment into a meaningful and learner-centered space. https://journal.irphe.ac.ir/article_734760.html Simply emphasizing collaborative learning does not guarantee its realization in higher education. Therefore, ethics in students' collaborative learning – as a mediating link for realizing collaborative learning in higher education – becomes important because collaborative learning is based on ethical principles that also ensure the effectiveness of collaborative learning. We conducted a review of the research literature in two separate stages to more accurately identify the research gap. Therefore, the research was conducted with a mixed-methods approach and with an applied purpose. Corresponding to the two questions, in the first objective, we sought a general understanding of ethics in students' collaborative learning, and therefore, we identified components related to ethics in students' collaborative learning in documents. In the second objective, we sought to identify the nature of ethics in collaborative learning from the perspective of graduate students at the University of Tehran to know what definition students participating in the research have of ethics in collaborative learning. Therefore, we raised two specific questions, using a systematic review method for the first question and a focus group research method for the second question. The systematic review was conducted using Wright et al.'s seven-stage method. From screening 4017 articles, 29 articles were selected, the analysis of which was classified with open and exploratory coding (over 1000 initial codes) into 4 main themes and 15 sub-themes. In the focus group, we interviewed 12 master's and doctoral students from the Faculty of Psychology and Educational Sciences at the University of Tehran. The answer to the second question was classified into 47 sub-themes and 15 main themes. In the review section, we had a more comprehensive look at the definition of ethics in collaborative learning, which included the definition, theoretical foundations, communication, challenges, and solutions of ethics in collaborative learning. In the focus group finding, we examined ethics in collaborative learning from the perspective of educational science students (because it had received less attention in the reviewed articles). The finding of the second question showed that students emphasized the sharing of knowledge and the absence of scientific stinginess. https://journal.irphe.ac.ir/article_729749.html Extensive criticisms have been raised against Iran’s university admission system, prompting the addition of final examinations alongside the national entrance exam. Despite these changes, standardized testing remains central, driven by a commitment to objectivity and ethical impartiality. In this paper, we argue that the traditional conception of objectivity—specifically mechanical objectivity or the value-free ideal—assumes that test scores alone are sufficient for admission, creating serious challenges for the validity of entrance exams. Classical test theory, rooted in operationalism and aligned with mechanical objectivity, emphasizes reliability over validity, failing to distinguish between appropriate and inappropriate assessments. Consequently, mechanical objectivity alone cannot ensure justice or epistemic integrity. Drawing on Daston and Galison’s work, we highlight the need for additional epistemic virtues such as truth-to-nature and trained judgment. Latent variable models, which aim to uncover the underlying essence of phenomena, are presented as alternatives to classical test theory. Furthermore, trained judgment leverages expert evaluation to offer a more holistic view of student abilities. Recent perspectives also frame objectivity as context-sensitive and goal-oriented. Therefore, redefining objectivity in university admissions requires identifying clear social and academic goals and designing evaluations accordingly. Ultimately, we propose a hybrid framework that integrates latent variable-based assessments with expert-driven processes, aiming to create a fairer, multidimensional, and more just admission model for Iran’s universities. https://journal.irphe.ac.ir/article_729169.html The digital transformation of higher education has been recognized as an inevitable necessity in addressing the complex challenges of the contemporary era. This transformation has been understood to demand coherent and comprehensive policies and frameworks. Despite extensive efforts in this domain, most existing studies have been found to primarily focus on technical and educational aspects while lacking an integrated approach for systematically analyzing all key drivers of digital transformation. As a result, the comprehensive identification of factors influencing the development and advancement of digital transformation in higher education has been hindered. In this study, a theoretical and policy-oriented framework for the digitalization of higher education was developed through a comparative analysis of policies and experiences from 40 countries with varying levels of digital maturity. The overarching dimensions of digital transformation were identified from a holistic perspective—one in which dispersed evidence was integrated through systematic data aggregation and qualitative synthesis to construct an evidence-based strategic model. Using a qualitative meta-synthesis approach, six key dimensions of digital policy-making were identified: infrastructure, digital teaching and learning, capability assessment, stakeholder engagement, macro-level strategies, and cultural mindset shift. The findings were used to provide an evidence-informed guide for formulating actionable and context-specific strategies to accelerate digital