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The objective of this study was to ascertain insights into the experiences and perceptions of student teachers with regard to the use of social networks in learning content. The research method employed for this study was qualitative and phenomenological in nature, with the participant pool consisting of all student teachers pursuing the primary education specialty at Farhangian University of Birjand during the academic year 2021-2022. To gather insights for this study, semi-structured interviews were conducted with a total of 15 student teachers (7 males and 8 females) through purposive sampling. Data collection continued until theoretical saturation was achieved. The collected data were then analyzed using the content analysis method. To ensure reliability, the agreement between coders method was used, while expert review was applied to validate the study findings. The study revealed that the content of student-teacher learning in social media encompasses a range of material, including university-related topics such as discipline-based, skill-based and English language content, as well as school-related content covering teaching methods, classroom management and fundamental courses. Additionally, general information such as news, medical information, and technological advancements fall within the scope of this learning content. Another significant finding from the study indicated that student teachers do not have a positive perception of the content shared on social networks, with concerns about its reliability and validity. This includes aspects such as disproportionately unbalanced content and the presence of incomplete information. In light of these findings, the study suggests that Farhangian University consider providing credible, organized, and appropriate content for each field of study on social media platforms. This will aid in the development of student-teacher professions and foster a positive attitude towards the content offered on these platforms.

This study aimed to design and validate a digital literacy model for teachers in South Khorasan Province (Iran). This mixed-methods research was conducted with an exploratory design in qualitative and quantitative phases. Grounded theory was used in the qualitative phase, and confirmatory factor analysis was performed in the quantitative phase. All the components of the model were significant (p<0.05) and had adequate goodness of fit. Individual and collective needs make teachers tend to develop their digital literacy. The center of this trend is occupational and organizational motivations. The confounding factors include the short training time, too much content, and the teachers' level of literacy. The equipment provided by schools or the Education Department should lay the ground for fostering digital literacy. By using learner- and group-oriented strategies, teachers can develop their digital literacy. The outcomes of digital literacy formation include the teachers' professional growth and students' all-round development.

 The current research was conducted with the aim of standardizing and validating the short form of attitude towards inclusive education of children with special needs. 

In a descriptive-survey design, 354 undergraduate teacher education students of Farhangian University of Yazd and Khorasan Razavi from 4 campuses participated in this study.

The fit indices indicated that the verification model has a good fit (x2/df = 2.87; GFI = 0.98; RFI = 0.96; SRMR = 0.04; CFI =0.98; RMSEA =0.05). The results of the factor loadings of confirmatory factor analysis also showed that the distribution of questions in one factor corresponds to the main test. In order to verify the convergent and divergent validity of the TAIS-IR scale, the use of the preferred teaching style questionnaire and the correlation coefficients between the score of the attitude scale towards inclusion of children with special needs and the student-centered teaching style were positive and significant (r=0.49, p<0.001). ) which indicates the convergent validity of this scale. Also, the scale score of the attitude towards the inclusion of children with special needs had a negative and significant relationship with the teacher-centered teaching style (r=-0.55, p<0.001), which indicates the divergent validity of this scale. Cronbach's alpha coefficients also showed that the TAIS-IR scale has satisfactory internal consistency. In the end, in order to compare the results of future research with the norm group in Iranian culture, the mean and standard deviation of the scale scores for the whole sample and by gender were presented. 

 the results indicated that the final adapted version of the scale (TAIS-IR) has suitable psychometric properties and can be used in Iranian society.

