نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه مدیریت آموزشی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
2 گروه علمی مدیریت آموزشی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This study aimed to design a futures-oriented policy-making model for education in Iran, based on the Phoenix approach (civilizational regeneration). The research employed a qualitative-integrative foresight methodology. Initially, the Futures Triangle method was applied to identify resistant pasts, emerging present trends, and possible futures. Subsequently, Causal Layered Analysis (CLA) was used to explore the educational system through discursive, structural, worldview, and myth/metaphor layers. Structural analysis using MICMAC software was conducted to identify key driving forces, and actor analysis was performed using the MACTOR method. The statistical population consisted of 15 purposively selected experts in education, futures studies, and educational policy-making. Findings revealed that the most influential drivers include educational equity gaps, generational-cultural shifts, exam-centrism, and technological transformations. Moreover, actors such as the Ministry of Education, the Supreme Council of the Cultural Revolution, and media organizations possess the highest degrees of influence and interdependence. The proposed model, inspired by the metaphor of the Phoenix, presents a regenerative framework for identity-based, institutional, and civilizational transformation in Iran’s educational policy-making system
کلیدواژهها [English]
)