The present study aimed to design, validate, and determine the effectiveness of a responsibility training package based on Glasser's Choice Theory on two key components of the quality of learning experiences, namely academic guidance quality and learning flexibility, in students. In this mixed-methods study, the qualitative phase was dedicated to developing the components of the package based on the theoretical foundations of Choice Theory and previous research literature, and its content validity was confirmed using the Content Validity Ratio, the Content Validity Index, and the opinions of experts in educational psychology and reality therapy. The quantitative phase of the study was conducted using a quasi-experimental pretest-posttest design with a control group. The statistical population consisted of female second-grade high school students in the experimental sciences field in District 2 of Karaj, from which a sample was selected and randomly assigned to experimental and control groups. The experimental group underwent ten 90-minute sessions of training with the designed package, and the data were analyzed using multivariate analysis of covariance. The findings revealed that after controlling for pretest scores, there was a significant difference between the two groups on both dependent variables; specifically, the educational package significantly increased academic guidance quality and enhanced learning flexibility in the experimental group compared to the control group. These findings provide considerable empirical support for the efficacy of the Choice Theory-based responsibility training package in improving indicators of learning quality. Therefore, the designed package can be used as a standardized and structured tool in academic counseling programs and school-based interventions to foster responsibility and improve students' learning experiences.
