دانشگاه فرهنگیانTeacher Education Policy2645-77258220260723Evaluating the Educational Literacy of First-Grade Primary School Teachers and Parents: Implications for Policy-Making and Educational PracticesEvaluating the Educational Literacy of First-Grade Primary School Teachers and Parents: Implications for Policy-Making and Educational Practices118509710.48310/edup.2026.20910.1436FAHassanNajafiallameh tabatabaeiMahyasadatNajafizadehMaster's in Curriculum Planning, Islamic Azad University, Qom Branch, Qom, Iran,Journal Article20260214Background and Objectives: This study aimed to evaluate the educational literacy of first-grade primary school teachers and parents and identify its implications for teacher education policy-making and family education.<br />Methods:This descriptive survey was conducted among all first-grade primary school teachers and parents in District 1 of Qom, Iran. Based on Cochran’s formula, 108 teachers and 384 parents were selected through stratified random sampling. Data were collected using a researcher-developed Educational Literacy Questionnaire with established validity and reliability and analyzed using one-sample *t*-tests and analysis of variance (ANOVA).<br />Findings:The mean educational literacy score of teachers was 7.67. Their main weakness was limited familiarity with the philosophy and purposes of education within the Islamic intellectual framework(mean = 5.97),while their greatest strength was effective interaction with parents and school staff(mean = 8.30).Among parents, the mean score was 7.62. Their main weakness was providing opportunities for children to learn religious teachings(mean = 7.04), whereas their greatest strength was monitoring their children’s behavior(mean = 8.74).<br />Conclusion: Teacher education policies should extend beyond instructional competencies to strengthen educational literacy, particularly the philosophy and purposes of education. Likewise, family education policies should be redesigned to empower parents and foster effective home–school partnerships that promote students’ holistic development.Background and Objectives: This study aimed to evaluate the educational literacy of first-grade primary school teachers and parents and identify its implications for teacher education policy-making and family education.<br />Methods:This descriptive survey was conducted among all first-grade primary school teachers and parents in District 1 of Qom, Iran. Based on Cochran’s formula, 108 teachers and 384 parents were selected through stratified random sampling. Data were collected using a researcher-developed Educational Literacy Questionnaire with established validity and reliability and analyzed using one-sample *t*-tests and analysis of variance (ANOVA).<br />Findings:The mean educational literacy score of teachers was 7.67. Their main weakness was limited familiarity with the philosophy and purposes of education within the Islamic intellectual framework(mean = 5.97),while their greatest strength was effective interaction with parents and school staff(mean = 8.30).Among parents, the mean score was 7.62. Their main weakness was providing opportunities for children to learn religious teachings(mean = 7.04), whereas their greatest strength was monitoring their children’s behavior(mean = 8.74).<br />Conclusion: Teacher education policies should extend beyond instructional competencies to strengthen educational literacy, particularly the philosophy and purposes of education. Likewise, family education policies should be redesigned to empower parents and foster effective home–school partnerships that promote students’ holistic development.دانشگاه فرهنگیانTeacher Education Policy2645-77258220260723Barriers to Transition from Face-to-Face Education to Virtual Education: An Insight from the Content Analysis of the Lived Experience of Junior High School TeachersBarriers to Transition from Face-to-Face Education to Virtual Education: An Insight from the Content Analysis of the Lived Experience of Junior High School Teachers512810.48310/edup.2026.23825.1486FAMohammadNikkhahDepartment of Education, Farhangian University, Tehran., IranShahnazValipour Hafshejani,Department of Persian Language and Literature, Farhangian University, Tehran, IranShimaKazemianpourteacher of Secretary of EducationJournal Article20260722The aim of this study was to study the problems and barriers to transition from face-to-face education to electronic education, based on the lived experience of junior high school teachers in Gotvand County.<br />The type of research is applied, its approach is qualitative, and its data collection method is survey, and the data required for the study were collected through semi-structured interviews. The statistical sample of the study was selected purposively (until theoretical saturation was reached) from among junior high school teachers of Persian language and literature in Gotvand County (15 people). The validity of the interview questions was confirmed by six colleagues at Farhangian University. The results obtained from the lived experience of the teachers were extracted with the help of Maxquda10 software for content analysis and basic themes, level 1 and 2 organizers, and comprehensive. The validity of the analyses was reviewed and confirmed in collaboration with four colleagues at Farhangian University.