محمدحسین یارمحمدیان

This study aimed to review the general teaching model based on educational neuroscience studies.

Methods and Materials: 

The research was conducted using a qualitative approach and deductive content analysis method. The study involved extensive research of digital resources, journals, books, and dissertations from 1990 to 2021 using databases such as ERIC, Springer, ScienceDirect, Wiley, Google Scholar, Library, Genesis Libdl, Knowledge E, and SID. Keywords in both Persian and English, including teaching method, brain-based learning, and educational neuroscience, were used in the search. A total of 183 relevant articles and books were identified, from which those addressing brain-compatible learning were selected.

After collecting information from texts and analyzing the content, removing duplicate codes, and merging similar codes, 1416 codes were obtained. These were organized into 109 initial categories, 31 sub-categories, and 4 main categories within the general teaching model, covering pre-teaching, pre-and during teaching, during teaching, and post-teaching stages. The study's results explained 28 educational actions with an educational neuroscience approach in the stages of the general teaching model. These were validated through confirmatory factor analysis by experts and specialists in educational neuroscience (psychology, cognitive sciences, and educational sciences) and confirmed.

It appears that implementing actions derived from educational neuroscience studies in the stages of the general teaching model can improve learners' brain performance and consequently enhance their learning.

. The current research is an applied research. It is also descriptive and correlational in order to collect information. The statistical population of this research is made up of 335 people from the managers of the state banks in Tehran, selected by stratified random sampling method. In this research, regarding the collection of information related to the literature of the subject and the background of the research, library methods have been used, and field methods have been used to collect information to confirm or reject the components of the research. In order to analyze the data according to the research questions, descriptive and inferential statistics methods were used. In the descriptive part, descriptive statistical indicators such as mean and standard deviation were used to describe the research variables, as well as tables, figures and graphs to describe the demographic information obtained from the questionnaire. Structural equation modeling was used in the inferential part according to the nature of the research. Data were analyzed using path analysis tests. It should be noted that 24V-SPSS and smartPLS2 statistical software were used for data analysis. The results showed that the competencies of managers in state banks include individual, technical, interactive and executive competencies

Nursing graduates' competency is an important issue in health care because it is related to professional standards, patient safety and quality of nursing care.The purpose of this study was to identify the core competencies required by nursing graduates.

This qualitative study was conducted with the participation of 35 nursing experts through semi-structured interviews and multiple purposeful sampling in 2018-19. Data analysis was performed by manual coding and through thematic analysis with inductive approach and the Attride-Stirling model. Validation was promoted by using strategies such as implementing a systematic process of recording data, increasing the number and variety of interviewers, reviewing the data frequently, controlling members and external reviewers; And the reliability measurement was performed manually through retest reliability and reliability between the two coders, and after the coding was completed, the results of these two coding were compared with each other and the holistic method was used.

In the thematic analysis process, a total of 342 basic themes were extracted, which were classified into 34 sub-organizer themes and 14 main organizer themes, and finally 9 global themes were identified that included Specialized and professional competencies, individual, interpersonal and communicational, ethical and behavioral, educational and research, social and cultural, leadership and management, information technology and knowledge management; and inter-professional and global competencies.

Empowering nursing graduates to different types of skills and dimensions of core competencies not only helps ensure the quality and effectiveness of care and thereby enhances community health, but also preserves the social value and status of the nursing profession.

The current research was carried out with the aim of professional training and human resource development. . In terms of its purpose, this research is an applied research and a descriptive-correlation research. The statistical population of this research is made up of all the employees and managers of the country's government organizations, and considering that the number of these people is uncountable, 384 people were selected as a sample based on Cochran's formula. These people were selected using stratified random sampling. In this research, two library and field methods have been used to collect information. In the library section, articles, books, theses and other upstream documents are used. Also, a standard questionnaire was used in the field section. In this research, two parts of descriptive statistics and inferential statistics have been used to analyze the data. SPSS23 software is used in the descriptive statistics section. It is also used in the inference section of smartPLS software. The results showed that professional training has a positive and significant effect on the development of human resources. Also, among the dimensions of human resources development (concept of work, autonomy, competence, effectiveness and trust), professional development had no effect on effectiveness.

