Training, Education, and Sustainable Development

A Comparative Study of Allameh Tabatabaei’s and Aristotle’s Perspectives on Sex Education and Their Applicability to the Educational System: Presenting a Proposed Model

Abbasali Shamsaee iD , Aliasghar Mashinchi ^* iD , Seyed Ahmad Hashemi iD

This study aimed to explain and compare Allameh Tabatabaei’s and Aristotle’s perspectives on the foundations, objectives, and methods of sex education and to develop an applicable model for an Islamic educational system. This fundamental-applied study adopted a qualitative, theoretical, analytical, and comparative design. Data were collected through documentary and library research involving the purposive examination of primary philosophical, exegetical, ethical, and educational works by Allameh Tabatabaei and Aristotle. Texts related to human nature, reason, sexual desire, modesty, chastity, virtue, moderation, happiness, family, and education were selected. The data were analyzed through qualitative content analysis, conceptual analysis, and thematic analysis. The analytical process included open, axial, and selective coding, followed by the organization of basic, organizing, and overarching themes. The analysis generated 50 open codes, 10 axial codes, 6 main categories, and one core category. Both thinkers regarded sexual desire as natural and educable and emphasized reason, family, gradual instruction, developmental appropriateness, self-restraint, and avoidance of excess and deficiency. In Allameh Tabatabaei’s thought, human nature, chastity, modesty, human dignity, religious guidance, family, and proximity to God constituted the principal foundations of sex education. In Aristotle’s philosophy, virtue, moderation, practical reason, habituation, education of the will, and human flourishing occupied central positions. The core category was identified as “virtue-oriented, chastity-centered, and developmentally responsive sex education.” The proposed model was organized around anthropological, ethical, and teleological foundations, developmental and preventive principles, educational methods, environmental supervision, and complementary cooperation among the family, school, and society. Sex education should be understood as a comprehensive, gradual, ethical, and character-forming process rather than merely the transmission of biological information. Its effectiveness depends on the integration of guided awareness, virtue cultivation, self-regulation, environmental protection, and institutional collaboration. The proposed model can provide a theoretical basis for policymaking, curriculum development, teacher education, school counseling, and sex education programs within Islamic educational systems.

Identifying the Outcomes of Employee Well-Being in Hospitals Affiliated with Mashhad University of Medical Sciences: A Meta-Synthesis Study

Akram Sahraei Dolatkhane iD , Mohammad Reza Rabiei Mandjein ^* iD , Alireza Amirkabiri iD

This study aimed to identify, validate, and prioritize the outcomes of employee well-being in hospitals affiliated with Mashhad University of Medical Sciences. This developmental study employed a descriptive–survey design and a mixed-methods approach. In the qualitative phase, a meta-synthesis was conducted according to Sandelowski and Barroso’s seven-stage framework. The study population comprised scientific articles, books, theses, and other scholarly documents concerning employee well-being outcomes published in reputable national and international databases between 2005 and 2025. Of 241 initially identified sources, 50 relevant studies were purposively selected and analyzed through thematic analysis. The methodological validity of the included studies was assessed using Glynn’s critical appraisal instrument, while coding reliability was examined using Cohen’s kappa coefficient. In the quantitative phase, 16 experts working in hospitals affiliated with Mashhad University of Medical Sciences were purposively recruited. The themes derived from the meta-synthesis were subsequently validated and prioritized through a two-round fuzzy Delphi process. Cohen’s kappa coefficient was 0.759 and statistically significant (p<0.001), indicating satisfactory inter-rater agreement and adequate reliability of the extracted indicators. The integrated meta-synthesis and fuzzy Delphi findings identified five overarching dimensions—individual, occupational, organizational, social, and team-related outcomes—comprising 15 components and 42 indicators. Organizational outcomes received the highest priority, with a defuzzified mean score of 0.721, followed by occupational, team-related, individual, and social outcomes. At the indicator level, reduced organizational cynicism, lower occupational stress, decreased turnover intention, improved hospital performance and patient service delivery, and enhanced employee mental health were among the most strongly endorsed outcomes. Employee well-being is a multidimensional and multilevel construct whose consequences extend beyond individual health to occupational functioning, organizational sustainability, social relationships, and team effectiveness. The resulting framework can support hospital administrators in developing evidence-based human resource policies, allocating resources according to validated priorities, and assessing employee well-being initiatives.

