مقاله‌های انگلیسی

Purpose: This study aimed to compare the effectiveness of Compassion-Focused Therapy and Existential Therapy in reducing death anxiety and increasing illness acceptance among patients with cancer in remission. Methods and Materials: This applied study used a quasi-experimental pretest-posttest-follow-up design with a control group. The statistical population consisted of patients with common cancers in remission who referred to hospitals in Tehran during 2025–2026. Using purposive sampling, 45 eligible participants were selected and randomly assigned to Compassion-Focused Therapy, Existential Therapy, and control groups, with 15 participants in each group. Both intervention groups received eight 90-minute weekly sessions, while the control group received no psychological intervention. Data were collected using the Templer Death Anxiety Scale and the Acceptance of Illness Scale. The data were analyzed in SPSS version 26 using repeated-measures analysis of variance and Bonferroni-adjusted post hoc comparisons at a significance level of 0.05. Findings: Repeated-measures analysis of variance showed significant effects of time, group, and time-by-group interaction for death anxiety and illness acceptance (p < 0.001). Bonferroni comparisons indicated that both Compassion-Focused Therapy and Existential Therapy significantly reduced death anxiety and increased illness acceptance compared with the control group (p < 0.001). Compassion-Focused Therapy produced a significantly greater reduction in death anxiety than Existential Therapy (MD = 1.79, SE = 0.41, p < 0.001), whereas Existential Therapy produced a significantly greater increase in illness acceptance than Compassion-Focused Therapy (MD = 2.30, SE = 0.46, p < 0.001). The improvements were maintained at follow-up. Conclusion: Both Compassion-Focused Therapy and Existential Therapy were effective in improving psychological adjustment among patients with cancer in remission; however, Compassion-Focused Therapy was more effective in reducing death anxiety, whereas Existential Therapy was more effective in increasing illness acceptance.

هدف: این پژوهش با هدف مقایسه اثربخشی درمان مبتنی بر شفقت و درمان وجودی در کاهش اضطراب مرگ و افزایش پذیرش بیماری در بیماران مبتلا به سرطان در مرحله بهبودی انجام شد. روش‌ها و مواد: این مطالعه کاربردی با طرح نیمه‌آزمایشی پیش‌آزمون-پس‌آزمون-پیگیری با گروه کنترل انجام گرفت. جامعه آماری شامل بیماران مبتلا به سرطان‌های شایع در مرحله بهبودی بود که در سال‌های ۲۰۲۵ تا ۲۰۲۶ به بیمارستان‌های تهران مراجعه کردند. با استفاده از نمونه‌گیری هدفمند، ۴۵ شرکت‌کننده واجد شرایط انتخاب و به طور تصادفی در سه گروه درمان مبتنی بر شفقت، درمان وجودی و کنترل (هر گروه ۱۵ نفر) گمارده شدند. هر دو گروه مداخله، هشت جلسه هفتگی ۹۰ دقیقه‌ای دریافت کردند و گروه کنترل هیچ مداخله روان‌شناختی دریافت نکرد. داده‌ها با استفاده از مقیاس اضطراب مرگ تمپلر و مقیاس پذیرش بیماری جمع‌آوری شد. تحلیل داده‌ها با نرم‌افزار SPSS نسخه ۲۶ و با استفاده از تحلیل واریانس اندازه‌گیری مکرر و مقایسه‌های پس‌آزمون با اصلاح بونفرونی در سطح معناداری ۰٫۰۵ انجام گرفت. یافته‌ها: تحلیل واریانس اندازه‌گیری مکرر اثرات معنادار زمان، گروه و تعامل زمان و گروه را برای اضطراب مرگ و پذیرش بیماری نشان داد (p < 0.001). مقایسه‌های بونفرونی نشان داد که هر دو درمان مبتنی بر شفقت و درمان وجودی به طور معناداری اضطراب مرگ را کاهش و پذیرش بیماری را نسبت به گروه کنترل افزایش دادند (p < 0.001). درمان مبتنی بر شفقت کاهش معنادار بیشتری در اضطراب مرگ نسبت به درمان وجودی ایجاد کرد (MD = 1.79, SE = 0.41, p < 0.001)، در حالی که درمان وجودی افزایش معنادار بیشتری در پذیرش بیماری نسبت به درمان مبتنی بر شفقت داشت (MD = 2.30, SE = 0.46, p < 0.001). این بهبودها در مرحله پیگیری نیز حفظ شد. نتیجه‌گیری: هر دو درمان مبتنی بر شفقت و درمان وجودی در بهبود سازگاری روان‌شناختی بیماران مبتلا به سرطان در مرحله بهبودی مؤثر بودند؛ با این حال، درمان مبتنی بر شفقت در کاهش اضطراب مرگ و درمان وجودی در افزایش پذیرش بیماری اثربخشی بیشتری داشتند.

Purpose: This study aimed to assess the efficacy of multicultural therapy in reducing anxiety and psychological distress and improving social well-being and social performance among international students in West Asia. Methods and Materials: This quantitative study was conducted in two descriptive and quasi-experimental phases. The statistical population consisted of 250 international students studying at Mohaghegh Ardabili University during the 2023–2024 academic year. In the screening phase, 124 students were selected through multistage cluster sampling and completed the Beck Anxiety Inventory, Keyes Social Well-Being Scale, Hadian-Nasab Social Performance Questionnaire, and Goldberg General Health Questionnaire. Following screening, 30 students who met the inclusion criteria, including a Beck Anxiety Inventory score greater than 17, were selected and randomly assigned to a multicultural therapy group and a wait-list control group, with 15 participants in each group. Both groups completed pretest and posttest assessments. The experimental group received multicultural therapy, whereas the control group received no active intervention during the study period. Data were analyzed using analysis of covariance after examining the relevant statistical assumptions. Findings: After controlling for pretest scores, multicultural therapy produced a significant reduction in anxiety compared with the wait-list control condition, F(1, 27) = 44.83, p < .001, partial η² = .624. Significant group differences were also observed in social well-being, F(1, 27) = 35.63, p < .001, partial η² = .569, and social performance, F(1, 27) = 29.73, p < .001, partial η² = .524, with higher adjusted posttest scores in the experimental group. General psychological distress was also significantly lower in the multicultural therapy group, F(1, 27) = 40.25, p < .001, partial η² = .598. Conclusion: Multicultural therapy appears to be an effective culturally responsive intervention for reducing anxiety and psychological distress and enhancing the social well-being and social performance of international students.

