رحمت الله مرزوقی

Spatial thinking is a cognitive process that integrates concepts of space, representation tools, and reasoning processes. It serves as the foundation for spatial reasoning, which is defined as the ability to mentally manipulate objects and understand their relationships. To effectively utilize spatial reasoning, individuals must acquire and employ a set of related skills. Proficiency in spatial abilities significantly influences an individual's potential for academic achievement, particularly in Science, Technology, Engineering, Mathematics (STEM) fields. Since understanding many STEM concepts involves comprehending and manipulating objects in space, STEM education necessitates a strong foundation in spatial reasoning skills.One way to strengthen the connection between spatial cognition and STEM learning is through the spatialization of the curriculum. This approach involves designing new curricular materials and providing teacher training to enhance the spatial aspects of content, methods, and delivery. To achieve this, educators need to develop competencies related to spatial reasoning. Teachers must acquire skills that enable them to design and teach scientific concepts using spatial reasoning, allowing them to present scientific ideas in a more understandable and accessible manner to a diverse range of students with varying interests and abilities. Consequently, students can apply these skills to solve scientific problems and address real-world challenges.Given the importance of spatial thinking and reasoning in formal education, along with the current lack of emphasis on their explicit teaching, this study aims to identify the professional competencies required of teachers to deliver instruction based on spatial reasoning. The goal is to support the professional development of educators and promote the development of spatial thinking and reasoning skills among students.

Given the research objective of "identifying the professional competencies required of teachers for spatial reasoning-based instruction," a meta-synthesis approach was used to discover the desired competencies in this area. To this end, the seven-step meta-synthesis process of Sandelowski and Barroso (2007) was followed:Step 1: Formulating the research question The primary research question was: What are the components of the professional competencies required of teachers in spatial reasoning-based instruction?Step 2: Systematic literature searchStep 3: Screening and selecting suitable qualitative studies:  635 sources were found using the indicated keywords. Each source was carefully reviewed by researchers, 170 sources with less relevance to the research question were eliminated after reviewing the titles. Additionally,, after reviewing the abstracts, 182 sources were discarded, leaving 283 sources.Step 4: Critically appraising studies and extracting data: In this step, the methodological quality of the studies was examined, and the CASP[1] tool, was used. As a result, 25 sources were eliminated due to receiving poor or very poor scores from the review process, and of the remaining 258 sources, 40 sources received a moderate score and 218 sources received a good or very good score.Step 5: Analyzing and transforming the findings of qualitative studies: In this step, the 258 selected and finalized sources were reviewed multiple times to identify the separate intra-content findings that the original studies had found, and themes were extracted. To identify themes, the main research question was used as a criterion, and a total of 19 basic themes were extracted.Step 6: Validating the findings Optimization methods for the validity of the findings of this meta-synthesis were considered in four descriptive, interpretive, theoretical, and pragmatic stages.Step 7: Presenting the findings Data analysis was conducted using thematic analysis. All factors extracted from the research were considered as themes. These themes were categorized based on concepts related to the concept of competency in spatial reasoning-based instruction into 19 basic themes, 3 organizing themes, and 1 overarching theme. The basic concepts were placed under 3 organizing themes: knowledge, skills, and attitudes required for teaching using spatial reasoning. The "knowledge" competency included 10 basic themes such as familiarity with terminology related to spatial reasoning, knowledge of the dimensions and components of spatial reasoning, awareness of the history of spatial reasoning, knowledge of the typology of spatial reasoning, understanding the processes and variables affecting spatial reasoning, awareness of basic psychological theories and cognitive processes, familiarity with research on visual-spatial abilities, and more. Additionally, the "skills" competency included 5 themes: visual-spatial skills, spatial reasoning ability, spatial reasoning skills in science, the ability to apply different approaches to teaching with spatial reasoning, and spatial reasoning assessment skills. Finally, the "attitude" competency encompassed 4 themes, including a tendency towards critical spatial reasoning, interest in consciously practicing spatial thinking, a positive attitude and beliefs towards using spatial reasoning in teaching, and a positive attitude towards spatial reasoning-based curricula. All these themes were placed under the overarching theme of "competencies for teaching using spatial reasoning."

The overall objective of this study was to investigate the competencies required of teachers for spatial reasoning-based instruction. The results showed that these competencies can be categorized into 19 basic themes, 3 organizing themes, and one overarching theme. Teachers or instructors who intend to use spatial reasoning in their teaching need to acquire and develop knowledge, skills, and attitudes in this area. These findings can be used as a basis for developing training programs and improving the quality of teaching in the field of spatial reasoning. This study provides a comprehensive framework for understanding the competencies required for teachers to effectively integrate spatial reasoning into their instruction.

