http://www.jopre.ir/ New Paradigms in Educational Research en daily 1 Sat, 21 Mar 2026 00:00:00 +0330 Sat, 21 Mar 2026 00:00:00 +0330 http://www.jopre.ir/article_244451.html Introduction and Objective: In the digital age, educational systems have undergone fundamental transformations that have changed the role of the teacher from a "knowledge transmitter" to a "learning experience designer." This study aims to synthesize the findings of previous research in the fields of digital literacy, information literacy, and innovative teaching methods, identify the main components, analyze the challenges faced by teachers, and examine the role of these competencies in teacher effectiveness.Methodology: The present study is applied in terms of purpose and qualitative and descriptive-analytical in terms of data nature, conducted using a library-based (documentary) method.Findings: The findings indicate that digital literacy comprises technical-practical components (searching, content creation, online assessment) and attitudinal components (belief, interest, skill). Innovative teaching methods include group discussion, cooperative learning, problem-solving, activity-based teaching, and personalized teaching. The most significant challenges faced by teachers are classified into three levels: structural (lack of equipment, lack of motivational systems), procedural (40-minute time constraints, sudden technical problems), and individual-attitudinal (fear of technology, low self-efficacy, professional isolation). Furthermore, digital literacy and innovative methods have a positive impact on teachers' creativity, self-confidence, and interaction, but this impact reaches its peak when technology serves participatory and dialogue-oriented methods.Conclusion: Digital literacy is not merely a technical concept but a human and attitudinal construct in which "the teacher's belief in their own ability" plays a central role. Software investment (training and attitude change) is more important than hardware investment, and educational innovation does not necessarily require expensive technologies. Overcoming these challenges requires structural redesign of the educational system, creating professional learning communities, and providing emotional and technical support platforms for teachers. http://www.jopre.ir/article_244453.html Introduction and Objective: With the expansion of artificial intelligence, understanding users' ethical interaction with this technology has become increasingly important. This study, emphasizing the role of moral identity, examines its relationship with AI literacy and the impact of both on ethical behavior in the use of intelligent systems.Research Methodology: The present study employs a library-based method with a descriptive-analytical approach, drawing on sources from moral psychology, AI ethics, Islamic ethical frameworks, and practical guidelines from the intelligence community.Findings: A review of the sources indicates that moral identity (including the internalization of traits such as fairness, honesty, and responsibility) plays a mediating and moderating role in how AI outputs are interpreted, how ethical risks are assessed, and how decisions are made. While AI systems can simulate moral reasoning, they lack genuine moral agency, consciousness, intention (niyyah), and accountability. Contemporary models of ethical-moral intelligence emphasize that effective AI literacy must integrate three dimensions: technical competence, ethical reasoning, and spiritual-moral awareness. Furthermore, frameworks such as the UNESCO Recommendation, the US Intelligence Community's AI Ethics Framework, and Islamic ethical principles (including khilafah, amanah, ‘adl, and niyyah) all underscore the necessity of human accountability, transparency, and justice in the application of AI.Conclusion: Educational transformation in the digital age requires cultivating strong moral identity and comprehensive AI literacy, achieved through integrated approaches, continuous assessment, and the reinforcement of responsibility, leading to ethical engagement and the preservation of human agency. http://www.jopre.ir/article_244454.html Introduction and Objective: The teacher, as the focal element of the teaching-learning process, plays a decisive role in the quality of the educational system. However, many teachers still adhere to traditional methods. This study aims to synthesize the findings of previous research in the field of effective teaching and educational innovation, identify the main components of effective teaching, analyze the barriers to implementing innovative teaching methods, and provide practical solutions.Methodology: The present study is applied in terms of purpose and qualitative and descriptive-analytical in terms of data nature, conducted using a library-based (documentary) method. Four main studies—including field research in disadvantaged schools in Sri Lanka, a review study on innovation in the U.S. educational system, mixed-methods research in Indonesian vocational schools, and a phenomenological study in elementary schools in Tehran—form the basis of the analysis.Findings: Effective teaching has six main components: the teacher's moral and personality characteristics, specialized characteristics, teaching skills, educational assessment, psychological responsiveness, and classroom management. The barriers to implementing innovative teaching methods are classified into three categories: structural (lack of effective time, lack of specialized spaces, test-oriented policies), human (lack of continuous professional development opportunities, gap between theory and practice, resistance to change, reduced student motivation), and technological (lack of hardware and infrastructure, low teacher competency, technocentrism syndrome).Conclusion: Practical solutions include improving teaching methods and teacher-student relationships (teacher level), creating a professional learning culture and lesson study