جهانگیر یاری حاج عطالو

The aim of the present study is to validate an educational leadership model suitable for blended learning (face-to-face-virtual) in elementary school.

This study is applied in terms of purpose and quantitative in terms of method using exploratory and confirmatory factor analysis. In the first stage, based on the results of previous studies and qualitative content analysis, a questionnaire consisting of 78 questions was designed. In the second stage, data related to this questionnaire were collected from 300 elementary school teachers and principals who were selected through random sampling. In order to analyze the data, exploratory factor analysis (EFA) with SPSS 16 software and confirmatory factor analysis (CFA) with AMOS 22 software were used.

The findings showed that the designed model had a good fit and all of its main components (characteristics and capabilities of educational leadership (face-to-face-virtual), outcomes of blended learning, learning environment, technological competencies for educational leadership, philosophical and epistemological system, evaluation and feedback, and organizational conditions of blended learning) were confirmed. The results showed that the designed model is able to explain 78% of the variance in educational leadership characteristics and capabilities (face-to-face-virtual), 75% of the variance in learning outcomes, 78% of the variance in learning environment, 73% of the variance in technological competencies for educational leadership, 79% of the variance in philosophical and epistemological attitudes, 73% of the variance in evaluation and feedback, and 72% of the variance in organizational conditions of blended learning.

These findings confirm that the presented model has the necessary validity and can be used as a framework for improving educational leadership in blended learning.

This research was done to validate the play-based preschool education curriculum based on Francis Klein's model in 1400-1401. In terms of method, this research is a mixed (quantitative-qualitative) type of research, and in terms of its purpose, it is an applied research, in which the qualitative approach of theme analysis is used, and for its validation, it is a descriptive survey type method, using the ratio method. Lavache's content validity and U-Man-Whitney's test were used. The statistical sample includes 30 people (20 preschool teachers who teach in preschool centers and 10 curriculum experts who have authored at least two books and 5 scientific research articles in universities and in the field of curriculum and in the field of games They had expertise, experience and research and were selected using the purposeful sampling method to the extent of data saturation. In this research, first, taking into account Francis Klein's model, the elements of the play-based preschool education curriculum were determined and to answer the questions. The research was first based on semi-structured interviews, the views of preschool teachers and curriculum experts were extracted, and then through the coding of the answers of the interviewees, coding and the final categories were determined and based on that, a model was designed, and then the model obtained by the two groups elementary school, and curriculum experts were validated and two groups confirmed the validity of the obtained model.

The purpose of this study is to propose a model of distributed leadership in Iranian education.

The current research is applied from the objective point of view and qualitative from the method point of view. In the first part of the research, 81 documents, including articles, theses, and dissertations, were analyzed using a qualitative approach using a meta-composite method, and finally, using the monitoring selection protocol, and finally, 10 documents were analyzed using summarization and hidden content analysis methods. Then, through a semi-structured interview with 8 experts who were selected in a purposeful way, indicators, components and dimensions of comprehensive leadership of education were calculated. For the validity and reliability of this section, acceptability, transferability, reliability and validity of the research were confirmed.

The findings indicate that the distributed leadership model in Iranian education, comprising 49 indicators, encompasses three dimensions: educational leadership focusing on societal needs and expectations, personal and social development of students and school staff, dynamic and flexible learning environment, and educational justice incorporating values of fairness and equity in the educational environment, fair distribution of resources and opportunities, acceptance and appreciation of differences, fostering a sense of worthiness and belonging, and educational outcomes and consequences including components of improving academic and psychological performance of students,and providing a safe and stable environment for learning and development.

Policymakers can significantly enhance the quality and outcomes of education in the country and contribute to greater justice and dynamism in the educational community by implementing this model.