This correlational research was conducted with the purpose of investigating the causal relationship of conceiving parenting styles and religious orientation with the mediation of the functions of thinking styles with a quasi-experimental method. The population was all undergraduate girl students of Ferdowsi University of Mashhad, and 250 girls were randomly selected as the sample. The data were gathered with Baumrind's parenting styles questionnaire, Allport's and Figen's religious orientation scale, and Strenberg's and Wagner's thinking styles questionnaire. The results showed that according to the fit indices, there is an appropriate fit of the model test. The results of bootstrap test were meaningful for the path of authoritarian parenting style to internal religion through the mediation of judicial thinking style. Moreover, authoritarian parenting style has a positive and significant effect on both judicial thinking style and executive thinking style. Careless parenting style has a negative effect on executive thinking style, and autocratic parenting style has a positive effect on executive thinking style. In addition, careless parenting style has a positive effect on external religion, legal thinking style has a negative effect on internal religion, and judicial thinking style has a positive effect on internal religion. Therefore, it can be said that authoritarian parenting style influences the choice of children's thinking style and causes the internalization of religious values and knowledge.

The purpose of this study was to investigate the relationship between the use of social networks and students' preferred teaching styles of teachers with the mediating role of their learning styles. The present study is descriptive and correlational. The statistical population was all students of Farhangian University, Shahid Bahonar Campus in Birjand who were studying in the academic year 1399-1400. A total of 156 teacher students were selected as the sample size by available sampling method. Data collection tools included the Learning Styles Questionnaire, the Preferred Teaching Style Questionnaire and the Social Network Questionnaire. The reliability of the instruments was confirmed using Cronbach's alpha coefficient and their validity was confirmed using confirmatory factor analysis and correlation between components. Findings showed that the direct effect of using social networks on teaching styles and also the direct effect of learning styles on teaching styles were significant; But the direct effect of using social networks on learning styles was not significant. In addition, the indirect effect of using social networks on teaching styles through learning styles was not significant. Therefore, it is not possible to predict their preferred teaching styles through the use of social networks due to student-teacher learning styles.

cognitive researchers have done considerable research on mathematics education and introduced the cognitive approach as one of the important approaches in effective mathematics education. importance of this approach in this area, the present study investigates the effect of education based on a brain-centered approach on the mathematical learning of fourth grade elementary students. For this purpose, 50 fourth grade elementary school students in Birjand were randomly divided into experimental and control groups and the concept of multiplication and division was selected from the fourth grade elementary mathematics textbook. Using research on how to apply the brain-centered approach to mathematics education, a teaching method based on this approach was designed for the concept of multiplication and division. First, the researcher-made math pre-test was performed on students, and then training was provided for the control group in the usual way and for the experimental group based on the brain-centered approach. In the end, the math post-test was performed. Findings showed that mathematics education with a brain-centered approach to the usual method has a positive and significant effect on the levels of understanding and application of the cognitive domain of learning and attention and responding to the emotional domain of students' math learning.

The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.

Due to the growing number of new media, the number of digital citizens in society is increasing day by day. A digital citizen is a citizen who has the ability to use the online services provided by the government of each country to the best of his ability. The purpose of this study was to investigate the validity and reliability of digital citizenship scale in Birjand city. The statistical population of this study was all individuals aged 18 years and older in Birjand city, of which 384 were selected by multi-stage cluster sampling. The instrument used in this research is a digital citizen questionnaire, Chui, Glassman and Kristol (2017). Content validity of the Persian version was verified according to the opinion of the experts. Factor structure of digital citizenship questionnaire was investigated using both exploratory factor analysis and confirmatory factor analysis. The exploratory factor analysis showed that 4 substances have high yields in more than one factor; these materials were eliminated, and finally the final model included four factors; Internet political activity, technological skills, critical and local-global awareness. It came out with 22 substances. For reliability of this tool, Cronbach's alpha coefficient was used, which coefficient for its components was 0.79- 0.99. Given that the validity and reliability indicators of the Persian version of the Digital Citizen scale were all favorable, it can be used as a valid and reliable tool to identify digital citizens.

The Net generation is said to have been born since 1982, and these people are under the influence of the Internet and technology, and they are somehow in line with globalization. The purpose of this study was to examine the characteristics of the net generation, the principles of education, teaching strategies, and evaluation methods appropriate to them.

Analyzing and descriptive methods were used to identify the literature and subject records and to investigate the process of the case in question by reviewing the scientific documents.