The aim of this research is to present a conceptual framework for curriculum dissemination in the public education. The study is qualitative in nature and it was conducted using an inductive qualitative content analysis method. Data were collected through the review of documents and scholarly sources related to the research topic over the past two decades (2000 to 2023). For this purpose, the relevant keywords were searched in the reputable academic databases, and ultimately, 49 sources (35 international and 14 domestic) were selected for the final analysis. The selected sources and studies were organized using the software ‘ATLAS.ti’. They were analyzed with the categorical content analysis method, with the unit of analysis being ‘themes’. The key sections of each text were selected and marked. After reviewing and analyzing the content of the sources, the conceptual framework for curriculum dissemination was extracted through coding, comprising 7 dimensions and 27 components. The dimensions of the conceptual framework for curriculum dissemination include: the nature of dissemination, dissemination elements, the process of raising awareness and encouraging stakeholders, dissemination approaches, curriculum stakeholders (change agents), dissemination activities, and the factors influencing them. Through the interaction of these multiple components, a multidimensional framework for curriculum dissemination was discovered and presented.

Organizational training, as one of the most important needs of modern organizations to survive in the current changing conditions, will be valuable and effective when, in the light of it, employees can acquire new knowledge, attitudes and skills, according to the current and future needs of the organization and use it. Currently, these trainings are planned, implemented and evaluated based on a series of specific models which have an almost similar process; But in none of these models, either explicitly or implicitly, there is no mention of the need for foresight and futures studies in its steps, which due to the wide dynamics of the environment and the need to adapt trainings to future changes is worth considering. With this definition, in this review article, which is written with the aim of examining the necessity of developing organizational training patterns by using the futures studies approach and descriptive analytical method; After reviewing the previous researches about "organizational training", "futures studies" and "training in the future perspective" and proving the existing scientific gap in the field of "futuristic approach in organizational training patterns and models" and then examining "the relationship between training and futures studies" and "the Aspects of Relation between organizational training planning and futures studies"; It has been concluded that adopting a futuristic approach in the process of organizational training and development of current conventional patterns is a serious necessity for today's organizations.

Cultivating creative thinking in medical students is very important, because these students will work as doctors and researchers in the medical field in the future. Therefore, it is very important to use methods such as clinical scenario writing in order to strengthen and develop creative thinking in medical students. This study was conducted with the aim of developing creative thinking of students of clinical stage of general medicine course using scenario writing style.

In this study, 24 clinical faculty members of Tehran University of Medical Sciences, Shahid Beheshti, Baqiyat Allah, Artesh and Shahed who met the inclusion criteria, were invited to participate in the study. Data Collection tools; The scenarios were designed by the professors. Qualitative content analysis method was used for data analysis and then the obtained findings were analyzed and reviewed.

In this study, 24 clinical professors of medicine were included in the study. In the analysis of scenarios collected by clinical professors based on Gilford's criteria of creative thinking, significant statistical evidence was obtained in the criteria of fluidity and expansion, but in the criteria of innovation and flexibility, less evidence could be counted.

This study showed that the use of scenario writing style can help foster creative thinking of medical students in the clinical stage.

The Islamic worldview has paid great attention to the development of rational aspects in organizing the human intellectual and ideological system. Therefore, reliance on intellect and emphasizing the development of the intellectual dimension are the most important features of Islamic education and training. The present study aimed to investigate intellect and its educational implications in dimensions, namely foundations, origin, teacher, trainer, sermons and principles, environment, resources, obstacles, path, roadster, desire, knowledge, struggle, practice, destination, homes, stages, criteria, calculation and evaluation, supporters and incentives, methods, content, and products that are called twenty-one dimensions of education. This qualitative research is of a descriptive-analytical type and has been conducted using the content analysis method. The research population included all Quranic verses related to the research topic and other related documents in the form of books and articles and the sampling method was purposeful. Based on the findings of the research in Hekmat Islamic school, the education of educators should focus on nurturing all dimensions of intellect, including questioning, acting, and worshipping, so that in the shadow of this education, according to the divine teachings, the movement of life towards a wise path. Defining and explaining the twenty-one mentioned elements can organize the theoretical pattern of the Hekmat Islamic school in a way that also has a practical and executable approach. Utilizing these requirements can help guide and assist individuals in the path of education; therefore, these requirements can be a guide for parents, teachers, managers, experts, and other stakeholders in the education system.

The purpose of the current research is to map the context of Quranic teachings as a framework for the development of the coherence of social systems. In terms of approach, this research is a qualitative type of case study that was conducted using thematic analysis and histography methods. In order to confirm the validity of the research data, concepts such as believability, defensible and trustworthiness have been used. The findings of the research show that the contextualization of Quranic teachings can be explained as a framework for developing the coherence of social systems in the form of conceptual, structural, social, emotional and spiritual themes. Therefore, the conceptual dimension includes components such as understanding the meaning of coherence, purpose, necessity and solutions. In the structural dimension, components such as strategic orientation, system plan and cultural background are important. In the social dimension, the components of identity, harmony, commitment, in the emotional dimension, the components of inclinations, belonging, positive feelings and finally, in the spiritual dimension, the components of religious rituals, belief bases and moral system can be explained.

