Barnes, E., Hutson, J., & Perry, K. (2024). Enhancing adult learner success in higher education through decision tree models: A machine learning approach. Forum for Education Studies, 2(3), Article 1415. https://doi.org/10.59400/fes.v2i3.1415
Das, A., Malaviya, S., & Singh, M. (2023). The impact of AI-driven personalization on learners’ performance. International Journal of Computer Sciences and Engineering, 11(8), 15–22. https://doi.org/10.26438/ijcse/v11i8.1522
Delahoz-Domínguez, E. J., & Hijón-Neira, R. (2024). Recommender system for university degree selection: A socioeconomic and standardised test data approach. Applied Sciences, 14(18), Article 8311. https://doi.org/10.3390/app14188311
Ekramifar, M. (2023). Predicting student performance using decision tree algorithm [Master’s thesis, Ministry of Science and Research]. IranDoc. ://ganj.irandoc.ac.ir/viewer/a501ab5ba6fcb4e80106c5cf6257e442. [In Persian].
Fathi, F., Fathi-Vajargah, K., Jafari, E., & Vahidi-Asl, M. (2024). Designing a workplace digital curriculum based on artificial intelligence components. Human Information Interaction, 11(3), 71–92. http://hii.khu.ac.ir/article-1-3183-en.html. [In Persian].
Fathi-Vajargah, K. (2018). Toward the third wave in curriculum studies in Iran: Moving beyond neo-understanding and in search of pluralism in curriculum climates. Journal of Higher Education Curriculum Studies, 18(9), 45–69. https://www.noormags.ir/view/en/articlepage/downloadpdf/1436387. [In Persian].
Fathi-Vajargah, K. (2021). Curriculum identities: An account of curriculum theorists’ perspectives during classical, neo-understanding, and post-neo-understanding periods (Vol. 1). Ayezh Publications. [In Persian].
Fathi-Vajargah, K. (2022). A new dream: Multi-grounding curriculum studies in the new century (From a landless discipline to a borderless discipline). Iranian Journal of Curriculum Studies, 17(65), 7–26. https://doi.org/20.1001.1.17354986.1401.17.65.2.0. [In Persian].
Fathi-Vajargah, K. (2025). The implications of technological transformations for the field of curriculum with a neo/multi-platforming approach: From learning experience platforms to guerrilla curriculum. Journal of Education and Human Resource Development, 11(42)]. https://doi.org/10.61882/istd.49893.11.42.150. [In Persian].
Haghi, M. (2023). Predicting the performance of medical students based on educational data analysis using data mining techniques (Case study: Some medical universities) [Master’s thesis, Iran University of Science and Technology]. https://ganj.irandoc.ac.ir/viewer/be4b29c28ce434c7bd1dad24cbcd74e7. [In Persian].
Hatami, J. (2021). Competency-based curriculum: An undeniable necessity. Journal of Higher Education Curriculum Studies, 12(24). https://dor.isc.ac/dor/20.1001.1.25382241.1400.12.24.2.4. [In Persian].
Jiang, X. (2021). Online English teaching course score analysis based on decision tree mining algorithm. Complexity, 2021, Article 5577167. https://doi.org/10.1155/2021/5577167
Karami, M., Hejazi, Z., & Tabatabaei, M. S. (2016). Identification, comparison, and analysis of dominant and neglected thematic trends in university textbooks of curriculum studies in Iran and the world. Research and Writing of University Textbooks, 20(38), 48–63. https://doi.org/20.1001.1.26767503.1395.20.38.3.7. [In Persian].
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Matzavela, V., & Alepis, E. (2021). Mobile learning analytics and decision trees for student performance prediction. Education and Information Technologies, 26(3), 2983–3002. https://doi.org/10.1007/s10639-020-10341-9
Mehrmohammadi, M. (2013). Clarifying the mutual expectations of the curriculum studies academic community and the educational system: A discussion on reconstructing the professional status of the field and its graduates in Iran. Theory and Practice in Curriculum Studies, 1(2), 47–64. http://cstp.khu.ac.ir/article-1-1917-fa.html. [In Persian].
Naderi, R., Hatami, J., Vedadhir, A.A., Fakhroleslam, M. & Tekyekhah.R.S. (2026). The Futureof Educational Systems and Curriculum Based on Generative Artificial Intelligence: A Systematic Review. Iranian Journal of curriculum studies. 21 (80). https://doi.org/ 10.22034/jcs.2026.539210.2476. [In Persian].
Nguyen, H. H., & Nguyen, V. A. (2023). Personalized learning in the online learning from 2011 to 2021: A bibliometric analysis. International Journal of Information and Education Technology, 13(8), 1261–1272. https://doi.org/10.18178/ijiet.2023.13.8.1928
Ojaghi, H., Zohourian-Nadali, I., & Soleimani-Rozbehani, F. (2023). Mapping the ecosystem of artificial intelligence products and producers in Iran based on transformative scope. Iranian Journal of Information and Communication Technology, 57(57), 138–152. https://rimag.ricest.ac.ir/Article/44108/jour.aicti.ir. [In Persian].
Ryoo, J., & Winkelmann, K. (Eds.). (2021). Innovative learning environments in STEM higher education: Opportunities, challenges, and looking forward. Springer. https://doi.org/10.1007/978-3-030-58948-6
Shah Talebi, S., Liaghatdar, M. J., & Sharifian, F. (2016). Skill competencies of doctoral graduates in curriculum studies in Iran: Review of experts’ and specialists’ perspectives. Journal of Curriculum Planning Research, 13(51), 21–37. [In Persian].
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7(1), Article 1. https://doi.org/10.1186/s40561-020-00140-9.
Sun, Y. (2024). Decision trees for evaluating blended learning effectiveness in higher education. Journal of Educational Technology Systems, 53(2), 112–134. https://doi.org/10.1177/0047239524123456
Waltz, C. F., & Bausell, R. B. (1981). Nursing research: Design, statistics, and computer analysis. F. A. Davis Company.
Wu, C. H., & Fang, W. C. (2011). Combining the fuzzy analytic hierarchy process and the fuzzy Delphi method for evaluating flexible manufacturing systems. Expert Systems with Applications, 38(11), 14197-14205. https://doi.org/10.1007/s11135-010-9425-6
Yadgarzadeh, F. (2017). An analysis of job- and occupation-based components in curriculum design. Higher Education Curriculum Studies, 15(8), 135–178. https://dor.isc.ac/dor/20.1001.1.25382241.1396.8.15.6.2. [In Persian].
Yadgarzadeh, F. (2018). Identifying the components of professional responsibility among curriculum specialists. Curriculum Studies Research, 16(8), 199–223. https://doi.org/10.22099/jcr.2019.5124. [In Persian].
Yadgarzadeh, Gh., Fathi-Vajargah, K., Mehrmohammadi, M., & Arefi, M. (2013). Analysis of professional roles and activities of curriculum specialists. Iranian Journal of Curriculum Studies, 8(30). https://www.noormags.ir/view/fa/articlepage/1059884/. [In Persian].