The findings of the study showed that net generation learners have characteristics such as learning with test and error, quick response and fast response waiting, low attention and constantly seeking feedback. Therefore, in teaching these people should be brief short speeches, active groups based on the group Learner-centric approaches, virtual game design, simulation, introspection, role-play in multi-user virtual environments, and test-and-error exercises. Self-assessment and peer assessment survey methods need to be.

According to the findings, it is suggested that by integrating social networking technologies in e-learning, we move the process of education towards globalization.

In recent years, social networking sites and software have become one of the most influential phenomena among new technologies. Student-teacher learning and their professional development also take place in this context, both formally and informally. In this regard, the purpose of the present study is to design a curriculum model for the use of informal learning based on Authorized social networks to develop the student-teacher profession.

The method of this research was done with a multi-method approach. To design the above model, the grounded theory method was first used. Participants in this study were all primary school teachers in Farhan Gian University of South Khorasan in 2018-2019. Based on purposive sampling with semi-structured interviews, until the theoretical saturation of the data, 15 of these students were interviewed. To analyze the data, using the dimension analysis approach and during the open, pivotal and selective coding steps, the existing model of informal learning based on student-teacher social networks was extracted for their professional development. To obtain the validity and verifiability of the data, two methods of reviewing the participants and reviewing the non-participating experts in the research were used. In the end, with the theoretical research method and based on previous findings, at first, the nine elements of Klein were the basis of the work and based on it, the desired model was designed. In the next step, the basic concepts or the same characteristics of the curriculum elements and structural concepts, which are in fact the same as identifying the relationship between these elements, were identified. Finally, the model presented by the experts was validated.

Findings showed that goals in unpredictable social networks are flexible and continuous, which have the property of snowballs and should be validated. Content on social media requires features such as; be in tune with the audience, pave the way for critical thinking, action and screening. Learning activities; They create self-sufficiency and belonging, satisfy desires, motivate and lay the groundwork for individual and group education. Materials and resources; Diverse, easy to access, fluid and interactive. Learner grouping; It is non-linear, optional and based on extensive collaboration and online responsiveness. Also, on social media; Enough time to reflect on the answer, the possibility of communicating with communication nodes at any time, the possibility of wasting useful time with attractive content and achieving a large amount of information in a short time. In addition, access to information and educational resources is available everywhere, and the place of learning is the creator of opportunities and is based on ecology and interactive communication. Teaching strategies; Problem-oriented, interactive, based on inclusive buoyancy and with flexible instructor guidance. Evaluation methods; It is quality-oriented, process-oriented, self-assessing, continuous and based on instant feedback. The findings also showed that most experts confirmed the validity of the model in the criteria of validity, coherence, perceptibility, innovation, usability, acceptability and comprehensiveness.

Due to the characteristics of social network-based curriculum elements, curriculum planners are suggested to use the coordinates of these elements to design a curriculum based on social networks in order to achieve the development of student-teacher careers. It is also suggested that Farhangian University provides the necessary infrastructure for the purposeful use of social networks for the development of student-teacher professions.

The purpose of this study was to investigate the mediating role of critical thinking in the relationship between personality traits and creativity with academic performance of students. The research method is applied and correlational. The study population consisted of all undergraduate engineering students of Birjand University who were studying in the academic year 2018-2019. 180 students were selected by relative stratified sampling method. SPSS and AMOS software were used for data analysis. To collect data, three questionnaires were used: California critical thinking skills form (B), standard creativity questionnaire, personality scale, and performance measures. Students’ academic achievement was considered as their average of the previous year in the academic year 2018. Findings showed that personality traits have a direct and significant effect on critical thinking, creativity on critical thinking, personality traits on academic performance, creativity on academic performance, critical thinking, and personality traits. Creativity through indirect thinking has a direct and significant effect on academic performance. The results of the path analysis also showed that the conceptual model of the research was well-suited.

