Multi-Dimensional Educational Model for Enhancing Academic Performance with Emphasis on Social-Political, Psychological, and Spiritual-Ethical Dimensions of Secondary School Students

Abstract

Purpose: The objective of the present research was to develop a multi-dimensional educational model aimed at enhancing academic performance with a focus on the social-political, psychological, and spiritual-ethical dimensions of secondary school students. Methodology: This exploratory research used a qualitative approach, employing grounded theory and interviews to identify appropriate components of the multi-dimensional educational model. The research community included administrative officials in the Ministry of Education (with at least seven years of experience in various administrative levels from school to ministry) and educational specialists (holding doctoral degrees in educational philosophy, educational management, curriculum planning, and psychology) in Mazandaran province, active during the period 2024-2023. The sampling method was purposeful, with twelve participants selected based on theoretical saturation. Findings: The study's findings revealed that the causal conditions for the multi-dimensional educational model aimed at enhancing academic performance and focusing on the social-political, psychological, and spiritual-ethical dimensions of students included educational-scientific causes, social-political causes, psychological causes, and spiritual-ethical causes. The contextual conditions comprised economic infrastructure, educational infrastructure, and cultural infrastructure. Intervening conditions involved educational obstacles, human obstacles, social-cultural barriers, and economic barriers. The outcomes of the multi-dimensional education model included educational-scientific, social-political, religious-ethical, and psychological outcomes. The strategies of the multi-dimensional educational model included educational, social-political, religious-ethical, and psychological strategies. Fuzzy Delphi method results showed that all concepts related to the multi-dimensional educational model for enhancing academic performance with emphasis on the social-political, psychological, and spiritual-ethical dimensions of secondary school students had a high acceptance threshold above 0.7, and the identified components were confirmed for the paradigmatic model. Conclusion: This model can serve as a guide for educational planning, enhancing educational and cultural infrastructures, and developing educational and developmental strategies.