The purpose of this article is to examine the various positions regarding to the relationship between ideology, education, and curriculum. In this view, diverse perspectives on the relationship between ideology, education, and curriculum have been raised in scientific and educational forums specially in Iran, each expressing particular beliefs and interpretations. The general analyses indicate that these positions can be summarized within a spectrum of perspectives that include anti-ideology, de-ideologization, and pro-ideology. From the perspective of anti-ideology and de-ideologization, making education and curriculum ideological have no validity, and education should not be dependent on ideological perspectives. In contrast, ideologues believe that education is inherently ideological, and anti-ideology and de-ideologization cannot be removed from the essence of education and curriculum. From the perspective of ideologues, de-ideologization approaches, which often align with critical left-wing and positivistic-secularistic intellectual paradigms in education, themselves promote and advocate for alternative and substitute ideologies within the domain of education and curriculum. Initially, the concept of ideology is defined from the perspective of various scholars, and its position in the field of education is elucidated. Subsequently, drawing on the views of Eisner, Ornstein, Hopkins, and other experts, it is argued that education and curriculum are inherently ideological and cannot be abstracted from ideology; as every educational theory or ideology is based on a specific philosophical framework and value system that guides it. Furthermore, three main perspectives on the relationship between ideology and education, including antiideology, de-ideologization, and pro-ideology, are introduced and examined. The anti-ideology and de-ideologization views, which claim that making education and curriculum ideological have no validity, are logically refuted; as education and curriculum are intrinsically and necessarily ideological, and it is impossible to eliminate this inherent characteristic from them. It is also argued that proponents of these two views are often influenced by the critical-Marxist and positivistic-secularistic paradigm and are themselves indebted to an alternative and substitute ideology. In contrast, the pro-ideology approach, which emphasizes the inherent ideological nature of education, is endorsed. Accordingly, any education must necessarily be ideological and explicitly articulate its specific ideological orientation. Finally, the importance and position of ideology in the religious education system are discussed, presenting ideology as the factor that links faith and religious practice and realizes the guiding function of religion.

The purpose of the present study was to discover and validate the application of the components of Rudolf Steiner's educational perspective in the primary school curriculum. This study benefits from an exploratory sequential mixed methods design. The research community of the qualitative section has been all of Steiner's available writings in the field of education, and in the quantitative section, were curriculum planning specialists, who were purposefully selected. Thematic analysis was used to analyze the qualitative part data and confirmatory factor analysis was used in the quantitative part. The results of the qualitative part indicated the identification of 30 basic themes, 6 organizing themesand one Global theme. The organizing themes include epistemology, three-dimensional "I", holistic and evolutionary view of humans, the correspondence between the existential dimensions of man and existence, the spiritual existence of man and its importance and the evolutionary process of consciousness. The quantitative part also showed the high validity of the mentioned model. Based on the results, in the curriculum of the elementary school, the anthropological view in education, using the dimensions and capacities of art and paying attention to the spiritual aspects of human education in creating harmony with existence has validity.

The purpose of this research is to validate the conceptual scale of Hayat Tayyaba based on Islamic sources.  The research approach was quantitative and the method used was descriptive-survey.  The statistical population of the research consisted of all the faculty members of theology, education and Islamic education, doctoral students of theology and Islamic education, primary school and high school teachers of education department.  317 people were selected using simple random sampling method.  The instrument used was a researcher-made questionnaire based on theoretical studies and research background and with a Likert scale.  For its validity and reliability, content validity and Cronbach's alpha were used and analyzed by confirmatory factor analysis.  Based on the results of the quantitative part, the conceptual scale of Hayat Tayyaba was confirmed by the research sample, and the results of the confirmatory factor analysis showed the significance of all the components of the conceptual scale.

The purpose of this research was to develop and validate the pattern of time management skills for the first secondary school . The research method is purposeful, applied and developmental in terms of the type of qualitative-quantitative research. In the qualitative part, by means of content analysis, the constituent items of time management skills components were identified through the review of scientific texts. The tool used in this study was review of texts. For the validity and reliability of the qualitative part, the techniques of reliability were used, and for the quantitative part, content validity and Cronbach's alpha were used. Quantitative research data using a researcher-made questionnaire based on the findings of the qualitative section of 325 by random sampling method among teachers and school principals with academic and experimental backgrounds in the fields of psychology, counseling, educational management and curriculum were collected and analyzed by confirmatory factor analysis. Based on the results obtained in the qualitative section, the time management skills model has 54 categories and 14 components, including knowledge about their cognitive system, knowledge about time management, knowledge about time management strategies, basic knowledge about time management, Positive attitude towards time, sense of responsibility, self-confidence, resilience and perseverance, self-regulation, systems thinking, creative thinking, critical thinking, flexibility, planning, implementation, evaluation, monitoring and review and 3 organizing themes including cognitive, attitudinal, and time management skill that has been endorsed by first secondary school teachers.