The purpose of this study was to investigate the culture of teacher education in the narratives of graduates of Farhangian University, Imam Sajjad Campus in Birjand. The research method was qualitative and narrative research. The method of data analysis was thematic analysis in which the narrations related to the professors in the projects of 15 graduates of the primary education of Imam Sajjad (AS) Campus in Birjand city in 2019- 2020 were analyzed. In order to obtain the validity and reliability of the data, the methods of reviewing the participants and reviewing the non-participating experts in the research were used. The findings showed that some teachers used active teaching methods of group discussion and collaborative learning, and some used passive methods of lecturing and reading slides. Attitudes, knowledge and scientific mastery of professors were also different. University professors use the necessary teaching skills such as communication skills, classroom and time management, and some do not have the necessary research skills. In relation to morality, some were flexible, justice-oriented, and law-abiding, with enduring moral competencies and enduring personality traits, but some were inflexible. The research findings also showed the method of continuous and final evaluation; Therefore, there is a diversity of education culture in its various dimensions and professors do not adopt a relatively uniform style in dealing with student-teachers.

The purpose of this study is to investigate the role of using virtual social networks in social identity and the teacher-student relationship. The present study was a cross-sectional study with a descriptive-analytical approach that was conducted as a survey. The statistical population of the present study included all female high school students in South Khorasan province who were studying in the academic year 2018- 2019. Sampling was performed by cluster random sampling. First, in each city by cluster sampling, a few first secondary schools were randomly selected, then after receiving the license, by referring to the education office of each school and based on the list of students, individuals were randomly selected and studied by stratified sampling. It placed. The sample size of the research is equal to 200 people. The instruments used in this study were the standard questionnaire by using virtual social networks Shi, Luo, Yang, Liu, & Cai (2014), the teacher-student relationship questionnaire of Murray & Zvoch (2010) and the Caravani social identity questionnaire (2014). Structural equations were used to measure the correlation of variables in case of normality assumption using SPSS software. The results showed that the use of virtual social networks has a positive and significant relationship with the national, ethnic, religious and global identity of female high school students in South Khorasan province. There is also a significant relationship between the use of social networks and the teacher-student relationship.

To use social media effectively, we need to identify and apply the implications of supportive theories using social media. Different learning theories provide a variety of interpretations of learning. Different learning theories lead to diverse orientations and outcomes in curriculum planning. Therefore, learning theories serve as a framework for guiding decisions during the design and implementation of the curriculum. The aim of this study was to identify the types of learning theories that support the use of social networks and to analyze learning theories on social networks in order to provide a theoretical basis for designing curricula.

For this study, qualitative content analysis method was used. The statistical population of this study consists of all valid documents related to the subject- supportive theories of learning in social networks- from 1995 to 2018 (n=30) selected based on purposeful sampling. The content of 30 documents were analyzed.  The analysis unit is the theme. To analyze the findings, the main and sub-classes were extracted after open coding. To ensure the validity of the research, the methods of review by members, triangulation of data sources and review by colleagues were used, and to ensure reliability, the agreement method between the two coders was used.

The findings showed a variety of context-based, community-based, and person-centered theories that support learning on social media. The findings also include four main categories: It showed the dimensions of social networks, network interactions, types of learning, and curriculum elements. It was shown that network communication in social networks includes social interaction, interpersonal communication and interactive communication with admin and teacher-student communication, which is broad and based on community sharing, central agreement and based on sharing ideas. Types of learning on social networks include; network learning, situational learning, problem-based learning, personal learning, and indirect learning. Elements of the curriculum include; network objectives, network content, network learning environment, network inclusiveness, and network evaluation. Network Objectives; features such as unpredictability, divergence, unpredictability, variability, nonlinearity, flexibility, value, reproductive and interactive. Network content has some features such as distributed knowledge, multiplicity of resources, reliable resources, accessibility, context-based knowledge, shared knowledge, inclusive knowledge, self-centered information, voluntary knowledge creation, interchangeable content. The network environment includes technical and educational features. Among the technical features of this environment, we can mention the diversity of language, the existence of communication tools, the possibility of customizing the message and simulating communication. The educational features of this environment also include; being rich is one of the tools of knowledge management, situational awareness, personalized information, open and flexible environment. The network learner is knowledgeable and up-to-date, independent and active, able to do several things together. The network learner is an actor, and social agent who processes, publishes, and manages knowledge on a regular basis. Evaluation on social media is a nonlinear process, formative, conscious, and continuous that is accompanied by the elimination of standard rankings and tests.

