پویش و اولویت‌بندی عوامل فناورانه، فرهنگی - اجتماعی، اقتصادی و سیاستگذارانه مؤثر بر آموزش زبان فارسی به غیرفارسی‌زبانان در افق 1414

Today, macro-technological, cultural-social, economic and political factors and trends have strongly affected universities, schools and educational centers, and the success of educational programs in various fields requires identifying and taking into account these factors. Therefore, the current research was conducted with the aim of scanning and prioritizing the technological, cultural-social, economic and political factors affecting the teaching of Persian language to non-Persian speakers. The type of research is applied with an exploratory approach, and its statistical population is 27 experts and professors of Persian language teaching centers in prestigious universities located in Tehran, including Azfa International Center of Shahid Beheshti University, Tarbiat Modares International Persian Language Teaching Center, and Persian Teaching Center for Non-Persian Speakers. Allameh Tabatabai University, the International Center for Teaching Farsi to Non-Persian Speakers of Al-Zahra University and the International Center for Teaching Persian Language of Tehran University. In the first step of the research, 66 factors were identified and counted by conducting library studies and research studies. Then, by implementing the futuristic Delphi method, after three rounds, an agreement was reached between the experts, and the factors that obtained the "Kendall" consensus coefficient above 0.7 were ranked according to the average points obtained in the third round (higher average in the higher rank). In the category of technological factors, eight factors, in the category of social-cultural factors, twelve factors, in the category of economic factors, nine factors, and in the category of political factors, six factors were identified as effective. The most effective factor of technology and language education, the use of multimedia in the educational environment, the most effective factor of culture and society and language education, the demographic changes of students, non-governmental education, the increase in foreign currency income of the government and the commercialization of education activities for non-Persian speakers, the three most effective factors of economy and language education and the most effective factor of policy making and According to the experts in the field of language teaching, the factors affecting the teaching of Persian language to non-Persian speakers were recognized as knowledge transfer policies between nations.
Extended Abstract:
Introduction
Teaching the Persian language to non-Persian speakers, in addition to being considered as a potential solution for the expansion of the Persian language, has various dimensions such as preserving, strengthening, developing and expanding the sphere of influence of Iranian culture. In addition, in this way, it is possible to provide positive grounds for cultural interaction with other nations that send students to Iran for various academic courses and to provide grounds for a wider presence in the industrial and commercial arenas among other nations. Therefore, the current research aims to identify and prioritize the technological, social, economic and political factors affecting the teaching of the Persian language to non-Persian speakers in the horizon of 2035, and seeks to answer the main question that the most important technological, social, economic and political factors affecting the teaching of Persian language Who are the Non-Persian speakers on the horizon of 2035?
Methodology
The current research is of an applied type with an exploratory approach, with the aim of surveying and prioritizing the technological, social, economic and political factors affecting the teaching of Persian language to non-Persian speakers through the examination of library resources including books, articles and internet sites, four environmental factors and trends have identified Since the factors involved in this research are diverse, a quantitative approach to the research may cause some factors to be ignored, so a qualitative approach was taken into consideration to investigate the factors and the factors were surveyed and investigated through the Delphi method. Experts considered for the research include professors of Persian language teaching centers in prestigious universities located in Tehran, including AZFA International Center of Shahid Beheshti University, International Center of Persian Language Education of Tarbiat Modares University, Center of Farsi Language Education for Non-Persian Speakers of Allameh Tabatabaei University, International Center of Persian Language Education for Non-Persian Speakers Al-Zahra University and the International Persian Language Education Center of Tehran University were the maximum number of collected questionnaires that experts answered were 27. Then, with the help of descriptive statistics and Kendall's coefficient, the collected data were analyzed. The projects and studies that have been reviewed for the current research have all been carried out in the last 8 years and extensive and reliable sources have been used for the study. The observational focus has been on the four trends affecting the teaching of the Persian language to non-Persian speakers until the year 2035.
Results and Discussion
The method of data interpretation is done with the help of the Delphi method and based on the collective intelligence of experts and based on the collective opinion of experts on a special problem, which can be used to achieve the best possible option. The Delphi method is the implementation of a questionnaire with successive rounds with feedback that is controlled to reach a consensus among a group of experts and specialists about a specific issue. In this research, Kendall's consensus coefficient was used as a criterion for accepting experts' opinions in Delphi rounds, and Delphi rounds were held until the percentage of experts' agreement and coordination in 50% of the factors reached over 70%. Then, using the average criterion obtained for each factor, the factors were ranked and the validity of the content is the opinions of the experts, which were received and applied with closed and open questions in three Delphi stages. In addition, construct validity was done by testing the questionnaire. Cronbach's alpha test was used regarding the reliability of the measured instrument. In the first step of the research, 66 factors were identified and counted by conducting library studies and research studies. Then, by implementing the futuristic Delphi method, after three rounds, an agreement was reached between the experts, and the factors that obtained the "Kendall" consensus coefficient above 0.7 were ranked according to the average points obtained in the third round (higher average in the higher rank).
Conclusion
In the category of technological factors, eight factors of web-based education, increasing mocks, the use of multimedia in the educational environment, Persian language educational software, data mining software, adaptive learning, change in evaluation tools and the flipped classroom were identified as effective factors, among which the use Multimedia in the educational environment was chosen as the priority, and the next ranks were assigned to web-based education and data mining software.
In the category of social-cultural factors, twelve factors of the civilizational and social history of countries, lack of Persian language educational films, audio and video conferences, the alphabetic and literary structure of the second language, the cultural and moral image of Iranians in Persian language education books, international cultural and ethnic differences, change Students' demographics, non-Persian speakers' sense of the West, Non-Persian speakers personalized learning, students' level of learning, ancient monuments and cultural heritage of nations, and increased mobility and movement of students around the world were identified as effective factors, among which the students' demographic changes are the highest has been given priority.
In the category of economic factors, nine factors are the production and sale of simulators and high-level intellectual software, non-governmental education, economic policies of resistance effective on education, increasing government foreign exchange earnings, sources of income from educational tools and equipment, reducing government entrepreneurship, commercialization of education activities. For Non-Persian speakers, educational infrastructure costs and attention to other sources of income were chosen as effective factors by experts. The three factors of non-governmental education, increasing foreign currency income of the government and commercialization of education activities for non-Persian speakers were given priority.
In the category of political factors, among the sixteen factors, experts identified six factors as the lack of complete coordination between scientific groups in the compilation of educational documents, international partnerships, transfer of the official values of the system, securing the interests and goals of the stakeholders, the policies of knowledge transfer between nations and the increase of educational poles. They identified the effective factors. Among these, the policies of knowledge transfer between nations were given the highest rank.
Conflict of Interest
There was no conflict of interest in this research.
 Acknowledgment
Appreciation goes to all the people who helped us in doing this research, in particular Dr. Jalal Rahimian, who is a professor of linguistics in the Department of Foreign Languages and Linguistics at Shiraz University.