Volume 4, Issue 2 (June 2025)
IJER 2025, 4(2): 1-14 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Khalili N, Heidari M H, Saadatmand Z. (2025). Educational Implications of Self-Governance Concept in Teachings of Imam Ali (AS): Improving Social Wellbeing and Validating It. IJER. 4(2), 1-14.
URL: http://ijer.hormozgan.ac.ir/article-1-316-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-316-en.html
1- PhD Student, Department of Philosophy of Education, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Associate Professor of Philosophy of Education, Faculty of Educational Sciences and Psychology, Isfahan University, Isfahan, Iran ,mhhedari1354@gmail.com
3- Associate Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Associate Professor of Philosophy of Education, Faculty of Educational Sciences and Psychology, Isfahan University, Isfahan, Iran ,
3- Associate Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Abstract: (1583 Views)
Objective: This research endeavors to elucidate the educational implications of the self-management paradigm as delineated in the teachings of Imam Ali (AS), particularly in relation to enhancing social wellbeing and its subsequent validation.
Methods: The methodological framework employed is a mixed-methods design, encompassing two qualitative phases characterized by content analysis utilizing a deductive categorization schema, alongside a quantitative validation phase employing the Lawshe's consensus coefficient. The qualitative scope of this investigation encompassed all texts pertinent to Imam Ali's (AS) teachings on self-management, adopting a purposive sampling approach, whereas the quantitative segment engaged 11 university professors and specialists. In the qualitative analysis of the data, a coding methodology was implemented, while the quantitative segment involved the validation and endorsement of the perspectives of university professors and experts through the Lawshe's consensus coefficient.
Results: The findings from the content analysis regarding the educational implications of the self-governance concept in Imam Ali's (AS) teachings, with an emphasis on social health, revealed 27 educational rationales, among which the most salient include the intrinsic value of the educator and trainee's personality, the aspiration for autonomy and independent thought, the enactment of human agency across the triad of individual, social, and divine responsibilities for the attainment of success, prosperity, and self-actualization, as well as the emphasis on oversight and social health, and the selection of appropriate mechanisms and effective time management to foster the social and mental well-being of educators and trainees.
Conclusions: The results predominantly illustrate the pedagogical implications of the principle of self-governance as articulated in the doctrines of Imam Ali (AS) and substantiate its significance in enhancing societal well-being.
Methods: The methodological framework employed is a mixed-methods design, encompassing two qualitative phases characterized by content analysis utilizing a deductive categorization schema, alongside a quantitative validation phase employing the Lawshe's consensus coefficient. The qualitative scope of this investigation encompassed all texts pertinent to Imam Ali's (AS) teachings on self-management, adopting a purposive sampling approach, whereas the quantitative segment engaged 11 university professors and specialists. In the qualitative analysis of the data, a coding methodology was implemented, while the quantitative segment involved the validation and endorsement of the perspectives of university professors and experts through the Lawshe's consensus coefficient.
Results: The findings from the content analysis regarding the educational implications of the self-governance concept in Imam Ali's (AS) teachings, with an emphasis on social health, revealed 27 educational rationales, among which the most salient include the intrinsic value of the educator and trainee's personality, the aspiration for autonomy and independent thought, the enactment of human agency across the triad of individual, social, and divine responsibilities for the attainment of success, prosperity, and self-actualization, as well as the emphasis on oversight and social health, and the selection of appropriate mechanisms and effective time management to foster the social and mental well-being of educators and trainees.
Conclusions: The results predominantly illustrate the pedagogical implications of the principle of self-governance as articulated in the doctrines of Imam Ali (AS) and substantiate its significance in enhancing societal well-being.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/10/12 | Accepted: 2024/12/17 | Published: 2025/06/1
Received: 2024/10/12 | Accepted: 2024/12/17 | Published: 2025/06/1
References
1. Afsharmanesh, M., & Nozari, M. (2021). Guidelines for Cooperation between Home and School in Line with the Reinforcement of Religious Education of Elementary Students. Research in Islamic Education and Training, 1(4), 7-30. [DOI:10.22034/riet.2021.8704.1040]
2. Badieian, R., Najafi, M., & Heydari, M. H. (2019). Analyzing the status of autonomy in the fundamental document on the development of education. Research in Islamic Education Issues, 27(42), 161-185.
