حسن ملکی

The current research analyzes curriculum elements based on the sequential interpretation of Tasnim from the Holy Quran by Abdullah Javadi Amoli.

Based on the philosophy that governs the education system and the definitions of the curriculum elements, seven elements of purpose, content, learning activities, teacher, learner, environment, and evaluation were selected as the basic components in lesson planning. Then, the verses with keywords related to wisdom and with the help of sequential interpretation of Tasnim were examined with the thematic analysis method and 43 themes were extracted. The method of intellectual necessity was classified as a feature of the curriculum elements.

The results of the research, based on the definitions of curriculum elements, indicate that the most important characteristic of the goals element in a curriculum aimed at intellectual education is attaining closeness to Allah (Qurb ilallah), religiosity, and rational fear of Allah. The key features of the content element are as follows: the centrality of monotheism (Tawhid), the breadth of existential knowledge, research-oriented learning, the pursuit of reward, love and wrath stemming from reason, and learning through admonition. Regarding-learning activities, the most significant characteristics include a comprehensive perspective and steady, gradual progress. The role of the teacher in this curriculum is defined by a broad outlook, knowing the audience, and displaying compassionate discipline. As for the learner, the most essential traits include: avoiding ignorant enthusiasm, establishing justice in society, patience and reliance on Allah, trustworthiness, integrity, abstaining from wrongdoing, keeping one’s promises, discretion, self-restraint, identifying ill-wishers, constant remembrance of Allah, speaking with wisdom, forgiveness, charitable giving, unity, gratitude, resilience, adherence to Shariah, appropriate conduct, repentance, responding to evil with good, knowledge of the self, and steadfastness of character. In terms of the learning environment, the key aspects of an intellectual education curriculum include: maintaining respect, avoiding ostentation, and staying on the path of truth. Finally, the characteristics of assessment are defined by the union of knowledge and action, sincerity, and a presence filled with awareness.

Rational education in this research is creating a systematic platform based on revelation for the growth of intellect in the direction of understanding the truth of things taking steps towards perfection and finally getting closer to God Almighty.

This study was conducted to design and validate a model for disclosing and sharing teachers’ tacit knowledge in order to improve their professional competencies in the form of a conceptual model. A qualitative approach and the grounded theory method were used for this purpose. The participants of this research included 20 experienced elementary school teachers with over 15 years of experience from Yasuj, Iran, who were selected through theoretical purposive sampling. Research data were collected through semi-structured interviews. The data analysis method was based on the three-step coding pattern of the grounded theory. Based on the results of this study, 34 main categories were extracted, including ten concerned with the tacit knowledge formation process, 14 with the tacit knowledge disclosure and sharing strategies, and ten with the disclosure and sharing consequences. Finally, after extracting the main categories and determining the central category in the selective coding stage, a paradigm model was developed that entailed conditions, processes, interactions and consequences. The results obtained from the validation of the model based on expert opinions and the Delphi technique demonstrate the good validity of this model.

Legal behavior in the education of elementary school students is of paramount importance. Upon reviewing the literature related to citizenship education, it became apparent that there is no suitable native model for a curriculum on psychological skills in this domain.

The present study aimed to design a curriculum model for psychological skills in the citizenship domain for elementary school students.

The present research employed a data-driven approach. The population consisted of all experts in the field of elementary education, among whom 21 individuals were selected using purposive sampling method. The main data collection tool was interviews, and the data obtained from them were analyzed through open coding, axial coding, and selective coding. Data analysis was conducted using MAXQDA software version 12.

The results of this study are presented in the form of a model consisting of 11 main components, including primary conditions, performance-oriented planning, contextual conditions, performance-oriented planning in contextual domains (educational and psychological contextualization, economic, cultural, and behavioral differences in citizenship), interveners (teacher and learner characteristics), strategies (initial, instructional, and feedback), and outcomes (enhanced student performance and the establishment of a sustainable curriculum).

Given the importance of the subject, it is imperative to approve and develop a strategic program for citizenship education curriculum at the level of educational institutions and schools. This program must necessarily align with the objectives and components of the national educational system, encompassing legal, civil, political, cultural, social, and ethical aspects, as well as upper-level documents, including the comprehensive scientific roadmap of the country.