transformation in higher education. Moreover, it was demonstrated that the concurrent integration of these dimensions can serve as a robust foundation for designing effective national and institutional policies in this critical domain. https://journal.irphe.ac.ir/article_729601.html Although the undergraduate general education curriculum is often hailed as the conscience of higher education, its philosophical foundations remain underexplored in Iran. This comparative study aimed to compare the general curriculum of the undergraduate course of the Iranian higher education system with the American University of Cairo, the American University of Sharjah, Qatar University, King Abdulaziz University, and KOC University. This study employed a qualitative approach using comparative analysis. Universities were purposively chosen for their shared sociocultural contexts but divergent educational outcomes. The findings reveal that, with the exception of King Abdulaziz University in Saudi Arabia and Iran’s own general education curriculum, all examined universities have embraced an interdisciplinary model integrating the humanities, social sciences, economics, natural sciences, and communication studies. These universities offer a wider, more diverse selection of courses, align their learning outcomes with local, national, and global priorities, and operate under flexible curricular frameworks. Consequently, Iranian higher education, to enhance quality, should adopt an interdisciplinary framework and balance knowledge, skills, and attitudes within its general education curriculum. https://journal.irphe.ac.ir/article_730547.html Hybrid MOOCs, as a blended educational technology, provide a suitable platform for the application of artificial intelligence in higher education. This study was conducted with the aim of identifying the components of the students’ learning ecology in Hybrid MOOCs, using an inductive qualitative content analysis approach. The research population consisted of electronic documents and expert interviews; through purposive sampling, 41 studies and 7 experts were selected, and the data were collected. The data collection instruments were note-taking and semi-structured interviews. The data were coded and analyzed using MaxQDA software. The findings indicated that the six main categories of the students’ learning ecosystem include audience preparation, interactions, evaluation, course management, content management, and support, all of which can be effectively enhanced by artificial intelligence tools. Thus, Hybrid MOOCs, as a blended educational technology, provide an appropriate foundation for integrating artificial intelligence into higher education. It is recommended that macro-level educational policies be designed in such a way that the use of artificial intelligence is considered not merely as an auxiliary tool but as an integral part of the architecture of the learning ecosystem, with the necessary legal and infrastructural frameworks developed for its expansion. https://journal.irphe.ac.ir/article_732287.html Iran has seen significant growth in the establishment of universities and student enrollment in various fields of study over the past two decades. However, this increase in higher education has been accompanied by unemployment among a growing number of higher education graduates, with doctoral graduates in the humanities experiencing a higher unemployment rate than other fields. Therefore, the aim to this research was to understand the barriers to employment and the conditions that lead to unemployment among PhD graduates in humanities. Our main question in this research is to explore the reasons and conditions that prevent the employment of PhD graduates in the humanities. We used a qualitative approach and grounded theory method. Participants were sampled purposively with different genders, fields of study, universities, and graduation dates. A total of 44 interviews with participants who had graduated at least a year ago and did not have a suitable job or income were performed. Data collection was performed through semi-structured interviews. The interview transcripts were analyzed using grounded theory coding. After analyzing the data, 7 main categories were explored, which include: Relationship governance, Ideological contexts, University massification, Humanities isolation, Market/university mismatch, Limitations in humanities entrepreneurship and Dysfunctional policymaking. And finally, the central category of structural and institutional barriers was constructed. The findings showed that one of the most important factors in the employment of PhD graduates in the humanities is the policies and decisions of the government and its affiliated institutions. https://journal.irphe.ac.ir/article_732843.html The present study aimed to explore the inhibiting factors of curriculum viability at Farhangian University based on faculty members’ perceptions. A thematic analysis approach was employed. The research population included all faculty members and instructors in the fields of educational sciences and curriculum studies at Farhangian University, from which 18 participants were selected through purposive sampling. Data were collected using a semi-structured interview protocol and analyzed following Braun and Clarke’s thematic analysis framework. The findings revealed 14 basic themes and 7 overarching themes, including barriers related to educational innovation, adaptability and system dynamism curriculum design, structure, and planning; the competencies, motivation, and professional identity of practitioners; assessment, instructional quality, and learning outcomes; organizational interactions, governance, and policymaking; resources and