evaluation and understanding the experiences of educational stakeholders in academic guidance in schools, with an emphasis on the extent and quality of the achievement of the indicators of the Fundamental Transformation Document

Document Type : research article

Authors

1 Professor, Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran

2 M.A in Curriculum Development, Teacher in Education District 4, Tabriz, Tabriz, Iran

10.22080/eps.2025.30608.2386

Abstract

Aim: Selecting a major and career is a vital decision. The education system faces challenges in helping individuals find appropriate professional and social roles. Academic guidance services can effectively support this. This study assesses educational stakeholders' experiences with academic guidance to achieve goals from the Fundamental Transformation Document and improve educational planning.
Methodology: This research uses an applied mixed-method approach, combining quantitative (descriptive-survey) and qualitative (interpretative phenomenology) methods. The quantitative study involved 450 educational stakeholders from East Azerbaijan's first-year secondary schools, selected through multi-stage cluster sampling. For the qualitative section, 25 counselors were chosen until saturation. A researcher-made questionnaire validated by experts and showing a Cronbach's alpha of 0.86 was used for data collection in the quantitative part. The qualitative data were gathered through semi-structured interviews, with validity from expert feedback. Data analysis included descriptive and inferential statistics in SPSS27, and thematic analysis for qualitative insights.
Results: The findings indicate that the realization of all six indicators of the educational guidance plan, as perceived by educational stakeholders, is above average. However, the quality of their realization reveals several weaknesses and few strengths. The highest priority indicator for realization was resources, facilities, and equipment, while the lowest was the implementation calendar, evaluation, and monitoring. Consequently, stakeholders emphasize the need for serious attention to improving the quality of all indicators, particularly the implementation calendar and evaluation processes.
Conclusions and Suggestions:The study concludes that while the implementation level of the educational guidance plan is acceptable, the quality remains unsatisfactory, necessitating ongoing monitoring and revision.
Innovation and Originality:This study uniquely combines quantitative and qualitative approaches to investigate the extent and quality of the educational guidance plan’s implementation, offering solutions for improving and reforming educational planning—a topic not previously addressed in this manner

Keywords

Main Subjects

References

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Journal of Educational Planning Studies
Volume 14, Issue 28
March 2025
Pages 136-173

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History

  • Receive Date: 26 November 2025
  • Revise Date: 03 December 2025
  • Accept Date: 08 December 2025

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