اداره کل فرهنگ و ارشاد اسلامی استان خراسان جنوبی مطالعات فرهنگی اجتماعی خراسان 2676-6116 19 2 2025 02 19 A Comparative Study and Development of a Contextualized Model for Marital Stability Among Couples with and Without Children: The Case of Mashhad پژوهش تطبیقی و ارائه ی مدل بومی دلایل پایداری زندگی زناشویی زوجین دارای فرزند و بدون فرزند (مورد مطالعه: شهر مشهد) 9 48 218765 10.22034/fakh.2025.499669.1708 FA بیتا باقری فام دانشجوی دکتری جامعه‌شناسی اقتصادی و توسعه، واحد قوچان،دانشگاه آزاد اسلامی، قوچان، ایران 0009-0003-5572-505X احمد صادقی استادیار علوم اجتماعی، واحد قوچان، دانشگاه آزاد اسلامی، قوچان، ایران 0000-0001-6186-808X مسعود ایمانیان اردبیلی استادیار علوم اجتماعی، واحد قوچان، دانشگاه آزاد اسلامی، قوچان، ایران 0000-0001-7430-788X Journal Article 2025 01 23 Introduction The evolving structure of the family in contemporary societies—particularly the shifting patterns of marriage and childbearing—has underscored the need to re-evaluate the factors influencing the sustainability of married life. In recent years, rising divorce rates, delayed marriages, and a declining desire to have children have brought renewed attention to the quality and longevity of marital relationships. Within this context, the concept of marital sustainability—encompassing the continuity, commitment, satisfaction, and cohesion of a couple’s relationship—has emerged as a key indicator in the analysis of family dynamics. While prior research has primarily focused on individual factors such as personality traits, communication skills, or economic status, this study adopts a more integrative approach. It seeks to explore the combined impact of individual, social, and structural variables on marital sustainability. A central aspect of this research is the comparison between couples with children and those without, aiming to illuminate the role of parenthood in the endurance of marital bonds. Furthermore, the study considers the influence of gender and educational background to help build a more comprehensive and nuanced model. The primary goal of this study is to develop a localized framework for understanding marital sustainability and to address the critical question: What factors contribute to the stability and quality of marital relationships under the current social conditions in Iran? It also aims to identify the differences in sustainability factors between couples with and without children, and to assess the roles of gender and income in shaping these dynamics. Methodology This study employs a mixed-methods approach, integrating both qualitative and quantitative techniques to provide a comprehensive understanding of marital sustainability among couples. In the qualitative phase, thematic analysis was utilized to explore the lived experiences of couples. Semi-structured interviews were conducted with 38 couples who had been married for over ten years, including both those with and without children. Participants were selected through purposive and snowball sampling methods, ensuring a diverse and relevant sample. For the quantitative phase, a structured questionnaire was administered to assess the proposed model of the study, which included indicators to measure individual, social, communication, and economic factors. The questionnaire was completed by 300 individuals who had been married for over ten years, experienced dissatisfaction in their marital life, yet remained in the marriage and sought counseling at family counseling centers. In the qualitative analysis, MAXQDA software was employed, while for the quantitative data, PLS and SPSS 20 software were used. The combination of both methods facilitated a more in-depth and multi-dimensional exploration of marital sustainability, enabling the identification of nuanced factors and the complex interactions between variables that could not be fully captured through quantitative analysis alone. Findings The study's findings indicate that marital sustainability is influenced by a range of interconnected factors, which can be analyzed across three levels: individual, interactive, and structural. At the individual level, communication skills, conflict management abilities, emotional and psychological investments, and religious and value-based beliefs were found to play pivotal roles. Couples who exhibited higher levels of self-awareness, mutual acceptance, and effective problem-solving abilities tended to experience more stable and satisfying relationships. At the interactive level, factors such as positive role models from the family of origin, shared goals, active participation in decision-making, and the equitable distribution of family responsibilities were identified as key influences on marital longevity. Moreover, the role of children in enhancing family cohesion and commitment to the relationship was particularly significant for couples with children. The data revealed that couples with children demonstrated higher levels of marital sustainability compared to those without, although this did not necessarily correlate with higher levels of marital satisfaction. At the structural level, social support, economic status, employment, education, and the availability of counseling and educational resources were found to significantly impact relationship quality. Additionally, notable differences in marital sustainability were observed between gender and educational groups. These results underscore the importance of designing supportive and educational policies aimed at enhancing marital quality within Iranian society. Discussion and Conclusion The findings of this study suggest that marital sustainability is a multifaceted concept influenced by the complex interplay of individual characteristics, family interaction patterns, and societal structural conditions. The results indicate that focusing solely on individual or economic factors fails to provide a comprehensive understanding of marital sustainability. Rather, it is essential to consider the broader interactive dynamics, cultural attitudes, and value systems that shape marital relationships. A significant insight from the study is the mediating role of childbearing in promoting commitment and relationship continuity. However, while children may contribute to the stability of a marriage, their presence does not automatically result in higher marital satisfaction. In fact, in the absence of effective communication skills, having children may exacerbate marital pressures. This highlights the importance of addressing communication dynamics in relationship sustainability. Additionally, the study found gender differences in perceptions of commitment and marital satisfaction, underscoring the need for gender-sensitive approaches when examining marital dynamics. These findings emphasize the importance of incorporating gender-focused perspectives in future research on marital sustainability. The model proposed in this study, which includes components such as interactive skills, value beliefs, institutional support, and economic status, offers a valuable framework for understanding marital sustainability in the context of Iranian society. This local model could serve as a foundation for future research in this area. It is recommended that educational programs for couples, particularly in areas such as communication skills, conflict resolution, and financial planning, be integrated into the agendas of cultural and social institutions. These programs could play a crucial role in improving marital quality. Furthermore, future studies should explore the influence of cultural and ethnic diversity within Iran, allowing for the development of more refined and contextually relevant models of marital sustainability. صاحبنظران ادامه‌ی زندگی مشترک و کیفیت زندگی را انعکاسی از خواستهها، امیدها و انتظارات افراد در ارتباط با شرایط کنونی و آینده میدانند. پژوهش حاضر، با رویکرد علّی، درصدد واکاوی و دستیابی به مدل بومی پایداری زندگی مشترک در زوجین دارای فرزند و بدون فرزند با ده سال سابقه‌ی زندگی مشترک است. تحقیق حاضر به روش آمیخته و از نوع تطبیقی کمّی میباشد. حجم نمونه‌ی تحقیق در بخش کیفی شامل 38 نفر و در بخش کمی 150 نفر را شامل می‌شود که براساس روش نمونهگیری گلوله‌برفی و نمونه‌گیری هدفمند انجام شده است؛ افرادی از مناطق ۵، ۹ و ۱۱ مشهد که با وجود عدم رضایت از زندگی زناشویی همچنان در ازدواجشان پایدار هستند. داده‌ها با بهره‌گیری از مصاحبه و پرسش‌نامه گردآوری شده است. برای تجزیه و تحلیل دادهها در بخش کیفی از روش تحلیل مضمون (تماتیک) با کمک نرم‌افزار مکس کیودا و در بخش کمّی از نرم‌افزار PLS استفاده شد. یافته‌های تحقیق نشان می‌دهد که متغیرهای مشترک به عنوان دلایل پایداری زندگی در هر دو مدل زوجین دارای فرزند و بدون فرزند عبارت‌اند از: بحران ارزشی، کنش متقابل، مشکلات اقتصادی، گذشت و بخشش، تعهد و تبادلات اجتماعی؛ و تفاوت هر دو مدل تحت‌تأثیر فرزند‌آوری یا ساخت اجتماعی ناشی از عدم حضور فرزند در خانواده است.

