For about two decades, the different organizations have begun offering various types of electronic services in the world and many researchers have spoken about governments using multiple approaches to become smarter. However, there is no consensus and no precise definition of the smart government, its components and dimensions. On the other hand, the high cost of implementing macro-scale e-service projects encourages governments to initially model e-government and control costs. Hence, over a decade, various models for the development, delivery, evaluation, and other dimensions of e-government have been presented and discussed, but because of the novelty of the smart government as the new generation of e-government, no specific framework and model are provided. The purpose of this research is to identify the components and dimensions of smart government and their classification. Therefore, it tries to use the meta-synthesis method to systematically study scientific documents related to the discussion and to express the dimensions of the smart government. Finally, by using the Shannon entropy method, the indices of each dimension are ranked according to previous studies. The result of the research shows that the smart government has six dimensions: 1. smart management and leadership; 2. Infrastructure and smart technology; 3. smart interaction; 4. smart service; 5. smart environment; and 6. smart security. The results of the research show that the proposed model is more complete than other studies, and it has a specific category. This research is the first research to rank the indicators and dimensions of smart government.

This study aimed to validate a structural model of smart tourism by examining the impact of multiple technological, behavioral, and managerial constructs on the development of smart tourism in Kish Island, Iran. The research employed a quantitative design using a descriptive-correlational strategy and structural equation modeling (SEM) to evaluate the proposed model. A two-stage sampling method was applied: first, cluster sampling was used to randomly select 30 hotels from 51 active establishments in Kish Island,second, simple random sampling was used to select tourists from these hotels. Out of 311 distributed questionnaires, 273 were deemed valid and analyzed. A 45-item smart tourism scale developed by the researchers was used for data collection, with its content validity confirmed by experts (CVI = 0. 82). Cronbach’s alpha, composite reliability (CR), average variance extracted (AVE), and discriminant validity tests were conducted to ensure measurement reliability and validity. Data were analyzed using SPSS-24 and smartPLS-3. All eight independent variables—perceived value, economic development, smart technology, tourist behavior, complementary activities, destination capability, information management, and smartification—had statistically significant effects on smart tourism. smart technology (β = 0. 269, p < 0. 001) and economic development (β = 0. 199, p < 0. 001) showed the strongest influences. model fit indices, including AVE (>0. 50), CR (>0. 70), and goodness-of-fit (GOF = 0. 725), confirmed the model’s validity and predictive power. Discriminant validity was also established using the Fornell-Larcker criterion. The validated smart tourism model demonstrates that technological infrastructure, managerial readiness, and tourist-centered strategies are essential for developing smart tourism destinations. These findings offer both theoretical insight and practical guidance for enhancing tourism innovation, competitiveness, and sustainability in similar regional contexts.

Background: The current research was conducted with the aim of developing a model of intelligent leadership in education using a qualitative method of thematic analysis. Aims: The current research was conducted with the aim of developing a model of intelligent leadership in education using a qualitative method of thematic analysis. Methods: The data of this research was derived from in-depth and semi-structured interviews with 12 subject experts in the field of leadership and management in education, which was based on purposeful sampling dependent on the selection criteria and continued until the theoretical saturation of this process was reached. The validity of the research data was checked and confirmed by going back to the participants and external auditors. It was done in the form of open, axial, and selective coding in Atlas TI8 software. Results: The results showed that the intellectual, emotional and spiritual dimensions are the three dimensions of intelligent leadership; which includes elements such as strategic thinking, joint goal-setting, rational decision-making, motivation, self-awareness, self-management, faith in goal realization and culture building. The results also showed that the elements of knowledge management, organizational management, team management, and pragmatic management are the components of the intelligent leadership model of education managers. Conclusion: The results of this research showed that intellectual, emotional and spiritual dimensions are three dimensions of intelligent leadership; which includes elements such as strategic thinking, joint goal-setting, rational decision-making, motivation, self-awareness, self-management, faith in goal realization and culture building. The results also showed that the elements of knowledge management, organizational management, team management, and practical management are the components of the intelligent leadership model of education managers. The results of this research are in line with the researches of Zaidzivant (2018), Oleksienko and Rowan (2018), Allen, Shankman, Miguel (2012), Fisher and Wildman (2016), Shishunga (2020), Nooralizadeh and Hajivand (2017) and Kikha (2016). Different emotional, spiritual and rational dimensions of intelligent leadership are aligned.

