طراحی الگوی آموزش آب مجازی در بخش کشاورزی با رویکرد اقتصاد مقاومتی و توسعه پایدار(مطالعه موردی: استان تهران)

محورهای موضوعی : منابع طبیعی

محمد یوسفی نژاد ¹ ( دانشجوی دکتری گروه آموزش محیط زیست دانشگاه پیام نور، ایران، تهران )
مریم لاریجانی ² ( دانشیار گروه آموزش محیط زیست دانشگاه پیام نور ایران، )
سید محمد شبیری ³ ( استاد گروه آموزش محیط زیست دانشگاه پیام نور و رئیس کرسی آموزش محیط زیست یونسکو، ایران، )
مهدیه رضایی ⁴ ( استادیار گروه آموزش محیط زیست دانشگاه پیام نور، ایران، )

تاریخ دریافت : 1401/04/25 تاریخ پذیرش : 1401/07/10 تاریخ انتشار : 1401/04/01

کلید واژه: آموزش محیط زیست, کاهش مصرف آب کشاورزی, حفاظت از منابع آب, پایداری اقتصاد کشاورزی,

چکیده مقاله :

زمینه و هدف: بحران آب یکی از مهمترین چالش های استان تهران است. مدیریت و آموزش آب مجازی در بسیاری از کشورها به عنوان یک اقدام برای غلبه بر کمبود آب خصوصاً در بخش کشاورزی است. در ایران سرانه مصرف آب مجازی بخش کشاورزی حدود 20 درصد بیشتر از حد متوسط جهانی است. این پژوهش با هدف طراحی الگوی آموزش آب مجازی در بخش کشاورزی با رویکرد اقتصاد مقاومتی و توسعه پایدار به منظور آگاهی بهره برداران از آب مجازی و حفاظت از محیط زیست، منابع آبی و پایداری توسعه در سال 1400 انجام گردیده است.روش بررسی: روش مورد استفاده در این پژوهش ترکیبی بود. در فاز کیفی پژوهش به منظور شناسایی مؤلفه های اصلی و فرعی الگو از تکنیک نظریه داده بنیان استفاده گردید. برای جمع آوری داده ها در این فاز از روش مصاحبه نیمه ساختار یافته استفاده شد. نمونه گیری در مرحله کیفی، روش هدفمند گلوله برفی بود. جامعه آماری بخش کمّی شامل اساتید دانشگاه های مرتبط و کارشناسان و مدیران سازمان های اجرایی وزارت جهاد کشاورزی بود. بر اساس آمار و اطلاعات کسب شده تعداد مخاطبین در مجموع 360 تن بودند. حجم نمونه با استفاده از فرمول کوکران 181 نفر تعیین گردید. پاسخ گویی از طریق پرسشنامه محقق ساخته طیف لیکرت 5 گزینه ای دو سویه بود.برای تجزیه و تحلیل داده ها در مرحله کمّی از شاخص های آمار توصیفی (میانگین، انحراف معیار، واریانس و فراوانی و درصد) و در مرحله استنباطی از تحلیل عاملی تأییدی استفاده شد.یافته ها: نتایج مقایسه میانگین مؤلفه های بدست آمده حاصل از آزمون (t-test) نشان داد که بین میانگین موجود و مطلوب در تمامی مؤلفه ها تفاوت معناداری در سطح 1 درصد وجود دارد و وضعیت موجود آموزش مدیریت آب مجازی از شرایط مطلوب برخوردار نیست. اعتبار سازه های پرسشنامه با استفاده از روش روایی همگرا درسطح 49/0 و پایایی پرسشنامه با استفاده از ضریب آلفای ترتیبی در سطح81/0 محاسبه شد. یافته های کیفی پژوهش نشان داد که 11 مؤلفه و 37 زیر مؤلفه تشکیل دهنده اجزای الگوی آموزش آب مجازی در بخش کشاورزی بودند. بر اساس بارهای عاملی استاندارد qvh(γ) به ترتیب مؤلفه های محتوای آموزش آب مجازی (97/0)، روش های آموزش آب مجازی (96/0)، اصول آموزش آب مجازی (92/0) بیشترین اهمیت را در تبیین الگوی آموزش آب مجازی داشتند. تحلیل عاملی تأییدی مؤلفه ها نیز نشان داد که مؤلفه های شناسایی شده دارای بار عاملی کافی جهت پیش‌بینی آموزش آب مجازی در بخش کشاورزی بود.نتیجه گیری: شاخص های برازش الگوی آموزش دربخش کشاورزی نشان داد که الگوی تدوین شده دارای برازش مطلوبی است و این الگو می تواند علاوه بر آگاهی رسانی و تغییر رفتار، نقشه راهی برای متولیان و کارگزاران فعالیت های آموزشی به بهره برداران آب مجازی در بخش کشاورزی باشد. با اجرای آموزش آب مجازی از طریق الگوی تدوین شده می توان انتظار داشت تا حد زیادی از اتلاف منابع آبی در بخش کشاورزی جلوگیری و از منابع طبیعی حفاظت شود، همچنین بر مبنای اسناد فرادستی فرصتی برای رسیدن به کشاورزی نوین، اقتصاد مقاومتی، توسعه پایدار و حفاظت از محیط زیست باشد.