هدف: این پژوهش با هدف ارزیابی اثربخشی درمان چندفرهنگی در کاهش اضطراب و پریشانی روان‌شناختی و بهبود بهزیستی اجتماعی و عملکرد اجتماعی در میان دانشجویان بین‌المللی در غرب آسیا انجام شد. روش‌ها و مواد: این مطالعه کمی در دو مرحله توصیفی و نیمه‌آزمایشی اجرا گردید. جامعه آماری شامل ۲۵۰ دانشجوی بین‌المللی مشغول به تحصیل در دانشگاه محقق اردبیلی در سال تحصیلی ۲۰۲۳–۲۰۲۴ بود. در مرحله غربالگری، ۱۲۴ دانشجو با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند و پرسشنامه اضطراب بک، مقیاس بهزیستی اجتماعی Keyes، پرسشنامه عملکرد اجتماعی Hadian-Nasab و پرسشنامه سلامت عمومی Goldberg را تکمیل کردند. پس از غربالگری، ۳۰ دانشجویی که معیارهای ورود از جمله نمره بالاتر از ۱۷ در پرسشنامه اضطراب بک را داشتند، انتخاب و به طور تصادفی در دو گروه درمان چندفرهنگی و کنترل فهرست انتظار (هر گروه ۱۵ نفر) گمارده شدند. هر دو گروه ارزیابی‌های پیش‌آزمون و پس‌آزمون را تکمیل کردند. گروه آزمایشی درمان چندفرهنگی را دریافت کرد، در حالی که گروه کنترل طی دوره مطالعه هیچ مداخله فعالی دریافت نکرد. داده‌ها پس از بررسی مفروضه‌های آماری مربوطه با استفاده از تحلیل کوواریانس تحلیل شدند. یافته‌ها: پس از کنترل نمرات پیش‌آزمون، درمان چندفرهنگی منجر به کاهش معنادار اضطراب نسبت به گروه کنترل فهرست انتظار شد، F(1, 27) = 44.83, p < .001, partial η² = .624. تفاوت معنادار بین گروه‌ها در بهزیستی اجتماعی، F(1, 27) = 35.63, p < .001, partial η² = .569، و عملکرد اجتماعی، F(1, 27) = 29.73, p < .001, partial η² = .524، نیز مشاهده شد و نمرات تعدیل‌شده پس‌آزمون در گروه آزمایشی بالاتر بود. همچنین پریشانی روان‌شناختی عمومی در گروه درمان چندفرهنگی به طور معناداری کمتر بود، F(1, 27) = 40.25, p < .001, partial η² = .598. نتیجه‌گیری: به نظر می‌رسد درمان چندفرهنگی یک مداخله مؤثر و پاسخگو به لحاظ فرهنگی برای کاهش اضطراب و پریشانی روان‌شناختی و ارتقای بهزیستی اجتماعی و عملکرد اجتماعی دانشجویان بین‌المللی باشد.

Purpose: This study aimed to phenomenologically explore clients’ lived experiences of the dialectic between success and failure in psychotherapy, with particular emphasis on interactional patterns, therapeutic alliance, and the relational processes underlying perceived therapeutic effectiveness or rupture. Methods and Materials: This qualitative study employed a descriptive–interpretive phenomenological design. The study population comprised individuals with prior experience of individual psychotherapy. Using purposive sampling with maximum variation in successful, unsuccessful, and ambivalent therapeutic experiences, 18 participants were recruited until experiential and thematic saturation was achieved. Data were collected through in-depth semi-structured interviews focused on clients’ perceptions of therapeutic interactions, relational safety, clinical responsiveness, treatment ruptures, and factors contributing to continuation or discontinuation of therapy. Interviews were transcribed verbatim and analyzed according to Colaizzi’s seven-step phenomenological method. MAXQDA software was used to organize, code, compare, and integrate the qualitative data and facilitate the development of overarching thematic structures. Findings: The analysis indicated that perceived therapeutic success emerged from an interconnected relational configuration characterized by a “liberating secure bond,” flexible clinical competence, unconditional acceptance, and empathic regulation of emotions. These processes strengthened clients’ sense of psychological safety, participation, trust, and agency and facilitated sustained therapeutic engagement. Conversely, perceived therapeutic failure was associated with technical rigidity, excessive dependence on inflexible protocols, authoritarian interactional patterns, and violations of client agency. The convergence of these relational disruptions progressively weakened the therapeutic alliance, intensified emotional exhaustion and alienation, and, in some cases, culminated in disengagement or premature termination. Conclusion: Psychotherapy appears to function fundamentally as an intersubjective encounter in which technical interventions become effective when embedded within clinical humility, relational flexibility, democratic collaboration, empathic responsiveness, and respect for clients’ dignity and autonomy.