http://www.farhangekhorasan.ir/article_218765_e50eb80672a10322638a22d5223ec264.pdf

اداره کل فرهنگ و ارشاد اسلامی استان خراسان جنوبی مطالعات فرهنگی اجتماعی خراسان 2676-6116 19 2 2025 04 22 A Phenomenological Study of Elementary School Teachers' E-Learning Experiences: The Case of Birjand تحلیل پدیدارشناسانه از تجربیات معلمان دوره‌ی ابتدایی در آموزش الکترونیکی (مورد مطالعه: شهر بیرجند) 49 78 217592 10.22034/fakh.2025.496257.1702 FA هادی براتی استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه بیرجند، بیرجند، ایران 0000-0002-9677-4224 ملیحه حسین زاده دانش‌آموخته کارشناسی ارشد برنامه‌ریزی درسی دانشگاه آزاد اسلامی واحد فردوس، ایران Journal Article 2024 12 27 Introduction Education today is a vital aspect of individuals' lives and a key determinant of their success or failure. Across the globe, societies prioritize their educational systems based on contextual needs, acknowledging that education is essential not only for individual development but also for the survival and progress of nations (Iqbal, Atay, & Savitskaya, 2023). As a foundational element of societal advancement, education plays a critical role in shaping social structures and nurturing future generations through the transmission of knowledge (Lewellen, 2002). In recent decades, research has pointed to a significant shift in epistemological frameworks and learning paradigms (Barati & Khobchehre, 2022). These transformations have led to a reconsideration of traditional pedagogical methods and the integration of innovative teaching approaches (Ermetov, Sobirjonov, & Maxsudov, 2023). Among these innovations, e-learning has emerged as a promising avenue for enhancing educational access and effectiveness. As a result, many educational systems worldwide have embraced digital learning to improve efficiency and adaptability (Robinson & Hullinger, 2008). In Iran, however—particularly at the elementary school level—e-learning remains a relatively new and evolving practice. This modality has introduced a range of challenges for teachers, students, and parents. Despite the passage of six years since the onset of the COVID-19 pandemic, seasonal school closures persist, and the quality of virtual education remains suboptimal. Studies highlight persistent issues such as limited technological infrastructure, inadequate internet connectivity, insufficient training for online teaching, and diminished opportunities for student social interaction (Gorgani & Dehghani, 2021; Barati et al., 2022). Given the ongoing global crises—including economic instability, energy shortages, environmental degradation, emerging diseases, and educational inequities—there remains a strong possibility of continued or renewed dependence on e-learning. In this context, a phenomenological analysis of elementary school teachers' experiences with e-learning in Birjand can offer valuable insights into the unique challenges and opportunities associated with this educational format. This study aims to explore the multifaceted obstacles encountered by elementary educators in Birjand during the implementation of e-education. Using a qualitative phenomenological approach, it examines teachers’ lived experiences and perceptions, focusing on five key domains: technical and skill-related challenges, infrastructural shortcomings, policy and management issues, psychological and physical impacts, and socio-cultural influences (Adedoyin & Soykan, 2023). The findings emphasize the need for strategic, systemic interventions to address these challenges. As e-learning continues to play an integral role in modern education, understanding and overcoming its limitations will be critical to improving educational quality and ensuring equitable access for all learners (Li, Zhang, & Piper, 2023). Methodology This study adopted a qualitative research approach, employing the phenomenological method to gain a deep understanding of participants' lived experiences and the meanings they assign to those experiences. Phenomenology, as a qualitative methodology, focuses on the subjective interpretation of human experiences and the exploration of how individuals perceive and make sense of their realities. This approach also allows for an examination of the cultural and social contexts that shape those experiences. The study population included all elementary school teachers in Birjand. Through purposive sampling, 18 teachers who had demonstrated notable success in implementing e-learning were selected as participants. Selection criteria included a minimum of five years of teaching experience, at least one year of experience in virtual education, familiarity with e-learning methodologies, and a willingness to participate in the study. Data were collected through semi-structured interviews. Prior to each interview, participants were informed about the study’s purpose and ethical considerations to obtain their informed consent. A structured interview protocol was developed and shared with participants in advance, outlining the study objectives, research questions, and key discussion points. Interviews were conducted in person and lasted approximately 25 to 30 minutes each. Data collection continued until theoretical