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Forozanmehr M, Ghasemzadeh K. (2025). Presenting a Technological Learning Model in Iranian Schools Focused on the Emerging Technology of Metaverse. Early Childhood Health And Education. 6(1),
URL: http://jeche.ir/article-1-276-en.html
URL: http://jeche.ir/article-1-276-en.html
1- Ph.D. student of Educational Management, Department of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iran
2- Assistant Professor, Department of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iran
2- Assistant Professor, Department of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iran
Abstract: (567 Views)
Purpose and Background: This study aimed to develop a model for technology-enhanced learning, emphasizing the emerging metaverse technology, within Iranian schools.
Research Method: Employing a qualitative research design, the study targeted a population of educational science and information technology experts. Data were collected through in-depth focus group interviews and analyzed using thematic analysis and grounded theory methodology.
Findings: The findings present a systematic theoretical model identifying causal, strategic, contextual, intervening, and consequential factors. Causal factors include the transformation of teaching and learning processes and the optimization of teacher and administrator performance. Strategic factors encompass the digital revolution in education and innovation and advancements in educational management and instruction. Contextual factors involve educational development, empowerment, evaluation, and improvement of educational progress. Intervening factors include teacher skills development and training, and the establishment of interactive and technological learning platforms. Finally, consequential factors comprise the development and reinforcement of skills and the improvement and optimization of processes.
Conclusion: The study concludes that implementing a technology-enhanced learning model, particularly one emphasizing emerging technologies like the metaverse, can contribute to the advancement and development of the national education system. It is recommended that the proposed model be piloted and, if proven effective and efficient, be generalized for broader implementation.
Research Method: Employing a qualitative research design, the study targeted a population of educational science and information technology experts. Data were collected through in-depth focus group interviews and analyzed using thematic analysis and grounded theory methodology.
Findings: The findings present a systematic theoretical model identifying causal, strategic, contextual, intervening, and consequential factors. Causal factors include the transformation of teaching and learning processes and the optimization of teacher and administrator performance. Strategic factors encompass the digital revolution in education and innovation and advancements in educational management and instruction. Contextual factors involve educational development, empowerment, evaluation, and improvement of educational progress. Intervening factors include teacher skills development and training, and the establishment of interactive and technological learning platforms. Finally, consequential factors comprise the development and reinforcement of skills and the improvement and optimization of processes.
Conclusion: The study concludes that implementing a technology-enhanced learning model, particularly one emphasizing emerging technologies like the metaverse, can contribute to the advancement and development of the national education system. It is recommended that the proposed model be piloted and, if proven effective and efficient, be generalized for broader implementation.
Type of Study: Research |
Subject:
Special
Received: 2024/09/28 | Accepted: 2025/03/21 | Published: 2025/03/21
Received: 2024/09/28 | Accepted: 2025/03/21 | Published: 2025/03/21
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