پژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات راهبردی فرهنگ2783-35776320260923Discourse Analysis of the Cultural Policies of Iran’s Education System: Convergence or Conflict with Elements of National Identity and Global Imperatives (2013-2025)تحلیل گفتمان سیاست‌های فرهنگی آموزش‌وپرورش ایران از نظر همنشینی یا تعارض با عناصر هویت ملی یا الزامات جهانی 1404- 139293724226410.22083/scsj.2026.557238.1329FAپرویزدلیرپوراستادیار علوم سیاسی، دانشکده علوم اجتماعی، گروه علوم سیاسی، دانشگاه پیام نور، تهران، ایران.
parvizdelirpoor@pnu.ac.irJournal Article20251103Introduction: This study critically examines the cultural policy orientations of Iran’s Ministry of Education between 2013 and 2025, focusing on the discursive relationship between national identity and the imperatives of globalization. Rather than viewing education policy as a neutral mechanism for transmitting established cultural values, the study conceptualizes it as a contested discursive field in which competing conceptions of religion, national identity, cultural legitimacy, and global belonging are articulated and institutionalized. Education consequently constitutes a central arena in which religious values, Iranian cultural identity, technological transformation, and transnational cultural flows are negotiated.<br>The study addresses three interrelated questions: which cultural discourses are reproduced and legitimized in official educational policies; how these discourses construct cultural values and identities; and what institutional consequences emerge from their interaction. It identifies three principal formations: religious discourse, national-identity discourse, and globalization/pragmatism discourse. While religious discourse remains the dominant normative framework and national identity functions primarily as a complementary mechanism of cultural integration, globalization/pragmatism has gained increasing prominence since the mid-2010s. Their coexistence, however, represents less a condition of substantive convergence than a field of discursive tension and competing articulations of educational purpose.<br>Methods: The study employs Critical Discourse Analysis (CDA) through an integrated application of Fairclough’s three-dimensional framework-text, discursive practice, and social practice-and Laclau and Mouffe’s discourse theory. This theoretical synthesis enables the analysis of both the linguistic construction of policy meanings and the socio-political processes through which particular meanings become legitimized, stabilized, and institutionalized. The research corpus consists of official documents issued by Iran’s Ministry of Education between 2013 and 2025, including policy statements, regulations, strategic documents, and ministerial directives. These texts are analyzed as sites of discursive production in which particular representations of culture, morality, citizenship, and national and global belonging are privileged. To complement the qualitative analysis, a Likert-scale survey was conducted among selected educational experts and practitioners. Their responses provided empirical insight into how discursive contradictions within official policies are interpreted and experienced at the level of implementation.<br>Findings: The findings confirm the presence of three dominant and interacting discourses. Religious discourse constitutes the principal normative foundation of educational policymaking, emphasizing Islamic values, moral formation, religious commitment, and the cultivation of an ethically responsible generation. Its institutional influence is reproduced through curricula, extracurricular programs, and regulatory frameworks, positioning it as the normative horizon within which other educational objectives are articulated. National-identity discourse functions primarily as a mechanism of symbolic integration. By emphasizing Iranian cultural heritage, the Persian language, historical continuity, collective memory, and national belonging, it seeks to strengthen social cohesion. Nevertheless, tensions periodically emerge between pre-Islamic representations of Iranian identity and Islamic narratives, revealing an unresolved relationship between national and religious conceptions of belonging. Globalization/pragmatism discourse has acquired greater visibility since the mid-2010s. It emphasizes digital literacy, technological competence, intercultural communication, adaptability, knowledge production, and participation in a knowledge-based economy. Education is thus increasingly framed not only as an instrument of cultural reproduction but also as preparation for participation in an interconnected global order. The principal finding concerns the contradictory articulation of these three discourses. At the school level, educators confront competing expectations: preserving religious and national traditions while cultivating global competencies. The absence of effective mechanisms for reconciling these demands often results in selective or improvised implementation. At the student level, the simultaneous transmission of divergent normative orientations may contribute to identity fragmentation, as students are encouraged both to internalize local cultural values and to acquire global competencies. At the macro-policy level, discursive divergence produces inconsistencies and weakens long-term strategic coherence. Survey responses reinforce these findings. Experts identified conceptual ambiguity in key policy terms, persistent gaps between policy objectives and institutional capacities, inadequate resources and teacher training, and ineffective communication strategies. They also emphasized the frequent substitution of symbolic initiatives for measurable outcomes, revealing a persistent gap between discursive ambition and institutional realization.<br>Conclusion: The findings position Iran’s Ministry of Education as a contested discursive field in which religious identity, national belonging, and global competence intersect without achieving sufficient institutional integration. Religious discourse provides normative stability and cultural continuity, but its dominance may constrain responsiveness to global transformations. Globalization/pragmatism introduces competencies essential to contemporary educational development but, if pursued independently, may weaken established cultural and religious foundations. National-identity discourse potentially mediates between these orientations, yet its own internal tensions limit its integrative capacity. The study therefore argues that rhetorical coexistence is insufficient for sustainable cultural policymaking. The fundamental challenge is not to choose between cultural continuity and globalization, but to transform their relationship from an unresolved contradiction into an institutionally mediated articulation. This requires clearer operational definitions of policy concepts, alignment between objectives and institutional resources, the simultaneous development of global competencies and religious-national values, and systematic mechanisms for monitoring implementation and evaluating outcomes. Without such integration, the educational system risks reproducing fragmentation and policy incoherence rather than achieving a sustainable synthesis between cultural continuity and global adaptability.این پژوهش به بررسی نحوۀ بازنمایی ارزش‌ها و هویت‌های فرهنگی در اسناد رسمی وزارت آموزش‌وپرورش می‌پردازد. هدف اصلی، شناسایی گفتمان‌های مسلط و تحلیل نسبت آن‌ها با عناصر هویت ملی و الزامات جهانی است. پرسش‌های تحقیق عبارت‌اند از: چه گفتمان‌های فرهنگی در سیاست‌های رسمی بازتولید می‌شوند؟ این گفتمان‌ها چگونه ارزش‌ها و هویت‌های فرهنگی را بازنمایی می‌کنند؟ و چه پیامدهایی برای نظام آموزشی ایران دارند؟ فرضیه اصلی پژوهش آن است که سیاست‌های فرهنگی آموزش‌وپرورش در قالب سه گفتمان عمده دینی، هویت ملی و جهانی‌سازی/عمل‌گرایی بازتاب یافته‌اند؛ گفتمان دینی به طرز شایسته‌ای جایگاه محوری داشته، هویت ملی نقش مکمل ایفا کرده و گفتمان جهانی‌سازی از نیمه دوم دهه ۱۳۹۰ به بعد برجسته‌تر شده است. روش تحقیق، تحلیل گفتمان انتقادی با بهره‌گیری از چارچوب فرکلاف و نظریه گفتمان لاکلا و موفه است که امکان بررسی هم‌زمان سطح زبانی و سطح اجتماعی سیاسی متون را فراهم ساخته است. همچنین در این رابطه از کارشناسان منتخب نیز نظرخواهی با مقیاس لیکرت انجام گرفت. یافته‌ها حاکیست هم‌زیستی این سه گفتمان هرچند بیانگر پویایی سیاست‌های فرهنگی است؛ اما در عمل به تناقض‌هایی منجر شده است: در سطح مدرسه، سردرگمی در اجرا؛ در سطح دانش‌آموزان، شکاف هویتی میان ارزش‌های بومی و مهارت‌های جهانی و در سطح کلان، سیاست‌هایی فاقد انسجام و ثبات. پیشنهادهای سیاستی پژوهش بر ایجاد تعادل میان سه گفتمان، تعریف عملیاتی مفاهیم کلیدی، تقویت مهارت‌های جهانی در کنار حفظ ارزش‌های دینی و ملی و طراحی سازوکارهای پایش و بازبینی مستمر برای کاهش تناقض‌های گفتمانی تأکید دارد.https://scsj.ricac.ac.ir/article_242264_97a48331ffae565c70386eb8f80364d9.pdfپژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات راهبردی فرهنگ2783-35776320260923Designing a Cultural Governance Model: A Comparative Study of Cultural Policies in Iran and Franceطراحی الگوی حکمرانی فرهنگی: مطالعه تطبیقی سیاست‌های فرهنگی ایران و فرانسه397624788010.22083/scsj.2026.519888.1277FAزهراخلجیدانشآموخته دکتری مدیریت و برنامه‌ریزی فرهنگی، گروه مدیریت فرهنگی، دانشکده مدیریت و اقتصاد، واحد علوم و تحقیقات، تهران، ایران. Khalaji.zahra90@gmail.com0009-0000-4686-5024سیدرضاصالحی امیریدانشیار دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران، تهران، ایران. (نویسنده مسئول) r-salehi@srbiau.ac.ir0000-0002-7279-2209حجت الهایوبیدانشیار دانشگاه تهران دانشکده مطالعات جهان، تهران، ایران. hayyobi@ut.ac.irمحمدباقرنوبختاستاد مرکز پژوهش‌های توسعه و آینده‌نگری، تهران، ایران. journaldfrc73@gmail.comفاطمهعزیزآبادی فراهانیدانشیار دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران، تهران، ایران. f.a.farahani@srbiau.ac.irJournal Article20260428Introduction: Cultural policymaking is a form of macro-level policymaking that plays a significant role in promoting the public interest and achieving national cultural objectives. In the context of globalization and expanding transnational interactions, culture has become an important component of soft power, national identity, and sustainable development. Consequently, the effectiveness of cultural governance increasingly depends on coherent, participatory, and efficient mechanisms for cultural policymaking, implementation, and evaluation. Iran and France represent two distinctive approaches to cultural policymaking. While Iran’s cultural policies have largely emphasized the preservation of religious and ideological values and the promotion of cultural identity within the country, France has developed a more outward-oriented approach that emphasizes cultural diplomacy, the international promotion of the French language and culture, investment in cultural and creative industries, international cultural cooperation, festivals, and cultural institutions. Despite these differences, both countries share several policy instruments, including investment in cinema and culture, cultural festivals, cultural consultations, and human-resource development in the cultural sector. The present study was conducted to identify the major dimensions and components of cultural policymaking through a comparative analysis of Iran and France and to develop and validate a culturally appropriate model for strategic cultural policymaking in Iran. The study seeks to identify successful elements of the French experience while considering the cultural, social, and institutional context of Iran.<br>Methods: The study employed an exploratory mixed-methods approach consisting of qualitative and quantitative phases. Prior to conducting the interviews, relevant documents, laws, reports, and studies concerning the cultural policies of Iran and France were examined. These documentary findings provided the basis for developing the interview questions and identifying preliminary components of the model. In the qualitative phase, semi-structured interviews were conducted with experts and practitioners in cultural policymaking. Using purposive sampling, 17 experts were selected until theoretical saturation was achieved. Participants were required to hold at least a master’s degree, have substantial professional experience in cultural policymaking, and be familiar with cultural policymaking systems in European countries, particularly France.<br>In the quantitative phase, 70 cultural policymaking experts were selected through simple random sampling based on statistical power analysis. Data were collected using a questionnaire consisting of eight major constructs and 40 five-point Likert-scale items. Qualitative data were analyzed through content analysis, while Interpretive Structural Modeling (ISM) was used to identify the hierarchical relationships among the components. Finally, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to validate the proposed model. MAXQDA, MICMAC, and SmartPLS software were used for data analysis.<br>Findings: The comparative analysis revealed significant differences alongside several common policy instruments between Iran and France. French cultural policymaking emphasizes international cultural cooperation, promotion of the French language and culture, cultural institutions and festivals, cinema, cultural education, and cultural and creative industries, whereas Iranian policies place greater emphasis on religious and ideological values and the preservation of cultural and religious identity. Both countries, however, employ instruments such as investment in cinema, cultural festivals, cultural consultations, and human-resource development.<br>The qualitative analysis generated 517 initial codes, organized into eight major categories and 40 subcategories. The resulting model comprised eight principal components: the policymaking system, policy evaluation, cultural policies, international interaction capacity, cultural consultations, human-resource development, cultural festivals, and strategic cultural policymaking. ISM identified six hierarchical levels, while MICMAC classified the policymaking system and international interaction capacity as relatively independent variables, strategic cultural policymaking, cultural policies, and human-resource development as dependent variables, and cultural consultations, policy evaluation, and cultural festivals as linkage variables. PLS-SEM confirmed all nine hypothesized relationships, with international interaction capacity showing a strong positive effect on the policymaking system (β = 0.701, t = 9.671) and cultural policies having the strongest effect on strategic cultural policymaking (β = 0.610, t = 5.472). The model explained 84.3% of the variance in strategic cultural policymaking (R² = 0.843), while the measurement model demonstrated acceptable reliability and convergent validity.<br>Conclusion: The findings indicate that effective strategic cultural policymaking requires an interconnected system rather than isolated policy formulation. International interaction capacity and the policymaking system play foundational roles, while policy evaluation, cultural consultations, festivals, human-resource development, and cultural policies contribute to the development of strategic policymaking. The French experience highlights the value of an outward-oriented approach integrating cultural diplomacy, international cooperation, cultural institutions, festivals, language promotion, and cultural and creative industries. Rather than direct replication, selected elements of this experience can be selectively adapted to Iran through stronger international cultural interaction, systematic policy evaluation, expanded cultural consultations and festivals, improved human-resource development, and greater institutional coherence. The proposed model thus provides an integrated framework for strengthening cultural governance and strategic cultural policymaking in Iran.تدوین خط‌مشی فرهنگی یک سیاستگذاری کلان است که نقش قابل‌اعتنایی جهت نیل به مصالح و منافع عمومی ایفا می‌کند؛ بنابراین پژوهش حاضر با هدف ارائه الگوی خط‌مشی‌گذاری فرهنگی انجام شده است. پژوهش حاضر با روش آمیخته (کیفی کمی) انجام شد. جامعه آماری در بخش کیفی شامل مجریان و خبرگان سیاستگذاری فرهنگی بود که با استفاده از نمونه‌گیری هدفمند، ۱۷ نفر تا دستیابی به اشباع نظری انتخاب شدند. در بخش کمی، جامعه آماری شامل کارشناسان سیاستگذاری فرهنگی کشور بود که بر اساس تحلیل توان و با روش نمونه‌گیری تصادفی ساده، ۷۰ نفر به‌عنوان نمونه انتخاب شدند. ابزار گردآوری داده‌ها شامل مصاحبه نیمه‌ساختاریافته و پرسشنامه بود. داده‌ها با استفاده از تحلیل محتوا، مدل‌سازی ساختاری تفسیری (ISM) و مدل‌سازی معادلات ساختاری مبتنی بر حداقل مربعات جزئی (PLS-SEM) تحلیل شدند. میزان تأثیر آموزش و تربیت نیروی انسانی در حوزه فرهنگ بر خط‌مشی‌گذاری فرهنگی 334/0 و میزان تأثیر سیاست‌های فرهنگی 610/0 به‌دست‌آمده است. به‌طورکلی ضریب تعیین خط‌مشی‌گذاری راهبردی فرهنگی 843/0 محاسبه شده است که مقدار قابل‌اعتنایی است. نتایج نشان داده است ظرفیت تعامل بین‌المللی بر نظام خط‌مشی‌گذاری تأثیر دارد. این نظام از طریق برگزاری جشنواره‌های فرهنگی و ارزیابی خط‌مشی موجب افزایش رایزنی‌های فرهنگی می‌شود. به‌این‌ترتیب می‌توان با بهبود سیاست‌های فرهنگی و آموزش و تربیت نیروی انسانی در حوزه فرهنگ به خط‌مشی‌گذاری راهبردی فرهنگیپرداخت.https://scsj.ricac.ac.ir/article_247880_eccf1c014f631c0b1acab6d5fe21dba9.pdfپژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات راهبردی فرهنگ2783-35776320260923A Model for Promoting the Cultural Capital of Primary School Teachers in the Education Systemالگوی ارتقاء سرمایه فرهنگی معلمان دوره ابتدایی آموزش‌وپرورش7711023944410.22083/scsj.2026.549027.1309FAفریبرزفتحی چگنیاستادیار گروه مدیریت، دانشکده مدیریت و اقتصاد، دانشگاه لرستان، خرم‌آباد، ایران. (نویسنده مسئول) fathi.f@lu.ac.ir0000-0003-0943-0421فریبافتحی چگنیکارشناسی ارشد روان‌شناسی تربیتی، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران.