infrastructural limitations; and generational gaps and educational communication. The overarching themes were presented in the form of a geometric model. Overall, the results indicate that the viability of curricula at Farhangian University is constrained by a set of structural, content-related, operational, evaluative, organizational, and generational barriers. Removing these barriers requires fundamental revision, improved policymaking, and strengthened professional and organizational capacities. https://journal.irphe.ac.ir/article_733292.html The efficiency of government expenditures is the ability to generate greater outputs using specified resources. Due to constraints on government resources, improving public expenditure efficiency has become crucial for reducing public budget consumption. Calculating the efficiency of public expenditures and implementing performance-based budgeting has led to the use of mathematical methods to optimize and assess government organizations' efficiency. One effective approach is Data Envelopment Analysis , a technique that evaluates the relative efficiency of decision-making units by comparing inputs and outputs. When combined with other econometric or statistical methods, DEA offers a broader perspective on how units and organizations perform in terms of budget utilization. Furthermore, comparing similar units highlights the strengths and weaknesses of each system, guiding decision-makers.The objective of this study is to evaluate the challenges in calculating public expenditure efficiency using DEA, by reviewing studies comparing the performance of various governments in international comparisons. The review highlights the methodological challenges, indicator selection, and decision-making unit selection.A case study evaluates the efficiency of public expenditures in research and development for 9 industrial universities in Iran, across four scenarios. Two DEA models are employed: the weighted sum model and the multi-layer weighted sum model. The indicators include university research budgets and output performance metrics for research, such as the number of articles, books, theses, and patents. The results show that university efficiency varies depending on the inputs and outputs considered. Finally, policy recommendations are provided for applying these models in higher education. https://journal.irphe.ac.ir/article_733890.html The integration of Artificial Intelligence (AI) into the teaching–learning process has brought about significant transformations. Student teachers’ perceptions toward AI-based educational technologies can profoundly influence their future implementation of these tools and the learning outcomes of their students. Therefore, examining their views on AI adoption is essential. This qualitative, exploratory study aimed to analyze the perceptions of student teachers regarding AI adoption. The target population consisted of student teachers at Farhangian University in Zanjan Province. Through purposive sampling, 21 participants were interviewed until data saturation was achieved. The interviews were analyzed using thematic analysis, resulting in the identification of 11 main themes. Data trustworthiness was ensured via participant and peer review. A total of 120 initial codes were identified-61 related to fears and 59 to hopes concerning AI adoption. The extracted fears were categorized into six themes: teaching–learning domain, ethical issues, individual skills and characteristics, higher authorities, financial–infrastructural issues, and digital divide. The hopes were categorized into five themes: teaching–learning domains, management, planning, organization, and supervision. Consequently, AI possesses transformative potential for the educational system and can fulfill multiple roles that simultaneously evoke hope and apprehension among student teachers. Therefore, the findings can assist policymakers, educational planners, and Farhangian University in preparing future teachers for intelligent, critical, and human-centered interaction with emerging technologies by designing targeted training courses, establishing ethical frameworks, and providing practical learning environments. https://journal.irphe.ac.ir/article_734624.html The main research problem of the present study was to explore the cognitive and motivational transformations arising from students’ increasing interaction with artificial intelligence (AI) technologies and the redefinition of their roles within intelligent learning environments. Accordingly, the aim of this study focused on examining the capacities of AI to enhance self-directed learning in higher education and to complete the knowledge map of this field in the digital era. Adopting a qualitative approach and employing a systematic scoping review method, this research used a structured framework for reviewing and analyzing research literature in emerging domains. the screening of prior studies, following an extended reporting guideline for scoping reviews (PRISMA-ScR), and covering the period from 2015 to 2025, led to the identification of 11 eligible and seminal studies. Subsequently, Data analysis was conducted in two parts: (1) The descriptive analysis, through the identification of patterns, trends, and the geographical and thematic distribution of studies, provided a comprehensive overview of the current state of the literature. Thereafter, (2) the qualitative synthesis process identified and highlighted a set of pathways through which AI influences the components of self-directed learning, factors affecting students’ acceptance and continued use of AI, as well as the achievements and limitations associated with students’ application of this technology. The findings, through the