چكيده لاتين
The aim of this research is to identify, validate, and evaluate the components and indicators of social responsibility among faculty members towards students (in the faculties of humanities). The study was conducted in a mixed-methods design with an applied goal. In the qualitative section, participants included 9 faculty members from various universities across the country, selected through purposeful sampling. In the quantitative section, a sample size of 410 individuals was chosen to validate the components and assess the current state of social responsibility among faculty. Data were collected through semi-structured interviews and a questionnaire designed by the researcher. The validity of the questions was assessed through content validity and reliability using Cronbachʹs alpha coefficient. The results of the qualitative section indicated that the main and sub-dimensions included: Ethical Responsibility (creating a safe and friendly environment, serving as an appropriate ethical role model, empathizing with students, assisting students in solving problems, being open to criticism, respecting students, motivating students, and being accessible during consultation hours); Educational Responsibility (teaching critical thinking, fostering citizenship, nurturing an empathetic attitude in the next generation, teaching self-awareness and problem-solving to students); Entrepreneurial Responsibility (introducing careers related to students, teaching resume writing, imparting necessary skills for employment, inviting entrepreneurs and successful graduates, employing graduates in relevant jobs); Teaching Responsibility (active and participatory teaching methods, purposeful teaching, educational equity, attention to individual differences among students, educational innovation, educational leadership); Assessment Responsibility (transparency in grading and evaluation, student access to evaluation feedback, self-assessment or peer assessment among students, impartial judgment in performance evaluation, and designing exams based on understanding and application); Scientific Responsibility (having practical knowledge, academic interaction to solve societal issues, encouraging students to publish scientific works, guidance in writing articles and research, responsible scientific publishing). The components obtained in the qualitative section showed acceptable factor loading and fit the model, thus the model validation was confirmed. Additionally, the quantitative findings indicated that the social responsibility of faculty members in the faculties of humanities at the University of Isfahan towards students, with an average score of 90.2, is slightly below the theoretical average.