This research was conducted with the aim of investigating the characteristics of the experimental science education curriculum using the STEAM method from the point of view of the sixth grade teachers based on the Akker model. The statistical population was the teachers of the sixth grade of the 3rd district of Tabriz, from which 103 people were selected as a research sample using a simple random method. The descriptive-survey research method and data collection tool is a 27-question researcher-made questionnaire, the validity of which (CVR = 0.83 and CVI = 0.95) was approved by experts, and its reliability was obtained with Cronbach's alpha coefficient (0.93). Came. Descriptive and inferential statistics (one-sample T) were used for data analysis. According to the findings of the research, the framework of the experimental science education curriculum based on the STEAM method is a project-oriented, activity-oriented, collaborative and communicative approach, and the active role of the student as a learner is emphasized.

The current research was conducted with the aim of investigating the role of learning and cultural activities in the curriculum of game-based preschool education in the year 1401-1402 In terms of method, this research is of quantitative-qualitative research type, and in terms of purpose, it is applied research, and in qualitative approach, thematic analysis method is used. The statistical population of this research includes all curriculum experts, educational psychologists and preschool teachers who teach in the universities of West Azarbaijan province or in schools and preschool centers, respectively. The statistical sample includes 20 curriculum experts and educational psychologists who have authored at least two books and five scientific and research articles, and 10 preschool teachers who have 5 years of teaching experience were selected using the purposeful sampling method until saturation. First, based on a semi-structured interview, the views of the statistical community were extracted, and then through the coding of the answers of the interviewees, coding and the final categories were determined, and the results of the research show that: based on this model, the most important components of the role of learning and cultural activities They are: creating diverse games and creating interests and motivation in children.

This research intended to identify the dimensions and components of soft skills for readiness to enter the labor market. The research was conducted with a documentary method based on qualitative content analysis with an inductive approach. The studied texts are all scientific-related sources, which were published between 2003 to 2023 about soft skills necessary for enter to the labor market. Keywords of soft skills, work readiness, and technical and vocational students searched from databases Magiran, Irandoc, Noormags, Ganj, Ensani, Psychological Abstract, SID, Pro Quest, Eric, Science, Scopus, Google Scholar, Sage Journals, Science Direct, and related theses, and books. The results displayed by examining 48 sources out of 2287 primary sources, six main components and 41 secondary components can be identified as software skills to start jod and enter to the labor market in the following order; personal skills including (developmental insight, self-awareness, commitment, lifelong learning, questioning spirit, etc.), social skills including (effective communication, teamwork, adaptability and conflict management etc.), basic skills (problem solving, decision-making, creative thinking, critical thinking, etc.), professional skills including (information and media literacy, etc.), policymaking and entrepreneurship skills including (leadership skills, systemic thinking and planning) strategic and...) and emotional skills including (emotional intelligence, resilience, realism and humility...).

Educational leaders in schools face numerous challenges due to the rapid pace of social and economic changes. Therefore, the purpose of this study was to identify the barriers and challenges of educational leadership in elementary schools. This research was conducted using an exploratory strategy. The statistical population of this study included all elementary school principals, educational management experts, and professionals in West Azerbaijan Province. The sampling method was purposive, based on the criterion of theoretical saturation, and employed a snowball technique, resulting in a sample size of 19 individuals. Data were collected through semi-structured interviews. Data analysis was conducted using open, axial, and selective coding. The results of this study identified eight main barriers to educational leadership: lack of specialized and skill-based competencies of leaders, structural barriers, lack of meritocracy, inadequate quantity and quality of facilities and equipment, financial barriers, inefficiency and ineffectiveness of educational staff, educational barriers, and social barriers. The necessary strategies to overcome these barriers and challenges facing leaders in elementary schools include aligning equipment, students, and teachers; evaluating educational quality; fostering creativity and innovation in education; delegating authority to leaders; developing educational programs and enhancing the knowledge of educational leaders; attracting and developing competent leaders; providing social support; securing funding; and empowering teachers.