Educational systems require optimal educational methods to achieve their large scale goals and promote creative thinking. This study aimed to propose a rhizomatic model for training creative thinking. This mixed-methods exploratory research proposed and approved a model. The rhizomatic model was designed and presented qualitatively, and then implemented via a quantitative quasi-experimental design. In the quantitative phase, the statistical population comprised all the sixth-grade male students in state-run schools of Sahneh (Iran) in the academic year 2018-2019. A sample was selected purposively from two classes in this city. A class of 34 students served as the experimental group, and another class of 34 as the control group. The data collection tool was Schaeffer’s Creative Attitude Survey. The analysis of covariance demonstrated the model's influence on the students’ creative thinking growth.

Research indicates that teachers, from kindergarten to high school, have diminished students’ creativity over the past two decades because creativity is associated with nonconformity, impulsivity, and disruption of class activities (Shahalizadeh et al., 2014). Educational authorities must, therefore, focus on the improvement of creativity in teachers and students (Magdalena and Krzysztof, 2013, pp. 18-19).Post-structuralist philosophers Deleuze and Guattari believe that thinking used to be tree-like, vertical, and hierarchical in the past; in the contemporary world, however, it is rhizomatic and horizontal (Raeesi, Mahmoudi, and Oveisi Kahkha, 2019). In rhizomatic thinking, the educational setting is open to new ideas. Learners grow through discussion, curiosity, and participation in learning, and teachers act as guides or facilitators in students’ process of discovery (Charney, 2017). Zamani (2020), Shakoori Monfared and Ardalani (2020), Sajjadi and Baghernejad (2011), Selahshoori and Haghverdi (2015), Ahmadabadi, Farajollahi, and Abollahyar (2017) studied rhizomatic education and its relationship with creativity, the curricula, education, philosophy, and epistemology.According to what was stated, a close tie between rhizomatic thinking and creativity has been established. The present study aimed to identify and document the dimensions and components of the educational model of rhizomatic thinking, and then assess the model's impact on the creativity of sixth-grade students in the Experimental Sciences course. This study addressed the following questions:What are the dimensions and components of rhizomatic education?Does the rhizomatic educational model promote students’ creative thinking?

This was a mixed-methods research. Herein, based on the research objectives and questions, the two-phase exploratory sequential design of the theory-building type was deemed to be the best design. In the qualitative phase, the relevant literature was analyzed with a review of the theoretical foundations using deductive content analysis, and the rhizomatic education model was extracted. Due to the plurality of sources, a sample of accessible print and digital documents was purposively selected. The data were collected via note-taking. After extracting the initial concepts, semi-structured interviews were conducted with six experts to develop the rhizomatic thinking educational model. Confirmability and credibility were adopted to validate the results through triangulation. Inter-rater agreement served as a reliability measure. Then, the data were analyzed by thematic analysis. In the quantitative phase, a quasi-experimental pretest-posttest design was employed. The statistical population comprised all the sixth-grade male students in state-run schools of Sahneh (Iran) in the academic year 2018-2019. Two classes were purposively selected as the sample. A class of 34 students taking the Experimental Sciences course served as the experimental group, and another class of 34 as the control group. The experimental group was educated based on the educational model (rhizomatic content and method) in three sessions, while the control group received conventional education (conventional content and method). The data collection tool was Schaeffer’s Creative Attitude Survey. To assess the reliability of the test, a Cronbach's alpha of 0.82 was calculated based on the scores of 26 students.  The data were analyzed via multivariate analysis of covariance (MANCOVA).

The first question was qualitatively answered. Among the limited resources and documents available on rhizomatic thinking (two specialized books, two theses/dissertations, and 11 research articles on rhizomatic education), 129 statements were extracted upon an in-depth review; then, 17 basic themes and six organizing themes were extracted: methodological thinking, design thinking, deconstructive thinking, creative thinking, conflicts, and the concept of communication. In the quantitative phase, a univariate analysis of covariance (ANCOVA) was run in SPSS 22 to assess the research hypotheses. The mean ± SD of the pretest scores of creativity were 12.44 ± 3.72 and 11.64 ± 3.32 in the experimental and control groups, respectively. The mean ± SD of the posttest scores of creativity were 17.79 ± 4.47 and 12.05 ± 3.65 in the experimental and control groups, respectively.The F value was not significant at the 0.05 level on pretest in the two groups (F = 2.005, df = 1), yet it was significant at the 0.0001 level on posttest in the two groups (F = 35.53, df = 1, p > 0.0001) (Table 1). Therefore, the rhizomatic educational model affects students’ creativity. For a closer examination of mean and SD, the gains made by each group are presented in Table 2.Table 2 demonstrates the higher mean gains made by the experimental compared to the control group, and this difference was significant (t = 2.66, df = 66, p > 0.0008). Although the means of both groups increased on the posttest, the magnitude of this increase was greater in the experimental than that in the control group.

