طراحی و اعتبار یابی الگوی آموزش ترکیبی بر مبنای برنامه سیپا جوامع محلی تالاب‌های بین‌المللی سیستان و بلوچستان

A B S T R A C T
The CEPA program is part of the Ramsar Convention. This research was carried out with the aim of designing and validating the model of blended learning for local communities in the CEPA program of the international wetlands of Guatr wetland, Hamon International Wetlands Complex in Sistan and Baluchistan The current research was an applied and exploratory mixed method. Q method was used to extract key components. In the qualitative part, after evaluating and summarizing the discourse space, a questionnaire with 4 categories and 51 Q phrases was designed by ten experts from among 110 propositions. In the quantitative part, a researcher-made questionnaire was administered to 19 specialists of the CEPA program. The reliability of the questionnaire was obtained with Cronbach's alpha (0.93). The model was validated using SPSS and AMOS software. Structural equation modeling analysis was used to test the model. The results of the factor analysis showed that the model of blended learning in local communities includes 4 main components as  "communication and interaction," "education and information," "participation and cooperation," and "sustainable, practical action," and 36 key micro-components. According to the results, the micro-component of empowering local communities with the highest impact was placed as the first priority for the protection of wetlands in the region. Also, the relationship of the main components with each other is such that the communication and interactions that exist between local communities cause the growth of participation and cooperation between them. Protection of wetlands is provided
 
Extended Abstract
Introduction
The Ramsar Convention (1971) uses a strategic plan called CEPA to protect and wisely use wetlands. The implementation of this program requires public participation. Since many stakeholders have little information and even lack the necessary information in the field of biodiversity and wetlands, planners and decision-makers must increase their awareness. Therefore, in line with the importance of wetlands and their protection, with the presence of different countries, in the Ramsar Convention, the law for the protection and protection of biological diversity (NBASPs) and in line with that, the program of communication, education, participation, and awareness raising (CEPA) was approved. This program started in December 1998 in collaboration with the United Nations Development Program, the World Environment Facility, and the World Conservation Union. The components of the CEPA program are communication, which is related to the exchange of information, which is based on the creation of conversation and dialogue between the departments and stakeholders; education, developing knowledge, clarifying values; developing concerns about the environment and biodiversity, expanding attention and skills, and increasing responsibility in relation to the environment and biodiversity are pursued in this department; participation, this section helps different people to understand the issue and place it as a part of people's life concerns. In this section, it is possible for different people, groups, and organizations with different knowledge to share their information and practical action; at this stage, it is necessary to take action to change the state of biodiversity. This process is followed and implemented in this department because raising awareness alone is not enough and needs to change behavior and active response. The purpose of this research was to design a blended learning model based on the CEPA program for the local communities of the international wetlands of Goater and Khorbahu bays on the coast of Makran and Hamon wetlands in Sistan region and then to validate this educational model.
Methodology
The current research method is mixed, and the data collection is a descriptive survey. The data collection tool was a researcher-made questionnaire. The nature of the research was exploratory, and Q method was used. According to the Q method, the statistical population includes local communities and a statistical sample based on the targeted method of 19 people who are experts in the field of the CEPA program, working in the wetlands office of the country's environmental organization, the environmental department of Sistan and Baluchistan province, Zabul city, Chabahar city, and the Konark city was chosen. First, 4 main components were obtained from the integration of the IBM hybrid learning model and the CEPA program. Then, out of 110 statements extracted from different sources, 51Q statements were made available to experts in the form of an online questionnaire. Scoring was done, and 36 priority components were identified. Second-order factor analysis was used to analyze the collected data. Validation of collected data was done using SPSS and AMOS software. Cronbach's alpha method (0.93) was used to measure the reliability of the questionnaire.
 
Results and discussion
In order to answer the first research question, the first category of communication and interaction, the second category of education and information, the third category of participation and cooperation, and the fourth category of sustainable, practical action were named as the main components of the model. The participants selected 36 key components and then prioritized them. In order to answer the second question of the research, in general, the micro-component of "empowerment of local communities" was placed as the first priority of the model of blended learning of local communities. To answer the third question of the research, validation of the blended learning model of local communities was done, and the fit of the whole model was acceptable.
 
 
 
Conclusion
The results showed that from the perspective of the participants, the first step to protect the international wetlands of Sistan and Baluchistan is to empower local communities. Choosing the sub-component "Identifying threats" as the priority in the education and information component is in line with Yavari et al.'s research(2017). According to the results, it is necessary to improve the social welfare of local communities in order to create partnership and cooperation that leads to sustainable, practical action, which is consistent with the research results of Hoshiar et al. (2020) and Haman (2018).  The results of the validation of the local communities blended learning model showed that from the participant's point of view, in the local communities blended learning model, first attention should be paid to the provision of education and information on wetlands protection. Also, the relationship between the main components is such that the first focus of the CEPA program should be on creating connections and interactions between local communities. The current research seeks to provide a suitable platform for implementing the CEPA program in the region, and its findings are useful for educating stakeholders involved in the protection of other international wetlands of the country specified in each region's CEPA program. Based on the results of the research, the following practical suggestions are presented:
- Awareness raising and education of local communities should be done using different blended learning methods.
-Local communities should participate directly, educational trainers should be selected, and the CEPA experts should use their experiences.
-Ecosystem-based management should be used for wetland management and protection. This approach is one tool for achieving sustainable development.
-When implementing the CEPA program, attention should be paid to the key micro-components extracted from the blended learning model of local communities, and practical actions should be planned according to the priority cases.
- In order to continue the sustainable and continuous practical action, periodic brainstorming meetings should be held.
 
Funding
There is no funding support.
 
Authors’ Contribution
Authors contributed equally to the conceptualization and writing of the article. All of the authors approved thecontent of the manuscript and agreed on all aspects of the work declaration of competing interest none.
 
Conflict of Interest
Authors declared no conflict of interest.
 
Acknowledgments
 We are grateful to all the scientific consultants of this paper.