The aim of this research was to identify the facilitating and hindering factors of entrepreneurship education of students in the northwestern provinces of the country and districts 5, 15 and 18 of Tehran. The present study is a mixed research and data theory method has been the basis of this research. The statistical population of this research includes the students of technical and professional universities, industrial universities and students of conservatories, and experts as well as officials of education departments. Using the results obtained from the study of the theoretical bases and the research process and analysis and analysis of the content of the conducted interviews, the primary indicators and criteria of facilitating and inhibiting factors in the education of students in technical and vocational schools were identified, and 140 saturated open codes were extracted and and 32 central codes were calculated after combination of them and finally by combining them, 29 optional codes were obtained. After the three stages of open coding, central coding, and selective coding, a paradigm model or a desirable model has been presented in the form of a paradigm. In the quantitative stage, the researcher had used the Kolmogorov-Smirnov test for the normality of the data, the sign test for the significance of the questionnaire questions, and the data dispersion test with the skewness and skewness test of the data. To discover the factors, the researcher has used Bartlett's special factor analysis test along with its components in the rotated and unrotated matrix for identification. The researcher has used Cronbach's alpha test for the reliability of the questionnaire. Finally, the general model of the research along with standard model, conceptual model, T-value model with the appropriateness of the model is designed by Laserl software.

The philosophy of interprofessional education is that students of different health professions learn to be better prepared for collaboration and teamwork. In 2010, the World Health Organization (WHO) published a practical framework for interprofessional education. Interprofessional education enhances communication skills in health professions, improving patient outcomes through collaboration and teamwork. A comprehensive theoretical framework is needed to guide organizations in reaching their goals and improving interprofessional education. Few studies have directly addressed specific theoretical frameworks for interprofessional education. Most studies are based on adult learning theory, psychological theories of group behavior, teamwork approaches, and learning organization. The comprehensive conceptual map presented about interprofessional education in this article can improve effective communication, participation, and teamwork in the healthcare field and ultimately improve students' clinical learning and the quality of patient care.

Education in elementary school is very sensitive. In this context, today, those involved in the educational system are trying to provide the desired form of education for learners through the curriculum in the form of a consolidated curriculum. Based on this, the main goal of the current research was to design an integrated curriculum model in sixth grade science education.

The current research method was of a qualitative type in the qualitative content analysis method and of an inductive type. The participants included experts in educational sciences, curriculum planning and science education, (professors of Farhangian University, State University, Azadopiam Noor) and teachers, who were selected using non-random sampling method based on criteria and semi-structured interviews with 18 people.

The findings showed that 9 main categories based on Klein's curriculum elements (goals, content, teaching learning strategies, learning activities, place, time, tools, grouping of learners and evaluation of learning) and 151 subcategories were extracted and a suitable model was designed. Validation results based on the opinions of 13 experts according to CVI-CVR indicators showed that the designed model has the required validity.

It can be concluded that the model identified in the current research can be implemented in the sixth-grade science course and it leads to the improvement of the quality of education.

Simulation-based training is a method of creating an educational experience without being present in a real environment. Recently, this method has become a priority in medical education, particularly in the context of patient safety. It is important to address the competencies of instructors in simulation-based education alongside the advantages and limitations of this method. Therefore, the aim of this study is to identify the components of competency for medical education instructors in simulation-based training.

This qualitative study was phenomenology. Semi-structured interviews with 8 Purposive sample of medical education instructors was conducted (from 23 October 2022 to 20 February 2023). Interviews were analyzed using the seven-step Colaizzi method. Then the identified concepts were coded using MAXQDA software.

115 primary codes, 18 sub-themes and 4 main themes were identified, including: personal competence (self-directed learning and teacher's attitude), professional knowledge competence (professional development and instructional design), professional skill competence (participation, collaborate and purposeful use of simulation) and assessment competence (Assessment and continuous improvement).

Medical education instructors need to be empowered for using simulation-based education. The indicators identified in this research can be used to improving the competences of them.

For evaluating the quality of e-curriculum in order to improve and   having efficiency in e-learning a suitable and valid model is very important, which is the purpose of this study.