conceptualization of the innovative notion of “AI-based self-directed learning,” open new horizons for the higher education literature. This novel approach represents an interconnected chain of context, effects, and outcomes associated with the use of AI resources for learning content required by students. Beyond the added value it provides to prior studies, this concept entails important practical implications for higher education stakeholders in instructional design, management, policymaking, and the promotion of a technology-enhanced learning culture, collectively underscoring the originality and innovativeness of the present research. https://journal.irphe.ac.ir/article_735136.html The purpose of this study was to identify and validate key indicators of digital literacy among faculty members in ensuring the quality of online education. The research was applied in purpose, mixed-method in nature, and sequential exploratory in design. In the qualitative phase, thematic analysis was conducted with 14 faculty members holding doctoral degrees in Higher Education Management and Distance Education, selected through purposive theoretical sampling. Data were collected via semi-structured interviews and analyzed using three-step coding (open, axial, selective). The quantitative phase employed a descriptive-correlational method involving all 376 faculty members of Mohaghegh Ardabili University in 2025, using a census sampling method. Data were collected through a researcher-made questionnaire based on qualitative findings and analyzed using confirmatory factor analysis within a structural equation modeling (SEM) framework. Overall, the key digital literacy indicators of faculty members for ensuring online education quality were categorized and validated under five components: educational technology, instructional design, information management, effective interaction, and professional ethics. Based on the findings, identifying and validating these indicators can enhance the quality of online education and improve the effectiveness of teaching–learning processes. Integrating these indicators into educational planning can foster faculty professional development and ensure sustainable quality in virtual education. https://journal.irphe.ac.ir/article_735186.html Faculty professional advancement constitutes a multifaceted process that not only strengthens universities' human capacity development and enhances organizational performance but also fosters a culture of lifelong learning, facilitates adaptation to scientific and technological transformations, promotes educational equity, deepens organizational commitment, and enables strategic investment in sustainable higher education development. Employing a qualitative paradigm with a meta-synthesis methodology, this research systematically extracted and analyzed the components of faculty professional advancement in academia. The study implemented Sandelowski and Barroso's (2006) seven-step framework through a systematic search across Iranian databases (IranDoc, Noormags, Magiran) and international repositories (Scopus, ERIC, Web of Science) spanning the period 2014-2024 (1393-1403). From an initial corpus of 702 identified publications, a rigorous three-stage screening process based on explicit inclusion criteria (qualitative/mixed-methods studies, focus on academic faculty, full-text accessibility) and exclusion criteria (duplicates, methodologically obscure studies, ambiguous findings) yielded a final sample of 41 articles (27 English, 14 Persian). Data analysis proceeded through two phases: first, thematic analysis identified 105 basic codes, 28 organizing themes, and 9 overarching themes; second, secondary interpretive analysis utilizing a systematic levels framework structured these themes into a coherent conceptual model. The findings revealed that faculty professional advancement can be effectively conceptualized through a three-level model (macro, meso, micro): at the macro level, governance system enhancement, university culture development, and organizational support establish policy frameworks; at the meso level, dynamic innovative teaching and learning, technology-based empowerment, scientific networking development, and program alignment with professional needs define implementation mechanisms; and at the micro level, professional skill enhancement and evaluation systems manifest individual outcomes. This model conceptualizes professional advancement as a dynamic, recursive, and interactive process wherein changes at any level reciprocally influence other levels, thereby providing both theoretical grounding and practical applications for higher education policymakers and administrators. https://journal.irphe.ac.ir/article_735212.html AbstractHumans are both maintainers and transgressors of the social orders they construct, and academics are no exception. One form of transgression in universities is sexual harassment perpetrated by faculty members, encompassing both criminalized and non-criminalized behaviors. The present study sought to reduce the research gap on this issue within the country, which does not imply the prevalence of such deviant behaviors. This research aimed to present a theoretical integration model of the factors facilitating the occurrence of this transgression, thereby providing a foundation for culturally adapted preventive measures and further studies within the country. To this end, a theoretical integration method was employed, using propositional, side-by-side theoretical integration and combining macro–micro and interdisciplinary perspectives.In this study, intersectionality theory, beyond discriminatory positions and identities, was extended to the intersection of cultural factors (social and