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Rezaei S, Afkaneh S, Imani Ghalepardasari M. Developing a Public Education Model Based on Social Governance in the Iranian Red Crescent Society. jorar 2026; 18 (3) :164-172
URL: http://jorar.ir/article-1-1089-en.html
URL: http://jorar.ir/article-1-1089-en.html
Department of Educational Sciences,Ro.,C, Islamic Azad University, Roudehen, Iran
Abstract: (301 Views)
INTRODUCTION: Public education grounded in social governance can strengthen community participation and preparedness in risk management. However, an integrated, context-specific model for organizing public education within the Iranian Red Crescent Society (IRCS) remains underdeveloped. This study aimed to develop such a model in the IRCS.
METHODS: This applied study used an exploratory sequential mixed-methods design. In the qualitative phase, Strauss and Corbin’s systematic grounded theory was applied to semi-structured interviews with 20 IRCS experts and managers (purposive and snowball sampling), analyzed through open, axial, and selective coding. In the quantitative phase, a researcher-developed questionnaire based on the qualitative findings was administered to a stratified random sample from a population of approximately 3,600 IRCS trainers. Of 400 questionnaires distributed, 362 were returned (90.5%) and 347 were usable (86.75%). Content validity, reliability, and convergent and discriminant validity were assessed, and the measurement and structural models were evaluated using PLS-SEM.
FINDINGS: The qualitative analysis yielded a paradigmatic model of public education based on social governance. The measurement model demonstrated acceptable reliability and validity. Inter-organizational coordination had the highest intervening-condition coefficient (0.785; t=19.401). Among causal conditions, volunteer and community-based capacities had the highest coefficient (0.597). Participatory educational planning (0.503) and improved educational program effectiveness (0.672) were the reported coefficients for strategies and consequences, respectively. The model explained 52% of the variance in strategies and 48% in consequences.
CONCLUSION: The model offers a context-specific framework emphasizing volunteer and community capacities, social participation, local networks, inter-organizational coordination, and participatory planning. Because the study was cross-sectional and non-interventional, results represent statistical associations, not causal effects. Longitudinal and intervention-based studies are recommended.
METHODS: This applied study used an exploratory sequential mixed-methods design. In the qualitative phase, Strauss and Corbin’s systematic grounded theory was applied to semi-structured interviews with 20 IRCS experts and managers (purposive and snowball sampling), analyzed through open, axial, and selective coding. In the quantitative phase, a researcher-developed questionnaire based on the qualitative findings was administered to a stratified random sample from a population of approximately 3,600 IRCS trainers. Of 400 questionnaires distributed, 362 were returned (90.5%) and 347 were usable (86.75%). Content validity, reliability, and convergent and discriminant validity were assessed, and the measurement and structural models were evaluated using PLS-SEM.
FINDINGS: The qualitative analysis yielded a paradigmatic model of public education based on social governance. The measurement model demonstrated acceptable reliability and validity. Inter-organizational coordination had the highest intervening-condition coefficient (0.785; t=19.401). Among causal conditions, volunteer and community-based capacities had the highest coefficient (0.597). Participatory educational planning (0.503) and improved educational program effectiveness (0.672) were the reported coefficients for strategies and consequences, respectively. The model explained 52% of the variance in strategies and 48% in consequences.
CONCLUSION: The model offers a context-specific framework emphasizing volunteer and community capacities, social participation, local networks, inter-organizational coordination, and participatory planning. Because the study was cross-sectional and non-interventional, results represent statistical associations, not causal effects. Longitudinal and intervention-based studies are recommended.
Keywords: : Public education, Iranian Red Crescent Society (IRCS), Social governance, Grounded theory, Social participation, Risk management
Article Type: Research article |
Subject:
Other matters related to crisis, disasters and rescue & relief
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