In this study, the presentation of the model of smart school curriculum in Iran in high school has been investigated. The research method was combined and applied research. The findings showed that 4 factors (Huff, content, method and evaluation) are the main elements of a curriculum. What distinguishes it in dimensions is specific to each of the factors that have a facet of creativity, development, development, transformation, flexibility, overcoming obstacles, self-efficacy, participation, integration, etc., which is dedicated to this program. Allows anyone to use the content provided anywhere and for everyone, away from the spatial and temporal barriers of time, with a smartphone or a computer in hand, and in case of ambiguity, ask their question in partnership with the support of teachers. And other students and the use of the vast world of the Internet to put an end to their ambiguities. And to overcome its problems and solve the problems that have arisen for itself, which nowhere else in any educational model has witnessed such a huge dimension of participation and assistance, and smart schools have solved this important issue.

with the aim of analyzing the strategies and policies related to training and development of professional human resources. The current research is applied in terms of purpose and also, in terms of the type of data, it is of mixed exploratory type (qualitative/quantitative). The participants of this research in the qualitative part included 13 academic and human resources experts who were selected by the principle of saturation. Also, the statistical population of the research in the quantitative part included 335 senior managers of private companies in Tehran. Two library and field methods have been used to collect information. In the field interviews, a questionnaire was used to collect statistical data. Regarding the method of data analysis, the qualitative part of the interview (open, central and selective coding) was used. In the quantitative section, according to the research questions, descriptive and inferential statistics methods have been used. Also, in order to prioritize the components, the hierarchical analysis process was used in the fuzzy environment. The results showed that the strategies of training and development of professional human resources include selection and recruitment, education and training, organizational development and executive management. Also, based on the results, executive management was given first priority.

 Educational neuroscience is an interdisciplinary field that seeks research findings in the field of understanding the effects of education on the brain. This field of science endeavors to determine and develop methods that teachers and learners can use to improve learning. This review study sought to identify some effective educational measures to improve learning, based on educational neuroscience studies.

 In this study, the texts on educational neuroscience studies, from the years 1995 to 2021 through databases such as: Google scholar, ERIC, Knowledge E, SID, Sciencedirect, Wiley, Springer and keywords such as: teaching method, Brain-based learning, educational neuroscience were reviewed, in the initial search, 156 articles and books were obtained, of which, texts that somehow explain the educational measures before the start of teaching and before/and while the teaching practice was selected based on learning compatible with the brain.

 The information obtained from the review of educational neuroscience studies based on the steps: before the teaching process and before and during the teaching process was summarized and provided solutions for teachers and learners in these stages. The solutions derived from the studies of educational neuroscience in the three stages as follows: 1- selecting and formulating educational goals, 2- determining the input characteristics of learners, 3- referring to the psychology of learning and motivation and using it to improve the teaching and learning process, they were presented in 12 educational actions that used by teachers and learners to increase the learner's brain function and the effectiveness of teaching.

 It seems that the use of the measures obtained from educational neuroscience studies in the stages before the training, and before and during the training can be effective in improving the of learners’ brain function and increasing their learning.

The present study was conducted with the aim of checking the amount of considering the component of constructivism presented in the social science textbooks of the secondary school. the research sample were consisted of all social science textbooks at the secondary school level in the academic 92- 93. Shannon entropy method was used for content analysis.The obtained result from data analyzing showed the group iteraction was considered more than other components and there was less notice to the physical environment for learning and, assessment of group work, performance assessment, self-assessment, build Knowledge, evaluation of the learning process, Learning situation. retest reliability of the survey instrument was used to determine the value of the correlation coefficient 0/86 was obtain. According to recent research findings and to review high school social science curriculum is necessary to pay more attention to neglected component.Conflict of interest:According to the authors of the present article, there was no conflict of interest.

Sociology course enables students, as part of the youth of the community, to acquire the knowledge necessary to understand society, learn social skills related to adaptation to social life and different stages of life, and how to analyze sociological insights. Learn. The purpose of research is to formulate and validate the model of high school social sciences curriculum based on the constructivist approach. In terms of research type, it is applied research and in terms of method, it is survey. In order to design a curriculum model based on the constructivist approach, data were collected in a documentary manner. The population and the statistical sample of women were curriculum specialists, teachers and social science departments who were purposefully selected. The data related to the design and validation of the model have been analyzed in two ways: quantitative (statistical) and qualitative (interpretive). Finally, based on the constructivist approach, a model was designed and validated using the interview method, and 82.6% of the interviewees, with an average score of 4.11, evaluated the presented model as appropriate.