چکیده انگلیسی:

Background and purpose: The water crisis is one of the most paramount challenges in Tehran province. Virtual water management and education in many countries is a measure to overcome water shortage, especially in the agricultural sector. In Iran, virtual water consumption per capita in the agricultural sector is about 20% higher than the world average. This research was conducted with the aim of designing a model of virtual water education in the agricultural sector with the approach of resistance economy and sustainable development in order to inform the users of virtual water and protect the environment, water resources, and sustainable development in the year 2021.Method: The method of this research was a combination. In the qualitative phase of the research, in order to identify the main and sub-components of the model, the technique of grounded theory was utilized. A semi-structured interview method was conducted to collect data in this phase. The purposeful snowball method was applied in the qualitative phase for sampling. The statistical population of the quantitative part included professors of related universities, experts, and managers of the executive organizations of the Ministry of Agricultural Jihad. According to the statistics and information obtained, the total number of contacts was 360. The sample size was determined by Cochran's formula of 181 people. A researcher-made questionnaire with a 5-point Likert scale was designed to collect data. Descriptive statistics measures (mean, standard deviation, variance, frequency, and percentage) were calculated for data analysis in the quantitative phase, and confirmatory factor analysis was employed in the inferential phase.Findings: The results of comparing the mean value of the components obtained from the test (t-test) illustrated that there is a significant difference of 1 percent between the current and desired means in all components and the current state of virtual water management education is not desirable. The validity of the questionnaire constructs was calculated by the convergent validity method at the level of 0.49 and the reliability of the questionnaire was calculated by the ordinal coefficient alpha at the level of 0.81. The qualitative findings of the research revealed that 11 components and 37 sub-components were the components of the virtual water education model in the agricultural sector. Based on the standard factor loadings of qvh(γ), the content components of virtual water education (0.97), methods of virtual water education (0.96), and principles of virtual water education (0.92) are respectively, the most substantial in explained the model of virtual water education. Moreover, the confirmatory factor analysis of the components illustrated that the identified components had sufficient factor loading to predict virtual water education in the agricultural sector.Discussion and Conclusion: The fit indicators of the education model in the agricultural sector illustrated that the developed model has a good fit and in addition to awareness and behavior change, the model can be a road map for the trustees and agents of education activities for virtual water users in the agricultural sector. Implementing virtual water education through the prepared model can be expected to prevent the wastage of water resources in the agricultural sector and protect natural resources. Furthermore, based on the upstream documents, it is an opportunity to attain modern agriculture, resistance economy, sustainable development, and environmental protection.

منابع و مأخذ:

 

Reference

• Ehsani, M., Khaledi, H., Barghani, Y., 2008. Introduction to virtual water, Tehran. 2008. Publication of Iranian National Committee on Irrigation and Drainage. (In Persian)


• Abbasi, N., Abbasi, F., Baghani, J., 2020 the status of resources and water consumption in Iran, Ministry of agriculture-Jihad. Agricultural, Education, and Extension Organization. Agricultural engineering research institute. 1-77. (In Persian)


• Asadpourian, Z., Naderi Magdei, K., Mohammadi, Y., 2021 investigating the strategies of sustainable management of agricultural water resources in Lorestan province. Iranian agricultural extension and education journal. 2(17), 63-80. (In Persian)


• Mohammadjani, E and Yazdanian, N., 2014 the analysis of water crisis conjecture in Iran and taken measures for managing it. Trend Quarterly. 65-66(21), 117-144. (In Persian)


• Sarshar, A., Masomi, M., 2013.The impact of virtual water on water resources management. Conference on civil engineering and sustainable development focusing on reducing vulnerability in natural disasters. Khavaran institute of higher education, Mashhad. (In Persian)


• Samian M, Naderi Mahdei K, Saadi H and Movahedi R. 2015. Identifying factors affecting optimal management of agricultural water. Journal of the Saudi Society of Agricultural Sciences, 14 (6): 11-18.