organizational culture), social factors, organizational factors, and individual factors shaping these identities, to demonstrate in a multi-layered model that the entanglement of these factors at macro-, meso-, and micro-levels in universities, as a site for their intersectionality, can amplify the risk of either being a victim of or perpetrating sexual transgression. These factors are further complicated by the challenges of defining sexual transgressions and the gendered socio-organizational power dynamics. This model can assist university leaders, faculty, staff, students, and higher education policymakers in developing a more comprehensive understanding of faculty-perpetrated sexual transgressions and devising more effective, proactive, and non-coercive responses for their prevention and confrontation. https://journal.irphe.ac.ir/article_735576.html Objective: The article seeks to analyze the policies approved in documents after the Islamic Revolution of Iran regarding creating opportunities for access to higher education, and to discover and extract their policy approach.Methods: The research was conducted with a qualitative method and document analysis,and 14 documents were examined using the qualitative content analysis techniqueResults: The result included 167 semantic units and conceptual codes; 32 basic themes; 13 organized themes; 6 comprehensive themes.Conclusion: "Ideological foundations of quantitative and qualitative expansion of higher education"; "Participation of individuals and institutions in quantitative and qualitative expansion of higher education"; "Priority of local, regional, and cultural needs in the expansion of higher education"; "Paying attention to the opportunity for special groups to access higher education"; "Organizing the student admission system with a focus on increasing access" was of the themes of the study that ultimately shaped the main theme of "Policies Affecting Access Opportunities to Higher Education". These themes are based on the approach of justice of Islamic researchers and with Capability approach https://journal.irphe.ac.ir/article_735577.html AbstractThe outflow of intellectual capital and the depletion of Iran’s human potential have become a serious crisis. The productivity of Iran’s abundant human capital faces major structural barriers, and an analysis of the Seventh National Development Plan offers no effective path forward. This mixed-methods study is based on the framework of the Global Talent Competitiveness Index (GTCI). Among 134 countries, despite Iran’s relatively high rankings in aggregate human and intellectual capital indicators -such as population with tertiary education (45), workforce with tertiary education (48), number of researchers (43), scientific journal articles (40), R&D expenditure (46), as well as improvements in university rankings (46) and enterprise software (16)- the country’s position in the quality of national talent competitiveness outcomes remains very poor due to weak institutional performance, structures, and policies: overall ranking (116), system enable (114), talent attraction (134!), talent grow (96), talent retention (104), and vocational and technical skills (97).In the qualitative phase, using grounded theory (revised Glaser version) and thematic analysis of structured, in-depth interviews with 32 key informants across eight groups, a conceptual model and quantitative measurement tool were developed. In the quantitative phase, a stratified, multi-stage survey of 3,000 graduates was conducted. By adopting an outward-looking approach and employing statistical models and predictive frameworks, we sought to identify patterns and manifestations of talent-related challenges.Findings reveal that Iran’s greatest deficiencies at the national level include transparency, international economic collaboration, R&D employment opportunities, internet access, social inclusion and equality of opportunity, gender equality, national empowerment, and decentralization. At the university level, shortcomings include institutional autonomy, foreign investment, international faculty, and incorporation of student feedback. These barriers have undermined Iran’s ability to identify, attract, employ, engage, retain, and develop talent effectively. Moreover, differences in perceptions and expectations were observed between male and female graduates and across three generational cohorts. The study highlights the critical importance of graduate surveys as a tool for policy and reform. https://journal.irphe.ac.ir/article_735926.html The main goal of the present research was to understand how faculty members make sense of the experience of democracy practice at the university (elections for determining academic managers) and how they express it in the form of sub-stories (description of events according to chronological sequence). The present research employed a qualitative approach with an interpretive paradigm, and the research strategy used was narrative research. The research field was the University of Kurdistan, with 12 participants invited through purposive and criterion-based sampling. Participants who entered narrative research interviews were those who had stories to tell about the phenomenon of senior university management elections. An episodic narrative interview protocol was used to generate data. The data were analyzed using the three-stage thematic analysis method of King, Horrocks, and Brooks (2019), resulting in the identification of 236 descriptive themes, 35 interpretive themes, and 9 overarching themes. In the form of a developmental discussion, while categorizing the identified overarching themes in a three-dimensional personal, interactive, and social framework from the perspective