In recent years, among managers and designers of healthcare spaces, there has been a growing tendency to move towards hospital design by combining patient perceptions and expectations of the physical environment of the care area. The main question of the research was how to adapt the objective perception to the patient’s mental perception to create a sense of place in the hospital space.The purpose of this study is to investigate the patient’s perception of the factors affecting the sense of place in the hospital space to assess how they perceive the components of the hospital location.

This was qualitative research with a phenomenological approach conducted between July and December 2020. Purposeful sampling was performed on 23 patients that waz admitted in surgical ward of Pirooz and Ghaem hospitals in Gilan province and the participants were interviewed in depth.The data, analyzed by the Colaizzi method.

  consisted of 530 primary codes, 57 sub-themes, and seven main themes. The main themes were hospital location, access to hospital, hospital identity, hospital dependency, hospital attachment, human interactions in the hospital, and hospital evaluation.

  A successful treatment with human interactions within the hospital between patients and users and companions in a complete hospital with efficient space through fixed features of the environment ,and a healing environment with the help of environmental variable features and hospitalization in a suitable position in the city which its easy accessibility, and identification were effective in creating a general sense of the patient towards the hospital.
 

The general purpose of the research is to design and validate the entrepreneurship curriculum model for students of technical and vocational colleges and to validate it from the perspective of specialists and educators. Constituencies were selected. To evaluate entrepreneurship, in the first step, an entrepreneurship framework was developed, in the second step, based on that, tools for evaluating entrepreneurship components in the curriculum of technical and vocational colleges were developed. The reliability of the research instrument using internal consistency methods (Cronbach's alpha and combined reliability) is higher than 0.70. . In the statistical part, standard deviation, t-test, analysis of variance and confirmatory factor analysis were used. After analyzing the data by Smart-PLS3 and SPSS19 software, the findings showed that the entrepreneurship framework is valid. Entrepreneurship includes three general components: cognitive, skill and attitude. According to the research findings, the goals of entrepreneurship are familiarity with the concepts of knowledge, motivation, entrepreneurial skills. The content of those theoretical foundations of entrepreneurship; Learning and managing business and communication were the personality traits and skills of entrepreneurs. Active teaching approaches; Direct, practical and operational presentation methods are appropriate. Also in evaluation approaches; Methods of assessing knowledge, attitude, and skill are important. And finally, the entrepreneurial status is below average.

Pre-hospital emergency staff, as the first responder group at the scene of emergencies and disasters, should be able to cope with, and maintain their physical and mental health. The aim of this study was to investigate the relationship between resilience and self-efficacy of pre-hospital emergency staff with their professional quality of life.

Methods & Materials: 

The present study is a cross-sectional, descriptive study that was conducted in 2019. A total of 200 pre-hospital emergency operational staff from Alborz province participated in the study using proportional and convenience sampling. Data collection tools were a demographic form and three standardized questionnaires including the emergency medical services resilience scale, the Schwartz and Jerusalem self-efficacy scale, and the Stamm professional quality of life scale. Data were analyzed through the SPSS software version 20 using descriptive statistics (mean and standard deviation) and analytical statistics (Spearman correlation, one-way ANOVA and linear regression) at the significance level of P less than 0.05.

The mean and standard deviation of self-efficacy (29.67±5.82), resilience (123.14±17.07), compassion satisfaction (39.81±8.09), burnout (12.06±4.76), and secondary traumatic stress (23.61±7.27). There was a significant correlation between self-efficacy and three components of professional quality of life (P<0.05). Self-efficacy was positively related to compassion satisfaction and negatively related to burnout and secondary traumatic stress. Self-efficacy and resilience were also predictors of compassion satisfaction and burnout (P<0.05). The effect of self-efficacy and resilience on compassion satisfaction was positive. The results of stepwise multiple linear regression analysis showed that five components of resilience including self-management, stress outcomes, communication challenges, maintaining peace of mind and job motivation had an effect on compassion satisfaction (P<0.05). The effect of all resilience components on compassion satisfaction was positive.