Given that we live in a society with social principles and rules, familiarity with social education models is essential for the proper education of individuals. Besides the role of families, a significant part of social education is manifested in schools through the curriculum. The purpose of this research is to design and validate a social education curriculum model for the second year of high school in Iran's education system. The qualitative approach of this research uses the phenomenological method, involving semi-structured interviews with 15 experts through purposive snowball sampling and theoretical saturation techniques. The qualitative data were analyzed using thematic analysis, while in the quantitative section, 286 second year of high school teachers in Tehran were randomly selected. Data collection was conducted using a researcher-developed questionnaire. The qualitative findings identified 82 basic themes and 10 organizing themes, including features such as goals (cognitive, affective, and psychomotor), content (selection and organization), teaching and learning methods (selection and methods), and evaluation (principles and methods). The quantitative analysis showed that the identified components adequately explain the characteristics of the social education curriculum elements and that these features are relatively satisfactory.

The aim of the current research was a critical reflection on the literature of educational needs assessment from the perspective of the technical and vocational education field's curriculum planning, therefore, the critical philosophical exploration method was used. The research community included all the researches, books, articles and contents published in the websites and databases related to the topic of this study, and 127 national and international articles, books, documents, regulations, research and reports were examined and studied through purposeful sampling. A document review form was used to collect data and information. Data analysis was done through qualitative content analysis. Based on the findings of the research, the advantages of educational needs assessment literature include the possibility of using gap perception of needs and needs assessment, the possibility of realizing most goals and principles of needs assessment, the possibility of needs assessment with models based on job analysis, covering more aspects of the curriculum by DACUM, the possibility of using most categories of techniques and types of needs assessment including alpha, beta, gamma and delta in the needs assessment of technical and vocational education field. However, the unhelpfulness of perceptions of desires and preferences, the lack of needs and needs assessment, the lack of attention to the goal of realizing participatory planning and the principles of participation and respecting the cultural considerations, the incompleteness of most of the existing models and not covering the full dimensions and angles of technical and vocational field curriculums, and the unusability of needs assessments from the type of epsilon and zeta in this field are among the disadvantages of this domain. Therefore, despite the above advantages and disadvantages, the use of needs assessment literature in the needs assessment of the technical and vocational field requires reflection and selection from the existing literature and presenting a model specific to this educational field.

Due to the development of mines and the high volume of tailings resulting from the processing of minerals, whose particle size is in the range of microns and mostly contain heavy metals exceeding the standard, and also considering that the environment is one of the pillars of the sustainable development of every society. Therefore, mineral waste management is critical to protect the environment. One of the management strategies to prevent tailings oxidation and the subsequent production of acid mine drainage (AMD) is the tailings coating method. In this research, static tests were to predict the ability to produce acidic drainage, and then a column test was to check the performance of the tailings cover in preventing oxygen penetration and, subsequently, oxidation of the tailings and the production of acidic mine drainage on the tailings sample prepared from the mine tailings dam. Sarcheshmeh, Kerman was done. According to the results of static tests, the waste sample with net acid production potential (NNP) equal to -79.42 and the ratio of acid neutralization potential (NP) to acid production potential (AP) equal to 0.27, in the category of wastes with potential Acid production was diagnosed. In the column tests, organic coating (municipal sewage sludge) with a thickness of 7.5 and 15 cm on the tailings and water added based on the amount of monthly rainfall in the Kerman region in the normal state and double the normal state to the column. The performance of the used coating was determined by measuring parameters such as pH, oxidation-reduction potential Eh, electrical conductivity (EC), and the concentration of metals in the collected sewage. Finally, the tailings with a 15 cm cover of organic matter and the amount of added water based on the amount of natural rainfall prevented oxygen penetration into the tailings. An acidic effluent with a pH close to neutral was produced. Also, the concentration of metals in the resulting effluent was reduced.

Although some studies have been done on major issues of foreign language teaching in Iran, a large-scale qualitative study is still required to be done particularly with regard to the newly introduced English as a Foreign Language (EFL) curriculum. Therefore, the present study aimed to discover what challenging problems, in-service English teachers encounter in EFL classes and what solutions to these challenges can be suggested based on 169 Iranian EFL teachers' opinions. Data were collected through a written, open-ended questionnaire and semi-structured interviews, and they were thematically analyzed using MAXQDA (Version 2022). Findings revealed that (1) policy makers' ambivalence towards English Language Teaching (ELT), teacher burnout, lack of facilities in schools, lack of teaching aids, and unmotivated students were the main reasons behind the gap between planning and practice of EFL curriculum in Iran; and (2) lowering the starting age of ELT, solving teachers' financial issues, and CLT-based examinations were the most frequently brought up solutions to this gap. Findings were discussed in the area of EFL teaching and some pedagogical implications were also proposed.