Validation of the Model for Identifying the Competencies Needed by Students Based on the Lived Experiences of International PhD Students

Hiba Mirdan Hammood Shujairi iD , Maryam Taghvaee Yazdi ^* iD , Mohammed Jasim Abdulameer iD , Mahboubeh Sadat Fadavi iD

https://doi.org/10.61838/jtesd.81

The attraction of international students is considered one of the indicators of the development and internationalization of universities. However, the continued presence and academic success of these students requires identifying and addressing the challenges they face. This study aimed to identify the key obstacles facing international PhD students in Iran and provide a model for optimizing their educational experience. This research was conducted with a mixed approach and in two qualitative and quantitative phases. In the qualitative phase, in-depth semi-structured interviews were conducted with 15 international PhD students using a phenomenological method. Qualitative data were analyzed using content analysis and coding in MAXQDA software. In the quantitative phase, the statistical population included all the aforementioned students, 1200 people, of whom 291 were selected as a sample using the Cochran formula using a stratified random sampling method. The research instrument was a 42-item researcher-made questionnaire based on qualitative findings. Quantitative data were analyzed using exploratory and confirmatory factor analysis and structural equation modeling in SPSS and SmartPLS software. Based on qualitative analysis, barriers were categorized into five main dimensions: 1. Structural-administrative barriers (including complexity of administrative processes, inefficiency of the support system, and lack of integration in service provision); 2. Communication-cultural barriers (including language gap, culture shock, and limitations in social interactions); 3. Academic-educational barriers (including mismatch of educational expectations, inadequate quality of supervision, and limited academic resources); 4. Livelihood-welfare barriers (including housing, transportation, and nutrition problems); 5. Psychological-adaptive barriers (including homesickness, intercultural tensions, and psychological stress). The final model based on path analysis showed that structural-administrative and communication-cultural barriers have the most negative impact on the academic experience. The results indicate that the challenges facing international students are multidimensional. The presented model can be a basis for developing operational strategies for universities to transform threats into opportunities and improve the satisfaction and retention of international students.

Responsibilities of the Social Security Organization Regarding the Disability of Insured Persons and the Provision of Medical Services

Ali Kiani , Moin Sabahi Garaghani ^* iD , Tayebeh Balvardi iD

The Social Security Organization, as one of the fundamental pillars of the welfare and social security system, has important duties and responsibilities towards disabled insured persons and provision of medical services to them. Therefore, the aim of the research was examine the responsibilities of the Social Security Organization regarding the disability of insured persons and the provision of medical services. This research was a descriptive-analytical from type of review. In this study, documents related to the disability of insured persons and the provision of medical services to them were examined. Therefore, the method of collecting information was library-based and by referring to documents. The results of the present research showed that the responsibilities of the Social Security Organization regarding the disability of insured persons and the provision of medical services were identified into two sections of the welfare and medical responsibilities of the Social Security Organization regarding the disability of insured persons (with three components of legal and social responsibilities, financial responsibilities and financial payments to insured persons, and executive and moral responsibilities) and the duties of the Social Security Organization regarding the provision of medical services (with five components of providing health and medical services, providing financing and medical expenses, contracting with medical centers and implementing prevention and health promotion programs, monitoring and evaluating the quality of medical services, and supporting and consulting to insured persons). According to the results of this study, improving and promoting the quality of medical services and better insurance coverage during disability is one of the important challenges that requires more attention and planning for the Social Security Organization. Because improving and promoting the responsibilities of the Social Security Organization towards disabled insured persons and provision better and more medical services is an important and fundamental need for disabled insured persons.