Alborz pre-hospital emergency operational staff were at an acceptable level in terms of resilience, self-efficacy and professional quality of life.

The aim of present study is to explain role of educational system in the books of famous Iranian writer and revolutionary Ali Shariati from the perspective of critical theory. The method of research was qualitatively comparative (deductive approach) and method of data collection and analysis was documentary and content analysis respectively. In order to collect data, in addition to Shariati’s books and lectures (primary sources), books and articles available in Iranian and international libraries and information homepages (secondary sources) were used. Findings showed that Shariati's thoughts on role of the education system have been greatly influenced by views of critical theory’s proponents. There are also similarities between Shariati's views and critical education thinkers on negative role of education system in exacerbating social injustice and inequality and promoting a culture of silence. In addition, the research findings showed few differences. Shariati's attention to Eastern education and Islamic education as an alternative to Western education, the disregard of critical education advocates for the liberating role of religion, and Shariati's low emphasis on role of race and gender in analyzing the performance of educational system can be the most important differences between Shariati and critical theory scholars. The last point is that although the Western countries influenced by theory of critical education were able to establish a critical atmosphere of criticism, questioning, and active dialogue in their schools, but the fulfillment of Shariati's aspirations to change the political system did not lead to a fundamental reform in Iran's education system and challenges such as a centralized structure, a prescriptive curriculum, a passive teacher-student relationship, and a lack of critical and questioning space still persist

Standard competency-based education is based on the comprehensive concept of education that integrates knowledge delivery with the development of competency and quality improvement. The aim of this study was to design and validate a competency model for the development of competency-based education in an undergraduate nursing program using a sequential exploratory (qualitative-quantitative) approach. The qualitative phase was conducted using semi-structured interviews with 35 nursing experts who had been selected using purposeful sampling. Data analysis was done by thematic analysis using Attride-Stirling model. Validation in the qualitative phase was enhanced following Guba and Lincoln strategies, while reliability was evaluated using retest reliability and intercoder reliability measurements. The quantitative phase was conducted using a survey method with a questionnaire (with S-CVI=0.93) and by surveying 300 nursing experts selected by non-probability sampling method. Finally, the data were analyzed by confirmatory factor analysis using SPSS and Smart PLS software, and the final model was confirmed. The results showed that the desirable model for nursing competency consists of 9 global themes. In the meantime, leadership and management competencies with a factor load of 0.89 had the most impact on this model followed by social and cultural competency, inter-professional and globalcompetency, and educational and research competency all of which with a factor load of 0.87, interpersonal and communication competency with a factor load of 0.86, information technology and knowledge management competency with a factor load of 0.82, individual competency with a factor load of 0.81, apecialized and professional competency with a factor load of 0.79, and ethical and behavioral competency with a factor load of 0.75.

This research was conducted with the aim of explaining the native revision of the curriculum of Teacher Education University based on the life experiences of professors based on the experiences of professors in 1397. In this research, a qualitative phenomenological method has been used. The criterion for estimating sample size (n = 9) was the theoretical saturation principle. The statistical population consisted of all professors of Education University among whom 9 professors who had experience of group leadership or participation in revision projects were selected through purposive sampling of exceptional or boundary type. Data collection was done using semi-structured interview and analyzed by subject coding method. From the findings of this research, after removing the common codes, 379 conceptual codes were extracted which illustrates the experiences of professors in identifying the stages of the development of the native version of the curriculum revision of the Teacher Education University. In the context of indigenous curriculum revision preparations, the three main components of curriculum induction publishing, internal publishing and external publishing, and seven sub-components were categorized. findings suggest that the study, taking into account local and local contexts, explained the publication of a native curriculum review based on internal and external factors of publication and the expression of opportunities and requirements.