at school (school level), and providing infrastructure, revising the curriculum, and changing the teacher evaluation system from a supervisory-punitive approach to a developmental-supportive one (educational system level). http://www.jopre.ir/article_245327.html Introduction and Objective: This study aims to investigate the impact of economic globalization on social justice and environmental well-being in developed and developing countries, given concerns about the unfair distribution of benefits, widening income gaps between North and South, and environmental degradation. Research Methodology: The present study is classified as descriptive-analytical research in terms of method. The required data were collected using a documentary (library) method by reviewing written and digital sources.Findings: The findings indicate that economic globalization has dual consequences. On the one hand, increased foreign investment, economic growth, and technology transfer can lead to improved living standards and public welfare. On the other hand, unfair distribution of benefits, widening income gaps between North and South countries, reduced job security for low-skilled workers, and environmental degradation are among its negative consequences. In the field of environmental well-being, the results of empirical studies show that in developed countries, due to access to clean technologies, efficient institutions, and advanced environmental standards, globalization has a positive effect after crossing a certain threshold. However, in developing countries, due to technical, financial, and regulatory constraints, this effect remains negative. Factors such as the level of economic development, quality of governance, human capital, technological capacity, and environmental regulations play a decisive role in the differences in the consequences of globalization.Conclusion: Economic globalization is neither inherently good nor bad; Benefiting from globalization requires strengthening institutions, developing clean technologies, improving education, and implementing sustainable development policies. http://www.jopre.ir/article_246044.html Introduction and Objective: The present study aims to explain the concept of unjustified estifay, examine its types, and analyze the effects and rulings of this institution in Iranian judicial practice. Research Methodology: The present study was conducted using a descriptive-analytical method and using library resources. The required data were collected through the study of books, scientific articles, jurisprudential and legal sources, relevant laws and regulations, and judicial opinions, and then examined using the content analysis method.Findings: The research findings showed that unjust enrichment in Iranian law refers to a situation in which a person benefits from another person’s property, benefit, or action without any legal or legitimate reason, and as a result, his or her assets are increased. It was also found that enrichment in Iranian law is mainly divided into two types: enrichment from another person’s property and enrichment from another person’s action. A review of judicial practice also showed that courts, citing the rules of enrichment and unjust enrichment, oblige the beneficiary to pay restitution, return property, or compensate for the benefits obtained. In addition, the results indicate that despite the practical acceptance of this institution in judicial practice, the lack of independent and comprehensive regulations has led to some interpretative differences in determining the conditions for its realization and legal effects. Conclusion: Anticipating effective performance guarantees for cases of unjustified acquisition is considered one of the important tools for realizing restorative justice in Iranian law and judicial practice, and can play a significant role in compensating for damages, protecting the rights of individuals, and preventing unjustified acquisition. http://www.jopre.ir/article_247478.html Introduction and goal: The banking industry has faced unprecedented cyber threats with the digitalization of financial services. Over 88% of data breaches in financial organizations stem from human error. Zero Trust architecture has emerged as a modern security paradigm, but its successful implementation is not merely a technical project—it requires cultural transformation and employee engagement. This study aims to investigate and explain the role of bank staff training in the successful implementation of Zero Trust architecture for protecting sensitive customer data.Research methodology: This qualitative research employs a systematic review and content analysis approach. Sources include reputable academic papers, reports from international security institutions and domestic research in Iran’s banking sector.Findings: Bank staff training is essential at four levels: basic Zero Trust principles for all employees, technical training (multi-factor authentication and access management) for IT teams, behavioral training (security culture and incident reporting) for everyone, and attack simulations (phishing and social engineering) for practical assessment. Key challenges include cultural resistance, time and resource constraints, varying levels of digital literacy among staff, and the need for continuous training. Practical solutions include periodic workshops, Learning Management Systems (LMS), periodic assessments and testing, a balanced reward and penalty system, and establishing a Computer Security Incident Response Team (CSIRT).Conclusion: Successful Zero Trust implementation in banks requires a comprehensive, multi-layered approach to training. Investing in employee training is not an additional cost but a critical necessity. The proposed six-phase model (preparation, basic training, technical training, behavioral training, simulation, and stabilization & improvement) can establish a sustainable security culture in banks and significantly reduce human errors.