<br />According to the research results, 82 basic themes were extracted inductively, in the form of 14 organizing themes of level 1 and 4 organizing themes of level 2, including human problems (level 1 knowledge, competence and attitude topics), cultural/social , infrastructure material, financial, organizational-administrative), and educational/courseThe aim of this study was to study the problems and barriers to transition from face-to-face education to electronic education, based on the lived experience of junior high school teachers in Gotvand County.<br />The type of research is applied, its approach is qualitative, and its data collection method is survey, and the data required for the study were collected through semi-structured interviews. The statistical sample of the study was selected purposively (until theoretical saturation was reached) from among junior high school teachers of Persian language and literature in Gotvand County (15 people). The validity of the interview questions was confirmed by six colleagues at Farhangian University. The results obtained from the lived experience of the teachers were extracted with the help of Maxquda10 software for content analysis and basic themes, level 1 and 2 organizers, and comprehensive. The validity of the analyses was reviewed and confirmed in collaboration with four colleagues at Farhangian University.<br />According to the research results, 82 basic themes were extracted inductively, in the form of 14 organizing themes of level 1 and 4 organizing themes of level 2, including human problems (level 1 knowledge, competence and attitude topics), cultural/social , infrastructure material, financial, organizational-administrative), and educational/courseدانشگاه فرهنگیانTeacher Education Policy2645-77258220260723A Critical Re-examination of Digital Citizenship Education from the Perspective of the Philosophy of Technology: Implications for Teacher Education Policy in IranA Critical Re-examination of Digital Citizenship Education from the Perspective of the Philosophy of Technology: Implications for Teacher Education Policy in Iran516510.48310/edup.2026.23911.1489FAHamid RezaAthariniaPhD in Curriculum Development, University of Farhangian, Sabzevar, Iran.Journal Article20260625Introduction: This study aimed to critically re-examine digital citizenship education from the perspective of the philosophy of technology and to elucidate its implications for teacher education policy.<br />Methods and Data: This qualitative study employed document analysis. The research data consisted of selected texts on digital citizenship, purposively selected and analyzed through five major approaches in the philosophy of technology. Data were analyzed using qualitative content analysis. <br />Findings: The findings indicated that, within the instrumentalist approach, digital citizenship is largely reduced to a set of skills, and responsible behaviors. In contrast, technological determinism and substantivism emphasize adaptation to the logic of technology and awareness of its consequences, respectively. Postphenomenology conceptualizes digital citizenship as a way of being in a technologically mediated world, in which human perception, identity. From the perspective of critical constructivism, digital citizenship is reconceptualized as a form of critical agency and democratic participation in confronting structures of power, inequality, and algorithmic domination. <br />Conclusion and Discussion: Policy-making for digital citizenship education among pre-service teachers in Iran requires a shift from a purely skills-based approach toward a multilayered, reflective, and critical approach that explicitly incorporates the philosophical foundations of technology into educational and policy decision-making.Introduction: This study aimed to critically re-examine digital citizenship education from the perspective of the philosophy of technology and to elucidate its implications for teacher education policy.<br />Methods and Data: This qualitative study employed document analysis. The research data consisted of selected texts on digital citizenship, purposively selected and analyzed through five major approaches in the philosophy of technology. Data were analyzed using qualitative content analysis. <br />Findings: The findings indicated that, within the instrumentalist approach, digital citizenship is largely reduced to a set of skills, and responsible behaviors. In contrast, technological determinism and substantivism emphasize adaptation to the logic of technology and awareness of its consequences, respectively. Postphenomenology conceptualizes digital citizenship as a way of being in a technologically mediated world, in which human perception, identity. From the perspective of critical constructivism, digital citizenship is reconceptualized as a form of critical agency and democratic participation in confronting structures of power, inequality, and algorithmic domination. <br />Conclusion and Discussion: Policy-making for digital citizenship education among pre-service teachers in Iran requires a shift from a purely skills-based approach toward a multilayered, reflective, and critical approach that explicitly incorporates the philosophical foundations of technology into educational and policy decision-making.