of Clandinin and Connelly (2000), the research questions were answered. The results indicated that, firstly, the specific nature of the University of Kurdistan differentiates it from many academic environments within Iran, and the implementation of any program will be intertwined with the specific situation of the university, which makes the application of many political and managerial theories exceptional. Secondly, democracy was sometimes equated with the executives who claimed to implement it, and the undesirable implementation of it by the executives was considered synonymous with the undesirability of democracy or a clear example of it, namely elections. Despite the shortcomings that the narrators enumerated, the positive consequences of it, such as satisfaction, commitment, morale, and organizational citizenship, should not be ignored. In such activities, university managers should consider the participation of all stakeholders in the university community. Politics is pervasive in higher education institutions. Therefore, understanding how to navigate these political environments is important for managers. https://journal.irphe.ac.ir/article_736110.html The aim of the current research was the effects of organizational ambidexterity and innovation capabilities on organizational performance in higher education: testing the mediating role of talent management. From the point of view of the method, this study is descriptive of the correlation type, which uses the structural equation model test and maximum likelihood estimates with skewness adjustment. The statistical population of the research included all the official employees of Hakim Sabzevari University working in the first semester of 1405-1404 academic year in the number of 480 people, and the sample size was determined as 214 people based on Morgan's table. Data were collected through 4 standard questionnaires including talent management, organizational ambivalence, organizational performance and innovation capability based on a 5-point Likert scale. The face and content validity of the questionnaires was confirmed by a group of experts in the field of educational management, and the construct validity was also confirmed using confirmatory factor analysis. Also, the reliability of the tools was obtained using Cronbach's alpha coefficient for the variables as 0.87 for talent management, 0.70 for organizational ambivalence, 0.86 for organizational performance and 0.71 for innovation capability. The obtained data were analyzed using SPSS 26 and LISREL 8.5 software. The research findings indicate the positive, direct and significant effects of ambivalence and innovation capability on organizational performance; Also, innovation ability affects talent management. Finally, the mediating role of talent management in the effects of organizational ambidexterity and innovation capability on organizational performance was confirmed. https://journal.irphe.ac.ir/article_736133.html Economic and employment developments in Alborz Province over the past decade have highlighted the need to reconsider the skills training system. This study was conducted to analyze the dynamics of economic structure, employment, and skills training within the framework of the provincial spatial planning document to identify alignment among these domains and existing gaps.The research is applied in nature and adopts an analytical–descriptive design with a mixed-methods approach (quantitative and qualitative). The quantitative component analyzes employment and skills training data, while the qualitative component examines documents and policies within the Alborz provincial spatial planning framework. Data were collected from official sources, including provincial statistical yearbooks, labor force survey reports, the spatial planning document, and related records. The analysis was conducted in four stages: calculating sectoral shares of value added and employment, assessing alignment between them, analyzing changes in skills training, and identifying shortages or surpluses of training programs. Validity was ensured through official sources, and reliability was confirmed by examining ten-year trends and comparing data with adjacent years.The results showed that the economic structure of Alborz Province has shifted from a service-oriented to an industry-oriented pattern, reflected in the employment structure. However, the skills training system has not fully aligned with labor market needs, and a significant gap exists between training supply and actual employment demand, particularly in the industrial sector; although industry accounts for more than 40 percent of employment, only about half of its skill needs are met by existing training. To achieve spatial planning objectives, skills training should be directed toward small and medium-sized enterprises, semi-advanced technologies, and modern industrial skills. In the services sector, emphasis should be placed on improving program quality and expanding ICT-based services, while in agriculture, strengthening specialized training such as smart agriculture, greenhouse production, and agro-processing is important for enhancing productivity. A comparison of employment and skills training structures indicates misalignment, with surplus training in services and shortages in industry and agriculture, reflecting spatial planning challenges. The main contribution of this research lies in integrating economic, employment, and skills training data to support improved skill development planning. https://journal.irphe.ac.ir/article_736229.html The present study was conducted with the aim of developing a conceptual framework for a dashboard to realize strategic plans, in order to create transparency, the