• Qobaei, M., Musaei, M. (2021). Estimation of Economic Value of Water in Agriculture (Case Study of Gachsaran Gardens). Water Resources Engineering Journal. Spring 2021, Volume 15, No. 5, pp. 57-72. (In Persian)


• El-Sadek, A. 2010. Virtual Water Trade as a Solution for Water Scarcity in Egypt. Water Resource Management. 24.1: 2437-2448.


• Chittaranjan Ray, David McInnes & Matthew Sanderson (2018) Virtual Water: its implications on agriculture and trade, Water International, 43:6, 717-730, DOI: 10.1080/02508060.2018.1515564.


• Kiani, Gh. 2018 Study of domestic and international virtual water trade in Iran. Water and soil science (Journal of Science and Technology of Agriculture and Natural Resources). 1(22), 115-125. (In Persian)


• Rouhani, N., Yang, H., Amin Sichani, S., Afyuni, M., Mousavi, S., Kamgar, H., Haghighi, A., 2009 Assessment of food products and virtual water trade related to available water resources in Iran. 12(46), 417-432.


• Ranjbar, E., Fatukian, M., 2015. Investigating the export and import trend of virtual water in Iran. International conference on environmental sciences, engineering, and technologies. (In Persian)


• Tehran Chamber of Commerce Industries, Mines, and Agriculture. 2016. The first international conference on virtual water. Available at: http:// www.tccim.ir/annboardarchive.aspx3


• Pouran, R., Raghfar, H. (2021). Investigation of crop cultivation pattern Of Semnan and Ilam provinces by emphasizing the role of virtual water in water productivity. Journal of Water and Sustainable Development. 8th year, No. 1, pp.97-106. (In Persian)


• Shahrukhnia, M., A. Islami, A. and Baghani, J. (2021). Investigation of applied water and water productivity of wheat fields in Fars province. Water Resources Engineering Journal. Spring 2021, Volume 15, No. 52, pp. 114-128. (In Persian)


• United Nations Conference on Environment and Development, June 1992, United Nations, Islamic Republic of Iran. Available online at: https://iran.un.org/fa/106468-byanyh-ryw-pyramwn-mhyt-zyst-w-twsh


• Dehghanpour, H., Bakhshodeh, M., 2008 investigating virtual water trade limitation issues in Marvdasht region. Journal of Economics and Agriculture Development (Agricultural Sciences and Industries). 1(22), 137-147. (In Persian)


• Dehghanpour, B., Shafiei, A., Mohammadi, M., 2015. Resistance economy: A review on dimensions and features. Journal of Work and Society. 186, 55-64. (In Persian)


• Miremadi, T., 2011 A framework for assessment of sanction defying strategies in the light of national innovation system approach. Journal of Science and Technology Policy. 4(3), 83-99. (In Persian)


• Zarei Zwarki, I., 2013 Instructional design and learning environment by integrated approach: A critique on previous models and presenting a novel model in this field. Educational Psychology journal. 24(8), 29-50. (In Persian)


• Hadavandi, M., Hadavandi, F., 2010 Valuation model of the effectiveness of crisis management workshop training in Kerman province. Scientific journal of Rescue and Relief. 2(1), 17-32. (In Persian)


• Rahmati, M., (2014), Investigating Effectiveness of In-Service Training in the Public Sector, Iranian Journal of Management Studies, Vol. 7, No. 2, pp. 305-327.


• Abbaspour, A., Mohajer, Y., Rajabbeigi, M., Asadzadeh, H., Jahanpanah, B., 2016 Model of agricultural beneficiaries education in the Ministry of agriculture-jahad. Journal of agricultural education administration research. 9(43), 73-89. (In Persian)


• Movahedi, R. And Charkhtabian, T. 2013. Identifying entrepreneurship abilities in agricultural extension and education specialized credits. Intl J Agri Crop Sci., 5(23): 2845-2851.