faribafathiche@gmail.com0009-0003-3956-8293Journal Article20250924Introduction: Education is one of the most important institutions contributing to the social and cultural development of societies, and teachers, as key actors in the educational system, play a fundamental role in transmitting knowledge, values, norms, and cultural identity to future generations. This role is particularly important at the elementary school level because this period represents a critical stage in the development of students’ cognitive, emotional, social, and cultural characteristics. In this context, teachers’ cultural capital, conceptualized as a set of knowledge, skills, values, attitudes, and cultural capabilities, can substantially influence their professional performance and the quality of teaching and learning processes. Teachers with an appropriate level of cultural capital are better able to create dynamic learning environments, establish effective communication with students, employ creative teaching methods, manage cultural diversity, and respond to students’ diverse needs. Despite the importance of this issue, existing educational programs have mainly emphasized technical skills, instructional content, and general and specialized professional competencies, while different dimensions of cultural capital, particularly its individual, cultural, social, and identity-related components, have received less integrated attention. This issue is especially significant in Lorestan Province because of its considerable cultural, social, and geographical diversity and its distinctive local characteristics. Therefore, the present study aimed to identify the factors affecting the enhancement of cultural capital among elementary school teachers in Lorestan Province and to develop a comprehensive and context-sensitive model in this field.<br>Methods: The study adopted an interpretive paradigm and an inductive qualitative approach using a case study strategy and cross-sectional design. Participants were elementary school teachers and school administrators in Lorestan Province, selected through purposive sampling. Eligibility criteria included relevant teaching or administrative experience, experience in diverse educational settings, participation in cultural or professional development activities, and familiarity with local educational challenges. A total of 12 participants, including seven teachers and five school administrators, were interviewed using a semi-structured interview protocol. Data were analyzed using Braun and Clarke’s thematic analysis approach, with sampling and interviewing continuing until thematic saturation was achieved. The rigor of the study was assessed based on credibility, dependability, confirmability, and transferability. The final model was also reviewed and confirmed by a panel of experts.<br>Findings: The analysis of the interview data resulted in the identification of 106 initial codes, 24 subthemes, and five main themes. The main themes consisted of individual factors, organizational factors, cultural-social factors, professional factors, and environmental-institutional factors. The individual dimension included self-awareness and intrinsic motivation, cognitive skills, emotional skills, creativity and innovation, and self-management. Organizational factors consisted of educational policies, organizational culture, educational infrastructure, human resource management, and organizational communication.<br>Cultural-social factors included social interactions, social capital, cultural influences of society, civic participation, and the strengthening of teachers’ cultural identity. The professional dimension comprised specialized knowledge, teaching skills, continuous professional development, professional ethics, and innovation in education. Finally, environmental-institutional factors included regional macro-level policymaking, regional cultural infrastructure, inter-institutional interactions, and legal and institutional support. The findings demonstrate that enhancing teachers’ cultural capital is a multidimensional process and cannot be achieved solely through formal training or the acquisition of specialized knowledge. Furthermore, comparison of the findings with existing educational practices indicated that current programs focus primarily on objective and institutional forms of cultural capital, such as educational equipment, instructional content, and formal in-service training, whereas embodied dimensions, including self-awareness, creativity, emotional skills, and cultural identity, have received comparatively less attention.<br>Conclusion: The findings indicate that the cultural capital of elementary school teachers in Lorestan Province is a multidimensional and context-dependent construct shaped by the interaction of individual, organizational, cultural-social, professional, and environmental-institutional factors. Accordingly, its enhancement requires a comprehensive and integrated approach. At the individual level, strengthening self-awareness, intrinsic motivation, cognitive and emotional skills, creativity, and self-management can enhance teachers’ cultural capacities. At the organizational level, developing a collaborative culture, improving educational infrastructure, providing managerial support, and adopting appropriate human resource policies are essential. At the cultural-social level, strengthening teachers’ cultural identity, social capital, social interactions, and civic participation can provide an appropriate basis for enhancing cultural capital. Continuous professional development, specialized knowledge, teaching skills, professional ethics, and educational innovation should also be incorporated into teacher development programs. At the environmental-institutional level, aligning macro-level policies with local needs, developing cultural infrastructure, strengthening inter-institutional cooperation, and providing legal and institutional support are necessary. Therefore, the five-dimensional model developed in this study can serve as a context-sensitive and operational framework for policymakers and educational administrators in designing and implementing programs aimed at enhancing the cultural capital of elementary school teachers. Its application can contribute to improving educational quality, strengthening teachers’ professional development, and enhancing their cultural role within society.هدف این پژوهش، ارائه الگویی برای ارتقاء سرمایه فرهنگی معلمان دوره ابتدایی آموزش‌وپرورش استان لرستان است. پژوهش حاضر از منظر فلسفه پژوهش در چارچوب پارادایم تفسیری قرار می‌گیرد و ازنظر رویکرد، از نوع استقرایی است. این پژوهش در زمره تحقیقات کیفی دسته‌بندی می‌شود. مشارکت‌کنندگان پژوهش، معلمان و مدیران مدارس ابتدایی استان لرستان بودند که با استفاده از روش نمونه‌گیری هدفمند انتخاب شده‌اند. ازاین‌رو، بر اساس قاعده اشباع نظری، در پژوهش حاضر با استفاده از 12 مصاحبه این مهم حاصل شد و داده‌های موردنیاز با استفاده از مصاحبه‌های نیمه ساختاریافته جمع‌آوری گردید و تحلیل داده‌ها نیز با بهره‌گیری از روش تحلیل مضمون کلارک و براون صورت گرفته است. تجزیه‌وتحلیل داده‌ها به شکل‌گیری 106 کد اولیه، 24 مضمون فرعی و 5 مضمون اصلی انجامید. مضمون‌های اصلی شناسایی‌شده عبارت‌اند از: عوامل فردی، عوامل سازمانی، عوامل فرهنگی اجتماعی، عوامل حرفه‌ای و عوامل محیطی نهادی. مضمون‌های فرعی شناسایی‌شده نیز عبارت‌اند از: خودآگاهی و انگیزه درونی، مهارت‌های شناختی، مهارت‌های عاطفی، خلاقیت و نوآوری، خودمدیریتی، سیاست‌های آموزشی، فرهنگ‌سازمانی، زیرساخت‌های آموزشی، مدیریت منابع انسانی، ارتباطات سازمانی، تعاملات اجتماعی، سرمایه اجتماعی، تأثیرات فرهنگی جامعه، مشارکت مدنی، تقویت هویت فرهنگی معلمان، دانش تخصصی، مهارت‌های تدریس، توسعه حرفه‌ای مستمر، اخلاق حرفه‌ای، نوآوری در آموزش، سیاست‌گذاری‌های کلان منطقه‌ای، زیرساخت‌های فرهنگی منطقه‌ای، تعاملات بین‌نهادی، حمایت‌های قانونی و نهادی. یافته‌های این مطالعه نشان می‌دهند که سرمایه فرهنگی معلمان دوره ابتدایی آموزش‌وپرورش لرستان به‌عنوان یک سازه چندبعدی، تحت تأثیر تعامل پیچیده عوامل فردی، سازمانی، فرهنگی اجتماعی، حرفه‌ای و محیطی-نهادی قرار دارد.https://scsj.ricac.ac.ir/article_239444_590706749173b65a751c27d9b41031aa.pdfپژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات راهبردی فرهنگ2783-35776320260923Analysis of the Institutional and Managerial Structure of Cultural Heritage in Iran: A Re-examination of Senior Managers’ and Experts’ Perspectivesتحلیل ساختار نهادی و مدیریتی میراث فرهنگی در ایران مبتنی بر بازخوانی دیدگاه‌های مدیران و متخصصان پیشکسوت11115124578110.22083/scsj.2026.571452.1358FAرضارحیم نیااستادیار گروه مرمت و احیا بناهای تاریخی دانشکده معماری و شهرسازی، دانشگاه بین‌المللی امام خمینی (ره)، قزوین، ایران. (نویسنده مسئول) Rahimnia@arc.ikiu.ac.ir0000-0002-3582-0637محمدرضامحمودی قوژدیاستادیار گروه مرمت و احیا بناهای تاریخی دانشکده معماری و شهرسازی، دانشگاه بین‌المللی امام خمینی (ره)، قزوین، ایران.