most important information topics of strategic plans. This research is classified as developmental-applied research, descriptive-analytical, and descriptive-survey research. First, based on theoretical foundations, the various components of university strategic plans were identified. Subsequently, through documentary studies, the strategic documents of 10 top-ranked national public universities were analyzed. In the field study section, 177 people were selected using snowball sampling approach. For collecting qualitative data, a researcher-made questionnaire with 10 items for demographic characteristics and 36 items on a five-point Likert scale was used. After confirming the face validity of the questionnaire, Its reliability was confirmed to be above 96% using Cronbach's alpha coefficient for each item separately. The Descriptive findings from documentary studies showed; among the twelve process components, only one university was ranked first in terms of transparency, while the others were placed in subsequent ranks, having failed to disclose two, three, or five components. Similarly, regarding the disclosure of the eleven structural components, one university, by transparently reporting all components, was ranked first, with the others following in subsequent ranks. The interpretive findings also indicated the necessity of utilizing and leveraging upstream documents in the fields of science, research, and technology, with particular emphasis on three specific documents out of 24 upstream documents. Furthermore, the highest importance for transparency among the twelve process components was attributed to the mission, vision, and major goals. Among the eleven components of strategic planning knowledge, the highest importance was assigned to the expectations of external and internal stakeholders, social responsibility, and specific innovations. Among the eleven structural components, responsibility towards stakeholders, the statement of opportunities and challenges, and specific innovations obtained the highest ranks in terms of importance for transparency. The results of the analysis of variance for different groups did not show a significant difference in any of the tests. In fact, the validity of the conceptual framework was reinforced, since it is equally applicable to all target groups. https://journal.irphe.ac.ir/article_736440.html In recent years, with the development of emerging technologies including artificial intelligence (AI), one of the most dynamic technologies of the fourth industrial revolution, the concept of guiding educational content in digital platforms and providing a digital learning experience has gained significant attention. The purpose of this study is to investigate the impact of AI on the higher and skill-based accounting education (AE) and the necessity of revising the accounting curriculum in higher education. This research applies a developmental approach, employs a survey-exploratory method, and investigates a statistical population comprising all professors, students, and professionals in the field of accounting. The study uses a stratified random method to sample participants. The data collection employed a semi-structured questionnaire comprising 6 dimensions and 30 items. The validity and reliability of the questionnaire were confirmed with a content validity index of 0.86 and a Cronbach’s alpha coefficient of 0.91, respectively. In the year 1403 (2024–2025), were collected and validated 195 questionnaires achieving a response rate of 50.7%. The data were analyzed using Excel and SPSS 25 software, employing correlation, mean and ANOVA method. The results indicated that the ChatGPT had the highest level of usage, Followed by Google Cloud AI and Power BI, particularly among the academic staff and university professors. The correlation analysis revealed a strong and positive relationship (0.529) between the necessity of curriculum changes and the development of AI-appropriate content. Furthermore, the mean test indicated consensus among the participants that the emergence of AI necessitates changes in education, course content, and the structure of AE. The assessment of challenges and obstacles to implementing AI in AE identified several major barriers, including lack of awareness, high costs, resistance to change, concerns about privacy and data security, sanctions and limited access, insufficient infrastructure, the potential for educational inequality, and a shortage of specialized personnel for training. Based on the findings, revising the accounting curriculum in higher education requires organizing seminars and conferences, promoting dialogue between university faculty and professional practitioners in designing need-based educational programs, and establishing collaborative networks between universities and industry through knowledge-based firms. https://journal.irphe.ac.ir/article_736621.html Academic coaching has become a central component of student support systems in leading universities worldwide, contributing significantly to self-regulation, motivation, academic persistence, and psychological well-being. Despite its rapid expansion in international higher education systems, academic coaching in Iranian universities remains undefined, fragmented, and lacking structural support. This study aims to identify the challenges of implementing academic coaching in Iran’s higher education system and to derive context-sensitive solutions informed by successful global models. A mixed-methods approach was employed in two phases: (1) a systematic review of international literature published between 2001 and 2024 across Scopus, Web of Science, ERIC, and ProQuest; and (2) semi-structured interviews with 14 experts in higher