This paper aimed at identifying the parental participation components in implementing elementary school curriculums from the perspective of the curriculum planning experts of the elementary textbook compilation organization and the professors of curriculum. The Delphi method was used to perform this research according to its subject and nature. Snowball sampling method was used in qualitative section and its size was according to the saturation principle, which was saturated in the 14th person. An unstructured questionnaire was used to collect data in the qualitative section and a structured questionnaire was used in the quantitative part. To determine its validity in the qualitative section, recommendations and training were provided to the members of the Delphi group before responding and Cronbach’s alpha was used in the quantitative section. For validity of the questionnaire, the professors were used as referee to determine the validity of the questions that were distributed among the group members after their approval. To analyze the data in the qualitative section of the questionnaire, the ranking method and the third quartet were used as agreement criterion and the Kendal coordination coefficient was used to determine the agreement among experts' opinions in the quantitative part, according to the results of the findings regarding parenting practices in implementation of elementary school curriculums are as follows: helping to reduce anxiety and mental tensions, financial assistance for programs, participation through teaching and learning opportunities, parent participation as a teacher and his successor, participation in the implementation of practical methods, facilitating teaching and learning process, emotional and social support in implementing curriculum projects and helping in performing teaching methods according to recognition of local and natural facilities and facilitating lesson study processes. Based on the results, it can be said that the experts have confirmed and selected the following components with more agreement: participation in implementation, financial assistance in implementation of programs and participation in creating learning and learning opportunities.

The purpose of this study was to investigate the role of technology-related competency components in the curriculum.This research was done in two qualitative and quantitative sections. In the qualitative section, using the method of analysis of the subject, with the exploratory inductive approach, the components of the technology-related competence are identified from articles and documents, and coded using Maxqda12 software, and by the Atrium Sterling method template was designed. Sampling was done through targeted sampling and continued to saturation (22 articles). In order to determine the content validity of the experts, the Holstein coefficient was used to assess the reliability (0/818). In a quantitative, descriptive-survey method, an initial questionnaire was first made and the content validity of the questionnaire was verified by 10 professors and experts. Its reliability is also 0.85 by Cronbach's alpha. The final questionnaire after the implementation was analyzed among the students of technical and vocational schools with SPSS19 software. The sample size was considered to be 384 in Cochran's formula. The results showed two main components that the role of knowledge component (t=12.3365, p <0.01) and skill component (t = 229.5 and p <0.01) were too moderate in terms of technology-related curriculum. The results of Friedman's test revealed the role of the knowledge component of the competencies associated with technology in the curriculum above skill roles.

With the increasing resources and the essential of applying entrepreneurship education programs in universities, the need for principled and legalized entrepreneurship education in universities has become more and more important. The curriculum also promotes more employment. There are only a few examples of running business in some area of colleges, such as economics and business administration. In some fields of higher education, entry into the field of entrepreneurship, especially in the humanities, is very limited. Although entrepreneurial literature originates from the humanities such as economics, psychology, anthropology, sociology and management. Moreover, the growth and development of the humanities compared to other fields such as job opportunities, motivation to progress, creativity, innovation, independence, competitiveness, speed has not been considering significantly. In addition, in the field of most humanities sciences, the book and the content presented to the issues that students need to face in society in practice have received less attention. Therefore, despite the lack of attention to the appropriateness and relevance of the content of humanities disciplines to the realities of students' lives and careers and the incomplete and weak content of waiting for ideas and creativity will be very difficult for these students. Also, despite of all extended researches has done in the field of entrepreneurship education; the researchers are more focused on student’s attitude survey and the effects of entrepreneurship education than study the content of entrepreneurship education. Therefore, this study intends to identify the types of content of entrepreneurship education for the humanities discipline to present it in the form of a conceptual model to encourage and increase the activity of students and activists of humanities education in the field of entrepreneurship.

The present study used the purpose of applied research and in the field of qualitative research, the type of thematic analysis was used inductively. To analyse the content of the interviews, the software of MAQDA18 Software was used. The open, central, and selective coding process is based on the categorization of Atrid Sterling's (2001) perspective. Inclusive, organizational and basic extracted. The field of study for selecting the interviewees consists of three groups of humanities entrepreneurs whose field of study and entrepreneurship is humanities, entrepreneurship education and university professors of humanities who were recognized as entrepreneurs and non-humanities experts whose field of study was unscientific but Its entrepreneurship has been in the field of humanities, which is currently engaged in entrepreneurship in Isfahan. Using targeted sampling method, 7 people from humanities entrepreneurs were extracted from Isfahan university, Growth and Entrepreneurship Centres of Isfahan University, Isfahan University of Technology and Commercial room of Isfahan. It was only possible to interview three of these people, then through the first three entrepreneurs, the next entrepreneurs were identified and interviewed, and from the identified entrepreneurs, other entrepreneurs in the humanities were again identified and interviewed by snowballs. And this number continued until the theoretical maximum in the interviews conducted and finally the number of samples interviewed was 24 people. To collect information from Semi-structured interview was used. The duration of the interview with people between 45 and 90 minutes was completed and collected within 7 months of the interview.