The aim of this study was to identify and explain the aesthetic components of the curriculum based on the spiritual Masnavi, to introduce the coordinates of the Islamic-Iranian aesthetic curriculum. This research is a qualitative research and in terms of method is qualitative content analysis with a conventional approach. The field of this research is the book of Masnavi Manavi, in the amount of twenty five thousand six hundred and fifty five verses. Which has identified the explicit and aesthetic meanings and concepts of the curriculum in the verses of Masnavi Manavi through coding. After analyzing the content of the poems in the book Masnavi Manavi, finally 10 main components of the aesthetics of the curriculum were identified and discovered. Accordingly, the aesthetic components of the curriculum derived from the spiritual Masnavi include: self-knowledge, insight, appropriateness, love, freedom, criticism, respect for differences, perfectionism, holism and initiative. The components of aesthetics extracted from the spiritual Masnavi as a valuable source of Islamic-Iranian education, is able to provide a complete global model in the direction of using the valuable dimensions of the aesthetics curriculum in all areas of education. A species that, with its indigenous characteristics, is more relevant and acceptable to philosophical, Islamic-Iranian concerns.

Spirituality is the lost gem of humanity. The aim of this article is introducing Quranic education, requirements and strategies for its development in curriculum planning.

Methods :

This article has been prepared with a qualitative approach and by content analyzing of documents and religious scientific sources

In addition to explaining the words of Quranic spirituality, spiritual education, spiritual curriculum and extracurricular spirituality, the steps and requirements of developing curriculum content and learners evaluation and the role of educational environment and family have been discussed.

If all areas and dimensions of spiritual education and educators also have a spiritual spirit as a result of correct and God-centered education, then spiritual students will develop. In this situation school curricula strengthen their spiritual aspect and raise students to be reality-oriented spiritualists.

To improve any educational system systematic evaluations of curricula are a must. However, this necessary activity is faced with many barriers in Iran which need to be first identified and ranked if they are to be remedied or removed. To this end, the opinions of two groups of teachers and administrators were sought using a questionnaire with assumed validity and internal consistency of 0.94. The first group consisted of 30 accessible individuals, and the second a randomly selected sample consisting of 350 such individuals. Data analysis revealed that in the opinions of the participants, five major barriers confronting curriculum evaluations in Iran can be identified: five internal software barriers, seven external barriers, barriers related to implementation of the evaluation results, international barriers, and internal hardware barriers.

The purpose of the current research is to extract the components of teachers' cultural knowledge. The research method is the synthesis of related research works in the period from 2000 to 2020 taken from internal and international databases. A number of 533 scientific researches were identified and after the necessary checks, 34 researches were included in the first stage of synthesis. Using the evaluator to recode the findings, clearly state what has been done, and the presence of definite and defensible indicators to select the input studies was used to improve the credibility of the research. According to the findings, 11 components were identified in the field of teachers' cultural knowledge; component of intercultural issues; students' culture; general culture; indigenous culture; culture and social issues; multiculturalism; culture and education; cultural values; cultural identity; Organizational culture and culture and teacher education.

The aim of this study was to identify the components of social capital from domestic and foreign validity and evaluate its position in upstream documents and social studies books of elementary school. The studied samples included three categories of external and internal resources related to social capital, upstream documents (document of fundamental transformation of education, document of national curriculum and approved goals of elementary school) and textbooks of social studies textbooks for third to sixth grades. The research method used was meta-combined, during which quantitative content analysis was used to evaluate upstream documents and social studies books in elementary school. Findings from meta-composition indicated that social capital can be evaluated in the form of 10 major components: evaluation and selection of information resources, social communication, social trust, social participation, social cohesion, social responsibility, social justice, acceptance of cultural, linguistic and religious diversity. Social support, social norms and 49 sub-components. Analysis of the content of upstream documents also showed that the conceptual framework mentioned in the Transformation Document and the National Curriculum has been considered to the desired extent, but the approved goals of the elementary school have not been able to move towards them and have been neglected in social studies textbooks. The main negligence has been in the components of evaluating and selecting information sources (using the media, knowing the environment, trying to discover the truth of information) and social cohesion (solidarity with others over the interests of the country and commitment to society).

The purpose of the current research is to identify the components of national identity in primary school textbooks with an emphasis on the document of the fundamental transformation of education and the document of the national curriculum. Considering the important role of education institution and curriculum in strengthening the national identity of students, the research problem is to know the components of national identity in the upstream documents of education and primary school textbooks.