m.mahmoodi@arc.ikiu.ac.ir0009-0003-5495-0431Journal Article20260108Introduction: Cultural heritage is intrinsically connected to the foundations of culture, identity, and historical awareness. In Iran, cultural heritage has consistently attracted attention at both governmental and societal levels, and its institutional structure has undergone numerous transformations over time. Despite these institutional changes, including the establishment of a dedicated ministry, cultural heritage management continues to face persistent organizational, managerial, and structural challenges that constrain its effectiveness. One of the central issues confronting the cultural heritage sector is its ongoing tension with development-oriented policies pursued by other governmental institutions. Legal contradictions, overlapping responsibilities, and divergent priorities often place heritage protection in tension with economic growth, urban expansion, and infrastructure development. This antagonistic relationship has intensified pressures on heritage assets and weakened the institutional authority responsible for their protection. At the same time, neglecting cultural identity and heritage values undermines social cohesion and reduces the potential for culturally grounded development. Addressing these challenges requires a comprehensive macro-level perspective that considers national policies, institutional frameworks, and the experiential knowledge of practitioners. Senior managers and experienced experts possess valuable tacit knowledge derived from years of direct engagement with heritage governance. Analyzing their perspectives offers an effective means of diagnosing current conditions, identifying structural weaknesses, and proposing realistic pathways for reform. This study aims to systematically examine these perspectives in order to clarify the current state of cultural heritage governance and inform future policy directions.<br>Methods: This research is grounded in an interpretive paradigm and employs a mixed qualitative–quantitative approach to content analysis. Primary data were obtained from the written statements and recorded perspectives of thirty-nine senior managers and experienced experts specializing in architectural heritage, urban heritage, and archaeology. These individuals participated in two consultative meetings held by the Ministry of Cultural Heritage, Tourism, and Handicrafts in December 2021. The collected texts were systematically analyzed using MAXQDA software. The analytical process involved several stages, including open coding, conceptual grouping, and thematic categorization. In total, 434 initial codes were extracted, which were subsequently organized into 140 conceptual groups and ultimately consolidated into 38 thematic categories. These categories were structured around two main dimensions—challenges and solutions—and three analytical domains: strategies, structures, and systems. The qualitative component of the analysis focused on interpreting meanings, relationships, and patterns embedded in expert narratives, while the quantitative component examined the frequency and distribution of themes. This combined approach enhanced analytical rigor and provided a comprehensive understanding of both the depth and prevalence of the identified issues.<br>Findings: The findings demonstrate that challenges and proposed solutions in Iran’s cultural heritage sector are closely interconnected and often represent two sides of the same issue. In the strategic domain, experts emphasized deficiencies in macro-level policymaking, limited integration of cultural heritage into national planning, insufficient public participation, weak awareness-raising initiatives, and reduced international engagement. They highlighted the necessity of developing a clear national roadmap that recognizes cultural heritage as a strategic asset contributing to identity, security, and sustainable development. Within the structural domain, the most frequently cited challenges include organizational fragmentation, ineffective administrative arrangements, politicized managerial appointments, the loss of expert human resources, and chronic financial constraints. Repeated institutional changes have weakened organizational memory and professional capacity. Experts therefore stressed the importance of strengthening the institutional position of cultural heritage, reforming legal frameworks, empowering expert bodies, and establishing stable funding mechanisms. The systems domain encompasses operational mechanisms such as heritage registration, conservation practices, buffer-zone regulation, archaeological governance, museum management, tourism integration, and private-sector involvement. Experts identified inconsistencies in national and international registration processes, inadequate protection of historic urban fabrics, and problematic interactions between tourism development and heritage conservation. They identified the promotion of sustainable cultural tourism, improved documentation and research, safeguarding intangible heritage, and clarification of regulatory systems as key priorities.<br>Conclusion: Overall, the results underscore the urgent need for comprehensive reform across the strategic, structural, and systemic dimensions of cultural heritage governance in Iran. Sustainable governance requires coherent policymaking, institutional stability, expert-driven management, and meaningful engagement with social and cultural capacities. The insights provided by senior managers and experienced experts offer a valuable foundation for guiding future reforms, addressing institutional and operational weaknesses, and strengthening the role of cultural heritage in national development.میراث فرهنگی به‌عنوان بخشی از هویت ملی و سرمایه‌های تاریخی هر کشور، با مجموعه‌ای از چالش‌های پیچیده و چندوجهی مواجه است که مدیریت و حفاظت از آن نیازمند نگرشی جامع و راهکارهای کارآمد خواهد بود. باتوجه‌به اهمیت این موضوع، پژوهش حاضر با هدف واکاوی چالش‌ها و راهبردهای کلان حوزه میراث فرهنگی ایران، مبتنی بر تحلیل نظرات ۳۹ نفر از مدیران و متخصصان پیشکسوت این حوزه در سال 1400 انجام شد. این تحلیل محتوای مفهومی که با نگاهی کیفی-کمی انجام گرفت دو گونه کلی چالش‌ها و راهکارها را در ارزیابی وضعیت وزارتخانه میراث فرهنگی، گردشگری و صنایع‌دستی و با تمرکز بر حوزه میراث فرهنگی مدنظر داشته است. متن این نظرات پردازش و ابعاد جامعی از مسائل حوزه میراث فرهنگی شناسایی و دسته‌بندی شده است. فرایند تحلیل در نرم‌افزار MAXQDA و با روش تحلیل محتوا انجام گرفت. درنهایت در هر دو گونه چالش‌ها و راهکارها، یافته‌های اولیه در سه محور اصلی راهبردها، ساختارها و سیستم‌ها - که در حوزۀ مدیریت به‌عنوان ابعاد سخت یک سازمان شناخته می‌شوند - دسته‌بندی شد. محور راهبردی شامل مواردی مثل نقش مشارکت مردم، برنامه‌های فرادست، تعاملات بین‌المللی، ظرفیت‌های فرهنگی و جایگاه دانشگاه‌ها است. محور ساختاری شامل مواردی همچون چالش‌های مدیریتی، ضعف تشکیلات سازمانی، محدودیت‌های مالی، قوانین ناکارآمد و کارشناسان و منابع انسانی است. در سیستم نیز موضوعاتی مانند فرایند ثبت ملی و جهانی، حفاظت از بافت‌های تاریخی، نظام عرصه و حریم، باستان‌شناسی و گردشگری از موارد شناسایی شده هستند. در خروجی نهایی نیز پیامدهایی شامل «تقویت حکمرانی میراثی و انسجام رویه‌های مدیریتی»، «تقویت هویت ملی و سرمایه فرهنگی»، «حفاظت مردمی و افزایش تعلق اجتماعی»، «ارتقای دانش حفاظت و جبران خلأ نیروی انسانی»، «تربیت نیروی انسانی و تقویت جایگاه بین‌المللی» و «اصلاح رویه‌های مدیریتی» برای افق مطلوب در حفاظت از میراث فرهنگی معرفی شدند.https://scsj.ricac.ac.ir/article_245781_1e15e903733743c666e0c05fb901946b.pdfپژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات راهبردی فرهنگ2783-35776320260923The Role of Contemporary Persian Poetry in Safeguarding Iran's Intangible Cultural Heritage (ICH): A Comparative Study of Nima Yooshij, Sohrab Sepehri, and Ghaisar Aminpourنقش شعر معاصر در حفاظت از میراث ناملموس فرهنگی(ICH) ایران؛ (مطالعه موردی نیما یوشیج، سهراب سپهری و قیصر امین‌پور)15317723747010.22083/scsj.2025.556673.1328FAمهینخطیب نیااستادیار گروه زبان و ادبیات فارسی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
Mahin1319@iau.ac.ir0000-0002-8642-6023Journal Article20251101Introduction: In the contemporary era, rapid cultural and social change, together with the homogenizing pressures of globalization, poses challenges to the safeguarding of intangible cultural heritage (ICH). UNESCO (2003) defines ICH as traditions, rituals, skills, knowledge, and artistic expressions transmitted across generations, providing communities with a sense of identity and continuity. In Iran, ICH is deeply embedded in language, literature, poetry, music, and local rituals and constitutes an important dimension of cultural identity (Kazemi, 2018; Jafari, 2019). Within this context, contemporary Persian poetry can function not only as an aesthetic medium but also as a means of preserving cultural memory and representing cultural values. This study examines how the poetry of Nima Yooshij, Sohrab Sepehri, and Ghaisar Aminpour contributes to the representation and transmission of Iran’s ICH. The primary research question is: How have these poets, through their language and imagery, contributed to preserving collective memory and transmitting cultural and spiritual values to new generations in the context of globalization?<br>Methods: This research employs a qualitative methodology using interpretive content analysis to identify explicit and implicit representations of ICH in contemporary Persian poetry. The study population consists of the poetic works of Nima Yooshij, Sohrab Sepehri, and Ghaisar Aminpour, selected through purposive sampling based on their significance in the development of modern Persian poetry and their engagement with cultural themes. Specifically, 10-15 representative poems from each poet were selected, including works such as Afsaneh (The Legend) and Qesseh-ye Rang Parideh (The Faded Story) by Nima; Hasht Ketab (The Eight Books) by Sepehri; and Ayeneh-ha-ye Nagahan (Sudden Mirrors) and Dar Kuche-ye Aftab (In the Alley of the Sun) by Aminpour. The unit of analysis was the individual verse or stanza containing explicit or implicit references to ICH components. Data analysis was conducted in three stages: 1) Open Coding: the poems were read closely, and words, symbols, images, and themes related to Iranian culture (e.g., local songs, natural elements, and folk beliefs) were identified and coded; 2) Axial Coding: the initial codes were grouped according to conceptual similarities into broader ICH themes, including ritual, language, belief, and social values; and 3) Strategic Analysis: the identified themes were synthesized to examine how poetic representations contribute to the preservation and transmission of cultural identity.<br>Findings: The findings indicate that each poet contributed to the representation and transmission of ICH through a distinctive poetic approach. Nima Yooshij incorporated indigenous and vernacular cultural elements, including local lexicon and representations of rural life, into modern Persian poetry. His work thus contributes to the representation and preservation of the collective memory associated with the cultural heritage of northern Iran (Jafari, 2019). Sohrab Sepehri represented elements of Iran’s spiritual and philosophical heritage by intertwining representations of nature with mystical and contemplative thought. In poems such as The Sound of Water’s Footsteps, his poetic imagery connects ritual, spirituality, and nature, contributing to the representation of Iran’s spiritual and environmental heritage (Ghasemi, 2021; Tiwari, 2017). Ghaisar Aminpour strengthened representations of national and cultural identity through the integration of religious, national, and humanistic themes. His use of shared cultural symbols, such as common soil and roots, illustrates the role of poetry in articulating collective belonging and cultural memory (Maleki, 2022; Rahimi, 2021). The axial coding process further identified representations of rituals and festivals, the preservation of endangered or obsolete linguistic forms, and the articulation of collective memory. Overall, the analysis suggests that contemporary Persian poetry functions not merely as an aesthetic form but also as a dynamic cultural medium through which elements of ICH are represented, reinterpreted, and transmitted in the modern context.