saturation was achieved after the 18th interview. To enhance reliability, each interview was conducted by a team of two researchers, both of whom were present during every session. In addition to taking detailed notes, the interviews were audio-recorded with participants’ permission. The recordings were transcribed verbatim, and each transcript was carefully reviewed multiple times to ensure accuracy. The transcribed data were then imported into MAXQDA software for coding and analysis. To ensure the validity of the coding process, the extracted codes were shared with the interviewees for member checking, allowing them to confirm whether the codes accurately reflected their intended meanings. Based on participant feedback, some codes were revised or removed. Furthermore, confirmability of the research findings was assessed through a peer debriefing session with a research colleague, during which necessary revisions were made. To ensure coding consistency and enhance reliability, the study utilized Denzin’s (1970) triangulation method. Three selected interviews were independently coded by three different researchers, and their results were compared based on the midpoint rule to identify and address discrepancies. Findings The semi-structured interview data underwent a multi-phase coding process. In the initial stage, 105 preliminary codes were identified. After eliminating duplicates, 92 unique open codes were extracted. During the second phase, these open codes were organized into 15 axial codes based on thematic similarities. In the final phase, a comprehensive review of both open and axial codes led to the emergence of five overarching selective codes that represent the key dimensions of the participants’ experiences: Technical and skill-based challenges Infrastructure and support challenges Policy and management challenges in e-learning Psychological and physical challenges Cultural and social challenges Discussion and Conclusion This study explored the challenges faced by elementary school teachers in Birjand in implementing e-learning, focusing on five key dimensions. From an infrastructural standpoint, inadequate access to high-speed internet and frequent technical issues emerged as significant barriers, adversely affecting the quality of online education. In terms of skills, teachers often lacked the necessary competencies to produce digital content and remained reliant on traditional instructional methods, limiting opportunities for interactive learning. Managerial challenges were also prominent, including ineffective policymaking, the absence of monitoring systems, and concerns regarding data security. Psychological and physical issues—such as reduced social interaction and ergonomic discomfort—further diminished teacher productivity and engagement. Moreover, the adoption of e-learning in Birjand’s elementary schools remains in its nascent stages, with limited institutional experience and preparedness. These findings are consistent with prior research and highlight the urgent need to strengthen digital infrastructure, build teacher capacity, formulate supportive policies, and address the psychological well-being of educators. Based on the results, several recommendations are proposed: implementing comprehensive training programs to enhance teachers' technical and pedagogical skills; improving the availability and quality of e-learning tools and platforms; establishing effective management and support structures; and promoting digital literacy among elementary school teachers in Birjand. با پیشرفت‌ فناوری‌‌های آموزشی و ضرورت استفاده از آموزش الکترونیکی، معلمان در فرایند آموزش با مشکلات و چالش‌های متعددی مواجه هستند که کیفیت یادگیری دانش‌آموزان را تحت‌تأثیر قرار می‌دهد؛ با توجه به اهمیت این موضوع، در مقاله‌ی حاضر برآنیم تا چالش‌های آموزشی معلمان دوره‌ی ابتدایی شهر بیرجند در آموزش الکترونیکی را شناسایی کنیم. این پژوهش، از نظر هدف، کاربردی و، از نظر روش، کیفی از نوع پدیدارشناسی است. جامعه‌ی آماری شامل تمام معلمان دوره‌ی ابتدایی شهر بیرجند در سال تحصیلی 140۲-140۳ است که با استفاده از قاعده‌ی اشباع نظری و روش نمونه‌گیری هدفمند 18 نفر به ‌عنوان شرکت‌کننده انتخاب شدند. برای جمع‌آوری داده‌ها از روش مصاحبه‌ی نیمه‌ساختاریافته استفاده شد و فرایند انجام مصاحبه‌ها تا اشباع نظری ادامه یافت. روایی ابزار اندازه‌گیری با استفاده از روش توافق کدگذاران (90/0) مورد تأیید واقع شد. نتایج پژوهش نشان می‌دهد چالش‌های آموزشی معلمان دوره‌ی ابتدایی شهر بیرجند در آموزش الکترونیکی در قالب 92 کد باز، 19 کد محوری و 5 انتخابی (مهارتی و فنی، زیرساختی و پشتیبانی، سیاست‌گذاری و مدیریت آموزش الکترونیکی، روانی ـ جسمانی و چالش‌های فرهنگی ـ اجتماعی) طبقه‌بندی می‌گردد؛ همچنین، نرخ تکرار کدهای گزارش‌شده‌ی نتایج نشان‌دهنده‌ی این امر است که مهم‌ترین چالش آموزش الکترونیکی معلمان دوره‌ی ابتدایی شهر بیرجند فقدان مهارت‌های فنی و تخصصی و عدم تجربه لازم برای برنامه‌ریزی و اجرای دوره‌های آموزش الکترونیکی بود؛ با توجه به چالش‌های مذکور، ضروری است سیاست‌گذاران، نهادهای آموزشی و جوامع محلی برای حمایت معلمان دوره‌ی ابتدایی اقدام کنند تا کیفیت آموزش الکترونیکی بهبود یابد و تجربه‌ی یادگیری مثبت‌تری برای دانش‌آموزان فراهم شود. این مسئله نیازمند تحقیقات بیشتری است تا راهکارهای مؤثری برای غلبه بر این چالش‌ها شناسایی شود و منابع جدیدی برای کمک به معلمان فراهم گردد.