In this research, thematic analysis method was used to analyze the text of the upstream documents and textbooks. The sample examined in this study includes social studies textbooks and heavenly gifts. These books have been chosen because they are the most capable of carrying the concepts of national identity. The unit of analysis (recording) in this research is the theme, image, map, and the unit of context is textbooks. In this research, 150 concepts, 30 subcategories and 9 categories were extracted from the text of textbooks. To determine the validity of the qualitative content analysis method with an inductive approach (theme analysis) in the current research, the books and upstream documents were reviewed in two stages, one after 10 to 50% of the categorizations were completed and the second time at the end of the work.

According The results of the research, The most important components that were identified in the books of the second year of elementary school (for social studies and heavenly gifts, respectively) for national identity are: introduction of different cultures, history and identity of ethnic groups, introduction of cultural heritage; Introducing celebrities, reflecting the style of coverage of ethnic groups and regions; Languages of Iranian ethnic groups in textbooks, religious and religious pluralism, religious and religious pluralism, introduction of celebrations and holidays and religious rituals of all ethnic groups and regions. Based on the results of this research, planners can make policies based on elements of national identity and provide appropriate content in Textbooks should strengthen national identity in primary school students and make them feel belonging to the homeland.

The goal of the present research is to analyze the factors and indices of economic education curriculum. Qualitative approach and research synthesis method has been used. The research scope covers all the papers (n=211) published since 2010 to 2022 in the realm of economic education. The sample incudes 32 papers that were selected objectively based on thematic survey and theoretical saturation of data. The research data was collected by qualitative analysis of the papers. The six-step pattern of Roberts' research synthesis was used to analyze them qualitatively implementing the coding methods. Analyzing the data, dimensions of economic education were categorized in 4 main themes and 53 subthemes. The four main dimensions include personal, culture and economical ethics, economical concepts and knowledge, and collective and communicative dimension (communication and interaction indices in education). And to verify the reliability Scott’s pi was used. The results of the research are intertwined with the economic events and realities of social life and reflects issues that are tangible. Considering the results of this research is necessary for improving the quality of teaching in economic education curriculum.

Knowing the components of economic education provides the dynamic background of education in this field. The aim of the current research is to investigate the indicators and components of the economic education curriculum. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD and from 2010 to 2022 AD regarding economic education in curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the curriculum of the elementary school in 4 factors and 55 categories including the dimension of individual factors (including indicators and components related to personality characteristics); The dimension of culture and economic ethics (economic fields in the society); The dimension of economic concepts and knowledge (indices in economic education) and the dimension of collective and communication concepts (communication and interaction indicators in education) were classified. Economic education is dependent on internal and external components in educational systems, which requires macro-planning in this field.

Many prenatal effects, which are known as effects on the development or behavior of children, may be influenced by the characteristics of the mother. Reports on the impact of the unborn child on the environment and her parents have been studied as scientific studies that have had an upward trend and high progress in the development of the child before birth from the level of physiology to psychology and even learning.The main purpose of this study is to review the studies and researches related to fetal growth and development in the prenatal period and seeks to answer the question what are the dimensions and components of parenting in the prenatal period? This is a qualitative research and the synthesis research method has been used. The approach adopted in this research is mixed synthesis and an integrated design has been used. Therefore, all research works from 1980 to 2021 have been reviewed.By reviewing and synthesizing selected and screened articles, the dimensions and components of parenting in the prenatal period were extracted, which included five dimensions: physical-behavioral, emotional-emotional, cultural-social, cognitive-educational, parenting and sixteen components including planning. Fetal, Maternal planning, Genetics, Diet-physical activity, Health care, Prenatal attachment, Prenatal transplantation, Male support and participation during pregnancy, Pregnancy culture, Social support, Fetal learning, Language development, Parent training program, Attitude Positive to pregnancy, positive family relationships, competence and satisfaction in the role of mother.All "physical" or "mental" events can affect the health of the mother or her unborn child. In this study, the dimensions and components of parenting during pregnancy showed that the prenatal period in terms of learning, intelligence, memory and emotional-emotional experiences can be a very crucial period and therefore this period is one of the most sensitive periods that a human being experience.

Curriculum is inherently ideological in nature; thus, it can be proposed that any curriculum perspective rests on a certain philosophy. Values with which an ideology is defined distinguish it from other ideologies and points of view, resulting in ideological confrontations. Accordingly, one can propound a curriculum, along with its elements, that is founded on monotheistic innatism rooted in the educational philosophy of Islam. Need analysis, which is the first element considered within the process of curriculum planning, is carried out based on a simultaneous analysis of idealism and realism to strike a dynamic balance between the two. Although needs reflect contextual realities, they cannot be limited to those realities. Thus, it is important to bear in mind that curriculum needs need not be exclusively grounded in reality; rather, it is necessary to ensure that curriculum needs closely and meaningfully correspond to basic Islamic values. In this view, curriculum objectives, as another element of the curriculum, are in a clear vertical relationship with closeness and servitude to God. Objectives, while rooted in social needs and realities, maintain a divine orientation. Other components of the curriculum, including content, method, context, education, and family, also follow the same divine orientation.