The present study is classified as qualitative research in terms of data collection method. The research population is all of specialists, professors and experts active in the field of e-learning in higher education in the country, twenty of whom have been selected by targeted sampling to achieve data saturation. Semi-structured interview method has been used to collect data. First, the documents and texts related to the research topic are studied, Then, according to the obtained factors, an interview was conducted. To analyze the data and determine the factors, the coding method with MAXQDA2020 software has been used.

First, the documents and texts related to the research topic are studied, by using the deductive method and 4 main factors are: managerial organizational, pedagogical, technology, evaluation factors for the quality evaluation model of the electronic curriculum. Then, according to the obtained factors, an interview was conducted. To analyze the data and determine the factors, the coding method with MAXQDA2020 software has been used and 8 main factors have been obtained, which are evaluation, pedagogical, organizational, individual, technological and electronic, environmental (extra-organizational, Political, cultural), learning and moral factors.

Studies confirm that the use of evaluation, pedagogical, organizational and managerial, individual, technological and electronic, environmental (extra-organizational, political, cultural), learning moral factors, in designing an appropriate model for evaluating the quality of e-curriculum are necessary.

The present research was conducted based on the qualitative content analysis method and with the participation of managers, experts and experts in the fields of education and media, who were selected by purposeful sampling. The theoretical saturation of data adequacy index was obtained after semi-structured interviews with 17 participants. The method of data analysis was content analysis with an inductive approach. After several interviews, the initial model of coding and analysis was obtained, and after converting the data obtained from the desired tool into textual findings, the data were categorized. The findings showed that the model framework for improving the quality of employee education has 33 factors (educational needs assessment, organization managers, learners, goal setting, course content, instructors, human resources in education, facilities and equipment, feedback on the evaluation results of previous courses, financial resources and budget, competitive environment, adaptation of the educational system and strategic strategy of the organization, (planning of educational courses, curriculum planning of adult education, organizational culture, teacher's capabilities in implementation, studying learners, adapting the educational process to standards, evaluation, rules and regulations Educational, the role of managers in the educational process, the behavior of learners, cultural and social factors, the teaching-learning process, public services, the image of the organization, (individual-educational-organizational) (individual-organizational-extra-organizational) 155 criteria and number 910 The index corresponding to the characteristics of the employee training system was identified and finally a proposed model was introduced to improve the educational quality of the employees of the Islamic Republic of Iran Broadcasting in the input, process, output and outcome stages.

The present study has studied the difficult experiences of primary school principals in Urmia with a qualitative approach. The method used was descriptive phenomenology. The researcher used thematic analysis method to analyze the data, thus identifying 88 difficult experiences of primary school principals and in the areas of students, parents, educators, school management, offices and educational districts, upstream and class decision makers. Were classified. In order to meet the objectives of the research, hierarchical analysis, Friedman test and t-test were used. The results showed that the student domain with a coefficient of 0.318 has the highest priority and the upstream domain with a coefficient of 0.078 has the lowest priority. Also, the index of "dependence of many projects on specific people and their silence after changing the position of the owner of the idea" was among the experiences with the highest priority and the index of "multiple circulars and plans for implementation at the school level" were among the experiences with the lowest priority. In this study, the status of all indicators except a few indicators such as lack of motivation and indifference of teachers to the education process were more favorable. At Last, the results and findings of this study emphasized the need to pay attention to the difficult experiences of school principals and efforts to address the challenges of school principals, as well as the importance of documenting and benefiting from the experiences of school principals.