هدف: این مطالعه با هدف کاوش پدیدارشناختی تجارب زیسته مراجعان از دیالکتیک میان موفقیت و شکست در روان‌درمانی، با تأکید ویژه بر الگوهای تعاملی، اتحاد درمانی و فرایندهای ارتباطی زیربنایی اثربخشی یا گسست ادراک‌شده درمان انجام شد. روش‌ها و مواد: این پژوهش کیفی با رویکرد پدیدارشناسی توصیفی-تفسیری انجام شد. جامعه پژوهش شامل افرادی بود که تجربه قبلی روان‌درمانی فردی داشتند. با استفاده از نمونه‌گیری هدفمند با حداکثر تنوع در تجارب درمانی موفق، ناموفق و دوسویه، ۱۸ نفر تا رسیدن به اشباع تجربی و تماتیک انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته عمیق که بر ادراک مراجعان از تعاملات درمانی، ایمنی رابطه‌ای، پاسخ‌دهی بالینی، گسست‌های درمانی و عوامل مؤثر بر ادامه یا قطع درمان متمرکز بود، گردآوری شد. مصاحبه‌ها به‌صورت کلمه‌به‌کلمه پیاده‌سازی و بر اساس روش هفت‌مرحله‌ای پدیدارشناسی Colaizzi تحلیل شدند. نرم‌افزار MAXQDA برای سازماندهی، کدگذاری، مقایسه و یکپارچه‌سازی داده‌های کیفی و تسهیل توسعه ساختارهای تماتیک کلان به‌کار رفت. یافته‌ها: تحلیل داده‌ها نشان داد که موفقیت ادراک‌شده درمانی از پیکربندی رابطه‌ای درهم‌تنیده‌ای ناشی می‌شود که با «پیوند ایمن رهایی‌بخش»، شایستگی بالینی انعطاف‌پذیر، پذیرش بی‌قیدوشرط و تنظیم همدلانه هیجانات مشخص می‌شود. این فرایندها حس ایمنی روان‌شناختی، مشارکت، اعتماد و عاملیت مراجعان را تقویت کرده و تداوم مشارکت درمانی را تسهیل می‌کنند. در مقابل، شکست ادراک‌شده درمانی با خشکی فنی، اتکای بیش از حد به پروتکل‌های غیرقابل انعطاف، الگوهای تعاملی اقتدارگرایانه و نقض عاملیت مراجع مرتبط بود. همگرایی این اختلالات رابطه‌ای به‌تدریج اتحاد درمانی را تضعیف کرده، فرسودگی هیجانی و بیگانگی را تشدید نموده و در برخی موارد به قطع ارتباط یا پایان زودهنگام درمان منجر شد. نتیجه‌گیری: به نظر می‌رسد روان‌درمانی اساساً به‌مثابه یک مواجهه بین‌ذهنی عمل می‌کند که در آن مداخلات فنی زمانی اثربخش می‌شوند که در بستر فروتنی بالینی، انعطاف‌پذیری رابطه‌ای، همکاری دموکراتیک، پاسخ‌دهی همدلانه و احترام به کرامت و خودمختاری مراجعان قرار گیرند.

Purpose: This study aimed to examine the relationship between ambivalence over emotional expressiveness and suicidal ideation in veterans, with posttraumatic stress disorder (PTSD) symptoms considered as a mediating variable. Methods and Materials: This descriptive-correlational, cross-sectional study included 100 Iran–Iraq War veterans hospitalized at Fajr Hospital who were recruited through convenience sampling. Participants completed the Ambivalence over Emotional Expressiveness Questionnaire, the Beck Scale for Suicide Ideation, and the Mississippi Scale for Combat-Related PTSD. Pearson’s correlation was used to examine relationships among the variables. Structural equation modeling with maximum likelihood estimation was conducted in Mplus version 8 to test the mediation model. Normality was assessed using skewness and kurtosis, and multicollinearity was evaluated through variance inflation factors. Model fit was assessed using the chi-square-to-degrees-of-freedom ratio, comparative fit index, Tucker–Lewis index, and root-mean-square error of approximation. Bootstrapping was used to test the indirect effect. Findings: Suicidal ideation was significantly correlated with ambivalence over emotional expressiveness and PTSD symptoms. Ambivalence over emotional expressiveness significantly predicted suicidal ideation in the model without the mediator. In the mediation model, ambivalence over emotional expressiveness significantly predicted PTSD symptoms, and PTSD symptoms significantly predicted suicidal ideation. However, the direct path from ambivalence over emotional expressiveness to suicidal ideation was not statistically significant after PTSD symptoms were entered into the model. The indirect effect of ambivalence over emotional expressiveness on suicidal ideation through PTSD symptoms was statistically significant. The structural model demonstrated acceptable fit to the data. Conclusion: PTSD symptoms fully mediated the relationship between ambivalence over emotional expressiveness and suicidal ideation, suggesting that interventions targeting emotional-expression conflicts and trauma-related symptoms may help reduce suicidal ideation among veterans.