• Shahbazi, I., 2002. Rural development. University of Tehran Press, Tehran. 1-804. (In Persian)


• International environmental education: history, basic knowledge and its teaching methods, translated by Firouze Broumand, UNESCO National Commission in Iran 1992. (In Persian)


• Azimi, M., 2009 Environmental Education: Action for a Sustainable Future Iran Fuel Cell Seminar Date: 210, Term 4. (In Persian)


• Statistics of Ministry of Agriculture-Jihad, 2020. Ministry of Agriculture-Jahad, Deputy for economic planning information and communication technology center. Available at: http:// www.maj.ir


• Azizi, H and Nejatian, N., 2020 Computation of groundwater balance in Varamin plain. Journal of Geography and human relationships. 3(3), 189-204. (In Persian)


• Rafiei Emam, A., 2003. Investigating the desertification of Varamin plain by relying on water and soil resources. M.A thesis, Tehran University. (In Persian)


• Article 50 and 43 in Constitution of Iran, 1979. Constitution of Iran. Available online at: http://www.shora-rc.ir


• General agricultural policies, 2012. Available online at: http://dotic.ir


• General policies of the system in the vision period, 2006. Available at: http://rc.majlis.ir/fa


• General policies of resistance economy, 2013. Available at: http://dotic.ir


• General policies in water resources, 2000. Available at: http:// www.wWrm.ir/st/12


• General environmental policies, 2015. Available online at: http://irnef.org/persian


• Draft document on the Islamic Iranian model of progress of the Islamic Republic of Iran2021, Available online at: https://www.olgou.ir/index.php/fa


• What is pre-statistics, confirmatory factor analysis? Ferdowsi University of Mashhad-Khorasan Razavi-Mashhad-Technology Unit Growth Center No. 1-Unit 112 ,(2022) Available online at: https://amarpishro.com/advanced-statistics/confirmatory-factor-analysis/


• Fatemi Amin, Z and Fouladian, M., 2009 Educational system and educational efficiency: A comparative study of 70 countries. Quarterly of strategy for culture. 2(7), 103-130. (In Persian)


• Aghdasi, S., Babaei, F., Mohammadi, A., 2014 Sustainability, development and environment journal. 1(1), 31-39. (In Persian)


• Ali‌‌abadi, V., Khyati, M., Movahed, R., 2016 the impact of psychological empowerment components on employment of Bou Ali Sina University students. Journal of agricultural education administration research. 37, 21-31. (In Persian)


• Khatib Zanjani, N., Zandi, B., Farajollahi, M., Sarmadi, M., Ebrahimzadeh, I., 2011 Structural analysis of requirements and challenges in e-learning and designing a practical model for successful implementation of e-courses in medical education. Education in Medical Sciences journal. 7(11), 995-1009. (In Persian)


• Alikhani, B., 2003.The study of effective factors on stabilizing virtual in-service training courses establishment fromteachers’ viewpoint. M.A thesis. Islamic Azad University of Khorasgan. (In Persian)


• Barrick, R. K. & D. L. Doefort (1990). Assessing performance & planninginservice needs of first year vocational agricultural teacherThe Journal of theAATEA, (31)3:10-19.


• Abbasi Rostami, A., Zabihollahnejad, N., Charmchian Langerudi, M., 2014 Modeling educational needs of rice production monitoring engineers agricultural consulting service firms in Mazandaran, Iran. Journal of agricultural education administration research. 6(31)18-28. (In Persian)


• Haji Mirrahimi, S.D., 2017 Educational needs assessment of employees of the Ministry of Agriculture-Jihad in the field of religion, Case study: Personnel of Ministry of Agriculture-Jihad. Educational development of Jundishapur. 8, 34-50. (In Persian)


• Losh, charls (2003).Using skills standards for Vocational and technical educational curriculum Development, center on education training for employment, Inc, New York.


• Farahani, A., Nasr Isfahani, A.R., Sharif, S.M., 2012 Study methods of elementary school teachers selection in educational system in Iran. Education technology quarterly. 6(4), 223-234. (In Persian)


• Koster, B.; Mieke, B.; Fred, K. & Theo, W. (2005). Quality requirements for teachereducators, Teaching and Teacher Education, 21(2), 158161


• Morid Sadat, P., Asadi, A., Sadeghi Fath, E., 2007 investigating the effectiveness of rural women facilitators program in Damavand County. Journal of Agricultural Sciences. 2(38), 301-309. (In Persian)


• Mirabzadeh, S.F., Tajer, R., Tajfar, S., 2011 .The role of female facilitators in social participation of rural women, case study: Villages in Javadabad district. Thesis in Islamic Azad University. Islamic Azad University, Tehran, Central Tehran Branch, Faculty of letters and humanities, Tehran. (In Persian)