دانشگاه فرهنگیانTeacher Education Policy2645-77258220260923Policy-Making for the Logic of Farhangian University Curriculum within the Framework of the Fundamental Reform Document: An Approach to Transformation in Teacher EducationPolicy-Making for the Logic of Farhangian University Curriculum within the Framework of the Fundamental Reform Document: An Approach to Transformation in Teacher Education522010.48310/edup.2026.23868.1487FAAbolghasemFarmaniMaster&#039;s Student in Curriculum Planning, Faculty of Education and Psychology, Shiraz University, Shiraz, Iran.YuonesAkarMaster's Student in E-learning, Faculty of Humanities, Mehr Alborz University, Tehran, Iran.Journal Article20260723Background and Objectives: Despite the Fundamental Reform Document's emphasis on cultivating logical and thoughtful teachers, prior research shows the persistence of memory-oriented approaches in Iran's teacher education curricula. This study analyzed the position of the logic element in Farhangian University's curriculum based on the Document, adopting a policy-oriented approach.Methods: This qualitative study used directed content analysis. The population included the Document and syllabi of six key courses, selected through purposive criterion-based sampling. Data were collected via a researcher-made checklist and analyzed using MAXQDA. Validity was ensured through content auditing and reliability via Scott's Pi coefficient .Findings: The Document defines the logic element as seven interconnected themes: rational, critical, reflective, philosophical, systemic, creative thinking, and insight enhancement. In the curricula, out of 78 references, 44% belonged to internship, while educational psychology (6 references) and educational technology (8 references) had the fewest. Moreover, 67% of references were indirect, and wisdom-orientation and insight enhancement were absent in most courses.Conclusion: Major gap exists between Document and curricula. Reform in evaluation, faculty, and design is needed. Practical strategies offered. Limitations: hidden curriculum access and course focus.Background and Objectives: Despite the Fundamental Reform Document's emphasis on cultivating logical and thoughtful teachers, prior research shows the persistence of memory-oriented approaches in Iran's teacher education curricula. This study analyzed the position of the logic element in Farhangian University's curriculum based on the Document, adopting a policy-oriented approach.Methods: This qualitative study used directed content analysis. The population included the Document and syllabi of six key courses, selected through purposive criterion-based sampling. Data were collected via a researcher-made checklist and analyzed using MAXQDA. Validity was ensured through content auditing and reliability via Scott's Pi coefficient .Findings: The Document defines the logic element as seven interconnected themes: rational, critical, reflective, philosophical, systemic, creative thinking, and insight enhancement. In the curricula, out of 78 references, 44% belonged to internship, while educational psychology (6 references) and educational technology (8 references) had the fewest. Moreover, 67% of references were indirect, and wisdom-orientation and insight enhancement were absent in most courses.Conclusion: Major gap exists between Document and curricula. Reform in evaluation, faculty, and design is needed. Practical strategies offered. Limitations: hidden curriculum access and course focus.دانشگاه فرهنگیانTeacher Education Policy2645-77258220260823A phenomenological exploration into determining the basic skills of teachers' social participation in teacher education policymakingA phenomenological exploration into determining the basic skills of teachers' social participation in teacher education policymaking522210.48310/edup.2026.24110.1494FASetarehMousaviAssistant Professor, Department of Psychology, Shahid Ashrafi Esfahani University, Esfahan, Iran.Journal Article20260522Background and Objectives: Teachers' social participation in teacher education policy-making is, beyond a democratic necessity, a necessary condition for the continuation and realization of educational innovations. However, the lack of social skills among teachers prevents them from playing their professional role in decision-making structures. This article aims to explore the nature of the basic skills of social participation in teacher education policy-making. Method: This research was conducted qualitatively using the phenomenological method. The research population consisted of