هدف: این پژوهش با هدف بررسی رابطه بین دوسوگرایی نسبت به ابراز هیجانات و افکار خودکشی در جانبازان، با در نظر گرفتن علائم اختلال استرس پس از سانحه (PTSD) به عنوان متغیر میانجی انجام شد. روش‌ها و مواد: این مطالعه توصیفی-همبستگی از نوع مقطعی بود و ۱۰۰ نفر از جانبازان جنگ ایران و عراق بستری در بیمارستان فجر به روش نمونه‌گیری در دسترس انتخاب شدند. شرکت‌کنندگان به پرسشنامه دوسوگرایی نسبت به ابراز هیجانات، مقیاس بک برای افکار خودکشی و مقیاس می‌سی‌سی‌پی برای اختلال استرس پس از سانحه مرتبط با جنگ پاسخ دادند. برای بررسی روابط بین متغیرها از همبستگی پیرسون استفاده شد. مدل‌یابی معادلات ساختاری با برآورد حداکثر درست‌نمایی در نرم‌افزار Mplus نسخه ۸ برای آزمون مدل میانجی‌گری به کار رفت. نرمال بودن داده‌ها با استفاده از چولگی و کشیدگی و چندهمخطی بودن با استفاده از شاخص‌های تورم واریانس ارزیابی شد. برازش مدل با استفاده از نسبت کای‌دو به درجه آزادی، شاخص برازش تطبیقی، شاخص تاکر-لوییس و ریشه میانگین مربعات خطای تقریب بررسی شد. برای آزمون اثر غیرمستقیم از بوت‌استرپ استفاده شد. یافته‌ها: افکار خودکشی با دوسوگرایی نسبت به ابراز هیجانات و علائم اختلال استرس پس از سانحه همبستگی معناداری داشت. دوسوگرایی نسبت به ابراز هیجانات در مدل بدون متغیر میانجی، پیش‌بینی‌کننده معنادار افکار خودکشی بود. در مدل میانجی‌گری، دوسوگرایی نسبت به ابراز هیجانات پیش‌بینی‌کننده معنادار علائم اختلال استرس پس از سانحه و علائم اختلال استرس پس از سانحه نیز پیش‌بینی‌کننده معنادار افکار خودکشی بود. با این حال، مسیر مستقیم از دوسوگرایی نسبت به ابراز هیجانات به افکار خودکشی پس از وارد کردن علائم اختلال استرس پس از سانحه به مدل، از نظر آماری معنادار نبود. اثر غیرمستقیم دوسوگرایی نسبت به ابراز هیجانات بر افکار خودکشی از طریق علائم اختلال استرس پس از سانحه از نظر آماری معنادار بود. مدل ساختاری برازش قابل قبولی با داده‌ها نشان داد. نتیجه‌گیری: علائم اختلال استرس پس از سانحه به طور کامل رابطه بین دوسوگرایی نسبت به ابراز هیجانات و افکار خودکشی را میانجی‌گری کردند و این امر نشان می‌دهد که مداخلات هدفمند بر تعارضات ابراز هیجانی و علائم مرتبط با تروما می‌تواند به کاهش افکار خودکشی در جانبازان کمک کند.

Purpose: This study aimed to design an artificial intelligence–based cognitive empowerment package for enhancing entrepreneurial skills in gifted and creative adolescents through the qualitative identification and integration of relevant cognitive, psychological, motivational, interpersonal, and technological components. Methods and Materials: The study employed a qualitative exploratory-developmental design. Data were obtained through an analytical review of relevant literature, examination of previous student entrepreneurship workshop experiences, and semi-structured interviews with students, mentors, workshop facilitators, and accelerator managers selected through purposive sampling. Data collection continued until conceptual saturation was achieved. Interview transcripts, field observations, documentary evidence, and analytical notes were examined using thematic analysis. Findings: The qualitative analysis indicated that sustained entrepreneurial action among gifted and creative adolescents depends on a multidimensional configuration of entrepreneurial intention and identity, self-efficacy, opportunity recognition and problem identification, executive functioning, tolerance of ambiguity, applied creativity, fear of failure and perfectionism, intrinsic motivation and psychological ownership, teamwork and psychological safety, proactive agency, resilience, future orientation, and reflective readiness to use artificial intelligence. The findings further suggested that entrepreneurial difficulties differ across adolescents and therefore require profile-based rather than uniform intervention. Integration of the themes resulted in a six-session package encompassing profile awareness and goal setting, problem identification and value creation, conversion of ideas into action plans, presentation and feedback utilization, teamwork and agency, and final presentation with a continuation plan. Conclusion: The findings suggest that entrepreneurial empowerment in gifted and creative adolescents should extend beyond creativity and business knowledge by strengthening the cognitive and psychological capacities required to transform ideas into sustained action, while using artificial intelligence as a supervised reflective and personalized learning support rather than as a substitute for adolescent judgment and agency.

هدف: این پژوهش با هدف طراحی بسته توانمندسازی شناختی مبتنی بر هوش مصنوعی جهت ارتقای مهارت‌های کارآفرینی در نوجوانان با استعداد و خلاق از طریق شناسایی و ادغام کیفی مؤلفه‌های شناختی، روان‌شناختی، انگیزشی، بین‌فردی و فناورانه مرتبط انجام شد. روش‌ها و مواد: این مطالعه با رویکرد کیفی اکتشافی-توسعه‌ای انجام گرفت. داده‌ها از طریق مرور تحلیلی منابع مرتبط، بررسی تجربیات پیشین کارگاه‌های کارآفرینی دانش‌آموزی و مصاحبه‌های نیمه‌ساختاریافته با دانش‌آموزان، مربیان، تسهیل‌گران کارگاه و مدیران شتاب‌دهنده که به روش نمونه‌گیری هدفمند انتخاب شدند، گردآوری شد. جمع‌آوری داده‌ها تا رسیدن به اشباع مفهومی ادامه یافت. رونوشت مصاحبه‌ها، مشاهدات میدانی، شواهد اسنادی و یادداشت‌های تحلیلی با استفاده از تحلیل تماتیک بررسی شدند. یافته‌ها: تحلیل کیفی نشان داد که تداوم عمل کارآفرینانه در نوجوانان با استعداد و خلاق وابسته به پیکربندی چندبعدی قصد و هویت کارآفرینانه، خودکارآمدی، شناسایی فرصت و تشخیص مسئله، کارکرد اجرایی، تحمل ابهام، خلاقیت کاربردی، ترس از شکست و کمال‌گرایی، انگیزش درونی و مالکیت روان‌شناختی، کار تیمی و ایمنی روان‌شناختی، عاملیت پیش‌فعال، تاب‌آوری، آینده‌نگری و آمادگی تأملی برای استفاده از هوش مصنوعی است. یافته‌ها همچنین نشان داد که دشواری‌های کارآفرینی در میان نوجوانان متفاوت است و بنابراین مداخله مبتنی بر پروفایل به جای مداخله یکنواخت ضرورت دارد. ادغام تم‌ها منجر به بسته‌ای شش‌جلسه‌ای شامل آگاهی از پروفایل و هدف‌گذاری، شناسایی مسئله و خلق ارزش، تبدیل ایده‌ها به برنامه عملیاتی، ارائه و بهره‌گیری از بازخورد، کار تیمی و عاملیت، و ارائه نهایی با برنامه تداوم شد. نتیجه‌گیری: یافته‌ها حاکی از آن است که توانمندسازی کارآفرینانه در نوجوانان با استعداد و خلاق باید فراتر از خلاقیت و دانش کسب‌وکار، با تقویت ظرفیت‌های شناختی و روان‌شناختی لازم برای تبدیل ایده به عمل پایدار و استفاده از هوش مصنوعی به عنوان پشتیبان یادگیری تأملی و شخصی‌سازی‌شده تحت نظارت، نه جایگزین قضاوت و عاملیت نوجوان، توسعه یابد.