<br>Conclusion: The research concludes that contemporary Persian poetry functions as an important medium for representing and transmitting Iran’s intangible cultural heritage. This contribution occurs at three levels: linguistic and local, through Nima Yooshij’s incorporation of local language and rural life; spiritual and philosophical, through Sohrab Sepehri’s engagement with mysticism, spirituality, and nature; and identity and social, through Ghaisar Aminpour’s integration of national and religious themes. Overall, their poetry brings elements of ICH into broader literary discourse and contributes to cultural continuity. The study recommends incorporating selected works into educational curricula and developing interdisciplinary initiatives that connect literature with ICH safeguarding.در جهان معاصر، شتاب فزایندۀ فرهنگی، اجتماعی و تهدید ناشی از جهانی‌شدن، میراث ناملموس فرهنگی کشورها را، در معرض فراموشی قرار داده است؛ لذا این پژوهش، به بررسی نقش برجسته شعر فارسی معاصر در بازنمایی، بازتولید و حفاظت از عناصر میراث فرهنگی ناملموس ایران، با تمرکز بر اشعار «نیما یوشیج، سهراب سپهری و قیصر امین‌پور» می‌پردازد و ازآنجاکه شعر فارسی دورۀ معاصر، از مهم‌ترین ابزارهای حفظ و بازنمایی هویت ایرانی به شمار می‌روند. روش‌شناسی این پژوهش، با رویکرد کیفی و تحلیل محتوای تفسیری و با جمع‌آوری داده‌ها از طریق اسنادی و کتابخانه‌ای، موردمطالعه قرار گرفت. مراحل کدگذاری باز و محوری، منجر به شناسایی مقولاتی چون بازآفرینی اساطیر و فولکلور، حفظ گویش و زبان‌های محلی و بیان مفاهیم زیست‌محیطی و... شد. یافته‌ها نشان می‌دهد، نیمایوشیج با احیای زبان و فرهنگ بومی و روستایی، سهراب سپهری با بازتاب میراث عرفانی و فلسفی شرق و قیصر امین‌پور با تقویت هویت فرهنگی و ملی، هریک در حفظ و انتقال مؤلفه‌های میراث فرهنگی ایران نقش داشته‌اند. نتایج پژوهش بیانگر آن است که شعر فارسی معاصر، فراتر از کارکرد زیبایی‌شناختی، می‌تواند، بستری برای بازتولید و حفظ ارزش‌های ناملموس فرهنگی باشد.https://scsj.ricac.ac.ir/article_237470_e2fffeb3f1e20979b201418f4ab85e68.pdfپژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات راهبردی فرهنگ2783-35776320260923Qualitative Study of the Causes and Consequences of the Erosion of Religious and National Identity in Studentsمطالعه کیفی دلایل و پیامدهای فرسایش هویت دینی و ملی در دانش‌آموزان17921223434210.22083/scsj.2025.515756.1270FAسیداحمدمیرمحمدتباراستادیار، گروه جامعه شناسی، دانشگاه اراک، اراک، ایران. a-mirmohamadtabar@araku.ac.irمجتبیمحمدی جلالی فراهانیاستادیار،گروه مشاوره، دانشگاه فرهنگیان، تهران، ایران. m.mohamadijalali@cfu.ac.irJournal Article20250810Introduction: In recent years, the erosion of religious and national identity has emerged as a major concern in Iran, particularly among younger generations. Empirical studies have reported declining levels of social and national belonging among students and adolescents, attributing this trend to factors such as widespread media use, expanding communication networks, declining social trust, and the limited effectiveness of schools in transmitting cultural and national values. These concerns appear particularly significant in transitional and industrial cities such as Arak, where the social identity index has been reported to be below the national average (Strategic Research Center of the Presidential Office, 2016). Theoretically, globalization and the expansion of digital media have transformed processes of identity formation. Giddens’s (2007) structuration theory emphasizes the changing relationship between social structures and individual agency, while Castells (2010) highlights the role of networked communication in reshaping cultural and national identities. Inglehart’s (2021) theory of cultural change further points to the growing importance of self-expression and individualization. Drawing on these perspectives, this study examines the major causes and consequences of religious and national identity erosion among students in Arak, with particular attention to the changing roles of family, school, cultural institutions, media, and peer groups.<br>Methods: This research employed a qualitative approach using thematic analysis. The method was selected because of the exploratory nature of the topic and the need to gain an in-depth understanding of the lived experiences and perspectives of experts and educational practitioners regarding religious and national identity. The study population consisted of specialists in the humanities and social sciences, as well as school principals, counselors, and moral education instructors in Arak. Participants were selected through purposive sampling, with interviews continuing until theoretical saturation was reached, that is, until no substantially new information or concepts emerged from the data. In total, 35 in-depth, semi-structured interviews were conducted. The interview questions focused on participants’ perceptions of religious and national identity, the factors contributing to its erosion, and the potential consequences of this erosion among students. All interviews were recorded with informed consent and transcribed verbatim. The data were analyzed using thematic analysis and a coding process based on the model proposed by Strauss and Corbin (2012), which comprises three stages: open coding (identifying initial concepts in the data), axial coding (establishing relationships among related concepts), and selective coding (integrating the categories into a final conceptual model).<br>Findings: The participants included 35 individuals: 11 experts in sociology, education, theology, psychology, and the philosophy of Islamic education; 10 school counselors; 8 school principals; and 6 moral education instructors. The qualitative analysis of the semi-structured interviews identified the causes and consequences of the erosion of religious and national identity, which were organized into two overarching themes and sixteen organizing subthemes. In interviews addressing the causes of identity erosion, 53 basic themes were extracted and grouped into nine organizing categories: borderless media and cultural disintegration; peer dominance and informal role modeling; parental absence in identity formation; the “digital corona” and the acceleration of identity change; the crisis of meaning in adolescence; soulless schools and identity-free education; outdated structures and formalistic approaches to upbringing; social dissatisfaction and a weakened sense of belonging; and religious disengagement and the rupture between belief and behavior. In interviews addressing the consequences of identity erosion, 48 basic themes were identified and classified into seven organizing categories: weakening of moral and religious boundaries; social deviance and adolescent vulnerability; civic indifference and social isolation; consumerist and marketized identities; emotional divergence within the family; meaninglessness and motivational exhaustion; and psychological fragmentation and disintegration.<br>Conclusion: Drawing on Giddens’s (2007) structuration theory and Castells’s (2010) concept of the network society, the findings indicate that the weakening of family, school, and cultural institutions has reduced their capacity to shape religious and national identity, while media, peer groups, and consumer culture have emerged as alternative sources of meaning. Adolescents in Arak increasingly navigate between local and transnational identity fields, contributing to tensions in their beliefs, values, and lifestyles. The erosion of identity therefore reflects not merely media influence or educational weaknesses, but a broader disconnection between meaning-producing institutions and young people’s lived experiences. Reconstructing religious and national identity requires revitalizing intergenerational and institutional dialogue and transforming education from memory-based instruction toward meaning-oriented education.هدف اصلی تحقیق شناسایی دلایل و پیامدهای فرسایش هویت دینی و ملی در دانش‌آموزان شهر اراک است. این پژوهش با رویکرد کیفی و با استفاده از روش تحلیل مضمون و ابزار مصاحبه نیمه‌ساخت‌یافته انجام شده است. با کمک نمونه‌گیری هدفمند و با معیار اشباع نظری با 35 نفر از مصاحبه‌شوندگان مصاحبه گردید و نهایتاً داده‌های گردآوری شده در قالب دو مضمون فراگیر و 16 مضمون سازمان‌دهنده، کدگذاری و تحلیل گردید. نتایج تحقیق نشان می‌دهد که 9 مضمون سازمان‌دهنده رسانه‌های بی‌مرز و فروپاشی فرهنگی، سلطه همسالان و الگوهای غیررسمی، غیبت والدین در تربیت هویتی، کرونای دیجیتال و شتاب تغییر هویت، بحران معنا در دوران نوجوانی، مدرسه بی‌روح و آموزش بی‌هویت، ساختار فرسوده و تربیت صوری، نارضایتی اجتماعی و ضعف تعلق و دین‌گریزی و گسست باور و رفتار مهم‌ترین دلایل فرسایش هویت دینی و ملی دانش‌آموزان در شهر اراک هستند. همچنین 7 مضمون سازمان‌دهنده سستی مرزهای اخلاقی و دینی، لغزش اجتماعی و آسیب‌پذیری نوجوانان، بی‌تفاوتی مدنی و انزوای اجتماعی، هویت مصرفی و خود بازاری شده، واگرایی عاطفی در خانواده، بی‌معنایی و فرسودگی انگیزشی و شکاف روانی و ازهم‌گسیختگی شخصیتی ازجمله پیامدهای فرسایش هویت دینی و ملی دانش‌آموزان شهر اراک است.https://scsj.ricac.ac.ir/article_234342_0b3d1c5d06cbfe03e47594d0b828d5de.pdfپژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات راهبردی فرهنگ2783-35776320260923Global Regulatory Patterns for Polling Organizations: A Comparative Assessment and a Proposed Framework for Iranالگوهای جهانی تنظیم‌گری مراکز افکار سنجی: ارزیابی تطبیقی و چارچوب پیشنهادی برای ایران21324124754310.22083/scsj.2026.567766.1348FAعلیداوریدانشجوی دکتری علوم سیاسی، دانشکده حقوق و علوم سیاسی، دانشگاه تهران، تهران، ایران. (نویسنده مسئول)
davari.ali@ut.ac.ir0009-0008-8810-3018محمد جوادبادین فکردانشجوی دکتری فرهنگ و ارتباطات، مدیر پژوهش افکارسنجی ملت، مرکز پژوهش‌های مجلس شورای اسلامی، تهران، ایران.