In this study, we designed and presented a rhizomatic-based educational model and assessed its effects on the creative thinking of the sixth-grade male students. In the first phase, the rhizomatic educational model was qualitatively designed and presented. In the second phase, the magnitude of the effect of this model on students’ creative thinking growth was assessed via a quasi-experimental quantitative design. The findings revealed that creativity was enhanced in the group educated based on the rhizomatic model. This finding is consistent with the results reported by Cronje (2018), Wilson (2018), Zamani (2020), Shakoori Monfared and Ardalani (2020), Abdollahyar, Sobhaninejad, and Farmihani (2019), Ahmadabadi Arani, Farajollahi, and Abdollahyar (2017), Selahshoori and Haghverdi (2015).Implications of this study include: 1. More educational courses can be offered to teachers and students to familiarize them with rhizomatic thinking-based education so that they can accurately implement it. 2. The school and class setting can be adapted to the dimensions, components, and skills of rhizomatic education.

Nowadays, it is an institutionalized view that universities and higher education centers can improve their teaching and learning approaches through the curriculum. Recent studies have shown that many universities are adapting curricula and educational approaches to Industry 4.0. The current study aimed to identify the digital skills required to be included in engineering students’ curriculum and provide mechanisms to adapt engineering students’ competencies to Industry 4.0. This study utilized Sandelowski and Barroso’s (2006) six-step meta-synthesis. By searching reliable databases, 61 studies were selected, analyzed, and coded. The findings revealed that the skills required by engineering students in the curriculum included the following: 1. technological and digital skills, 2. engineering skills, and 3. basic skills. Furthermore, the analysis of data resulted in the identification of 21 mechanisms. Five of these mechanisms are as follows: 1. curriculum design following the requirements of Industry 4.0, 2. the use and practical application of digital technologies in the curricula of higher education institutions, 3. developing a convergent curriculum based on new technologies and fundamental changes in the structure of education, course content, and teaching, 4. lab-based and practical education in engineering education curricula, and 5. education of engineerring students based on a technological platform to develop digital skills in them to meet the demands of Industry 4.0. Finally, some operational guidelines are provided on how to update university curricula.

The Null curriculum is the most important concept in the curriculum that was first proposed by Eisner (1979). Eisner emphasized the omissions of the curriculum as the Null curriculum and ignored the rest of its dimensions. The purpose of this study was to identify the nature of the curriculum, types, dimensions, levels, and its consequences using the method of document research and study and analysis of research conducted in this field. The results of this study showed that the Null curriculum is a concept beyond the Null curriculum considered by Eisner, and in addition to the omissions of the curriculum, it includes items that, with their presence, create shortcomings in the education of learners. According to the new perspective, seven types of null curricula were identified: "neglected, omitted, demoded, distorted, sterilized, Overused and, prohibited were formed, which can occur intentionally or unintentionally during the design, implementation or learning of the curriculum. They cause defects and deficiencies in the field of learning the knowledge, value and skills required by learners and leave unpleasant personal and social effects and consequences.

Nursing is based on critical thinking. In nursing, practical and clinical training in critical thinking is integrated with each other. What parallels the teaching of critical thinking is the discussion of measuring critical thinking. The aim of this study was to construct and standardize the critical thinking skills test in postgraduate nursing students.

This is methodological research that lasted from 1398 to 1400. The 200 participants included master's and Ph.D. students in nursing at Golestan-Gorgan and Fars-Shiraz universities of medical sciences. After constructing the questionnaire items based on a qualitative study, the face and content validity of the tool were determined. The validity of the instrument constructs was evaluated using exploratory factor analysis and its reliability was assessed using Cronbach's alpha and the stability of the instrument was assessed by a test-retest method. Findings were analyzed using SPSS 18 software.

The mean and standard deviation age of participants was 35±6 years. 55.5% of the participants were women. The results of exploratory factor analysis showed the adequacy of the samples for data analysis with a score of 0.917 based on the KMO test and led to the development of three factors, which were: knowledge with 12 items, attitude with 12 items, and skill with 12 items. The reliability of internal consistency was measured by Cronbach's alpha method for the whole questionnaire (α = 0.952). The mean and standard deviation of the total score of critical thinking skills in postgraduate nursing students was 95.95±24.26.

The findings of this study show that the 36-item critical thinking skills questionnaire has good validity and reliability and can be used to assess nursing students' critical thinking skills.

