Journal of Women Interdisciplinary Researches

Abstract This brief report, from a social psychology perspective, explores the impact of creative participation by school-aged girls in the production of dramatic literature based on Khayyam-khani (recitation of Khayyam’s quatrains), with the aim of enhancing self-esteem and reinforcing bonds with cultural-religious identity during childhood. The study employed a quantitative method using the Rosenberg Self-Esteem Scale (RSES). The statistical population included 50 girls aged 8 to 10 from Shahid Sharif Ashraf Elementary School in Shiraz, who actively participated in various stages of creating, performing, and staging Khayyam-based plays. The program, rooted in the quatrains of Omar Khayyam as symbols of Iranian-Islamic wisdom, provided a platform for purposeful social interaction, lived artistic experience, and the reconstruction of cultural identity. Data analysis through comparison of pre-test and post-test scores indicated a significant improvement in self-esteem indicators. The findings suggest that engagement in theatrical activities based on classical texts can serve as a cultural-psychological intervention to enhance core components of positive self-concept, self-efficacy, and sense of worth in children. Furthermore, the results indicate that integrating performing arts with authentic Iranian-Islamic content not only promotes children's mental well-being but also serves as a key factor in preserving the cultural identity of the new generation. Accordingly, it is recommended that modern educational approaches harness the potential of classical literature and creative drama to foster students' psychological resilience and cultural cohesion.

Abstract The transformative trajectory of education in the Fourth Industrial Revolution underscores the crucial role of integrating technology and education. This interdisciplinary domain is characterized by active and problem-based approaches such as game-based learning, blended learning, and project-based learning, which are of particular significance in response to changes brought about by the convergence of advanced technologies. In this context, the development of digital tools and artificial intelligence has created unprecedented opportunities for enhancing personalized and interactive learning. However, the integration of information and communication technology (ICT) in developing countries, including Iran, has faced significant challenges, sparking debates regarding its impact on reducing hands-on experiences and practical engagement in educational settings. Furthermore, teachers' resistance to technological changes, financial constraints, and infrastructural limitations are among the major obstacles to this transformation. Given the increasing importance of digital educational content, this study systematically reviews the effectiveness and implementation of digital learning for girls and women. A systematic approach was employed to collect primary data, identifying 16 relevant studies. The findings indicate that digital learning positively influences girls' and women's engagement, enhances academic performance, and fosters interest in scientific subjects. Additionally, the use of blended learning methods and multimedia tools can strengthen critical thinking. However, the success of such programs requires continuous training, sustained support, and the development of flexible educational policies.