m.j.badini74@gmail.com0000-0002-6807-4386وحیدکشافینیادکتری جامعه شناسی، عضو هیئت علمی مرکز پژوهش‌های مجلس شورای اسلامی، تهران، ایران. v.kashafinia@gmail.com0000-0003-4074-1332Journal Article20260219Introduction: The growing importance of public opinion data in governance, policymaking, and political communication has increased attention to the institutional frameworks governing polling organizations. Polling centers play a significant role in producing information that informs decision-makers, political actors, media organizations, and the broader public. Given the potential impact of polling data on public discourse and policy outcomes, transparency, methodological rigor, accountability, and regulatory oversight have become increasingly important. Despite the expansion of polling activities in Iran, no coherent legal or institutional framework currently exists for the establishment, operation, supervision, and evaluation of polling organizations. Existing arrangements are characterized by fragmented regulations, inconsistent methodological standards, and limited mechanisms for professional oversight. This situation has contributed to variations in quality and has, at times, undermined public confidence in polling results. A review of the international literature reveals that most studies focus on election polling, publication restrictions, electoral silence periods, and freedom of expression. Comparatively little attention has been devoted to the institutional regulation of polling organizations themselves, including licensing procedures, supervisory mechanisms, professional accountability, and governance structures. This study addresses this gap by examining regulatory arrangements in a diverse group of countries and identifying broader models of public opinion research regulation that may inform policy discussions in Iran.<br>Methods: This research employs a structured comparative approach. Eight countries with diverse legal, political, and institutional settings were selected: Germany, South Korea, Qatar, China, the United States, South Africa, Turkey, and Russia. The selection aimed to capture a broad spectrum of regulatory arrangements and governance traditions rather than to test predetermined categories. All eight cases were examined across key regulatory dimensions, including licensing and registration procedures, oversight mechanisms, transparency requirements, publication rules, enforcement arrangements, and the role of professional associations. For analytical clarity, four countries—Germany, South Korea, Qatar, and China—are discussed in greater detail as illustrative cases representing distinct regulatory approaches. Germany represents professional self-regulation with minimal governmental intervention; South Korea demonstrates state facilitation with limited oversight; Qatar illustrates a restrictive environment shaped by political sensitivities; and China represents an extensive state-centered regulatory model. The experiences of the United States, South Africa, Turkey, and Russia were incorporated into the broader cross-case analysis and contributed to the development and refinement of the four regulatory models. The analysis was based on legal documents, regulatory frameworks, official reports, professional codes of conduct, and international assessments.<br>Findings: The comparative analysis demonstrates that the regulation of public opinion research cannot be adequately understood through a simple distinction between state intervention and market freedom. Rather, regulatory outcomes depend on a combination of institutional factors, including methodological transparency, accountability mechanisms, professional standards, and the credibility of supervisory institutions. Four broad regulatory models emerged from the analysis. The first is professional self-regulation, characterized by strong professional associations, extensive methodological transparency, and limited direct state intervention. Germany and the United States largely reflect this model. The second is state facilitation with limited oversight, in which governments establish procedural safeguards and transparency requirements while preserving substantial professional autonomy. South Korea and South Africa exemplify this approach. The third model is directed state control, in which polling activities are permitted but remain subject to significant restrictions regarding politically sensitive topics and publication practices. Turkey, Russia, and Qatar display varying forms of this model. The fourth is comprehensive authoritarian regulation, represented most clearly by China, where governmental authorities exercise extensive control over licensing, survey implementation, data collection, and publication. The findings further indicate that effective regulatory systems are generally associated with clearly defined institutional responsibilities, transparent methodologies, and robust mechanisms of professional accountability. Conversely, excessive political control tends to reduce transparency and constrain the independent production of public opinion data. The analysis of Iran reveals that its current situation does not fit neatly into any single model. Rather, it reflects a hybrid institutional arrangement incorporating elements of all four regulatory approaches. Governmental influence coexists with limited forms of professional self-regulation and relatively autonomous research activities, particularly in certain segments of the private sector. Regulatory ambiguity, fragmented oversight, and the absence of unified professional standards further contribute to this distinctive configuration.<br>Conclusion: The study argues that the Iranian case should not be classified within any single conventional regulatory model. Instead, it is better understood as a mixed model in which elements of different regulatory traditions coexist in an uneven and sometimes contradictory manner. This finding highlights the limitations of conventional dichotomies such as state-centered versus market-centered regulation and underscores the importance of examining the institutional conditions that shape regulatory outcomes. The comparative evidence suggests that the long-term objective for Iran should be the gradual development of a regulatory framework based on professional self-regulation, institutional accountability, methodological transparency, and reduced direct governmental intervention. However, the institutional conditions necessary for such a model are not yet fully developed. Consequently, this study proposes a transitional strategy based on state facilitation with limited oversight. Under this approach, governmental institutions would focus on establishing legal infrastructure, minimum professional standards, transparency requirements, and mechanisms for registration and accountability, while avoiding direct intervention in research content and findings. Simultaneously, professional associations and independent research organizations would be strengthened to assume greater regulatory responsibilities over time. The findings contribute to the literature by shifting attention from the regulation of published polling results toward the broader institutional governance of polling organizations. They also provide a comparative framework for understanding regulatory diversity and offer a realistic pathway for improving the governance of public opinion research in Iran.تنظیم‌گری مراکز افکار سنجی در سال‌های اخیر به دلیل نقش فزاینده داده‌های افکار عمومی در سیاستگذاری اهمیت فزاینده‌ای یافته است. بااین‌حال، ایران فاقد چارچوب قانونی و نهادی منسجم برای تأسیس، فعالیت و نظارت بر این مراکز است؛ وضعیتی که به ناهمگونی کیفیت، نبود استانداردهای مشترک روش‌شناختی و کاهش اعتماد عمومی منجر شده است. این مقاله با رویکردی تطبیقی، نظام‌های تنظیم‌گری افکار سنجی را در هشت کشور (آلمان، کره‌جنوبی، قطر، چین، ایالات‌متحده، آفریقای جنوبی، ترکیه و روسیه) بررسی می‌کند. داده‌های چهار کشور نخست به‌صورت تفصیلی و چهار کشور دیگر به‌صورت فشرده تحلیل شده‌اند. یافته‌ها نشان می‌دهد که تنظیم‌گری افکار سنجی در طیفی از الگوها شامل خودتنظیم‌گری حرفه‌ای، تسهیلگری دولتی، کنترل جهت‌دار و اقتدارگرایی فراگیر قابل صورت‌بندی است. این الگوها صرفاً بازتاب میزان مداخله دولت نیستند، بلکه به مجموعه‌ای از پیش‌شرط‌های نهادی ازجمله ظرفیت نهادهای مدنی، شفافیت روش‌شناسی و سازوکارهای پاسخگویی وابسته‌اند. این مقاله استدلال می‌کند که «مدل ایران» را نمی‌توان در چارچوب یکی از الگوهای مرسوم جهانی طبقه‌بندی کرد، بلکه با نوعی صورت‌بندی ترکیبی و تا حدی «فرامدل» مواجه هستیم که در آن عناصر چند الگو به‌طور هم‌زمان و ناهمگون حضور دارند. این ویژگی، امکان انطباق ساده با دوگانه‌های رایج «بازارمحور در برابر دولت‌محور» را محدود می‌سازد و ضرورت ارائه یک مسیر مرحله‌ای و واقع‌گرایانه را برجسته می‌کند. در جمع‌بندی، مقاله پیشنهاد می‌کند که در افق بلندمدت، تقویت خودتنظیم‌گری حرفه‌ای و کاهش مداخله مستقیم دولت مدنظر قرار گیرد، درحالی‌که در کوتاه‌مدت «تسهیلگری دولتی همراه با نظارت محدود» به‌عنوان مسیر گذار برای بهبود تدریجی کیفیت تنظیم‌گری در ایران قابل توصیه است.https://scsj.ricac.ac.ir/article_247543_3875115db548630562ca8f70f8755cd5.pdfپژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات راهبردی فرهنگ2783-35776320260923Counterculture Indicators in Information and News Industries: A Thematic Analysis for Cultural Policy Evaluationشاخص‌های پادفرهنگ در رسانه‌های خبری24327725143210.22083/scsj.2026.552877.1318FAمحمدمهدیمحققیدکتری سیاستگذاری فرهنگی دانشگاه باقرالعلوم (ع)، قم، ایران. (نویسنده مسئول) mm.mo64@yahoo.com0009-0003-2255-7336کمیلقیدرلواستادیار دانشکده معارف اسلامی، فرهنگ و ارتباطات دانشگاه امام صادق (ع)، تهران، ایران. gheidarloo@isu.ac.ir0009-0000-2906-9122Journal Article20260311Introduction: Counterculture constitutes an important dimension of cultural dynamics and refers to patterns of meaning, values, norms, and lifestyles that emerge in a critical or conflictual relationship with dominant culture. In contemporary societies, news media and information industries have become important arenas for the representation, reproduction, dissemination, and transformation of countercultural patterns. The expansion of digital communication platforms and changes in news consumption have further blurred the boundaries between dominant culture, popular culture, and counterculture. Consequently, identifying appropriate indicators is essential for systematically assessing the presence and characteristics of countercultural phenomena in media environments. Such indicators can provide an analytical basis for distinguishing different manifestations of counterculture and understanding the social and communicative mechanisms through which they are reproduced. The present study therefore seeks to identify, categorize, and formulate the principal indicators of counterculture in news media. The study also examines the conditions associated with the emergence and expansion of media-based countercultures and considers the implications of the identified indicators for cultural and media policymaking.