The purpose of this study was to design a competency-based curriculum design model for student-teachers in the development of social science education. The present study was applied in terms of purpose and qualitative in terms of implementation method. The statistical population included professors and elites in the field of sociology and the field of curriculum planning and professors of Farhangian University. 17 people were selected as the sample size by purposive sampling method based on the theoretical saturation rule. Semi-structured interviews were used to collect data. Data obtained from interviews were analyzed using MAXQDA tool and coding method. After coding, a suitable model for a competency-based curriculum was designed for the student-teacher of Farhangian University in the social studies course. The findings were validated in two ways. First, the whole coding process was given to 3 participants in the research and 3 experienced experts in the field of quality work outside the research, and they were asked to express their views and opinions, which in some cases were corrected. Also, for the reliability of the results, 2 colleagues with experience were asked to randomly codify 3 interviews from the beginning, which resulted in a coding agreement coefficient of 0.84. The findings of this study showed the characteristics of competency-based curriculum elements for purpose, content, learning activities, and teaching-learning teaching methods and evaluation, respectively. The results of this research can be used for Farhangian University staff and in educational programs.

Pluralistic and varied Iranian society, requires a sensitive and responsive curriculum multicultural features. This research was conducted using a qualitative research method of synthesis research with the aim of identifying the Components multicultural curriculum.The studied sources include all valid scientific articles in this field. Due to regular searches in databases, in the period from 2007 to 2022, 1024 documents were identified and then based on the input criteria, 24 studies including articles, theses, and books were finally selected for the final analysis. To provide information, a worksheet designed by the researcher was used to report and record the information of the initial research, and to analyze the findings,a six-step Roberts synthesis model was used. According to the findings, the components of multicultural Curriculum were presented. Therefore, four components of human-oriented, minority-oriented, education-oriented and pluralistic were identified with 15 sub-themes, which in total include 163 basic themes. Also, the results showed that with the complete appearance of the components in the curriculum, one-sidedness in curriculum planning in favor of a specific culture will be avoided.
Keywords: multicultural education, multicultural, Synthesis Research, Components Curriculum
It is believed that the problems caused by multiculturalism can only be solved through multicultural education (Aslan, 2019), which has been discussed for years and although it has not yet evolved (Race, 2019) and its meaning has changed, but the aspects Its essence has been preserved (Castillo, Donoso & Ortega, 2020). Hermino (Hermino, 2014) considers the duty of multicultural education to discover differences as a gift from God that we should treat these differences with tolerance and respect (Arifin & Hermino, 2017) and the purpose of education in The case of the diversity of cultures in response to demographic and cultural changes in a particular society or even at the global level (Gorski & Pothini, 2014) and the acquisition of students with appropriate knowledge, attitude and skills for effective and successful participation in a society. He is a democrat. Because in the 21st century, young people are increasingly challenged to have the ability to work across cultures and political boundaries, they must increase their understanding of other cultures (Dwiningrum & et al, 2021).
Considering that the results of the analysis of upstream documents indicate that multicultural education in Iran has been paid attention to some extent, but it has not been used in a transparent manner and using multicultural literature (Havasbeigi, 2017), the need to identify the components Multicultural education seems to be a necessary thing, so that the content of the designed curriculum has coherence, comprehensiveness and inclusion based on multicultural standards, which currently textbooks are either not properly realized, or if they appear, the quality of attention is not appropriate. be
Therefore, based on the inherent diversity in Iran's pluralistic and culturally diverse society in different ethnic, linguistic and religious dimensions, the domination and sovereignty of a curriculum indifferent to multiculturalism will be in conflict with the realities of the society and considering that 80 to 95 The percentage of time students spend in class with textbooks has a major impact on their knowledge and behavior in the future (Banks, 2016), reflecting diversity and in other words multicultural education in the curriculum is necessary and expected. Therefore, the current research aims to identify the components of multicultural education to plan in the curriculum in order to avoid one-sidedness in favor of a particular culture in textbooks, and seeks to answer this question:What are the components of the multicultural curriculum?
The current research was conducted with the qualitative research method of synthesis research with the aim of identifying the characteristics of the components of multicultural education. The studied sources include all valid scientific articles in this field in the period from 2007 to 2022, according to the regular search in the databases, 1024 scientific documents were identified and based on the input criteria, 24 studies including articles were found. The letter and book were selected for final analysis. In order to provide information, the worksheet designed by the researcher was used to report and record the information of primary researches, and the six-step model of Roberts synthesis was used for the analysis. Then, in order to identify the components of multicultural education, the findings of the selected documents about the subject of the research were combined and with repeated and detailed readings, as well as comparing similar and contradictory findings by coding with different colors of the class. Necessary classification was done. Data analysis was done based on the coding process based on thematic analysis. Similar codes that almost refer to the same concept were combined and formed the basic themes. From the combination of basic themes, sub-themes were formulated. Finally, by classifying sub-themes, components (main themes) were extracted by inductive method.
According to the findings of the research related to the purpose of the research in Table 1 and after repeated review by the researchers, all the basic concepts were grouped around 15 sub-themes and finally organized in the form of 4 main themes or the desired components. Based on this, the human-oriented component includes 3 sub-themes and 29 basic themes, the minority-oriented component includes 4 sub-themes and 34 basic themes, the education-oriented component includes 4 sub-themes and 48 basic themes, and finally the plurality component. It is oriented and includes 52 basic themes with 4 sub-themes.
Discussion and If we use the research evidence as the basis of the analysis, we will reach the inferential conclusion that multicultural education, considering its scope, extent and importance, will require systematization in education and the need to identify its components. However, the search results in related sources show that the efforts made inside and outside the country lack comprehensiveness in presenting the components of education, because in most researches, researchers focus more on a specific aspect. The goals of multicultural education have been emphasized or the components have been presented in a way that lacks the necessary comprehensiveness, inclusion and coherence. However, the findings of this research have been able to include the multicultural concern from a political-cultural and philosophical perspective in an educational format in order to avoid one-sidedness in the multicultural curriculum. Therefore, the use of the findings of this research is suggested to the curriculum planners, considering the components of multicultural education, on the one hand, they were freed from the trap of common and wrong beliefs about multicultural education, and on the other hand, they were freed from one-sidedness in Curriculum planning in favor of a specific culture was avoided.