The aim of the present study is to design a smart leadership model for education managers. The research method is applicable according to its purpose, and its method is qualitative and of the type of content analysis. The statistical population includes 12 university professors and scientific research experts with a degree in public administration, as well as education managers and experts in Torbat Heydariyeh city, who were selected through purposive sampling dependent on the selection criteria, and the selection of samples continued until theoretical saturation was reached. The data collection tool is a semi-structured interview. The validity of the research data was examined and confirmed by returning to the participants and external auditors. The content analysis method and Atlas ti8 software were used to analyze the data. The results indicate that 4 organizing themes: pragmatic management, knowledge management, organizational management, and team management were identified and confirmed; and the results also showed that the elements of the smart leadership model for education managers are knowledge management, organizational management, team management, and pragmatic management.Extended abstractIntroductionToday, the issue of leadership is one of the most important topics in the field of organizational behavior, which has been discussed and practiced in various ways for a long time. In the last fifty years, when systemic theories about organizations have been formed, the issue of organizational leadership has also been an important and noteworthy topic, and various discussions and numerous researches have been presented and conducted around it. One of the approaches recently attracted the attention of management experts is intelligent leadership (Haight et al, 2017). Intelligent leadership is an exchange of ideas between a leader and followers in a specific situation, who work effectively with each other to achieve a common vision (Majlesi et al, 2020). Today, future leaders consider it necessary to recognize a change pattern in order to open windows of success for themselves and seize it; and to achieve it, they need many competencies; smart leadership as a process and competency leadership takes this into account (Marishane & Mampane, 2019). It should be noted that the goal of smart leadership is to create the necessary skills and enthusiasm to achieve organizational leadership knowledge and improve leadership intelligence within individuals. Double effectiveness, strategic and flexible thinking, operational focus, and balance are other knowledge achievements of this theory. In fact, leadership is a real phenomenon and plays a prominent role in the effectiveness of organizations (O'Brien, 2022).Therefore, the present study, with the aim of designing and developing a model for smart leadership in education using the interpretive structural modeling technique, seeks to design and present a model for smart leadership in education, and answer the question: what the interpretive structural model of smart leadership in education looks like?Theoretical Framework ofLeadershipLeadership is a simple yet elegant concept, which is why there are numerous definitions. Many management experts have different views on what leadership entails, but in general, they agree that leadership involves the power to influence individuals or groups to achieve goals (Amzat et al, 2020).smart Leadershipsmart leadership is one of the approaches that management experts have recently paid attention to; therefore, according to leadership theories in new models, an attempt is made to look at the phenomenon of leadership from a creative and intelligent angle (Ali & Rashid, 2020). smart leadership is an exchange of ideas between a leader and followers in a specific situation, who work effectively with each other to achieve a common vision (Majlesi & Khani, 2019).Cheraghchi (2023) states in his research that the effectiveness of manager is determined by his management and leadership style. In his research, he examined pragmatic and transformational leadership styles and their types, and showed that a manager, based on his personality and the organization in which he works, can use a specific leadership style or a combination of styles to increase progress and growth. Familiarity with different leadership styles enables an individual to analyze different situations and choose the most appropriate style. He also states that all styles can be effective in specific situations.Toosi et al, (2022) conducted a study aimed at providing a model for smart leadership in the central organization of Islamic Azad University. In this study, the data in the qualitative section, including three stages of data coding, were analyzed through a coding process and based on a systematic design of grounded theory. The results of the qualitative section indicated the identification of smart leadership components in 5 main components, 21 subcategories, and 98 sub-indices. In the quantitative phase of the research, managers specializing in macro-planning at the middle and senior levels of the Islamic Azad University were selected as the population. The number of staff managers of the central organization of the Islamic Azad University was 114, and the number of staff managers in the provinces was 40, which made a total of 154 people selected as the statistical population. Due to the limited statistical population, the statistical sample was considered equal to the number of 154 people. To collect data from the statistical sample, a researcher-made intelligent leadership questionnaire was used. In the quantitative part, confirmatory factor analysis was first used, and then the relationships between the main indicators were identified using the structural equation model; and after confirming the relationships between the variables, an appropriate model was presented. The findings of the quantitative part showed that the final model of intelligent leadership was confirmed with 5 components of rational leadership, emotional leadership, spiritual leadership, collective leadership, and political leadership.Research MethodologyThe research method is applicable according to its purpose, and its method is qualitative and of the type of content analysis. The statistical population consists of 12 university professors and scientific research experts with a degree in public administration, along with education managers and experts in Torbat Heydariyeh city, selected through purposive sampling dependent on the selection criteria; and the selection of samples continued until theoretical saturation. The data collection tool is a semi-structured interview. The validity of the research data was examined and confirmed through feedback to the participants and external auditors.Research findingsFor data analysis, the content analysis method and Atlas ti8 software were used. The results indicate that 4 organizing themes: pragmatic management, knowledge management, organizational management, and team management were identified and confirmed; and the results as well showed that the components of the intelligent leadership model of education managers are knowledge management, organizational management, team management, and pragmatic management.ConclusionThe present study was conducted with the aim of designing an intelligent leadership model for education managers. The results of this study are in line with the research of Cheraghchi (2023), Mohtaram & Pakbaz (2023), Fazlail & Moazzami (2023), Toosi et al, (2022), Hejazi & Hossein zadeh (2020), Ali & Rashid (2020), Keikha et al, (2019), Lang (2019), Jalali et al, (2019), Oleksiyenko & Ruan (2018), Keikha (2017), Mohamadi & Farahbakhsh (2015), Rutkauskas & Stasytyte (2013), and Mattone (2013). Lang (2019) showed that given today's changing business environment, what context and platform should be the aim of organizational leaders. Based on published research on the context and platform, this article develops a model of contextual intelligence that can be applied to develop better methods for leadership training. The model encompasses four concerns: contextual sensitivity, situational awareness and judgment, situational adaptability, and response judgment. In the next step, the article focuses on the necessary complexity that leaders must achieve if such a model is to be operationalized. This required complexity includes four components: general cognitive complexity, social complexity, affective complexity, and self-complexity.In line with the results obtained, the following suggestions are made:Provide funding for the electronic resource allocation and deployment system.Design a reward and incentive system that is appropriate for innovative and collaborative employee performance.Reduce cumbersome rules and processes based on informal structures.Consider joint goal setting through management by objectives techniques.Provide special budget to implement an optimal management system for economic and human investments.

