Philosophical Explanation and Analysis of the Dimensions, Components, and Indicators of Educational Competence of Student-Teachers at Farhangian University during the COVID-19 Pandemic Based on E-Learning
Keywords:
virtual education index, components, dimensions, e-learning, CompetencyAbstract
This study aimed to identify, explain, and philosophically analyze the dimensions, components, and indicators of educational competence of student-teachers at Farhangian University in the context of e-learning during the COVID-19 pandemic. This research employed a qualitative design using content analysis and thematic analysis. Data were collected through semi-structured interviews with 10 faculty members of Farhangian University, focus groups, written responses, and a document review of key educational policy documents such as the Fundamental Transformation Document of Education and the National Curriculum. Participants were selected through snowball sampling until theoretical saturation was reached. The data analysis process was carried out in three stages: open coding, axial coding, and selective coding, followed by the extraction and revision of main and sub-themes. The results indicated that the educational competencies of student-teachers can be categorized into five main dimensions: general competencies (e.g., teaching life skills and digital citizenship), technological competencies (including digital literacy and the use of emerging technologies), communication competencies (such as effective interaction and peer-level communication with students), instructional strategies and facilitation competencies (e.g., problem-based learning and personalized learning), and individual competencies (including flexibility, innovation, and lifelong learning). These findings highlight the need for a multidimensional perspective in teacher education under e-learning conditions. The study concludes that the development of student-teachers’ educational competencies requires a comprehensive and integrative approach encompassing professional, individual, social, and technological dimensions. This necessitates revising teacher education programs, ensuring educational equity in access to digital technologies, and fostering lifelong learning among future teachers.
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