درخت حوزه‌های تخصصی

Purpose: The use of virtual education has seen significant growth compared to the past, making it essential to consider it within the context of educational equity. Consequently, this study aimed to present a model for virtual education considering educational equity with a phenomenological approach in schools of Golestan province. Methodology: This study was applied in terms of its objectives and qualitative in its implementation. The research population consisted of experts and professionals in the field of education in Golestan province, from which 11 individuals were selected as the sample using a purposive sampling method based on the principle of theoretical saturation. The research instruments included a demographic information form and semi-structured interviews, the validity and reliability of which were confirmed. Data were analyzed using thematic analysis. Findings: The findings revealed that virtual education, considering educational equity with a phenomenological approach in schools of Golestan province, comprises 49 sub-categories within 10 main categories including equity-focused virtual education, development of virtual education in rural areas, enhancement of teachers' digital skills, equity in social media, improvement of students' technological skills, culture building for virtual education, a comprehensive monitoring system for virtual education, virtual education performance assessment system, understanding the gaps related to electronic education infrastructure facilities, and strategic planning for virtual education. Eventually, a model for virtual education considering educational equity with a phenomenological approach was designed for schools in Golestan province. Conclusion: The designed model of virtual education, considering educational equity with a phenomenological approach, can have significant practical implications for specialists and educational planners. By focusing on its main and sub-categories, they can create an environment conducive to improving virtual education with an emphasis on educational equity.

Purpose: One of the methods of curriculum design is based on the positive education approach. Therefore, the aim of this study was to design and validate a curriculum model based on the positive education approach in Iran's secondary education. Methodology: This study was applied and mixed-methods in terms of objective and implementation, respectively. The research population in both design and validation parts consisted of experts and scholars in the fields of educational studies, educational management, educational psychology, and research and planning experts for the compilation of secondary education textbooks. The sample of this study, based on the principle of theoretical saturation, included 22 individuals who were selected through purposive sampling and were subjected to semi-structured interviews and completion of a researcher-made questionnaire. The data obtained from the interviews and questionnaires were analyzed using coding methods based on grounded theory, exploratory factor analysis, and structural equation modeling. Findings: Coding findings revealed that for the curriculum model based on the positive education approach in Iran's secondary education, 50 components were identified in 4 categories: causal factors (16 components), contextual and intervening factors (18 components), strategies (8 components), and effects and outcomes (8 components). Validity was confirmed through triangulation method and peer review, and reliability was calculated at 77 percent using the inter-rater agreement method. Findings from the exploratory factor analysis showed that the factor loading of each of the 50 components was appropriate, and 11 components were able to explain 86.4 percent of the total variance of the curriculum based on the positive education approach in Iran's secondary education. Structural equation modeling findings indicated that the curriculum model had a suitable fit and significantly impacted all four categories: causal factors, contextual and intervening factors, strategies, and effects and outcomes. Conclusion: Curriculum specialists and planners, based on the categories and components of this study, can take effective steps towards improving the curriculum based on the positive education approach in Iran's secondary education.