http://www.farhangekhorasan.ir/article_217592_c7d9b7567345c04762686dfa71e7187d.pdf

اداره کل فرهنگ و ارشاد اسلامی استان خراسان جنوبی مطالعات فرهنگی اجتماعی خراسان 2676-6116 19 2 2025 04 22 The Role of Arabs and Indigenous People in the Spread of Islam in Khorasan and Transoxiana in the Early Islamic Centuries نقش اعراب و بومیان در گسترش اسلام در خراسان و ماوراءالنهر در قرون اول تا سوم هجری 79 108 219436 10.22034/fakh.2025.510171.1719 FA مسعود بهرامیان استادیار گروه تاریخ، دانشکده ادبیات و علوم انسانی، دانشگاه بیرجند، ایران 0009-0009-3404-3635 محمود نیکو دانش آموخته کارشناسی ارشد تاریخ؛ گرایش ایران اسلامی، دانشگاه خوارزمی، ایران 0009-0009-3404-3635 احمد نظارتی زاده استادیار تاریخ اسلام دانشگاه علوم اسلامی شهید محلاتی قم، ایران 0009-0000-5078-2803 Journal Article 2025 03 04 Introduction From ancient times through the Islamic era, Khorasan and Transoxiana have been among the most significant political, economic, and strategic regions of the Iranian plateau. These territories were so crucial that even some Iranian kings, such as Cyrus, perished in battles against foreign invaders in these areas. The boundaries of Khorasan—at a time when Transoxiana was not recognized as a distinct region—extended to the deserts of China and the Hindu Kush mountains. While some geographers, such as Ya’qubi, considered Transoxiana a part of Khorasan, others like Istakhri viewed it as a separate entity. With the advent of Muslim Arab invasions in Iran, Khorasan and Transoxiana were among the regions that proved difficult to conquer. However, their strategic location, economic potential, and distance from the caliphate’s core made them key destinations for Arab migrants. Upon the Arab conquest of Khorasan, many tribes—primarily from the Basra region—began settling there. Factors such as border conflicts, encouragement from the caliphs, economic incentives, tribal support for expansionist efforts, Khorasan’s geography, the suppression of rebellions, and political exile contributed to the large-scale Arab migration to the region. Although these migrations began during the caliphates of Umar and Uthman (13–35 AH), they reached their peak during the Umayyad era. Prominent among the migrating tribes were the Azd, Tamim, Abdul Qais, and Bakr bin Wa'il. The persistent state of conflict, the need to secure conquered territories, the imperative to confront non-Muslims and rebels, and the administrative instability of Khorasan all led to the establishment of permanent Arab settlements in the region. Initially, the local populations of Khorasan responded to the Arab settlers with indifference or even open hostility. Over time, however, many Iranians began to participate in spreading Islam alongside the Arabs. Methodology This study adopts a descriptive-analytical approach and is based on library research methods. Findings and Conclusion The findings of this study highlight the pivotal role of Arab tribes and rulers in the spread of Islam throughout Khorasan and Transoxiana. Following the conquest of these regions and the mass migration—both collective and individual—of Arabs, Islam began to take root in a number of ways. One notable method was through intermarriage with the local population. Prominent companions of the Prophet Muhammad (PBUH), such as Qutham ibn Abbas ibn Abdul Muttalib, Buraydah ibn al-Husayb, and Akham ibn Amr al-Ghifari, played active roles in this process. A significant factor encouraging these intermarriages was the Arabs’ tribal organization, often structured around the concept of the "Dar" (clan or household). The transformation of Arab tribal communities into settled societies created a social need for integration, which naturally led to marriage with the locals. Additionally, polygamy—especially among warriors—was common, further reinforcing these bonds between Arabs and indigenous peoples. Another influential factor in the spread of Islam was the construction of mosques. Cities such as Merv, Balkh, and Nishapur became early centers for Islamic practice, and the establishment of mosques in these cities accelerated the decline of Zoroastrian temples. In contrast, in areas where Islamic institutions were sparse or scattered, Zoroastrianism was able to survive for a longer period. In some cases, the expansion of Islam was also accompanied by military campaigns, which added an element of coercion to the process. While the Arabs were instrumental in introducing and institutionalizing Islam in these regions, the contribution of the indigenous peoples of Khorasan and Transoxiana should not be overlooked. Over time, local populations who initially responded to the Arab presence with indifference or hostility began to embrace the new religion and actively participated in its dissemination. This research, employing a descriptive-analytical method and utilizing library sources, seeks to explore and clarify the respective roles of Arab migrants and indigenous communities in the early Islamic centuries. The evidence suggests that although Arab influence was foundational, the successful spread of Islam ultimately depended on the cooperation and engagement of both groups. خراسان و ماوراءالنهر از دوران باستان تا عصر اسلامی یکی از مناطق مهم سیاسی، اقتصادی و راهبردی فلات ایران بوده است؛ تا آن حد که برخی شاهان ایرانی در نبرد با دشمنان خارجی در این مناطق کشته شدند. نمی‌توان مرزهای مشخص و دقیقی برای خراسان در دوره‌ی ساسانی تعیین کرد حتی اسمی جداگانه به نام ماوراءالنهر وجود نداشت. به صورت تقریبی می‌توان گفت حدود شرقی آن به بلخ و طخارستان، از سمت غرب به ری، در شمال به آمودریا یا «جیحون» و از سمت جنوب تا بیابان‌های مرکزی ایران می‌رسید. پس از حمله‌ی اعراب مسلمان به ایران (قرن اول هجری)، خراسان و ماوراءالنهر از جمله مناطقی بودند که به‌آسانی فتح نشدند؛ این مناطق به دلیل برخورداری از موقعیت جغرافیایی، مسائل اقتصادی و دوری از مرکز خلافت از مهمترین مقاصد مهاجران عرب به شمار می‌رفتند. با توجه به این امر که خراسان مفتوح اعراب بصره بود، بیشتر، اهالی بصره در این منطقه ساکن شدند. با سکونت اعراب در این منطقه، در ابتدا، بومیان خراسان واکنشی از بیاعتنایی تا ستیز را در برابر اعراب در پیش گرفتند اما پس از مدتی ایرانیان نیز در کنار اعراب در ترویج اسلام کوشیدند. پژوهش حاضر با رویکردی توصیفی ـ تحلیلی و با روش کتابخانه‌ای درصدد پاسخ به این سوال است که قبایل عرب و بومیان خراسان و ماوراءالنهر در گسترش اسلام چه نقشی ایفا کردند. دستاوردهای این تحقیق نشان میدهد مهاجرت قبایل عرب و اعراب ناراضی از حکومت اموی و عباسی نظیر شیعیان، در کنار اقدامات موالی، بازرگانان ایرانی، دهقانان و مرزبانان در ترویج آیین اسلام در این منطقه نقش داشته است؛ علاوه بر این موارد، ازدواج اعراب با بومیان، حضور صحابه و ساخت مساجد نیز در این زمینه حائز اهمیت است.