teachers, for which a purposive sampling method of a quantitative type was used, and interviews were conducted with 13 participants in the research until saturation. Then, the Claise seven-step method was used to analyze the data. Findings and Conclusions: The basic skills of participation in teacher education: cognitive (information literacy and policy research, technological knowledge, analysis of teacher education issues and policies, creative learning , problem-solving skills in teacher education policymaking), emotional (self-control and emotional regulation , sensitivity and understanding of values , research spirit in policy issues, tendency to teamwork and collective participation, self-esteem and professional self-confidence ), and behavioral (critical thinking about teacher education policies, metacognitive skills, self-direction and initiative, social and professional responsibility, listening and conversation skills, technological literacy).Background and Objectives: Teachers' social participation in teacher education policy-making is, beyond a democratic necessity, a necessary condition for the continuation and realization of educational innovations. However, the lack of social skills among teachers prevents them from playing their professional role in decision-making structures. This article aims to explore the nature of the basic skills of social participation in teacher education policy-making. Method: This research was conducted qualitatively using the phenomenological method. The research population consisted of teachers, for which a purposive sampling method of a quantitative type was used, and interviews were conducted with 13 participants in the research until saturation. Then, the Claise seven-step method was used to analyze the data. Findings and Conclusions: The basic skills of participation in teacher education: cognitive (information literacy and policy research, technological knowledge, analysis of teacher education issues and policies, creative learning , problem-solving skills in teacher education policymaking), emotional (self-control and emotional regulation , sensitivity and understanding of values , research spirit in policy issues, tendency to teamwork and collective participation, self-esteem and professional self-confidence ), and behavioral (critical thinking about teacher education policies, metacognitive skills, self-direction and initiative, social and professional responsibility, listening and conversation skills, technological literacy).دانشگاه فرهنگیانTeacher Education Policy2645-77258220260723Developing and Validating a Policy Framework of Student Teachers’ Competencies for Responsible Use of Generative AI in the Practicum ProgramDeveloping and Validating a Policy Framework of Student Teachers’ Competencies for Responsible Use of Generative AI in the Practicum Program522510.48310/edup.2026.24474.1505FAAlirezaAfraM.A. in Educational Psychology, Department of Psychology, Faculty of Humanities, University of Yasouj, Yasouj, IranMohammad RezaFirouziAssociate Professor, Department of Psychology, Faculty of Humanities, University of Yasouj, Yasouj, Iran.AlirezaNajafi KoohjerdiM.A. in Family Counseling, Department of Counseling, Islamic Azad University, Estahban Branch, Estahban, Iran.Journal Article20260913Background and Objectives: This study aimed to develop and validate a competency framework for the responsible use of generative AI by student-teachers in the practicum.Methods: Employing a sequential mixed-methods design, deductive thematic analysis based on the UNESCO framework identified core themes qualitatively. Quantitatively, a panel of 15 experts evaluated content validity using CVR, CVI, and Kendall’s coefficient (w).Findings: The validated framework encompasses 4 dimensions (cognitive-critical, technical-pedagogical, ethical-professional, and agency-identity), 15 organizing themes, and 42 basic themes. Statistical analysis confirmed robust content validity: CVR (0.60–1.00), CVI (0.91–0.96), and Kendall’s <br />w (0.512, p<0.001).Conclusion: Responsible AI integration in clinical practicum requires balancing critical discernment, pedagogy, data ethics, and human teacher agency.Background and Objectives: This study aimed to develop and validate a competency framework for the responsible use of generative AI by student-teachers in the practicum.Methods: Employing a sequential mixed-methods design, deductive thematic analysis based on the UNESCO framework identified core themes qualitatively. Quantitatively, a panel of 15 experts evaluated content validity using CVR, CVI, and Kendall’s coefficient (w).Findings: The validated framework encompasses 4 dimensions (cognitive-critical, technical-pedagogical, ethical-professional, and agency-identity), 15 organizing themes, and 42 basic themes. Statistical analysis confirmed robust content validity: CVR (0.60–1.00), CVI (0.91–0.96), and Kendall’s <br />w (0.512, p<0.001).Conclusion: Responsible AI integration in clinical practicum requires balancing critical discernment, pedagogy, data ethics, and human teacher agency.