Programs for teaching economic issues with the goal of economic education besides teaching other basic skills are becoming an essential element of school curriculums in developed countries which shows the increasing importance and necessity of such trainings.This research was conducted with the aim of determining the components of economic education in the field of distribution based on the verses of the Quran.The method of conducting the research has been text analysis using deductive-inductive method. The scope of the research encompassed the verses of the Holy Quran, all the verses of the Quran were scrutinized and the verses related to the subject of the research were analyzed using the purposive sampling method.A researcher-made questionnaire was also used to get the approval of experts in Quranic and economic sciences from the Economic and Quranic professors teaching at universities in Tehran.Ten professors were selected by purposive sampling to confirm the relation of the extracted categories with the objectives of the research and they were interviewed with questions in the form of semi-structured interviews.In the end nine components were identified under the concept of distribution including:avoiding economic corruption,donation and charity,avoiding stinginess,confronting sanctions,disapproval of wealth accumulation,justice and fairness, taxation,financial responsibility and interest-free loans.

The purpose of this article is to design and validate a curriculum model based on postmodern art with emphasis on conceptual art in the second-elementary period. The approach of this research is qualitative and the research method is used. The statistical community includes books, articles, theses and researches in the fields of post-modern art and art-based education. The findings of the research were the result of the analysis of 4 arts mentioned in post-modern art and 15 types of conceptual art; were analyzed in this study; From these studies, 242 characteristics were obtained, which 39 primary and 36 secondary categories were extracted using the synthesis research method, and finally 9 main categories were obtained.Categories include: the use of art in the social, political and cultural context, a critical approach and attention to criticism in order to change perception, having a cultural and transcultural aesthetic approach, attention to art as a platform for the emergence of creativity in development Sustainable is the interaction with the audience in the production, meaning-making, critique and modification of the work of art, the approach of bio stability in the global and regional dimension, the possibility of diversity in material, technique and media in conveying the message. In order to theoretically validate the qualitative method of the focus group was used. For this purpose, the results of the research were provided to 15 experts: curriculum, art and primary school teachers and the findings were reviewed.The results can be in the purpose section: to create an atmosphere for the emergence and emergence of creativity, attention to environmental issues, use of aesthetic criteria and methods and the power of imagination and visualization in designing activities, in the content section: integrating content with elements of everyday life Using native situations, having an interactive approach, in the evaluation section: having a critical look at learning situations, evaluating learning processes, students' ability to choose and participate in evaluation methods.

Today, sexual health and providing the context for its realization has become a discourse and a sustainable goal in development, which has been pushed to the center of attention of politicians, experts, and researchers due to the problems arising from the unfavorable global conditions in this field.

This research aimed to identify and stratify psychological, cultural, and social factors on sexual health based on the interpretive structural equation model.

This research was carried out in a descriptive survey, in the first part, the dimensions and components related to stable sexual health were calculated and in the second part, the evaluation and leveling of these components were done. In the content analysis section, the society and the research environment are all first-hand and second-hand sources, including books, articles, specialized sites, upstream documents, pamphlets, and publications, which were of interest to the researcher to study the factors of sexual health development. In the stratification section, the statistical population consisted of all experts in the field of studies related to sexual health education, sex education, education, and family psychology, and 16 people were selected as a statistical sample using the purposeful sampling method. The data collection tool in the content analysis section was the content analysis worksheets of the first and second sources in line with the research objectives and their classification. In the stratification section, in order to determine the cause and effect of the extracted factors and their stratification, a questionnaire was created by the researcher. Which was designed based on the ISM model, was used, and in order to analyze the data, the interpretive structural modeling approach was used to provide a model of sustainable sexual health development factors.

The results showed the recognition of sexual rights, respect for sexual rights, education of cultural and social values in this field, respect for cultural differences under the title of cultural and social factors; Teaching the expression of sexual tendencies in childhood, teaching issues related to the growth and needs of adolescents, raising awareness of sexual development in adolescence, strengthening sexual identity, building self-confidence, and teaching healthy reproductive issues under the heading of psychological factors were prioritized.

Achieving sexual health requires continuous education since childhood, which should be done sustainably, and it is necessary to achieve this kind of health education and empowerment of children in the psychological, cultural, and social fields