<br>Methods: This study employed a qualitative research design based on thematic analysis. Data were collected through documentary and library research, expert group discussions, and interviews with scholars and experts. The use of multiple sources enabled the researchers to examine countercultural indicators from theoretical, documentary, and expert perspectives. The collected materials were subjected to thematic analysis to identify recurring concepts, patterns, and relationships associated with counterculture in information and news industries. The analysis focused on formulating indicators and organizing them into broader conceptual categories. In addition, a policy-oriented perspective was applied to interpret the findings and examine their implications for cultural governance and media policy. Stakeholder- and systems-oriented considerations were incorporated into the interpretation of the findings, with particular attention to the mechanisms through which media structures, communicative practices, social conditions, and discursive patterns interact in the reproduction of countercultural phenomena. The analytical process sought to establish a systematic relationship among empirical evidence, conceptual categories, and policy implications.<br>Findings: The findings indicate that countercultural indicators in news media can be organized into four overarching dimensions: psychological-motivational, structural, behavioral, and discursive. The psychological-motivational dimension includes factors such as peer pressure, perfectionism, resistance to domination, exposure and disclosure, sectarianism, insults, and ridicule. The structural dimension encompasses alternative, independent, investigative, and critical journalism, underground media, and technological mechanisms such as echo chambers and polarization-reinforcing algorithms. The behavioral dimension includes sensationalist reporting, criticism, satire, caricature, parody, media representation, and artistic protest, while the discursive dimension comprises news distortion, opposition to censorship, rights claims, demands for transparency and accountability, and social justice claims. The emergence and expansion of these countercultural patterns are associated with dissatisfaction with dominant values and norms, social inequalities, declining social capital, crises of trust, and deficiencies in political and economic mechanisms. Media and communication platforms also contribute to their amplification, circulation, and reproduction.<br>Conclusion: The study concludes that counterculture in news media should be understood as a multidimensional cultural and communicative phenomenon with significant implications for cultural and media policymaking. The four-dimensional framework identified in this research provides an analytical basis for monitoring and assessing countercultural indicators across motivational, structural, behavioral, and discursive levels. The policy analysis further suggests that approaches based primarily on restriction, suppression, and censorship have limited capacity to address countercultural phenomena and may, under certain conditions, contribute to the development or strengthening of underground media. More interactive approaches, including the promotion of media literacy, social dialogue, balanced media representation, and support for professional independent media, offer greater potential for addressing cultural divisions and reducing discursive tensions. Accordingly, effective policy responses require a multidimensional and participatory approach based on continuous monitoring, systematic analysis, and an improved understanding of the social and media conditions associated with counterculture. The findings provide a conceptual framework that can be used in subsequent empirical research to operationalize countercultural indicators and assess their prevalence and effects across different media environments.پادفرهنگ‌ها برای بقا و گسترش خود در رویارویی باارزش‌ها و هنجارهای غالب، به بهره‌گیری از رسانه‌های خبری و صنایع اطلاع‌رسانی متکی هستند. ارزیابی هر پدیده اجتماعی نیازمند تعیین شاخص‌ها است و هدف اصلی این تحقیق نمایاندن و صورت‌بندی شاخص‌های پادفرهنگ در رسانه‌ها است. روش تحلیل داده‌های اسنادی کتابخانه‌ای، گروه نخبگانی و مصاحبه علمی در این تحقیق، تحلیل مضمون است. یافته‌های پژوهش نشان می‌دهد که شاخص‌های پادفرهنگ در رسانه‌های خبری در چهار کلان‌متغیر روان‌شناختی انگیزشی، ساختاری، کنشی و گفتمانی قابل صورت‌بندی است. در بُعد روان‌شناختی انگیزشی، مؤلفه‌هایی مانند فشار همتایان، کمال‌گرایی، اعتراض به سلطه، افشاگری، فرقه‌گرایی، دشنام و تمسخر برجسته است؛ در بُعد ساختاری، روزنامه‌نگاری جایگزین، مستقل، تحقیقی و انتقادی، رسانه‌های زیرزمینی و سازوکارهایی مانند اتاق‌های پژواک و الگوریتم‌های تقویت‌کننده قطبی‌سازی شناسایی شد. شاخص‌های کنشی نیز در قالب زردنویسی، نقد، طنز، کاریکاتور، هجو، بازنمایی رسانه‌ای و اشکال هنری اعتراضی صورت‌بندی شدند و در سطح گفتمانی، تحریف اخبار، اعتراض به سانسور، حق‌خواهی، مطالبه شفافیت و پاسخگویی، عدالت‌خواهی برجسته بود. یافته‌ها همچنین نشان می‌دهد که شکل‌گیری و گسترش پادفرهنگ‌های رسانه‌ای با نارضایتی از ارزش‌ها و هنجارهای مسلط، نابرابری اجتماعی، ضعف سرمایه اجتماعی، بحران اعتماد و ناکارآمدی برخی سازوکارهای سیاسی و اقتصادی پیوند دارد و رسانه‌ها در تقویت و انتشار آن‌ها نقش دارند. تحلیل سیاستی پژوهش نشان داد که رویکردهای محدودکننده و مبتنی بر حذف و سانسور ظرفیت اندکی برای مدیریت این پدیده دارند و حتی گاه باعث بروز رسانه‌های زیرزمینی می‌شوند؛ در مقابل، حکمرانی مشارکتی، تبلیغ معارف، تقویت سواد رسانه‌ای، گفت‌وگوی اجتماعی، بازنمایی متوازن و حمایت از رسانه‌های حرفه‌ای مستقل، ظرفیت بیشتری برای مدیریت شکاف‌های فرهنگی و کاهش تعارضات گفتمانی دارد؛ بنابراین پادفرهنگ رسانه‌ای پدیده‌ای مرتبط با سیاستگذاری و حکمرانی فرهنگی و رسانه‌ای است و مواجهه با آن به نظامی چندسطحی، مشارکتی و مبتنی بر رصد و تحلیل مستمر نیاز دارد.https://scsj.ricac.ac.ir/article_251432_21a36ddcc8a9d496cb3a26af5851429d.pdfپژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات راهبردی فرهنگ2783-35776320260923Geopolitics of Cinema and its Role in Enhancing Soft Power and Cultural Hegemony of Iran; Strategies and Policy Recommendationsژئوپلیتیک سینما و نقش آن در ارتقای قدرت نرم و هژمونی فرهنگی ایران؛ راهبردها و راهکارهای سیاستگذاری27930225040210.22083/scsj.2026.575382.1362FAنویدکمالیدکتری جغرافیای سیاسی، دانشکده جغرافیا، دانشگاه تهران، تهران، ایران. NavidKamali@ut.ac.irJournal Article20260212Introduction: In the contemporary world order, geopolitics defines “space” beyond its physical dimensions, incorporating psychological, cultural, and media elements. Within this paradigm, cinema functions as a powerful “technology of seeing” and a primary instrument of “identity projection,” playing a foundational role in shaping geographical imaginaries and representing national identities. The main structural problem addressed in this research is the profound gap between the geopolitical dimensions of space and the media policy doctrines embedded in the upstream policy documents of the Islamic Republic of Iran. Despite Iran’s critical geopolitical position in the energy heartland, its ancient civilizational heritage, and its profound geocultural influence in West Asia—which provide considerable potential for establishing cultural hegemony and enhancing soft power—national cinema lacks a strategic and purposeful position within the country’s policy documents. Consequently, the international image of Iran is frequently affected by what this study conceptualizes as “cinematic terrorism” orchestrated through Western media hegemony. Concurrently, Iran’s export-oriented and festival-oriented cinema, often seeking alignment with the Orientalist preferences of Western film festivals, tends to portray a marginal, passive, and crisis-centered image of the nation. This study aims to critically evaluate these structural and discursive shortcomings and propose strategic policy recommendations, informed by successful international experiences, to strengthen Iranian cinema as a driver of cultural influence and public diplomacy.<br>Methods: This research adopted a descriptive-analytical approach grounded in qualitative policy research methodology. To investigate the subject in depth, a qualitative research design combining documentary analysis and directed qualitative content analysis was employed. The units of analysis encompassed domestic cultural policy documents—specifically the 20-Year National Vision Document and the 7th Development Plan—as well as the thematic and discursive patterns of spatial and identity representation in internationally screened Iranian films. Furthermore, a comparative analysis was conducted of the cinematic policies and strategies of global powers, including the United States (Hollywood), South Korea (the Hallyu Wave), and China (the “Going Out” policy), to identify potentially adaptable models. Data were extracted through a systematic three-stage coding process: open, axial, and selective coding. The findings were organized around three main axes: the discursive axis of Iran’s image, the geocultural axis, and the structural-institutional axis. Finally, a gap analysis model was employed to map the substantial distance between the current state of cinematic policymaking in Iran and the desired state of cinema as an engine of cultural influence and geopolitical capacity.