Civil education is known as one of the important functions of education, and to teach and learn civil education, there must be a model. One of the important theories related to civil education belongs to Farabi, who is an Iranian-Islamic philosopher. The present study aims at exploring the model of civil education from Farabi’s viewpoint. The approach of the study is qualitative and its method is content analysis. All Farabi’s first- and second-hand translated works, which were selected using the purposeful sampling method and convenience sampling, were explored. Thematic analysis method was used to analyze the results of this study. The findings of the thematic analysis were organized in the terms of 50 categories, 34 basic themes, 7 organizing themes and 4 global themes. The results showed that civil education and its dimensions appropriate to the culture and values of our society should be introduced into the educational system. Furthermore, this study introduced some methods of active and participatory civil education and the way to use them from Farabi’s viewpoint.

In recent decades, various strategies for the development of human capital have been proposed by leading organizations. One of the best tools from the point of view of human resource specialists for this is the mentoring program. In addition, technological changes in organizational environments have doubled the importance of paying attention to online mentoring. The purpose of the present research was to provide a framework for educational online mentoring based on knowledge sharing for key occupations in the transportation industry. The current research is qualitative and based on the interpretive paradigm, which was designed using the method of meta-synthesis and qualitative case study. In the beginning, 23 articles were selected using the meta- synthesis method and after the stages of quality assessment, which were in accordance with the accepted standards, were examined. In the next stage, in the case study, using the method of purposive sampling, interviews were conducted with 30 people who were experts in the field of transportation industry. Then the articles obtained from the method of meta- synthesis and the articles of the interviews were analyzed and summarized. The results of the meta- synthesis and case study showed that the components of organizational culture, financial and budget resources, evaluation and control, support, communication, human resources, planning, organizational structure, environmental conditions, information and communication technologies are the dimensions of the original model of educational online mentoring. Also, each of these components includes sub-components that define the effectiveness of writing.

Understanding paradigmatic tendencies and factors that are effective in the formation of such tendencies in faculty members of curriculum studies can help faculty members address the contradictions in their paradigmatic tendencies. Furthermore, it facilitates the development of paradigm-oriented teaching and research programs for faculty members, which, in turn, foster the development of curriculum studies based on a scientific and systematic process.

 Research Questions:

 Quantitative section question What are the paradigmatic tendencies of faculty members in the field of curriculum studies? Qualitative section question What factors do faculty members of curriculum studies consider being effective in forming their paradigmatic tendencies?

The present study aimed at identifying the effective factors on the paradigmatic tendencies of faculty members in the field of curriculum studies. This study adopted an explanatory sequential mixed-method design and a follow-up explanations model in two quantitative and qualitative steps. The statistical population included all Iranian state university faculty members in the field of curriculum studies. In the quantitative part, 85 faculty members were selected using simple random sampling, and a researcher-made scale was used to collect data. During this phase of the study, faculty members’ ideas germane to different aspects of ontology, anthropology, epistemology, methodology, and pedagogy were extracted. In addition, their ideas regarding the curriculum model, including goal, content, and teaching strategies, and five paradigms, including critical, interpretative, post-modern, positivist, and Islamic paradigms, were extracted. After examining the reliability and validity of the tools, data were collected. In the qualitative phase, a case study method was used, and data were collected until data saturation was reached. In line with the findings of the quantitative section, a semi-structured interview was developed and conducted with 10 of the participant faculty members.

Quantitative data analysis using Friedman’s test and repeated analysis of variances showed that curriculum studies faculty members lacked paradigmatic coherence. The results of content analysis (qualitative phase) showed that scientific and research factors, epistemological factors, and academic atmosphere were the three factors causing paradigmatic incoherence in faculty members.

The most important contribution of this study was to highlight the point that the faculty members of curriculum studies lacked coherence in their paradigmatic tendencies. This lack of coherence can adversely affect their education, research, and writing tendencies. The study also showed that academic conditions and requirements (academic atmosphere), epistemological and personality factors, and faculty members’ insufficient theoretical understanding of major paradigms in humanities and philosophy of science led to the formation of contradictory patterns in the paradigmatic tendencies of faculty members of curriculum studies. In this regard, it can be stated that these contradictions can be greatly reduced by holding training workshops for faculty members of humanities and educational sciences and developing paradigm-oriented educational and research programs for faculty members. These plans, once materialized, can orient the field of curriculum studies toward a more scientific and systematic basis

The purpose of the research was to identify and explain the null curriculum in the Primary school. The research method was an explanatory sequential mixed method with follow-up explanations model. At first according to the validated sample of null curriculum(Marzooghi et al., 2017), a scale developed to determine the existence of null curriculum in elementary school. the mentioned questionnaire distributed by descriptive survey method in among primary school teachers across the country the schools of all over the country through multistage cluster sampling in 9 provinces , 730 teachers' questionnaires. The gathered data was analyzed by one-sample T test. The results showed that in general, according to viewpoint teachers in the elementary school, the degree of existence of the null curriculum in the elementary period is close to Mean. In the qualitative section, by using the targeted approach and applying the theoretical saturation criteria a deep semi-structured interview was conducted with the teachers of the four districts of Shiraz in order to track and follow the quantitative section data. Then, the obtained data analyzed by using Nvivo(8.8) software and through thematic analysis . Based on the findings of the qualitative section have been identified seven types of Null curriculum in the Primary school, from the viewpoint of teachers are more likely to happen unintentionally.