Purpose: This study aimed to examine the relationships between teacher leadership components and students’ academic responsibility and academic self-regulation, with particular emphasis on the mediating role of self-directed learning among lower-secondary school students. Methods and Materials: This descriptive-correlational study was conducted among lower-secondary school students in Salah al-Din Governorate, Iraq, and their teachers during the 2025 academic year. Using multistage cluster sampling, 400 students and 400 of their teachers were selected. Data were collected using the Hoveyda et al. Teacher Leadership Scale, Lewis Student Responsibility Questionnaire, Zimmerman and Pons Self-Regulation Scale, and Fisher and King Self-Directed Learning Questionnaire. The hypothesized relationships among the study variables were analyzed using partial least squares structural equation modeling (PLS-SEM), which enabled simultaneous assessment of the direct and indirect effects specified in the proposed conceptual model. Findings: The inferential results demonstrated significant relationships between teacher leadership and self-directed learning, academic responsibility, and academic self-regulation. Self-directed learning was also significantly related to both academic responsibility and academic self-regulation. Furthermore, the structural model supported significant indirect effects of teacher leadership on academic responsibility and academic self-regulation through self-directed learning, confirming the mediating role of self-directed learning in the proposed relationships. Thus, stronger teacher leadership was associated with enhanced student responsibility and self-regulatory functioning both directly and through the development of self-directed learning. Conclusion: The findings indicate that teacher leadership represents an important educational factor associated with students’ academic responsibility and self-regulation, while self-directed learning serves as a meaningful mechanism through which these relationships operate. Strengthening teacher leadership competencies and simultaneously developing students’ self-directed learning skills may therefore provide an effective educational pathway for promoting greater responsibility, autonomous learning, and academic self-regulation among lower-secondary school students, with potential benefits for their broader academic and psychoeducational outcomes.

هدف: این پژوهش با هدف بررسی روابط بین مؤلفه‌های رهبری معلم و مسئولیت‌پذیری تحصیلی و خودتنظیمی تحصیلی دانش‌آموزان، با تأکید ویژه بر نقش میانجی یادگیری خودراهبر در میان دانش‌آموزان دوره متوسطه اول انجام شد. روش‌ها و مواد: این مطالعه توصیفی-همبستگی در میان دانش‌آموزان دوره متوسطه اول استان صلاح‌الدین عراق و معلمان آن‌ها در سال تحصیلی ۲۰۲۵ اجرا گردید. با استفاده از نمونه‌گیری خوشه‌ای چندمرحله‌ای، ۴۰۰ دانش‌آموز و ۴۰۰ معلم آن‌ها انتخاب شدند. داده‌ها با استفاده از مقیاس رهبری معلم Hoveyda و همکاران، پرسشنامه مسئولیت‌پذیری دانش‌آموز Lewis، مقیاس خودتنظیمی Zimmerman و Pons و پرسشنامه یادگیری خودراهبر Fisher و King گردآوری شد. روابط فرضی میان متغیرهای پژوهش با استفاده از مدل‌یابی معادلات ساختاری حداقل مربعات جزئی (PLS-SEM) تحلیل شد که امکان ارزیابی همزمان اثرات مستقیم و غیرمستقیم مشخص‌شده در مدل مفهومی پیشنهادی را فراهم ساخت. یافته‌ها: نتایج استنباطی نشان داد که بین رهبری معلم و یادگیری خودراهبر، مسئولیت‌پذیری تحصیلی و خودتنظیمی تحصیلی روابط معناداری وجود دارد. همچنین یادگیری خودراهبر با هر دو متغیر مسئولیت‌پذیری تحصیلی و خودتنظیمی تحصیلی رابطه معناداری داشت. افزون بر این، مدل ساختاری اثرات غیرمستقیم معنادار رهبری معلم بر مسئولیت‌پذیری تحصیلی و خودتنظیمی تحصیلی از طریق یادگیری خودراهبر را تأیید کرد و نقش میانجی یادگیری خودراهبر را در روابط پیشنهادی اثبات نمود. بنابراین، رهبری قوی‌تر معلم با افزایش مسئولیت‌پذیری دانش‌آموزان و عملکرد خودتنظیمی آن‌ها، هم به طور مستقیم و هم از طریق توسعه یادگیری خودراهبر، همراه بود. نتیجه‌گیری: یافته‌ها نشان می‌دهد که رهبری معلم یک عامل آموزشی مهم مرتبط با مسئولیت‌پذیری تحصیلی و خودتنظیمی دانش‌آموزان است و یادگیری خودراهبر به عنوان سازوکاری معنادار عمل می‌کند که این روابط از طریق آن برقرار می‌شود. تقویت شایستگی‌های رهبری معلم و توسعه همزمان مهارت‌های یادگیری خودراهبر دانش‌آموزان می‌تواند مسیر آموزشی مؤثری برای ارتقای مسئولیت‌پذیری، یادگیری خودگردان و خودتنظیمی تحصیلی در میان دانش‌آموزان دوره متوسطه اول فراهم آورد و منافع بالقوه‌ای برای پیامدهای تحصیلی و روان‌آموزشی گسترده‌تر آنان به همراه داشته باشد.