<br>Findings: The findings indicate that the gap between Iran’s cultural policy structure and international geopolitical requirements operates across three interconnected levels: discursive, structural-institutional, and economic-distributive. At the discursive level, Iran’s cultural policies remain predominantly protective and inward-looking, thereby limiting the geopolitical potential of cinema. The study therefore proposes an “Empowered Iran” discourse that emphasizes scientific progress, technological innovation, social resilience, and the cultural capacities of Shiite geoculture and Persian civilization. At the structural-institutional level, weak coordination between diplomatic and cinematic institutions necessitates the establishment of a Strategic Council for Cinematic Diplomacy and the expansion of international co-productions with allied countries. At the production and distribution level, the findings highlight Iran’s limited integration into global distribution networks and its dependence on domestic state funding. Proposed measures include a national-interest clause in professional contracts and the establishment of a Cinematic Export Fund to strengthen regional distribution and expand the international reach of Iranian cinema.<br>Conclusion: This study demonstrates that cinema is not merely an entertainment industry but also a critical arena for the reproduction of geopolitical power and the naturalization of dominant discourses. The Islamic Republic of Iran’s cultural influence in the region will remain fundamentally incomplete without the strategic deployment of “strategic cinema.” The primary obstacle is not a lack of artistic talent or technical infrastructure, but structural shortcomings in discursive meaning-making, institutional alignment, and the political economy of cultural exports. As long as the dominant cinematic portrayal of Iran remains confined to a society in crisis, and as long as there is no structural linkage between official diplomacy and cinematic output, cinema will fail to function effectively as a strategic instrument of soft power. Therefore, transitioning from an “industry-oriented” perspective to a “geopolitically oriented” paradigm is essential. A comprehensive “National Cinema Doctrine” should be integrated into the broader doctrine of national power, redefining cinema’s role in reproducing legitimacy, generating cultural attraction, and consolidating geocultural networks. By implementing the proposed policy packages, including targeted funding, geopolitical training for filmmakers, and measurable impact indicators, Iranian cinema can transform from a passive participant in the narrative struggle into a proactive agent capable of shaping a civilized, capable, and authoritative image of Iran on the global stage.سینما به‌عنوان یکی از پرقدرت‌ترین ابزارهای تولید معنا در عصر حاضر، نقشی بنیادین در شکل‌دهی به تخیل جغرافیایی و بازنمایی هویت‌های ملی ایفا می‌کند. هدف این پژوهش واکاوی نسبت میان ژئوپلیتیک سینما و توانمندسازی قدرت نرم جمهوری اسلامی ایران است. مسئله اصلی پژوهش، فقدان یک الگوی راهبردی یکپارچه در بستر اسناد بالادستی برای بهره‌گیری پویا و هدفمند از پتانسیل‌های سینما در جهت تثبیت جایگاه هژمونیک ایران در منطقه و جهان است. این پژوهش با رویکردی توصیفی-تحلیلی و با بهره‌گیری از روش‌شناسی آمیخته (اسنادی و تحلیل محتوای کیفی)، به واکاوی تجربیات جهانی و کاستی‌های داخلی پرداخته است. یافته‌ها نشان می‌دهد که سینمای ایران علی‌رغم دستاوردهای هنری در جشنواره‌های بین‌المللی، به دلیل غلبه نگاه صرفاً اخلاقی/داخلی بر نگاه ژئوپلتیک/راهبردی، کارکرد مناسبی در دیپلماسی عمومی و بازنمایی وجه اثربخش از “برند ایران” نداشته است. نتایج پژوهش حاکی از آن است که گذار از سیاستگذاری بازدارنده به سیاستگذاری راهبردی، نیازمند تدوین “دکترین ملی سینما”، اصلاح الگوی مالی و تولیدی به سمت آثاری با پذیرش جهانی و نفوذ در لایه‌های ژئوکالچر منطقه‌ای است. این مقاله درنهایت راهبردهایی در سه سطح تولید، توزیع و گفتمان برای ارتقای جایگاه سینمای ایران در معادلات قدرت نرم ارائه می‌دهد. همچنین تحلیل تطبیقی تجربه ایران با نمونه‌های جهانی نشان می‌دهد که بدون بازتعریف گفتمان سینمایی، هم‌راستاسازی نهادی میان دیپلماسی رسمی و نهادهای سینمایی و استقرار سازوکارهای سنجش‌پذیر برای ارزیابی پیامدهای ژئوپلیتیکی آثار، بخش عمده ظرفیت سینمای ایران در ارتقای قدرت نرم جمهوری اسلامی ایران بالفعل نخواهد شد.https://scsj.ricac.ac.ir/article_250402_47acda3afa7da231761f833a8925e02d.pdfپژوهشگاه فرهنگ، هنر و ارتباطاتفصلنامه علمی مطالعات راهبردی فرهنگ2783-35776320260923A Systematic Review of Humor Research in Iranمرور نظام‌مند پژوهش‌های طنز در ایران30333124000910.22083/scsj.2026.561053.1340FAعلی اصغرموذنیدانشجوی دکتری مدیریت رسانه، دانشکده علوم اجتماعی، دانشگاه ادیان و مذاهب، قم، ایران. (نویسنده مسئول)
A.moazzeni@urd.ac.ir0009-0007-1373-3245حسنبشیراستاد دانشکده معارف اسلامی و فرهنگ و ارتباطات، دانشگاه امام صادق (ع)، تهران، ایران. Bashir@isu.ac.ir0000-0003-0793-6832Journal Article20251130Introduction: Humor is not merely a literary technique but a worldview that reveals truth through non-serious forms. In Iranian culture and literature, humor has historically occupied a significant position, ranging from the satirical anecdotes of the Ghaznavid court to social critiques in contemporary media. Despite the widespread presence of humor in Iranian social interactions and literature, academic attention to this phenomenon was historically limited, partly due to the misconception that humor is incompatible with seriousness. However, over the past decade (specifically from 1388/2009 onward), academic research on this phenomenon has grown significantly across disciplines such as literature, linguistics, sociology, and communication.<br>Despite this quantitative growth, the research landscape remains fragmented. Most studies focus on case-based analyses or specific literary works, and there is a noticeable absence of a macro-level, integrated analysis that maps the problematics, dominant approaches, and research gaps. The primary objective of this study is to conduct a systematic review of scientific articles published between 1379 and 1402 (2000–2024) to identify the dominant research trends, theoretical frameworks, and methodological tendencies in Iran.<br>Methods: This study employs a systematic review method, utilizing a mixed-methods approach that combines meta-analysis of quantitative bibliometric data with thematic analysis of qualitative data. A comprehensive search was conducted using more than 20 keywords, including Satire, Parody, Grotesque, Caricature, and Irony, across major Iranian academic databases, namely Noormags, Magiran, Humanities Portal, and SID. The initial search yielded 521 articles. The articles then underwent a rigorous screening process based on predefined inclusion criteria, including relevance to humor and their status as scientific-research articles. After removing duplicates and irrelevant items, a final corpus of 87 scientific-research articles was selected. Data were extracted at two levels. First, bibliometric data, including publication year, author characteristics, university affiliation, and research methodology, were extracted for quantitative analysis. Second, thematic data concerning the content, theoretical foundations, and findings of the selected articles were analyzed to identify basic, organizing, and global themes using Attride-Stirling’s thematic network approach.<br>Findings: The findings reveal a steady growth in Iranian humor research, particularly since 2009, with publication peaks in 2020 and 2022. Research is predominantly collaborative and institutionally concentrated in state universities, which produced 78.75% of the studies, with the University of Tehran and Ferdowsi University of Mashhad being the most productive institutions. Methodologically, the field is overwhelmingly qualitative (95.4%), with content analysis as the dominant analytical method and no purely quantitative studies identified. Theoretically, Incongruity Theory was the most frequently employed framework, followed by Bakhtin’s theory of carnival and the concept of the grotesque. The thematic analysis of 87 studies generated 207 basic themes organized into three major domains: patterns, styles, and techniques of humor; humor in artistic and media communication; and religious and ethical humor. Overall, the literature has evolved from text-centered analyses of the mechanisms and rhetorical construction of humor toward greater attention to its social, cultural, historical, religious, and communicative contexts. Iranian scholarship primarily conceptualizes humor as both a critical and reformist instrument for challenging social problems and an educational and soothing mechanism, particularly in religious and mystical contexts. However, the field remains characterized by significant methodological limitations, especially its heavy reliance on qualitative approaches and the near-complete absence of quantitative research capable of systematically measuring the psychological and social effects of humor.<br>Conclusion: Humor studies in Iran are evolving from purely literary descriptions toward functional, interdisciplinary, and sociological analyses. However, to mature further, the field requires greater methodological diversity. Future research should move beyond descriptive content analysis and employ quantitative and mixed-methods approaches, as well as cognitive science perspectives, to empirically examine audience reception of humor and its effects on mental health and social capital.در دهه اخیر، در ایران، نگاه جدی به حوزه طنز و فعالیت پژوهشی در این زمینه، رشد محسوسی پیدا کرده است. ولی با وجود رشد کمی پژوهش‌ها، فقدان یک تحلیل کلان و یکپارچه که بتواند مروری بر تحقیقات این حوزه داشته باشد، محسوس است. در این پژوهش، با طی یک مرور نظام‌مند بر روی این تحقیقات، سعی بر برطرف‌کردن این خلأ خواهیم داشت. 87 مقاله منتخب، به‌عنوان جامعه نهایی پژوهش، مشخص گردید. سپس برای تحلیل داده‌ها از ترکیب فراتحلیل و تحلیل مضمون، استفاده شد. یافته‌های فراتحلیل نشان داد که غلبه مطلق در این پژوهش‌ها، با رویکرد کیفی و روش تحلیل محتوا است و نظریه «عدم تجانس» پرتکرارترین چارچوب نظری مورداستفاده بوده است. یافته‌های تحلیل مضمون نیز منجر به شناسایی سه حوزه موضوعی اصلی شد: ۱. الگو، سبک و تکنیک‌های طنزپردازی؛ ۲. طنز دینی و اخلاقی و ۳. طنز و ارتباطات هنری و رسانه‌ای. ذیل این حوزه‌ها، مضامین کلیدی مانند سازوکارهای خلق طنز، کارکردهای انتقادی و تعلیمی و زمینه‌مندی طنز در بستر فرهنگ و رسانه استخراج گردید. نتیجه این پژوهش نشان داد که پژوهش‌های طنز در ایران، از مطالعات متنی - ادبی به سمت تحلیل‌های کارکردی و میان‌رشته‌ای در حال حرکت است. بااین‌حال، این حوزه از فقر تنوع روش‌شناختی (کمبود مطالعات کمی و ترکیبی) رنج می‌برد.https://scsj.ricac.ac.ir/article_240009_80703a3747cea274f0012904cc5ddad5.pdf