Industry 4.0 is one of the most challenging topics for engineering design as well as higher education. One of the fascinating topics of academic and industrial circles has been the creation of capabilities, requirements, and competencies in students to adapt to industry 4.0. This study aims to identify the capabilities, requirements, and competencies of higher education and graduate students based on a qualitative approach and the meta-synthesis study. Findings indicate that competencies and requirements in the dimensions of: 1. Competencies of engineering students (individual abilities, specialized knowledge, and skills, social abilities, technological skills), 2. University requirements (educational requirements 4.0, educational contexts, curriculum requirements, faculty improvement), 3. Non-university requirements (industry strategic skills 4.0, labor market requirements), 4. Human resource development were identified. The current study›s findings would be useful for planning the development of new approaches in engineering education curricula.

This research tries to analyze the concept of travel and itseffects on physical & mental health from the perspective of Islam.

This research has been done bydocumentary method and descriptive-analytical approach.

This research shows that in the religious perspective,travel per se is Mobah. With considering the juxtaposition of Ayatand Ahadith, it was concluded that travel is a special type ofeducation, and considering the fact that several Aya and Hadith withdifferent tones recommend and invite people to travel, it can beConsidered as a distinct phenomenon. The most important benefitand effect of travel is physical health. This is prescribed throughtravel, whether as a tool or the ultimate goal (in the form of traveltherapy) by many doctors and psychologists, especially for theelderly or people with mental health problems. In fact, it is aconfirmation of the sacred narrations. In addition to physical health,travel is a prelude to one's theology, self-knowledge, andworldview, thereby providing inner peace, hope for the future, &self-esteem. Examining the narrations & considering the scientificfacts, it seems that travel is the source of physical & mental healthof human beings.

The results of this research indicate that in addition tothe physical & mental health of individuals, travel leads to betteracquaintance and understanding of followers of other religions,faiths, nations, brings peace and public health. Despite the myriadbenefits, it seems that travel has not been well received.

The present article, under the title of “Curriculum in the Rendezvous of Truth”, was an opportunity, even though brief, to present an opinionated essay about the issues and problems of the curriculum field. A search that was far away from, and without the usual worries about data finding and processing, and created a calmness to be able to enter into the opinions that might serve as a beginning point and introduction to enter into the design of alternative views and probably open an entry of theorizing as well. In this article, in order to answer the request of the Curriculum Studies Journal (CSJ), an attempt is made to put forward ideas about the relationship between the curriculum and undeniable facts which have been neglected and rejected to some extent. This means to serve as a means and ideas of the author's desired views that could lead to a new discourse and analysis. Therefore, in this regard, attention to topics such as the truth of truths , the truth of man and the truth of life from the perspective of the mission and the capacity of the curriculum, although not in the form of completeness and, but in the form of summaries and brief will be considered.

The aim of this research was to develop a healthy school model and compliance of schools from the perspective of teachers and principals. This mixed method study used phenomenological approach for the qualitative phase and survey-descriptive approach for the quantitative phase. Its target population in the qualitative phase included educational team leaders, principals, education experts and curriculum specialists. Principals and teachers of schools in Kohgiluyeh and Boyer-Ahmad and Fars provinces constituted the statistical population in the quantitative phase. Seventeen individuals were selected by criterion-based purposive sampling for the qualitative phase, and 300 individuals were selected by stratified random sampling for the quantitative phase. The research tool was a semi-structured interview in the qualitative phase and a researcher-made questionnaire with 5-point Likert scale in the quantitative phase. The results were categorized into three sets of basic, organizing, and comprehensive themes and organized into a network of themes. The results included 37 subcategories and 7 categories, namely 1- physical environment, 2- managerial characteristics, 3- human resources, 4- school culture, 5- communication and social participation, 6- emotional-psychological-social environment, 7- curriculum elements. The results of one-sample t-student test showed that the average status of the aspects such as managerial characteristics, human resources, curriculum, participation and social communication is significantly higher than the average of the population in a good status.

The purpose of this study was to examine the challenges and perspectives of the internationalization of curricula from the viewpoint of graduate students.

The present research was carried out with a quantitative approach by using a survey strategy. The research population of the study was 2,779 graduate students of Shiraz University. 338 students were selected by stratified random sampling method and studied. The research instrument was a questionnaire made by the researcher adapted from Fathi Vajargah (2009) and Bostrom (2010) studies. To determine the validity of the questionnaire, we used Cronbach's alpha coefficient test. To analyze the data, descriptive statistics, inferential statistics method including one-sample t-test, Pearson correlation analysis, and multiple variance analysis were used.

