Cyberspace and Metaverse Culture
F. Khoshnevisan; M. Talaei; S. Sharifi
Abstract
The ever-increasing use of information and communication technologies and virtual networks has created a possibility for educational development and transformation in the metaverse context. This possibility is related to the infrastructural development capabilities on the one hand and the content and ...
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The ever-increasing use of information and communication technologies and virtual networks has created a possibility for educational development and transformation in the metaverse context. This possibility is related to the infrastructural development capabilities on the one hand and the content and structural aspects of education in society on the other hand. Despite its positive and negative aspects, this subject requires serious attention to achieve meta-education. This study, by taking into account the perspectives of experts, intends to analyze the challenges of education in the metaverse. Here, a qualitative content analysis method was adopted, with the data collection tool being semi-structured interviews with 12 people until reaching the saturation level. The data was analyzed through an inductive approach and the reliability of contents was checked by "independent coders and expert group" method. The findings showed that the educational challenges in the metaverse include themes such as deconstruction of education, gamification, the conflict of diversity and singularity, the challenge of unknownness, the intellectual property interest, educational justice, perceived compatibility, the challenge of conflict, dependence and post-realism learning. It seems that the capabilities of using the educational metaverse in Iran are still not available due to the aforementioned challenges. Since capacities and capabilities are necessary for educational development, preparing grounds for its use by the next generation through a planning based on the findings of this paper can greatly increase the utilization rate of its positive aspects.
Cultural Studies
N. Fazeli; S. Sharifi; M. Talaei
Abstract
The economic actors` behavior could not be understood in isolation, without considering the influence of cultural factors. Although there has been less attention paid to the role of culture in economic activism, it is of strategic importance, especially among the youth because culture can affect their ...
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The economic actors` behavior could not be understood in isolation, without considering the influence of cultural factors. Although there has been less attention paid to the role of culture in economic activism, it is of strategic importance, especially among the youth because culture can affect their behavior valuation, behavior purpose, and behavior standard. Therefore, the purpose of the current study is to investigate the cultural perception of money among the young generation. Analysis is based on a subtype of qualitative method: content analysis of the interviews. The study population includes young economic activists aged between 18 and 32 years. The targeted sampling is based on criteria and non-homogeneous method, reaching the theoretical saturation point with 12 subjects. Data are collected using semi-structured interviews. The credibility of the collected data is confirmed by credibility, transferability, dependability, and confirmability indexes, as well as by in depth description, reference to interviewees, and two encoders. The findings show that money is culturally perceived as an end, an indicator of social conflict, an alternative to happiness, and a benchmark for social credibility among the young generation; on the other hand, these perceptions could be attributed to priority of money function over money usage, educational conflict, the dominance of thrift, overview of values and money-based identity, will power, the social trap of money, and the ambiguity within monetary authorities. In general, findings show that ambiguity and contradiction in young people's understanding has caused the perception of money to be changed compared to the past, enriching its function.