The aim of this study was to structurally analyze organizational silence based on perceptions of political behaviors and organizational jealousy with the mediating role of job adjustment in Payame Noor University of West Azerbaijan Province. This research is applied in terms of purpose and in terms of nature and descriptive method of correlation is causal modeling (structural equation modeling). The statistical population of all staff (faculty and non-faculty) of Payame Noor University of West Azerbaijan Province in 1398 which includes 347 employees. And there are 164 faculty members, which is a total of 511 people. Relative stratified random sampling method that 350 people (216 employees and 138 faculty members) were selected using Morgan table. Four standard questionnaires were used to collect information. Content and structural validity of the questionnaires were confirmed and the reliability of the questionnaires was obtained 0.74 / 0.91 / 0.73 / 0.87, respectively, in order to evaluate the relationships between the latent variables and measured in the conceptual model, from structural modeling. Data were used using SPSS and PLS3 software. The results and findings of the study indicate a significant role between variables, ie between organizational jealousy and organizational silence, between perception of organizational political behavior and organizational silence, between adaptation and organizational silence and direct relationship and There is significance and organizational jealousy on job adjustment is negatively and directly related. The results also confirm the mediating role of job adjustment in the causal relationship between organizational jealousy and organizational silence.

The purpose of the present study was to determine the lived experiences of educational leaders from curriculum leadership. This research is based on a qualitative approach of the phenomenology type, the participants include experts and in other words, key experts in the field of curriculum leadership, who were purposefully interviewed by experts related to the subject, and the data reached theoretical saturation with 15 people. Interview texts were analyzed using Maxqda software and all data were coded. Validity of data was done by re-reviewing the coding process as well as several experts familiar with coding. Also, for reliability, the agreement coefficient between the coders was used, and the result of 3 interviews was 0.82. Coding method and MAXQDA software were used for data analysis. The results indicate that based on the findings and coding related to 15 interviews, 286 subcategories were counted, and finally, the mentioned subcategories were divided into 7 main categories: communication between parents and colleagues with the administration, use of information and communication technology, reflection of educational problems. existing and trying to solve them, paying attention to the theory of constructivism in curriculum leadership, modeling the successful teaching of teachers, gaining experience and growth, and changing and implementing curricula were classified as the lived experiences of educational leaders from curriculum leadership.