A Qualitative Analysis of Barriers to Implementing Problem-Based Learning in Public Schools

Reza Poorghasem , Elham Bayatnejad ^*

The aim of this study was to identify and qualitatively analyze the barriers to implementing problem-based learning (PBL) in Iranian public schools from the perspectives of teachers, principals, and educational experts. This research employed a qualitative approach using inductive content analysis. Participants included 18 teachers, school principals, and curriculum specialists from public schools in Tehran, selected through purposive sampling with maximum variation. Data were collected through semi-structured interviews until theoretical saturation was reached. The data were analyzed using NVivo software through initial coding, concept extraction, categorization of subthemes, and identification of main themes. The results revealed three main categories: "structural and organizational barriers," "individual and attitudinal barriers," and "curriculum and content challenges." Subthemes included lack of resources, overcrowded classrooms, limited instructional time, teacher resistance to change, parental misconceptions, inadequate teaching skills, curriculum-content misalignment, lack of design models, and ineffective assessment methods. These findings provide a comprehensive picture of the multifaceted obstacles hindering PBL implementation in public schools. The study concluded that implementing PBL in Iranian public schools faces complex challenges at structural, individual, and curricular levels. Overcoming these barriers requires educational policy reform, teacher empowerment, infrastructural support, and curriculum redesign to align with active learning paradigms.

Content Analysis of Emotional Intelligence Development Components in Educational Programs

Hossein Abdoli ^*

This study aimed to identify and analyze the components of emotional intelligence development within educational programs through thematic content analysis. This qualitative research employed a thematic analysis method. Data were collected via semi-structured interviews with 18 education experts, curriculum planners, and experienced educators in Tehran. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. Data were coded and analyzed using NVivo software. Credibility was ensured through member checking and peer debriefing. Thematic analysis revealed three main themes: emotional awareness, emotional regulation, and social-emotional skills and empathy. In total, 18 subthemes and numerous open codes were extracted. Findings indicated that emotional intelligence components are mostly embedded implicitly within educational content, lacking a systematic framework. Additionally, the roles of teachers and classroom environments were highlighted as pivotal in fostering emotional development. Developing emotional intelligence in schools requires structured, localized, and evidence-based programs. Enhancing teachers’ emotional skills, designing coherent educational interventions, and fostering emotionally safe school climates are essential strategies to achieve this goal.

Identifying the Components Influencing Moral Education in Primary School Textbooks

Mina Salehi , Akbar Najafi ^*

The objective of this study was to identify the key components influencing moral education in primary school textbooks through a qualitative approach. This research employed a qualitative design using thematic analysis. Data were collected through semi-structured interviews with 19 participants, including elementary school teachers, textbook authors, and educational experts in Tehran. Purposeful sampling was used, and interviews continued until theoretical saturation was achieved. NVivo software was used for data analysis, and themes were extracted through a multi-stage coding and review process. Thematic analysis revealed three major categories: "Representation of Moral Values in Content," "Educational Approaches to Teaching Morality," and "Contextual Factors Affecting Moral Education." Each category comprised several subthemes such as emphasis on individual virtues, use of narrative methods, teacher’s role, textbook structure, cultural diversity, and educational policy constraints. Participants indicated that moral values in textbooks were presented inconsistently, superficially, and lacked systematic integration. Findings suggest that moral education in Iranian primary school textbooks requires content revision, integrated approaches, cultural sensitivity, and teacher empowerment. Future curriculum planning should incorporate moral concepts in a cohesive, experiential, and student-centered manner.

A Qualitative Analysis of the Dimensions of Professional Self-Efficacy in Female Teachers in Rural Areas

Seyed Mostafa Mirbagheri , Nahid Jamali ^* , Parvaneh Rafiei

The objective of this study was to identify and qualitatively analyze the dimensions of professional self-efficacy among female teachers working in rural areas of Iran. This qualitative study was conducted using a thematic analysis approach. Participants included 16 female primary school teachers from rural districts of Tehran Province, selected through purposive sampling. Data were collected via semi-structured interviews and continued until theoretical saturation was reached. Data analysis was performed using NVivo 12 software, following open, axial, and selective coding procedures. The analysis yielded three main themes: "individual self-efficacy," "interpersonal self-efficacy," and "environmental self-efficacy." Subthemes included instructional competence, self-motivation, parental interaction, conflict management, educational resource management, and community engagement. Participants emphasized the importance of lived experiences, communication skills, adaptability, and creativity in fostering their professional self-efficacy. The findings indicate that despite environmental and structural limitations, female teachers in rural areas maintain and enhance their professional self-efficacy by leveraging personal, social, and contextual capacities. These insights can inform supportive policy development, empowerment programs, and educational improvement efforts in underprivileged regions.

Training, Education, and Sustainable Development

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The Role of Stakeholder Participation in Enhancing Sustainable Governance of Higher Education with an Organizational Excellence Approach

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