http://www.farhangekhorasan.ir/article_219436_934ad7b321492c9dcf74a85110b7a981.pdf

اداره کل فرهنگ و ارشاد اسلامی استان خراسان جنوبی مطالعات فرهنگی اجتماعی خراسان 2676-6116 19 2 2025 04 22 Examining the Physical Changes of Historical Buildings Based on the Functions of the World Heritage Akbarieh Garden in Birjand بررسی تغییرات کالبدی بناهای تاریخی با تکیه بر کارکردهای میراث جهانی باغ اکبریه ی بیرجند 109 154 217593 10.22034/fakh.2025.499360.1707 FA علی علیزاده بیرجندی دانش آموخته کارشناسی ارشد باستان شناسی دانشگاه بیرجند، بیرجند، ایران 0000-0001-7617-7900 سامان فرزین استادیار گروه باستان شناسی دانشگاه بیرجند،بیرجند ، ایران 0000-0001-7617-7900 Journal Article 2025 01 11 Introduction The Akbarieh Garden and Mansion, located in Birjand, South Khorasan province, was inscribed as a UNESCO World Heritage Site in 2011. Originally built during the late Zand and early Qajar periods by Hashmat al-Mulk, the then-governor of Birjand, the complex underwent gradual expansion over time. Additions included the Hashmat al-Dawlah Mansion, the central mansion, northern and southern gardens, a library, and museum facilities. While some structures date back to the Zand era, the main architectural style of the complex reflects the Qajar period, during which it functioned as a residential-agricultural estate under the governance of Hashmat al-Mulk I—appointed by Naser al-Din Shah as the official governor of Sistan. This study investigates how the political and cultural functions of the Akbarieh Garden and Mansion have influenced its architectural and spatial transformations. The findings suggest that the garden’s distinctiveness lies in the way it was shaped by key cultural, political, and social events across different historical periods. These physical changes have differentiated the Akbarieh Garden from other historical gardens in Birjand. A deeper understanding of these transformations provides insights into appropriate uses of the site over time, supporting its preservation while acknowledging its evolving cultural and political roles. During the Qajar and Pahlavi periods, the influential Alam family played a central role in the development of the garden. Shokat al-Mulk, in particular, had a strong affinity for culture and the arts, choosing the Akbarieh Garden as the setting for significant political and social gatherings. He also implemented architectural modifications to the complex during the Qajar era. Overall, the political and cultural agendas of successive rulers from the Alam family significantly shaped the architectural evolution of the Akbarieh Garden, contributing to its status as one of Birjand’s most prominent historical and tourist landmarks. Methodology This research adopts a fundamental-applied approach in terms of its objective and employs a descriptive-analytical method. Data collection was carried out through both library research and fieldwork, including interviews with cultural heritage experts. Findings The architectural changes made to the Akbarieh building can only be assessed through existing physical evidence, as no comprehensive written records or dated inscriptions have been found to document its transformations. This distinguishes it from other historical sites, such as Shokatieh, where modifications are recorded and dated. Consequently, any study of the architectural evolution of Akbarieh requires a careful analysis of its current structural features. The foundation of the Akbarieh Garden was laid during the late Zand period, a time when Birjand was still a modest town without a defined administrative role. However, due to its favorable climate and strategic location on the northern slopes of Mount Baghran, the Akbarieh area became a retreat for nobles, aristocrats, and members of the ruling elite. The tradition of gardening in this region predates the Zand dynasty, as evidenced by historical gardens such as Qala Bagh Mood from the Safavid era, and the Heydarabad Mood, Seyedabad Bahlegard, and Toghan Nofrest Gardens from the Timurid period. Akbarieh Garden was established in a similar context—as a leisure and ceremonial venue for dignitaries—likely with its initial design and spatial organization completed during or before the Zand period. The most significant physical changes in the Akbarieh Garden can be categorized as follows: Plumbing infrastructure added to the garden (1924) Separation of floors within the main building, implemented as a key political measure (1911–1921) Relocation of the entrance gate for political and security purposes (1921–1931) Construction of a new section on the western side of the building, including a mansion built for Showkat al-Mulk’s mother on the second floor (1921–1931) Transformation of the garden's landscape following the introduction of automobiles (1928) Conversion of a storage space into a mosque at the eastern entrance (1941), along with ongoing modifications up to the present day During the Qajar period, both the Akbarieh Garden and the city of Birjand underwent notable developments. The transfer of regional governance from Qaenat to Birjand marked a turning point, with the city gaining recognition as an emerging urban center. Prominent gardens and residences—including Baharestan Garden (also known as Arg-e Baharestan) and the Arg-e Kolah Farangi complex (Amir Hasan Khan Garden, the residence of Hesam al-Dowleh)—served as official residences for regional rulers. Similarly, Akbarieh Garden functioned as a royal residence, but its remote location outside the urban center gave it a unique role. Its seclusion made it an ideal venue for confidential political meetings and strategic negotiations. Over time, the garden transitioned from a recreational retreat for the aristocracy into a significant political site, underscoring its evolving role in the socio-political history of the region. Discussion and Conclusion The Akbarieh Garden and Mansion in Birjand serves as a compelling example of how political and cultural functions influence architectural form. Over the course of its history, this historic garden-mansion has been shaped by numerous political, cultural, and social events, each of which has left a distinct imprint on its identity and physical structure. The architectural evolution of the Akbarieh complex reflects a deep interconnection between politics, culture, and built space—an enduring characteristic of Iranian architectural heritage. More than a beautifully landscaped site, the Akbarieh Garden has functioned as a political, cultural, and social hub, distinguishing it as a unique and multifunctional center