Holistic student development has become a fundamental indicator of educational quality in early childhood education because it encompasses children's cognitive, socio-emotional, physical, moral, and spiritual development. Despite increasing attention being given to holistic education in Malaysia, empirical evidence explaining how instructional leadership, educator commitment, and educator motivation contribute to holistic student development within KEMAS preschools remains limited. This study therefore examined the levels, relationships, and predictive influence of instructional leadership, educator commitment, and educator motivation on holistic student development among KEMAS preschool educators in the Northern Zone of Malaysia. A quantitative cross-sectional survey design was employed involving 313 educators selected from a population of approximately 1,700 educators across Kedah, Perak, and Pulau Pinang. Data were collected using structured questionnaires adapted from established instruments and analysed using descriptive statistics, Pearson's Product-Moment Correlation, and Stepwise Multiple Linear Regression using SPSS. The findings indicated that instructional leadership, educator commitment, educator motivation, and holistic student development were all perceived at high levels. Significant positive relationships were identified between all independent variables and holistic student development. Stepwise regression analysis further revealed that extrinsic motivation emerged as the strongest predictor, followed by intrinsic motivation, providing incentives to students, and defining school mission and goals. Collectively, these predictors explained 42.1% of the variance in holistic student development. The findings provide empirical evidence supporting leadership enhancement, educator motivation, and evidence-based policymaking to strengthen preschool educational quality within KEMAS.

Quality higher education plays a vital role in sustainable development by equipping graduates with knowledge, competencies, and skills required for economic and societal development. This study examined the relationship between instructional strategies and the employability skills of undergraduate students in the School of Art and Industrial Design at Kyambogo University, Uganda. Specifically, it investigated the relationships between cooperative teaching, collaborative teaching, inquiry/discovery learning, independent study, experiential (authentic) learning, project-based learning, and students’ employability skills. The study adopted a quantitative approach using a correlational research design. Data were collected from 378 third-year undergraduate students using a structured self-administered questionnaire. Pearson’s product-moment correlation and multiple regression analyses were used to determine the direction and statistical associations between instructional strategies and employability skills. Findings showed that cooperative teaching, inquiry/discovery learning, and experiential teaching had positive statistically significant associations with employability skills, whereas collaborative teaching had a negative statistical association. Independent study and project-based teaching had no statistically significant unique associations with employability skills. Inquiry/discovery teaching demonstrated the strongest statistical association with employability skills among the strategies examined. The study concluded that instructional strategies had different statistical associations with employability skills and that learner-centred approaches are most beneficial when they actively engage students in cooperative, inquiry-oriented, and authentic learning experiences aligned with intended graduate outcomes. The study recommended strengthening cooperative, inquiry, and experiential teaching through structured group tasks, inquiry-based activities, and authentic practical experiences. It further recommended improving the design and implementation of collaborative, independent, and project-based learning to enhance their contribution to graduate employability skills.

Human immunodeficiency virus (HIV) infection remains a growing public health concern in the Philippines, where new infections rose by about 550% between 2010 and 2024 and diagnosis gaps persist in CALABARZON. Nurses are often the first and most sustained point of contact in HIV testing and care, yet knowledge gaps, stigmatizing attitudes, and procedure-focused training may limit their ability to provide compassionate, person-centered counseling. This study aims to develop and validate a Caring-Based HIV Counseling Training Program for Nurses in Laguna, Philippines, using a methodological research design and a modified Delphi technique. Registered nurses from selected government and private healthcare facilities in Laguna will complete a researcher-developed training-needs assessment questionnaire covering six competency domains: HIV-related knowledge; counseling and therapeutic communication; caring behaviors and person-centered practice; ethical and legal responsibilities; cultural sensitivity and stigma reduction; and linkage to prevention, treatment, care, and support. The questionnaire will undergo expert review, pilot testing, and reliability testing using Cronbach’s alpha. The needs-assessment findings, together with a review of current literature and guidelines, will inform a preliminary training program, which a multidisciplinary panel of approximately 15 to 20 experts will evaluate over successive anonymous Delphi rounds for relevance, clarity, comprehensiveness, cultural appropriateness, feasibility, and applicability. Consensus is defined in advance as at least 80% expert agreement, a median rating of at least 3.00, and an interquartile range of no more than 1.00. Content validity will be established through an Item-Level Content Validity Index of at least .78 and a Scale-Level Content Validity Index (average) of at least .90, overall agreement will be measured with Kendall’s coefficient of concordance, and the experts’ qualitative comments will undergo directed content analysis. The study is expected to produce an expert-validated, contextually relevant training program that strengthens nurses’ capacity to deliver compassionate, stigma-free HIV counseling, with its effectiveness to be tested in a future pilot or quasi-experimental study.

The study examined the relationship between Educational Philosophical Orientation and the Organizational practices of Secondary Mathematics teachers. Using a descriptive-correlational quantitative design, the study involved 150 secondary mathematics teachers and investigated how educational philosophical orientations are associated with teachers’ organizational practices. Findings revealed that Pragmatism obtained the highest mean score (M = 3.852) indicating that the teacher generally valued practical, experiential and problem-solving approaches in mathematics instruction. However, regression results show that Pragmatism did not significantly predict their actual practices. Instead, Idealism emerged as a significant positive predictor of Planning and Lesson Preparation( b = 0.343, p<.001), Collaboration with Colleagues and School Personnel ( b = 0.206, p = 0.044) and Professional Responsibility ( b = 0.374, p<.001). Realism was a significant predictor of Classroom Organization and Management ( b = 0.216, p = .038), and Existentialism did not significantly predict any of the Organizational Practice Dimensions. These findings indicate that the relationship between educational philosophical orientation and teachers’ organizational practice is domain specific rather than uniform across professional activities. The higher endorsement of Pragmatism alongside its lack of significant unique predictive contribution also suggests that teachers espoused philosophical preferences do not necessarily correspond directly to their professional practices. Overall, the finding highlights the value of integrating philosophical reflection with practical and contextual consideration in teacher education and professional development, particularly in strengthening teachers’ awareness of how educational beliefs relate to their professional practice.