The aim of this research was to study the characteristics of the elements of the sixth grade primary school science curriculum based on the STEAM method. This study was conducted in the academic year 1399-1400 with a qualitative approach and the directed qualitative content analysis method. Sampling was done using the purposive sampling (standard) and the data was collected through semi-structured interview with 23 experts in the field of curriculum studies and sixth grade primary school teachers. The transcript of the interviews was analyzed manually and simultaneously, along with data collection. The dependability of the findings was obtained using immersion and repeated study and review of the participants and experts. Based on the elements of Akker's proposed curriculum, in this study, ten elements were studied. The results showed that the STEAM-based science education curriculum has removed the traditional barriers separating the five areas of learning. It has integrated these areas to achieve learning based on the objectives of the curriculum and it has relied on the principles of creativity and ideation.

The purpose of this research is structural modeling of transformational leadership relationships on the creation of a learning organization with the role of mediator of knowledge sharing in Azerbaijan Regional Electricity Company. In terms of purpose, this research is applied and in terms of the nature of the work method, it is descriptive-correlational and based on structural equation modeling. The target population in this study is all the employees of the Azerbaijan Regional Electricity Company, numbering 1307 people and at the level of three provinces (East Azerbaijan, West Azerbaijan and Ardabil). The statistical sample was selected using Morgan's table with the number of 297 people using proportional stratified random sampling. The tools used in this research are the standard questionnaires of the learning organization dimensions of Watkins and Marsik (DLOQ) and multifactorial transformational leadership of Bass and Ovlivie (MLQ) and Dixon's knowledge sharing. Structural Equation Model (SEM) and AMOS software were used to analyze the data and test the research hypothesis. The results showed that transformational leadership has a significant effect on creating a learning organization with the role of mediating knowledge sharing; Therefore, the transformational leadership through the mediation of knowledge sharing will lead to facilitating and promoting the creation of a learning organization in the Azerbaijan Regional Electricity Company.

Competency-based curriculum is one of the new approaches in the field of education that can provide the basis for the growth of learners; Therefore, the main goal of the current research was to identify the requirements for implementing a competency-based curriculum for student teachers at Farhangian University in social studies.

This research, which is applied in terms of purpose and quantitative and qualitative (multi-method) in terms of method, quantitative descriptive survey method was used to determine the validity of the questionnaire and qualitative content analysis method was used to identify the requirements of curriculum implementation. The data collection techniques were a questionnaire designed to determine CVR and CVI content validity, which was sent to 11 professors of curriculum planning, sociology, and Farhangian University, and 30 items were approved; And after that, during face-to-face and telephone interviews, interviews were conducted with 9 professors of sociology, curriculum planning and professors of Farhangian University. Data analysis was analyzed using Max Kyoda qualitative data analysis software and coding method.

The findings showed that the requirements for the implementation of a competency-based curriculum in the social studies course include: requirements for student teachers to familiarize themselves with their role, emphasis on the central issue, attention to the role of scientific awareness, emphasis on active teaching methods, individual differences of learners, attention to Values and norms, effective interaction in learning, evaluation, development of various skills, attention to social issues, exploration, content of books and research are central.

The results of this research can be used for professors and curriculum planners of social studies course as well as professors and student teachers of Farhangian University.

For evaluating the quality of e-curriculum in order to improve and having efficiency in e-learning, a suitable and valid model is very important, which was the purpose of this study.