within the region. Its physical transformations over time—including the implementation of plumbing systems, the structural separation of floors, relocation of entrances for strategic reasons, the addition of residential sections, and other modifications—are all rooted in the sociopolitical context of their respective eras. The research findings underscore that these changes were not merely structural, but were the result of deliberate decisions driven by the needs and functions of their time. This demonstrates the reciprocal relationship between political-cultural agendas and architectural design. During the Qajar and Pahlavi periods, for instance, the garden became a site of political significance, hosting confidential meetings and official gatherings, thus reinforcing its status as both a physical and symbolic seat of power. Furthermore, the Akbarieh Garden and Mansion stands as a testament to the ingenuity of Iranian artists and architects, who were able to create a space that was both functionally responsive and aesthetically refined. It reflects broader themes in Iranian architecture where form, function, and symbolism are intricately linked. The continued preservation of Akbarieh Garden is vital—not only for its historical and cultural value but also for its potential to contribute to regional economic development through cultural tourism. Enhancing tourism infrastructure and promoting the site on an international scale can help share this remarkable heritage with a global audience. In conclusion, the Akbarieh Garden and Mansion is far more than a historical structure; it is a living chronicle of Iran's political and cultural evolution. Studying its transformations offers insight into how Iranian architecture has historically responded to and been shaped by shifts in power, culture, and societal needs. Preserving such monuments is essential for safeguarding cultural memory and ensuring that the stories embedded in their walls continue to educate and inspire future generations. باغ و عمارت جهانی اکبریه بیرجند، به‌عنوان یک نمونه از بناهای مهم تاریخی ایران، در تأثیرگذاری بر وقایع تاریخی، به‌ویژه از دوره‌ی قاجار تا پهلوی، نقش بزرگی داشته است. توسعه‌ی زیرساخت‌ها، آموزش و فرهنگ‌سازی از سوی دول وقت به رشد اقتصادی و اجتماعی این منطقه، به‌ویژه باغ و عمارت اکبریه، کمک شایانی نموده است. این باغ در دوره‌های مختلف کارکردهای سیاسی ـ فرهنگی مختلفی داشته است؛ از جمله‌ی این مناسبات و کارکردها می‌توان به محلی برای نمایش قدرت سیاسی و مکانی برای انعقاد معاهده‌ها و توافقات اشاره کرد؛ علاوه‌براین، به ارتقای هنر و فرهنگ محلی و ترویج گردشگری فرهنگی نیز کمک نموده است. این ویژگی‌های خاص در حوزه‌های سیاست و فرهنگ باغ اکبریه را از دیگر باغ‌های بیرجند متمایز ساخته است. هدف اصلی این نوشتار نشان دادن تأثیر مناسبات و کارکردهای سیاسی ـ فرهنگی باغ و عمارت اکبریه در تغییر فضاهای کالبدی باغ است. این پژوهش از نظر روش از دسته تحقیقات توصیفی ـ تحلیلی است. گردآوری اطلاعات به صورت کتابخانهای و میدانی (مصاحبه با کارشناسان میراث فرهنگی و پژوهشگران و عزیزانی که سابقاً در باغ مشغول به فعالیت بوده‌اند) صورت گرفته است. از میان مهم‌ترین تغییرات کالبدی باغ اکبریه می‌توان به لوله‌کشی آب باغ اکبریه (1303ش)؛ مجزا نمودن طبقات از یکدیگر (1300-1290ش)؛ تغییر درب ورودی به باغ (1310-1300ش)؛ ساخت عمارتی برای مادر شوکت‌الملک (1310-1300ش)؛ تغییر ورودی باغ اکبریه (1307ش)؛ تغییر کاربری فضای انباری به مسجد (1320ش) و تخریب و مرمت قسمت‌هایی از عمارت اکبریه پس از انقلاب اشاره کرد. شناخت این تغییرات راهگشای انتخاب بهترین نوع کاربری در طول سالیان است تا با شناخت این تغییرات فرهنگی و سیاسی شأن این بنای فاخر حفظ گردد.

http://www.farhangekhorasan.ir/article_217593_0f6c075e163f19413529a41cfc0d5d88.pdf

اداره کل فرهنگ و ارشاد اسلامی استان خراسان جنوبی مطالعات فرهنگی اجتماعی خراسان 2676-6116 19 2 2025 04 22 The Heritage of Clothing in South Khorasan: An Ethnographic Study in the Village of Chensht میراث پوشاک در جنوب خراسان ( مطالعه ای مردم‌نگارانه در روستای چنشت) 155 200 219319 10.22034/fakh.2025.507377.1718 FA موسی الرضا غربی استادیار مردم‌شناسی، گروه علوم اجتماعی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، تهران، ایران. 0000-0002-6132-2746 سید احمد برآبادی پژوهشگر مردم‌شناسی اداره‌کل میراث فرهنگی، صنایع دستی و گردشگری خراسان جنوبی، بیرجند، ایران. بهروز روستاخیز استادیار مردم‌شناسی، گروه جامعه‌شناسی، دانشکدۀ علوم اجتماعی، دانشگاه علامه طباطبائی، تهران، ایران . 0000-0003-1469-8844 Journal Article 2025 02 24 Introduction Clothing has always played a significant role in the cultural, social, and even political life of the Iranian people. As a result, Iran is home to a rich and diverse heritage of clothing styles, each carrying unique semantic meanings across its cultural regions. However, with the extensive changes Iranian society has undergone in recent times, the identities of many local communities have also evolved, leading to the loss of much of this cultural treasure. Despite this, there are still areas within the country where aspects of Iran's historical clothing practices remain intact. Studying these areas is vital for uncovering and understanding the heritage of Iranian clothing. This study, guided by the theoretical framework of cultural ecology and an environmental approach, explores the various influential and affected aspects of clothing in the village of Chenesht, located in South Khorasan Province. Methodology This research adopts a qualitative approach for both its design and implementation. In examining women's clothing in the village of Chenesht, a combination of documentary and field methods has been employed, carefully aligning with the research objectives. It is important to note that while ethnographic data play a key role in this study, it is not solely based on fieldwork; some data have also been gathered from written sources. The majority of the ethnographic and field data were collected through interviews with local residents and direct observations made in the village during two distinct time periods: the early 1990s (1995) and 2022. Findings and Conclusion Despite the transformations in Iranian society and the significant changes in clothing styles, there are still regions within the country where important aspects of the historical experience related to clothing continue to thrive in their social and cultural contexts, retaining their significance within society. Studying the clothing traditions of these regions not only offers insight into their social and cultural characteristics but also presents an opportunity to identify, document, revive, and preserve a vital part of Iran's indigenous knowledge in the field of clothing. Chenesht village, located in the southeast of Birjand city in southern