نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه علم اطلاعات و دانش شناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران
2 استادیار علم اطلاعات و دانش شناسی دانشگاه شهید بهشتی
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Purpose: This research's primary objective was to assess the status of eight key literacies—informational, media, research, environmental, health, financial, cultural, and emotional—among female high school students in Tehran. In addition to evaluating the level of these literacies, the study sought to uncover the complex and reciprocal relationships among them. Given the Iranian educational system's failure to foster 21st-century skills and society's need for a generation equipped with multiple literacies, this research aimed to provide a foundation for educational planning and macro-level policy-making by identifying existing strengths and weaknesses. The selection of female students was of particular importance due to their pivotal role in the country's cultural, social, and economic future, as well as their key function in transmitting values and knowledge to future generations.
Methodology: This study was conducted in two phases. In the first phase, the components of the eight literacies were extracted through a content analysis of Persian and English academic texts and resources (including 8 Persian articles, 12 English articles, and 4 English books). Based on these components, a 37-item questionnaire with a 10-point Likert scale (from 1 to 10) was developed. In the second phase, the survey was distributed to 169 female high school students selected from 67 schools in Tehran. These students were chosen by their teachers based on criteria such as high grades and better performance in school activities. For data analysis, non-parametric tests and Structural Equation Modeling using the Generalized Structured Component Analysis (GSCA) method were employed. The validity and reliability of the research instrument were also confirmed using methods such as split-half reliability (Spearman–Brown coefficient), composite reliability, content validity (CVI), convergent validity, and discriminant validity.
Findings: Descriptive findings revealed that the mean and median scores for all eight literacies among the elite students in Tehran were below the average threshold of 5. This indicates a significant weakness in informational, media, research, health, financial, cultural, emotional, and environmental literacies. The results of the binomial test confirmed that the frequency of responses "less than or equal to 5" (below average) was significantly higher than the frequency of responses "greater than 5" (above average). For instance, 96% of students rated their informational literacy as below average. The analysis of relationships between the literacies and demographic variables revealed several important findings. Firstly, informational literacy was the only literacy that showed a significant and positive relationship with household income. Secondly, the levels of emotional, cultural, and financial literacies decreased significantly as students' age increased, indicating a "developmental regression" due to the excessive focus on the university entrance exam (konkur). Thirdly, the highest correlations were observed between financial and cultural literacy, emotional and cultural literacy, and informational and media literacy. Environmental literacy only correlated with health literacy, suggesting its "isolation" from other life skills. Structural analysis findings showed that media literacy influences health literacy, which in turn affects emotional literacy. Research literacy also impacts financial literacy, which then has a strong effect on both emotional and cultural literacies. This path indicates that financial literacy acts as a powerful "conduit" that transfers the influence of research literacy to softer skills. No significant path was found for environmental literacy, further emphasizing its "isolation" within the students' skill sets.
Conclusion: This research demonstrates that the Iranian educational system, even among its elite students, has failed to equip them with the vital literacies necessary for success in today's complex society. The overall weakness in all eight literacies, the concerning decline in emotional, cultural, and financial literacies with increasing age, and the powerful mediating role of financial literacy all confirm the deep gap between what the educational system provides and what society demands. The results suggest that effective training in financial and research literacies can act as catalysts for developing crucial soft skills like cultural and emotional literacy. The findings also underscore the need to rethink how environmental education is taught, so that this literacy is integrated and becomes an inseparable part of students' life skills rather than a detached concept. It is recommended that policymakers and educational officials reduce the focus on the university entrance exam and integrate 21st-century skills into curricula at all levels to prepare a capable generation for future challenges.
کلیدواژهها [English]
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