Based on the research results, it is suggested that those in charge of education use the coordinates of social network-based curriculum elements to design a curriculum based on social networks. For further research it is suggested that researchers implement the findings in an experimental environment to take a positive step towards the optimal use of social networks to learners’ learning outcome.The author(s). 

The aim of this study was to investigate the mediating role of entrepreneurial passion in the relationship between academic support and virtual entrepreneurship of medical students in Bushehr. The research method was descriptive and correlational. The statistical population included all students of the Bushehr University of Medical Sciences (2136) who was studying in the academic year 2017-2018. The study sample was selected by stratified random sampling method of 326 students. In this study, to collect data, Sands and Plankt academic support questionnaires, Linan and Chen's virtual entrepreneurship inclination and Branbeck et al 's entrepreneurial enthusiasm were used. Data analysis of this study was performed using the Pearson correlation method and path analysis by SPSS and LISREL software. Findings showed that the support of teachers, family and peers has a direct and positive effect on the dimensions of entrepreneurial enthusiasm (founding, innovative, developmental enthusiasm). The findings also showed that the dimension of founding, innovative and developmental enthusiasm has a direct and positive effect on the desire for virtual entrepreneurship. The results of indirect effects of variables also showed that the dimensions of academic support through the mediation of entrepreneurial passion have a positive and significant effect on the tendency to virtual entrepreneurship; Therefore, in order to create a desire for virtual entrepreneurship in students, it is suggested that with the academic support of students, the entrepreneurial passion was strengthened in them and through this entrepreneurial desire, a positive step was taken towards their virtual entrepreneurship.

The aim of this study was to investigate the role of using virtual social networks in the professional development of english language teachers. The research method used in this research is descriptive and correlational. The study population included 170 english language teachers in the academic year 2017- 2018 in South Khorasan province. A total of 118 English language teachers were selected by stratified random sampling and was selected using the Morgan table. To collect data, two questionnaires were used: using social networking Shi and Partners (2014) and the Professional Development of Teachers Hosseini (2014). In order to analyze the data, the methods of statistical correlation, two-way ANOVA and stepwise regression analysis were used. The findings showed that there was a significant difference in the use of social networks with different educational levels (P<0.05); however, there was no significant difference in gender and interaction gender with the level of education in the use of social networks. The correlation between interactive use of social networks and professional development is negative and significant, and the interactive use of social networks explains a small percentage (0.07) of professional development. In general, the use of social networks does not predict the professional development of teachers; therefore, the inappropriate and non-targeted use of social networks reduces the professional development of teachers

The aim of this study was to investigate the relationship between academic optimism and achievement motivation according to the mediating role of high school students’ self-efficacy. The research method was correlational-descriptive. The population consisted of all high school students (2520 students) in the academic year 2014-2015 in city of Birjand. The sample size (296 students) were selected by using of Kerjeci and Morgan’s Table, and with cluster sampling method. Data were gathered by using of 3 questionnaires; Academic Optimism (Tschannen-Moran et al, 2012), Achievement Motivation(Hurmans, 1970) and self-efficacy (Muris, 2001). In order to analyze the collected data, descriptive statistics, mean and standard deviation and inferential statistics, correlation and stepwise regression methods were used. Results showed that academic self-efficacy and achievement motivation of students were significantly higher than the average. Students’ academic optimism was a direct, significant and positive effect on self-efficacy and motivation. The effect of academic self-efficacy on achievement motivation was positive and significant. In addition, the results showed that the academic optimism had an indirect effects on achievement motivation through the self-efficacy. The path analysis result indicate that the conceptual model is good fitting the data.