3. Behzadi Soufiani, L., Ahangari, S., & Saeidi, M. (2023). The Effect of the Model Contingent Teaching on Improving Iranian EFL Learners' Writing Self-Regulation Strategies. Iranian Evolutionary Educational Psychology Journal, 5(1), 118-134. [DOI:10.52547/ieepj.5.1.118]
4. Cleary, T., Zhang, R., Russo, M. R., & Slemp, J. (2024). A systematic review of the self-regulation strategy inventory (SRSI): Uses, applications and psychometric characteristics. School psychology review, 1-20. [DOI:10.1080/2372966X.2024.2344107]
5. Cohen, G., & Cohen, A. (2024). Mapping educators' insights of student problem-solving difficulties while implementing video-assisted self-regulated learning training in classrooms. European Journal of Open, Distance & E-Learning, 26. [DOI:10.2478/eurodl-2024-0005]
6. Dast Mard, M., Safaei Moghadam, M., Pak Seresht, M. J., & Shehni Yaeelagh, M. (2013). Survey of theoretical foundation of self-efficacy as an educational aim. Foundations of Education, 2(2), 17-38. [DOI:10.22067/fe.v2i2.16271]
7. Dignath, C., & Veenman, M. V. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning-Evidence from classroom observation studies. Educational Psychology Review, 33(2), 489-533. [DOI:10.1007/s10648-020-09534-0]
8. Faridizad, F., Heidari, M.-H., & Neyestani, M.-R. (2020). A Study of the Relationship between Dialog-Centeredness in the Family and Autonomy of Children and its Educational Explanation. The Women and Families Cultural-Educational, 14(49), 7-23.
9. Johnson, E., Masser, J. S., & Spears, L. (2023). Self-regulated learners: A comprehensive, translational framework for students with learning disabilities. Exceptionality, 31(1), 52-68. [DOI:10.1080/09362835.2021.1938063]
10. Mallahi, O. (2024). Exploring the Status of Self-Regulated Strategies and Self-Efficacy Beliefs in Learning English Grammar among Iranian EFL Learners. Iranian Journal of Educational Research, 3(3), 93-112.
11. McClelland, M., Geldhof, J., Morrison, F., Gestsdóttir, S., Cameron, C., Bowers, E., . . . Grammer, J. (2018). Self-regulation. Handbook of life course health development, 275-298. [DOI:10.1007/978-3-319-47143-3_12]
12. Naderi, K., Neshatdoost, H., & Talebi, H. (2019). The Effect of Self-Regulation Strategies Training on Happiness in Students: Gender Comparison. Positive Psychology Research, 5(1), 41-54. [DOI:10.22108/ppls.2019.113369.1544]
13. Nikrouy, F., Mohammadi, K., & Samavi, S. A. (2025). Structural relationship model of basic psychological needs with intimate partner violence: the mediating role of gender discrimination and self-esteem. Journal of interpersonal violence, 40(5-6), 1387-1411. [DOI:10.1177/08862605241259415]
14. Nikvarz, T., & Yazdanpanah, L. (2015). Relationship between Social Factors and Social Health among Students of Shahid Bahonar University of Kerman. Journal of Applied Sociology, 26(3), 99-116. https://jas.ui.ac.ir/article_18405_ea81fef3943dcf3a42621a2bb8d24def.pdf
15. Sabouri, H., Samavi, A., & Amir Fakhraei, A. (2020). Comparison the effectiveness of acceptance and commitment therapy and compassion focused therapy on the quality of life and tendency to betray in married students with tendency to infidelity. Iranian Evolutionary Educational Psychology Journal, 2(3), 184-199. [DOI:10.29252/ieepj.2.3.184]
16. Samavi, S. A. (2022). Positive psychology studies in education. In (Vol. 13, pp. 845199): Frontiers Media SA. [DOI:10.3389/978-2-88974-683-5]
17. Samavi, S. A., Samavi, S. A., & Hashemipoor, S. (2023). Presenting a causal model of academic vitality based on academic attitudes Emotional self-regulation and positive youth development. Journal of Educational Psychology Studies, 20(49), 121-103.
18. Shahryary, R., Hashemipaykar, R., & Diba, H. (2019). The Genre of Moral Though in Nahj al-Balagha and its Educative Implications. Revelatory Ethics, 8(2), 27-48. https://ethics.isramags.ir/article_92602_bd249d8471a803dc55cef9d13954ffb8.pdf
19. Touchton, M., & Wampler, B. (2014). Improving social well-being through new democratic institutions. Comparative Political Studies, 47(10), 1442-1469. [DOI:10.1177/0010414013512601]
20. Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. N., . . . Dignath, C. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and learning, 19(1), 381-419. [DOI:10.1007/s11409-024-09374-1]
21. Zamora, Á., Súarez, J. M., & Ardura, D. (2018). A model of the role of error detection and self-regulation in academic performance. The Journal of Educational Research, 111(5), 595-602. [DOI:10.1080/00220671.2017.1349072]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
