The Ideological Nature of Education in the Islamic Republic of Iran

Document Type : Original Research

Authors

1 Associate Professor, Faculty of Educational Sciences and Psychology, Allameh Tabataba’i University, Tehran, Iran.

2 Professor, Faculty of Educational Sciences and Psychology, Allameh Tabataba’i University, Tehran, Iran

3 Professor, Higher Education Research and Planning Institute, Tehran, Iran

4 Associate Professor, Faculty of Educational Sciences and Psychology, Allameh Tabatabai University, Tehran, Iran.

5 PhD student in higher education management, Faculty of Educational Sciences and Psychology, Allameh Tabataba’i University, Tehran, Iran

Abstract

Background and Objectives: Motivation, defined as stimulating learners' interest and attention toward course materials and classroom content, represents a developing research domain in higher education with significant potential for in-depth studies to enhance learning environments. Despite substantial publications in this field, the intellectual structure of researchers and its future perspectives remain unclear. Methods: Using a scientometric approach and based on 4,884 international articles extracted from the Scopus database, this study seeks to identify publication time distribution patterns, visualize collaborations and contributions among researchers and institutions, and uncover emerging trends and future research directions. Findings: onceptual mapping of research content and analysis of thematic trends and knowledge boundaries across different periods reveal: Period 1 (pre-2000): A weak and neglected scientific field, Period 2 (pre-2010): The infancy stage, Period 3 (pre-2015): Initial growth phase, Period 4 (pre-2020): Development period, and Period 5 (2020-present): Maturation and expansion era.  Conclusion: Studies indicate a rapid increase in publications in this field, particularly with an interdisciplinary approach. Furthermore, motivational frameworks have evolved and expanded in alignment with shifting educational goals and motivations, while their central role in enhancing performance and facilitating change continues to grow progressively.

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Main Subjects

References

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Theory and Practice in Teachers Education
Volume 11, Issue 19
May 2025
Pages 29-49

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