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ارائه مدل نقش نظام آموزش و پرورش در توسعه پایدار با رویکرد الگوی اسلامی ایرانی پیشرفت | ||
| فصلنامه علمی آموزش محیط زیست و توسعه پایدار | ||
| دوره 10، شماره 3، اردیبهشت 1401، صفحه 55-71 اصل مقاله (9.66 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/ee.2022.51830.2180 | ||
| نویسندگان | ||
| سمانه کرمی1؛ ترانه عنایتی* 2 | ||
| 1دانشجوی دکتری مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران | ||
| 2دانشیار گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف ارائه مدل نقش نظام آموزش و پرورش در توسعه پایدار با رویکرد الگوی اسلامی ایرانی پیشرفت انجام شده است. این تحقیق از نظر هدف، کاربردی و در گروه مطالعات آمیخته از نوع اکتشافی (کیفی و کمی) قرار میگیرد. روش انجام پژوهش در بخش کیفی به روش تحلیل محتوا و در بخش کمی، توصیفی از نوع پیمایشی بود. مشارکتکنندگان بخش کیفی شامل 38 نفر از صاحبنظران و متخصصان نظام آموزش و پرورش، مسئولان واحد آموزش کمیسیون ملی یونسکو و شورای عالی آموزش و پرورش بودند که بهصورت هدفمند به روش متوالی از نوع گلوله برفی تا رسیدن به اشباع نظری برای مصاحبه انتخاب شدند. جامعه آماری در مرحله کمی شامل ۴۴۰ نفر از مدیران، کارشناسان مسئول و کارشناسان اداره کل آموزش و پرورش شهر تهران بود. حجم نمونه بر اساس فرمول کوکران 205 نفر محاسبه شد. نمونهگیری به روش تصادفی طبقهای برحسب پست سازمانی صورت گرفت. ابزار گردآوری دادهها در بخش کیفی، مصاحبه نیمه ساختاریافته و در بخش کمی، پرسشنامه محقق ساخته بود. برای حصول اطمینان از کیفیت یافتههای کیفی، معیار مقبولیت مدنظر قرار گرفت. به این صورت که بازخورد مشارکتکنندگان در پژوهش اعمال گردید. همچنین، بهمنظور اعتباربخشی یافتهها از روش کثرتگرایی در پژوهشگر استفاده گردید. در بخش کمی، روایی صوری و محتوایی پرسشنامه بر اساس بررسی و قضاوت صاحبنظران و روایی سازه پرسشنامه با استفاده از آزمون تحلیل عاملی بررسی و تأیید شد. پایایی با استفاده از ضریب آلفای کرونباخ، بررسی و تأیید شد بهگونهای که پایایی تمام متغیرهای اصلی بیشتر از مقدار معیار 70/0 بود. تجزیهوتحلیل دادهها با استفاده از آزمونهای آمار توصیفی و استنباطی شامل آزمون تحلیل عاملی تأییدی و مدلسازی معادلات ساختاری انجام شد. نتایج پژوهش، حاکی از وجود 38 مؤلفه دارای نقش در نظام آموزش و پرورش در توسعه پایدار با رویکرد الگوی اسلامی ایرانی پیشرفت بود. 29 مؤلفه آن در چهار بعد فرهنگی، اجتماعی، محیطزیستی و اقتصادی مستخرج از تحلیل محتوای مصاحبههای انجامشده و 9 مؤلفه حاصل از تحلیل محتوای سند تحول بنیادین آموزش و پرورش بود. نتیجه حاصل از بررسی معادلات ساختاری نشان از ارتباط معنادار بین ابعاد مدل داشت. | ||
| کلیدواژهها | ||
| توسعه پایدار؛ الگوی اسلامی ایرانی پیشرفت؛ نظام آموزش و پرورش | ||
| عنوان مقاله [English] | ||
| Presenting a Model of the Role of the Education System in Sustainable Development with the Approach of the Iranian Islamic Model of Progress | ||
| نویسندگان [English] | ||
| Samaneh Karami1؛ Taraneh Enayati2 | ||
| 1PhD Student of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran | ||
| 2Associate Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran | ||
| چکیده [English] | ||
| The present study implemented with the aim of presenting a model of the role of the education system in sustainable development with the Islamic-Iranian model of progress approach. This is both an applied research and a mixed exploratory study (qualitative and quantitative). The research method in the qualitative part was content analysis and in the quantitative part was descriptive survey. Participants in the quality section included 38 education system experts, officials from the UNESCO National Commission's Education Unit and the Higher Education Council, who were selected for interview by purposive sampling method. The statistical population consisted 440 managers, official experts and experts of the General Department of Education in Tehran, 205 of whom were selected by stratified random sampling according to their organizational positions as our research sample. The data gathering tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. Credibility criteria were considered to ensure the quality of qualitative findings. In this way, the feedback of the participants in the research was applied. Also, in order to validate the findings, the triangulation in investigator method was used. In the quantitative part, the face and content and construct validities of the questionnaire were checked and confirmed and the reliability was also confirmed by using Cronbach's alpha coefficient so that the reliability of all major variables was greater than 0.70. Data analysis was performed using descriptive and inferential statistical tests including confirmatory factor analysis and structural equation modeling. The results showed that there were 38 components that has role in the education system in sustainable development with the approach of the Iranian Islamic model of progress. Its 29 components in four cultural, social, environmental and economic dimensions were extracted from the content analysis of the interviews and 9 components were obtained from the content analysis of the document of fundamental change in education. The result of studying structural equations also showed a significant relationship among the dimensions of the model. | ||
| کلیدواژهها [English] | ||
| Sustainable Development, Islamic-Iranian Model of Progress, Educational System | ||
| مراجع | ||
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