education, academic coaching, and university administration. Data were analyzed through thematic analysis using a three-level coding process. Findings revealed that the challenges fall into four major categories: structural–organizational, economic, sociocultural, and individual. Key structural barriers include the absence of a formal institutional position for coaching, role ambiguity, lack of professional standards, limited evaluation systems, and weak coordination across university units. Economic challenges were associated with insufficient long-term funding, lack of dedicated financial allocations, and limited faculty motivation due to research-oriented promotion criteria. Sociocultural barriers included resistance to change, a faculty-centered culture, conceptual confusion between coaching and other support services, and low student engagement. At the individual level, psychological stressors, financial pressures, and limited decision-making skills reduced students’ readiness for effective participation in coaching. Comparative analysis with global models indicated that Iran’s gaps are rooted not merely in implementation, but in deeper institutional, policy, and cultural layers. The study concludes that establishing academic coaching in Iran requires more than isolated initiatives; it demands formal structures, clear professional roles, standardized competencies, specialized training, sustainable funding, targeted cultural change, and integration with other student-support services. This study offers a localized roadmap for developing academic coaching in Iran and highlights its potential to enhance student experience, reduce academic burnout, and improve educational effectiveness across universities. https://journal.irphe.ac.ir/article_736820.html Universities play a decisive role in the production of knowledge, the framing of health-related issues, and the stabilization of regimes of truth. In Iran, medical sociology occupies an interdisciplinary position in which it can either critically interrogate dominant biomedical discourse or contribute to its reproduction. Despite the quantitative expansion of graduate theses in this field, no systematic study has examined the dominance of medicalization discourse within its academic knowledge production. This study aims to analyze the dominance and discursive mechanisms of medicalization in medical sociology theses at the University of Tehran. The central research question asks how these theses frame issues related to health, the body, and behavior, and how such framings contribute to the reproduction of medicalization discourse and configurations of power/knowledge. Adopting a qualitative approach, the study combines systematic content analysis with Foucauldian discourse analysis. The research population consisted of all master’s and doctoral sociology theses related to health at the Faculty of Social Sciences, University of Tehran, between 2001 and 2023. Based on thematic criteria and after initial screening, 77 theses were selected, and their abstracts were analyzed as condensed representations of the full texts. The findings indicate that the dominant thematic categories include the medical profession, mental health, the body, and care, while secondary themes involve health inequalities, surveillance, health behaviors, treatment compliance, and empowerment. Discursive analysis identified four central mechanisms: professional authority, biopower, normalization, and neoliberal responsibilization. The prevalence of clinical language, risk-based logic, population monitoring, and the individualization of responsibility for health suggests that a substantial portion of knowledge production in this field operates under the dominance of medicalization discourse and participates in reproducing biomedical power/knowledge regimes. At the same time, limited traces of resistance discourse and structural critiques of inequality are observable, indicating potential openings for strengthening critical orientations in medical sociology education and research. https://journal.irphe.ac.ir/article_736857.html The present study was conducted with the aim of developing a framework for integrating artificial intelligence into research methodology education at the doctoral level. This study is applied in purpose and qualitative in nature, grounded in the meta-synthesis theoretical approach. The research population consisted of scientific studies and articles related to the topic, published between 2010–2025 and 1395–1404. Data were collected through a systematic review and analysis of credible national and international databases, including Magiran, Jihad Daneshgahi, Google Scholar, SAGE, and Web of Science. During data analysis, NVivo software was employed for coding and extracting themes. After analyzing the content of 80 selected articles, five main themes were identified. These included: educational infrastructure and support, research ethics and transparency, AI and data literacy, integration processes based on methodological alignment, and desirable skill-based research outcomes related to doctoral research competencies.The findings indicate that the effective and responsible integration of generative artificial intelligence in research methodology education requires clear policies, robust computational infrastructures, systematic user training, and ethical and human oversight. Implementing these elements can enhance research quality, critical thinking, data literacy, and doctoral students’ research capabilities. The results of this study provide a theoretical foundation for developing educational strategies and policy frameworks aimed at empowering researchers and advancing higher education systems in the age of artificial intelligence.