Cities inherently face complex and extensive challenges that are interconnected. Meanwhile, the rapid growth of cities is not proportional to the expansion capacity of their infrastructures and imposes increasing pressure on urban infrastructures. In other words, it is beyond their capacities and capabilities. Therefore, they always suffer from adverse consequences. Therefore, the old institutions and methods of management and governance are in conflict with the complex and rapidly changing world in the information society. Providing a smart environment model in Qeshm Island with AHP method can better prioritize parameters to increase the opportunity of environmental reproduction and natural environment rehabilitation.

Background: smart school project is a new step in information age; it can create fundamental changes in teaching-learning process as well as teacher-student tasks and roles and integration of information technology and curriculum. The main purpose of this paper is to evaluate smart schools current statues in Mazandaran province based on “smart School” Conceptual model during the academic year 2011-12.Methods: The research is non-experimental and to say more specifically is descriptive-analytical. The population contained all principals, technology experts and teachers of selected smart schools of Mazandaran province. The sampling method is completed census; census; it means that the number of sample is equal to the whole society (181). The data was collected using scholar-made questionnaires and observation check list. Questionnaire validity and reliability are estimated using content validity and Cronbach alpha formula. The Cronbach alpha in term of manager and IT deputies’ questionnaire and teacher’s questionnaire are calculated (%95) and (%88), respectively.Results: descriptive statistics and inferential indicators results reveal that public smart schools of Mazandaran province are in fairly desirable level and private smart schools are in desirable level which is close to smart School Development” Conceptual model components and standards.Conclusions: to improve current statue of smart schools in Mazandaran province and to achieve a desired level, guidelines and recommendations are presented.