The present study is classified as qualitative research in terms of data collection method. The research population was all the specialists, professors and experts active in the field of e-learning in higher education in the country, 20 of them have been selected by targeted sampling to achieve data saturation. Semi-structured interview method has been used to collect data. First, the documents and texts related to the research topic are studied, then, according to the obtained factors, an interview was conducted. To analyze the data and determine the factors, the coding method with MAXQDA2020 software has been used.

First, the documents and texts related to the research topic are studied using the deductive method and 4 main factors for the quality evaluation model of the electronic curriculum including managerial organizational, pedagogical, technology, evaluation factors were extracted. Then, according to the obtained factors, an interview was conducted. To analyze the data and determine the factors, the coding method with MAXQDA2020 software has been used and 8 main factors have been obtained, which are evaluation, pedagogical, organizational, individual, technological and electronic, environmental (extra-organizational, political, cultural), learning and moral factors. Conclusion Studies confirm that the use of evaluation, pedagogical, organizational and managerial, individual, technological and electronic, environmental (extraorganizational, political, cultural), learning moral factors, in designing an appropriate model for evaluating the quality of e-curriculum are necessary.

The purpose of this study was to investigate the realization of the principles of lean thinking and to present a lean management model for Iran’s education.

The mixed research approach was used. Using purposive sampling method, 122 principals of education regions of West Azerbaijan completed a researcher-made questionnaire made by Pure Principles. In the qualitative part, to achieve the model, the Strauss-Corbin method continued semi-structured interviews with 13 elites until theoretical saturation was achieved.

The findings show that education is based on long-term philosophy but is not forward-looking, services are tailored to the needs of individuals, specialized tasks and work processes are clear, trainees are trained in philosophy Adhere to Islamic education and the document of fundamental change in education. Therefore, the third, sixth, tenth and eleventh principles are researchers and the first and thirteenth principles are relatively established. In the qualitative part, the results of analyzing the data obtained from the interviews around the paradigm model were divided into 23 categories, including: causal causes 5 categories, environmental conditions 5 categories, background factors 4 categories, strategies 4 categories and consequences 3 categories.

Education can not be called "Lean" in the current situation, but in terms of existing capabilities, lean management is applicable in education. In the qualitative section, after analyzing the data obtained from interviews with elites, "value creation through the identification and elimination of maximum waste" was identified as the main phenomenon.

The purpose of this study was to identify strategies for implementing lean management in education. A qualitative research approach was used. The research field included all professors of management and educational sciences of Iranian universities. In-depth interviews were conducted with 15 experts to identify strategies for implementing lean management in education. To ensure the validity of the instrument during the research, the review of participating experts as well as the supervision of three non-participating professors was used. The participants' repeated review method was used to ensure the reliability of the data. In the open coding stage, 738 conceptual propositions were identified and by combining them, 20 pivotal codes were obtained. In the selective coding stage, six re-engineering codes in education economics, professional selection, motivation, effective measures, specific institutions and needs assessment as implementation strategies lean management was identified in education. Given the benefits of lean management in various dimensions, it is necessary to start by adopting effective guidelines for lean implementation in education.

Pedagogical Content knowledge (pck) of science teachers has a complex and diverse nature. The purpose of the present study is to review the studies in this field and obtain a coordinated result from the components and subcomponents of the pck and to extract the components that have been further researched. The results of this research can be useful for researchers who are looking to identify or develop a specific group of teachers in a particular subject. The research method was meta-synthesis and the data were analyzed using a seven-stage Marsh synthesis model. The statistical population, articles and dissertations are valid in the field of PC and 118 articles were identified based on the inclusion criteria and 41 research articles were selected for analysis based on the exclusion criteria. Data were collected and recorded by a form designed by researchers, and axial arm codings were performed by two independent evaluators, and the Kappa Cohen coefficient formula yielded an agreement between the evaluators of 0.73. Five dimensions, 1- Educational knowledge 2- Learners' knowledge 3- context knowledge 4- Curriculum knowledge 5- Specific knowledge of specific subject topics were identified. The three dimensions of education, learners and teachers' curriculum have been researched more than other components.