Khorasan, is one such area where traditional women’s clothing remains deeply rooted in society, maintaining its social and cultural relevance. This study acknowledges that a variety of factors contribute to the formation and persistence of cultural elements, including clothing, and aims to analyze the clothing of this region from an environmental perspective. While the environmental analysis of traditional Iranian clothing is not a new topic, it has not been systematically or comprehensively addressed by researchers. Previous studies have mostly highlighted the positive roles of environmental factors in shaping clothing, with less focus on the reciprocal influence of clothing itself. In this context, the present study, inspired by Steward's three-stage approach, seeks to examine how clothing in Chenesht influences and is influenced by its environment. The study begins by analyzing certain environmental factors in Chenesht as independent variables and investigates their role in shaping women’s clothing in the village. It then explores the ways in which Chenesht clothing interacts with and contributes to the social, cultural, and economic life of the village. The findings suggest that Chenesht clothing serves as a reflection of the community's living conditions. In other words, it was created in response to these conditions, but once established, it has also impacted various aspects of life in Chenesht. The continued endurance of this clothing style, despite the widespread changes over time, seems to be rooted in its ability to influence and adapt to the evolving needs of the community. پوشاک و نوع پوشش همواره از عناصر مهم زیست فرهنگی، اجتماعی و حتی سیاسی مردم ایران بوده است؛ از همین روی، ما با میراث عظیم و گران‌بهایی از انواع پوشاک و سبک‌های پوشش در نواحی فرهنگی ایران روبـه‌رو هستیم که از دلالت‌های معنایی متنوعی نیز برخوردار هستند. امروزه، به دنبال تغییرات گسترده‌ای که جامعه‌ی ایرانی از سر گذرانده، چهره‌ی بسیاری از اجتماعات محلی نیز دگرگون شده و در واقع، بخش مهمی از این گنجینه به دست فراموشی سپرده شده است. با این حال، هنوز نقاطی در کشور وجود دارند که در آن بخشی از تجربه‌ی تاریخی ایرانیان در حوزه‌ی پوشاک استمرار دارد. مطالعه‌ی این مناطق از حیث شناسایی و تحلیلِ بخشی از میراث پوشاک ایرانیان حائز اهمیت است. در این چارچوب، پژوهش حاضر ملهم از چشم‌انداز نظری بوم‌شناسی فرهنگی و نوعی رویکرد محیطی، وجوه اثرپذیر و اثرگذار پوشاک را در روستای چنشت مدنظر قرار داده است. این مهم از خلال کاربست روش‌شناسی کیفی و استفاده از روش‌های مطالعه‌ی اسنادی و میدانی صورت پذیرفته است. مشاهده و مصاحبه در بخش میدانیِ کار مهم‎ترین ابزار گردآوری داده‌ها بوده است. بر اساس رویکردی نظری پژوهش، آنچه به عنوان نتیجه از این مطالعه قابل ذکر است آنکه پوشاکِ چنشتی جلوه و بازتابی از شرایط زیست انسان چنشتی است؛ به عبارتی دیگر، این پوشاک در گفت‎وگو با این شرایط به وجود آمده است اما بعد از شکل‌گیری، بر شئون و ساحت‎های مختلف زندگی چنشتی‎ها از جمله ساحت اجتماعی، فرهنگی و اقتصادی اثر گذاشته است.

http://www.farhangekhorasan.ir/article_219319_032a2f17606fbd168f91416c201596ba.pdf

اداره کل فرهنگ و ارشاد اسلامی استان خراسان جنوبی مطالعات فرهنگی اجتماعی خراسان 2676-6116 19 2 2025 04 22 Predicting Academic Engagement Through Educational Hope: The Mediating Role of Academic Buoyancy Among Secondary School Students in District 7, Mashhad پیش‌بینی اشتیاق تحصیلی مبتنی بر امید تحصیلی با نقش میانجی سرزندگی تحصیلی دانش‌آموزان (از منظر فرهنگیان مقطع متوسطه‌ی دوم ناحیه‌ی ۷ مشهد) 201 236 219162 10.22034/fakh.2025.507864.1716 FA لیلا فیضی شیرآبادی کارشناس ارشد آموزش زبان انگلیسی و دبیر آموزش و پرورش، مشهد، ایران 0009-0000-8153-057X محمد حسن شربتیان دانش آموخته دکترای جامعه‌شناسی مسائل اجتماعی ایران و دبیر آموزش و پرورش و مدرس دانشگاه فرهنگیان، تهران، ایران 0000-0003-3465-5497 عباس عرب استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران 0000-0002-8307-814X Journal Article 2025 02 20 Introduction Students are the future builders of the social system, and their school years play a critical role in shaping their life paths and personalities. In this context, academic engagement is considered a construct that includes components such as behavioral engagement, cognitive engagement, emotional engagement, psychological engagement, and social engagement. It reflects a sense of belonging and an individual's tendency to participate in classroom activities, acquire skills, and strive for improvement. Hope is the key to academic success. It is associated with capabilities and enthusiasm for learning, and includes elements such as hope for opportunities, hope for acquiring life skills, hope for the usefulness of school, and hope for achieving competence. This is viewed as a motivational, cognitive, and dynamic system within the educational framework that drives individuals toward goals and provides the motivation necessary to reach them. Academic buoyancy, as a positive psychological construct, can be influenced by hope for education. It helps students confront academic challenges and obstacles, ultimately leading to greater academic engagement. Given the importance of educational hope for students, as well as the role of academic buoyancy and the relationships among these variables, this study aims to develop a model of academic engagement based on educational hope, with academic buoyancy acting as a mediating factor. Based on previous research, it can be said that academic engagement, the pursuit of success, and having a spirit of hope and vitality in education are significant factors in the field of education. Therefore, it is essential to examine the status of these variables from the perspective of educators in the educational districts of Mashhad. Methodology This study employed a survey method conducted at secondary schools in District 7 of Mashhad. The target population consisted of school management personnel, including principals, educational deputies, executive deputies, counseling deputies, and teachers. Data were collected during the 2023–2024 academic year from a sample of 572 participants using standardized questionnaires measuring the research variables. The questions were administered through an online questionnaire based on convenience sampling. Participants rated each question on a scale from 1 to 10. The data were analyzed using descriptive and inferential statistical methods via SPSS and Smart PLS software. The reliability and validity of the measured variables were assessed using Cronbach’s alpha coefficients and average factor loadings. The results showed strong internal consistency for academic engagement (α = 0.911) and academic buoyancy (α = 0.878), while hope for education demonstrated an acceptable level of reliability (α = 0.691). Additionally, the average factor loading across the variables and their components was approximately 0.727, indicating acceptable convergent validity. Findings Nearly half of the educators had between 21 and 30 years of service. Around 80% of the respondents were officially employed, and nearly half of the participants held a master’s degree. More than half of the school staff reported that their schools were equipped with moderate-level facilities and resources. The mean scores of the variables—except for the components of cognitive engagement and hope for gaining more opportunities—were above 5, indicating levels higher than the average. Regarding the variable hope for education, the assumption of equal variances between male and female secondary school students was accepted based on the significance level. Thus, there was no significant difference between the genders in terms of hope for education. For academic buoyancy, the Levene’s test showed a significance level below 0.05, suggesting unequal variances between the two groups. However, since the overall significance level (0.919) was above 0.05, no significant difference in the means was found. For academic engagement, the Levene’s test yielded a significance level of 0.023, indicating a meaningful difference in means. Ultimately, the results showed that academic engagement varied between boys' and girls' secondary schools, with girls' schools placing greater importance on academic engagement. Based on the results, the F-value for the variable hope for education in relation to school type was greater than 0.05, meaning there was no significant difference in the means between different school types. However, significant differences were found in the variables of academic buoyancy and academic engagement based on school type. Academic buoyancy showed higher averages in exemplary culture-based schools and schools for gifted students. Academic engagement was higher among students in private and gifted schools compared to other school types. Based on the results of the structural equation modeling and considering the significance level of P ≤ 0.05, all relationships in the model were found to be positive and significant except the following: The relationship between hope for gaining competence, hope for opportunities, hope for acquiring life skills, valuation, sense of belonging, cognitive engagement, and behavioral engagement—which were all positive but not statistically significant. Additionally, the relationship between academic buoyancy and behavioral engagement was negative and non-significant. Among the hypothesized relationships, the first hypothesis—the relationship between hope for education and academic buoyancy, and the second hypothesis—the relationship between hope for education and academic engagement, were confirmed. However, the third hypothesis, which proposed a significant relationship between academic buoyancy and academic engagement, was rejected due to a low and non-significant path coefficient. The R² value for academic buoyancy was low, indicating that hope for education has a weak predictive power for academic buoyancy. However, it was found that approximately 45% of the variance in academic engagement can be predicted by the variables hope for education and academic buoyancy. According to the Q² values in the structural model, hope for education had weak predictive power for academic buoyancy but showed strong predictive power for academic engagement. The SRMR (Standardized Root Mean Square Residual) index was below 0.10, indicating a good model fit; in this study, the SRMR was 0.094, confirming the model’s adequacy. Finally, the VAF (Variance Accounted For) was used to determine the strength of the indirect effect through the mediating variable. The closer this value is to 1, the stronger the mediation. The results showed that the indirect effect of hope for education on academic engagement through academic buoyancy was statistically significant (value = 0.019), but the effect size was not particularly strong. Discussion and Conclusion Ultimately, students who were hopeful about their education did not exhibit a particularly strong motivation to achieve desirable goals and outcomes within the school setting. Although they expressed a certain level of satisfaction with their academic lives, this satisfaction appeared to be unstable. As a result, their academic engagement toward school also showed signs of inconsistency. This finding suggests that while there is a foundation of hope and partial satisfaction, academic engagement remains fragile and could be strengthened to better support students in achieving academic success. اﺷﺘﻴﺎق داﻧﺶآﻣﻮزان ﺑﻪ ﺗﺤﺼﻴﻞ با تأسی از قابلیت‌ها و توانایی‌های فردی در نظام آموزشی به عنوان یک عامل توانمندساز به ارتقای عملکرد تحصیلی منتهی می‌گردد. با توجه به اهمیت این مسئله در مقاله‌ی حاضر پیش‌بینی اشتیاق تحصیلی مبتنی بر امید تحصیلی و سرزندگی تحصیلی دانش‌آموزان از منظر فرهنگیان مورد بررسی قرارگرفته است. هدف این پژوهش کاربردی و از نظر روش پیمایشی است. جامعه‌ی آماری شامل دبیران دوره‌ی دوم متوسطه‌ی ناحیه‌ی ۷ مشهد در سال تحصیلی 1402-1403 با حجم نمونه‌ی ۵۷۲ نفر است. از نمونه‌گیری در دسترس (آنلاین) با ابزار پرسش‌نامه‌ی برخط و سؤالات استانداردشده، مبتنی بر نمره‌گذاری (1 تا 10) برای جمع‌آوری اطلاعات استفاده شد. مقدار آلفای کرونباخ متغیرهای اشتیاق به تحصیل (911/0)، امید به تحصیل (691/0) و سرزندگی تحصیلی (878/0) به دست آمد. از نرم‌افزارهای Spss و Smart PLS برای تجزیه ‌و تحلیل یافته‌ها استفاده شد. نتایج نشان می‌دهد میانگین امید به تحصیل (59/5%)، سرزندگی تحصیلی (27/5%) و اشتیاق تحصیل (39/5%) در حد متوسط بوده است. تفاوت میانگین اشتیاق تحصیلی در مدارس دخترانه نسبت به مدارس پسرانه بیشتر مشاهده می‌شود. دانش‌آموزان کار و دانش و فنی و حرفه‌ای نسبت به دیگر دانش‌آموزان از امید به تحصیل و اشتیاق تحصیلی بیشتری برخوردارند. دانش آموزان مدارس نمونه‌ی فرهنگ و استعدادهای درخشان از سرزندگی تحصیلی بیشتر و دانش‌آموزان مدارس غیردولتی و استعدادهای درخشان از وضعیت اشتیاق تحصیلی بهتری نسبت به سایر مدارس برخوردارند. نتایج فرضیه‌های همبستگی امید به تحصیل با اشتیاق تحصیلی (68%) و با سرزندگی تحصیلی (35%) به‌ صورت مستقیم به ‌دست‌آمده و روابط ساختاری نیز نشان می‌دهد که در سطح معناداری 05/0 متغیرهای مستقل و میانجی قابلیت پیش‌بینی اشتیاق تحصیلی 45/0=R2 را دارند. مقدار شاخص SRMR با مقدار 094/0 که از 1/0کمتر است، حاکی از برازش مطلوب مدل است. شدت میزان VAF (019/0) حاکی از این است که اثر غیرمستقیم متغیرها معنادار بوده اما قوی نیست. در نتیجه مدارس با سرمایه‌گذاری روی آموزش مؤلفه‌های امید به تحصیل و سرزندگی تحصیلی می‌توانند اشتیاق به تحصیل را تقویت نمایند.

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