School organizational culture in Islamic education requires ethical foundations that can support teachers' professional responsibility without neglecting their well-being. This article develops an analytical framework for examining the internalization of amanah (trustworthiness and accountability) and ihsan (excellence and care) in relation to teachers' organizational commitment at SDIT Ar-Raihan, Pagar Alam, Indonesia. A qualitative single-case study is proposed, involving purposively selected school leaders, teachers, and educational staff, with semi-structured interviews, nonparticipant observations, document analysis, and reflexive thematic analysis. A synthesis of recent scholarship indicates that value-based culture may influence affective and normative commitment through trustworthy leadership, professional meaning, organizational justice, and collegial support; continuance commitment also depends on employment conditions. These relationships are presented as propositions requiring field verification, not as empirical findings from the school. The framework offers an ethically grounded direction for examining teacher commitment and improving Islamic school management.

This study examined the classroom and instructional management practices of new and experienced teachers and their relationship with students’ learning engagement in selected public secondary schools in Cortes District, Division of Bohol, during School Year 2026–2027. Anchored in the Classroom Management Scripts Model, Instructional Clarity Framework, Multidimensional Student Engagement Framework, and Huberman’s Teacher Career Cycle, the study employed a quantitative comparative-correlational research design. Respondents comprised 15 new teachers, 46 experienced teachers, and 278 students, totaling 339 participants. Data were gathered using a researcher-modified, validated, and pilot-tested questionnaire and analyzed through descriptive statistics, Pearson product–moment correlation, and independent-samples t-tests. Results revealed consistently high classroom and instructional management practices among both teacher groups, with no statistically significant differences. Classroom management and instructional management exhibited a strong positive relationship (r = 0.724, p < 0.001), whereas neither classroom management (r = 0.040, p = 0.760) nor instructional management (r = −0.062, p = 0.635) was significantly associated with students’ overall learning engagement. Students taught by new teachers demonstrated significantly higher overall and emotional engagement (p = 0.017), while behavioral and cognitive engagement showed no significant differences. The study concluded that teaching experience alone does not determine management effectiveness and that favorable management practices do not necessarily correspond to higher student engagement. A school-based professional development program emphasizing mentoring, collaborative lesson planning, peer observation, and instructional improvement was proposed. The study supports Sustainable Development Goal 4 (Quality Education) by promoting effective teaching, inclusive learning environments, and continuous professional growth. Its educational and institutional sustainability contribution lies in providing localized evidence to guide sustained professional development and improvements in students’ learning experiences.

Universities preparing graduates for technology-enabled financial services need to understand how digital learning conditions relate to students’ career readiness. This study examines the associations of university-based Digital Financial Learning Ecosystem Quality with perceived FinTech Career Readiness among Vietnamese business students. Drawing on Social Cognitive Theory and Social Cognitive Career Theory, ecosystem quality is modelled as a reflective–formative higher-order construct comprising Digital Academic Support, the Digital Learning Environment, and Digital Teaching Innovation. Cross-sectional survey data from 341 students recruited through nonprobability convenience sampling via networks centred on northern Vietnam were analysed using partial least squares structural equation modelling and a disjoint two-stage procedure.All three ecosystem dimensions made significant formative contributions, with the digital learning environment showing the largest estimated weight. Higher ecosystem quality was positively associated with self-efficacy and learning motivation, and self-efficacy was positively associated with motivation. Motivation and career orientation were positively associated with perceived readiness, with motivation having the larger estimated direct coefficient. Career orientation showed no significant additional association with motivation after accounting for ecosystem quality and self-efficacy. Ecosystem quality was indirectly associated with readiness through motivation and through the sequential pathway involving self-efficacy and motivation. The model explained 41.5% of the variance in perceived readiness.The study contributes an integrated operationalisation of university-based digital financial learning quality and distinguishes learning-related associations from those of career orientation. The findings inform potential priorities for coordinating digital platforms, relevant financial content, academic support, practical learning, and competency-based career guidance. For universities and financial institutions, the study offers evidence to guide collaboration on graduate preparation and a foundation for evaluating how perceived readiness relates to demonstrated workplace competence.

The teacher shortage is a global challenge. However, some countries are less prone to teacher shortages. The aim of this study was to examine three countries with little or no teacher shortage to explore what these countries do to attract and retain educated teachers. The three countries selected for this case study were Finland (Europe), Singapore, and the Republic of Korea (Southeast Asia). The data pertaining to these countries, as three specific case studies, come from policy documents, statistics, reports, and peer-reviewed articles. The themes in each case were thematically encoded and categorised by the described case context. The themes were identified deductively and strongly linked to the data. The results indicate that the teacher shortage and supply are related to teacher status and grounded in students’ performance and results, teacher training/education, systems for incoming and graduated teacher students, and support during their first years in their profession. Teacher status is seen as a loop in which higher teacher status leads to a lower likelihood of a teacher shortage. The conclusion is that attracting and retaining teachers is a multifaceted and complex process that is the result of many interacting aspects in each specific country’s context. Keywords: Finland, multiple case study, Sing

Insecurity has become a significant threat to the effective delivery of basic education in Nigeria, particularly in communities affected by banditry, kidnapping, armed attacks, and communal violence. This study examined the influence of insecurity on teaching-learning outcomes in Universal Basic Education primary schools in Kagarko Local Government Area, Kaduna State, Nigeria. Specifically, it investigated the effects of insecurity on pupils’ academic performance and school attendance and identified strategies for reducing its adverse effects. The study adopted a qualitative documentary research design and relied on secondary data obtained from government publications, policy documents, institutional reports, international organisations, and peer-reviewed journal articles. The selected documents were analysed using qualitative content analysis and organised according to the study’s major themes. The findings revealed that insecurity negatively affects pupils’ academic performance by reducing instructional time, disrupting curriculum coverage, weakening concentration, and creating fear within the learning environment. It also reduces school attendance as parents may prevent their children from attending school because of kidnapping, attacks, unsafe travel routes, and instability within surrounding communities. Consequently, insecurity undermines the implementation of Universal Basic Education by limiting regular participation and disrupting stable teaching and learning conditions. The study concludes that ensuring school safety is essential for achieving the objectives of free and compulsory basic education. It recommends strengthening school security, implementing the Minimum Standards for Safe Schools, improving community participation, providing psychosocial support, protecting routes to school, establishing emergency response systems, and adopting flexible learning arrangements during periods of disruption.