The results of this study showed that from viewpoint of graduate students, the problems of equipment, human, content, and teaching methods are one of the most important challenges of internationalization of academic curricula. Furthermore, from the viewpoint of postgraduate students, the most positive outcome of the internationalization of academic curricula is the improvement of university quality, the worst consequence of internationalization of academic curricula is the excessive tendency to commercialize academic programs.

The existing study showed that according to graduate students, the university will face more positive consequences in the process of internationalization of curricula. The students believed that the development and internationalization of curricula created opportunities to attract foreign elites, change the approach to education to change global citizenship, enable innovation in academic curricula, access to new theories and research, innovation in teaching and research, diversification of educational programs and competencies, increasing competitiveness.

The overall purpose of this study was to analyze the factor structure of the scale of effectiveness of tourism education courses. The research method is descriptive methodology. The statistical population of the study included all participants in tourism education projects who were selected as a sample using simple random sampling based on Cochran's formula of 223 people. A researcher-made tool was designed based on a three-dimensional model of internal, external and institutional effectiveness. The scale consisted of 3 subscales and 27 items from the Likert five-choice range. In order to measure the validity of the scale, two methods of item analysis and confirmation factor analysis of the first and second order and to measure its reliability, Cronbach's alpha method was used, which showed the desired validity and reliability of the instrument. The results of item analysis indicated a significant correlation between each item and the corresponding dimension subscale. The result of the first and second order confirmatory factor analysis also showed that each item has a high validity to explain the relevant dimension and to explain the effectiveness of tourism training courses. Also, based on Cronbach's alpha values, the reliability of the scale and related subscales has been evaluated as desirable. Based on the findings of this study, it indicates that this scale can be used to measure the effectiveness of tourism education courses in internal, external and institutional dimensions. Therefore, planners and officials can use it to determine the effectiveness of tourism training courses.

Improving and enhancing the quality and effectiveness of e-learning in the universities require examining and recognizing the internal and external factors affecting it. To this end, certain models and frameworks have been developed to evaluate the effectiveness of the e-learning system. However, the diversity of the dimensions of the effectiveness system in the literature and the multiplicity of the models not only implies a theoretical gap in this area but also it has challenged the operational and technical scopes of the issues. The purpose of this qualitative study is investigating and analyzing the external effectiveness components of e-learning in order to make a qualitative change in higher education system.

In this study, it was attempted to thoroughly identify the components of evaluating the effectiveness of academic e-courses with a qualitative approach.  The research method is qualitative, and in particular "qualitative case study”. Thus, the potential contributors to this study included all faculty members of Virtual Colleges of Shiraz Universities, Payam Noor, and Allameh Tabatabai University virtual education instructors and a number of content development specialists and educational designers (n = 25) who were selected based on purposeful sampling in terms of  criteria (expertise and experience) and considering data saturation, In line with the aforementioned purpose, an interview was conducted with 25 experts in this field. Then, the obtained data were analyzed through the content analysis technique.

In order to achieve this, by studying the models of  blended and  related exploratory learning and interviewing the experts and skillful professors of this field and analyzing the data extracted from such interviews, reviewing the documents, theoretical foundations, and research backgrounds of e-learning in the  universities of the developed countries and Iran, the researcher has highlighted the influence that external effective evaluation components have on e-learning as an organizing content including twelve major themes with the following titles to be significant and necessary in the education system: economizing and increasing  productivity; the dynamics and flexibility  related to the new educational developments and technologies; cultivation of organizational e-learning; competitiveness of the products; training and employment of human resources specialized in e-learning; identifying and responding to environmental needs; lifelong learning; realization of patterns of competence; realizing the goals and excellence of the beneficiary organization; promotion of professional capabilities in the workplace; strengthening technical and vocational education; and success, effectiveness, and competitiveness of the learners. The results were validated using data matching method, the validity, the reliability and reliability of the research data. In the next step, the researcher used content validity index (CVI) to determine the relevance and necessity of themes and the extracted organizing theme. The validity and reliability criteria were used to validate the framework. Four criteria for adaptation, intelligibility, generalizability and control were used to determine the acceptability of the proposed framework. Certainly, knowledge of these components can be necessary and reliable in properly evaluating the overall effectiveness of the e-learning courses.

After summing up the findings of this study, it is shown that evaluating the effectiveness of e-learning is a comprehensive cycle that is not just limited to evaluating the effectiveness of what is done within the e-learning system. Rather, it should be seen whether the e-learning system has been able to respond to the needs of the society and to fulfill the mission intended for the organization or not. In this study, 12 components were identified to evaluate the external effectiveness of the university e-learning system, and the study and evaluation of each of these components can indicate different dimensions of the external effectiveness of e-learning. Also, the interaction between external and internal levels of e-learning effectiveness and the interaction between the two levels were investigated and analyzed. The limitations of the present study were that the findings were not collected in the field and in the operational scene, and that there were no similar comprehensive samples to be further compared and studied.