Assessment in Arabic language learning as a foreign language (Arabic as a Foreign Language) is currently undergoing a significant paradigm shift. This transformation is influenced by the development of digital technology, the utilization of Artificial Intelligence (AI), and the implementation of the Merdeka Curriculum in Indonesia, which emphasizes flexibility, differentiation, and learning personalization. This article presents a Systematic Literature Review (SLR) aimed at identifying, examining, and synthesizing developments, innovations, methodological approaches, and various challenges in the assessment of the four Arabic language skills, namely listening, speaking, reading, and writing, during the period from 2020 to early 2026. The review employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to identify and analyze relevant literature. The findings indicate a shift from conventional evaluation systems based on discrete tests toward the implementation of Technology-Enhanced Assessment (TEA) and more authentic forms of assessment. The literature synthesis reveals several key findings. First, diagnostic assessment, encompassing both cognitive and non-cognitive aspects, plays an important role in designing differentiated learning within the framework of the Merdeka Curriculum. Second, the development of assessment instruments for Arabic language maharah is increasingly oriented toward measuring higher-order thinking skills (Higher Order Thinking Skills/HOTS). Third, the utilization of Generative AI, including ChatGPT, as well as various gamification-based learning platforms, has introduced new approaches to providing faster, more adaptive, and interactive feedback. Based on the synthesis, the effectiveness of modern assessment is not determined solely by the sophistication of the technology employed, but also by the alignment between technology and pedagogical objectives, the transparency of assessment procedures, and its ability to comprehensively represent learners' communicative competence while maintaining the principles of academic integrity.

This study aims to analyze the role of school principal leadership in shaping students’ character of discipline, responsibility, and independence at SMP Negeri 4 Pekanbaru. This research employed a qualitative phenomenological approach involving 16 participants consisting of one school principal, five teachers, and ten students, selected through purposive sampling based on their involvement and understanding of the research phenomenon. Data were collected through observation, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that school principals play a crucial role in character formation through exemplary leadership, integration of character values into the school vision and mission, habituation programs, routine activities, supervision, and continuous evaluation. The strategies implemented include effective communication, motivation and appreciation, enforcement of school regulations accompanied by guidance, and collaboration with teachers, parents, and the community. Character development is supported by the principal’s commitment, involvement of school members, extracurricular activities, and family and community support. However, several challenges remain, including limited student awareness, insufficient parental supervision, peer influence, and uncontrolled use of technology and social media. This study highlights the importance of transformational and collaborative leadership in creating a school environment that supports sustainable student character development.

Over the last decade, there has been a visible surge of students participating in and leading different forms of activism. Following the cultural reckoning of 2020, the United States saw a rise in awareness and engagement in activism among young individuals. Continuing this trend, higher education institutions have seen an increase in on-campus demonstrations in recent years. Given the recent increase in activism, political engagement, and the globalization of social issues, this study examined how attitudes, beliefs, individual factors, and prior behaviors relate to undergraduate students’ willingness to engage in different forms of activism (i.e., conventional and high-risk). Across both forms of activism, institutional advocacy (i.e., the behavioral targeting of institutional racism) was the most consistent unique predictor of a student's willingness to engage in activism. Need for cognition and individual advocacy were significantly and positively related to conventional activism, whereas political orientation was negatively related to it. Social justice orientation was significantly and negatively related to high-risk activism.

Slovak Republic has accumulated significant experience in integrating digital technologies into the professional development of educators, and a systematic analysis of this experience could serve as a resource for modernising the Ukrainian system of postgraduate education. The aim of this article is to provide a theoretical analysis, systematisation and classification of digital technologies for professional development of educators in Slovakia and to justify a model for professional development of educators using digital technologies. General scientific methods such as analysis, classification and systematisation of the results of scientific publications, as well as content analysis of strategic and regulatory documents of the EU and the SR, were employed. The article highlights the results of national and international projects implemented at Comenius University in Bratislava, which are aimed at supporting the professional development of teachers in digital environment. Strategic and regulatory documents, project materials, methodological resources and practices developed within the framework of national and international initiatives have been analysed, with particular attention paid to the DiTEdu project and the digital professional development of educators. Based on the systematisation and comparative analysis of the identified practices, an original structural-functional model of professional development for educators using digital technologies has been developed, and a classification of the main types of digital tools used in the Slovak context has been proposed. The findings have made it possible to identify the key organisational, pedagogical and technological conditions for effective digital professional development, in particular personalised learning, blended formats, professional networking, learning using artificial intelligence, the development of digital competence and ongoing methodological support. Recommendations are proposed at the national, institutional and individual levels for Ukrainian postgraduate education regarding the implementation of the Slovak experience in the using of digital technologies in the professional development of educators.

This study aims to analyze the learning problems experienced by Grade VIII students at UPTD SMPN 16 Kupang based on students’ experiences and teachers’ perspectives. The study employed a descriptive qualitative approach, using interviews with 16 informants consisting of one homeroom teacher, three subject teachers, and 12 Grade VIII students. The data were analyzed thematically by grouping responses into recurring patterns relevant to the research focus. The findings derived from the available informant accounts revealed several issues, namely students’ limited openness in communicating their difficulties, inconsistent classroom participation, procrastination in completing assignments, and family responsibilities that reduce the time and energy available for learning. Some students reported being distracted by recreational activities, while others experienced fatigue after helping their parents at home. These findings indicate that learning problems need to be understood by considering academic factors, study habits, communication, and family context. Guidance and counseling services can support the identification of students’ needs and the development of effective learning strategies and time management skills.