 The findings of this study consisted of 134 basic themes, 6 organizing themes and 3 general themes and presented as a pattern(model). The conceptual pattern(model) of the content of entrepreneurship education illustrated at three levels of self-awareness, self-efficacy and self-actualization was drawn. Self-awareness was defined as the first level of entrepreneurial education content related to individual, perceptual, and communicative competencies. Self-efficacy was identified as the second level dependent on the presentation of the content of managerial and professional competencies. Self-actualization as the third level dependent on content delivery self -empowerment competencies were determined. 26 common themes include: imagination and imagery, ambition, diversity, creative thinking, self-confidence, perfectionism, independence, motivation, self-confidence, competition, endurance, aesthetic sense, dreaming, familiarity with art, risk-taking, perseverance, challenging mind, Patience, risk-taking, courage, bravery, creativity, ideation, high expressive power, personal motivation , interest and innovation became the theme of organizing individual competencies. The 28 common themes became the 4 sub-themes of Entrepreneurial Knowledge, Entrepreneurial Attitude, Entrepreneurial Skills and Academic Skills, and then these 4 sub-Organizational themes became one of the main organizational themes of perceptual competencies.11 common themes include: Social Relationships, Body Language, Speech and Eloquence, Influence in Communication, Principles of Communication, Interpersonal Communication Skills, Negotiation Skills, Communication Skills, Familiar with different languages, team working Skills. Therefore, the three themes of organizing individual competencies, perceptual competencies and communication competencies, a comprehensive theme of self-awareness was extracted as the first level of content required for entrepreneurship education. The 46 common themes became the two main organizing themes of managerial competencies and professional competencies. 14 Common themes include: Investment, Planning, Time Management, Management Ability, Organizational Behaviour, Entrepreneurship Ability, Entrepreneurship Management, Business Management, Financial Skills, Resource Management, Introduction to Management and Leadership, Financial Management, Mind Management, Quality control of activity became a theme that organizes managerial competencies.32 Common themes include: Economic and Tax Issues, Profitability of Activities, Principles of Advertising, Business Issues, Attracting customers, insurance, financial and accounting issues, familiarity with legal labour market issues, Company registration, knowledge of the labour market, ,Trading topics, revenue generation method, branding, production topics, familiarity with organizational rituals, new marketing methods, launching small activities, business creation topics, business innovation, business models, administrative correspondence, technical skills Specializes in calculating current costs, how to contract, ability to design activities, ability to produce, skills to create and acquire opportunities, Marketing skills, sales skills, Economic justification of activity, ethical principles at work became a theme of organizing professional competencies. The two themes of organizing managerial competencies and professional competencies were extracted from a comprehensive theme of self-efficacy as the second level of entrepreneurship education content.23 Common themes include: internal control, diligence, responsibility, self-management, foresight, success, critical thinking, entrepreneurial thinking, sense of social need, entrepreneurial spirit, tendency to change, problem solving, order, action, thinking big and acting small, Physical health education, self-management, thinking skills, anxiety control skills, self-employment in the community, the ability to use personal talents, awakening a sense of social responsibility, entrepreneurship management, proper use of the senses became a theme that organizes wealth competencies.

According to the conceptual pattern (model)of this study, the content of entrepreneurship education obtained for humanities in higher education in three levels of self-awareness (through acquiring individual, perceptual and communication competencies), self-efficacy (through managerial and professional competencies) and self-actualization (through self-empowerment). The realization of the competencies in different levels through the extracted basic themes can play a significant role in providing a purposeful and comprehensive education appropriate to the dimensions of human existence are achieved.

The purpose of this research is to identify strategic competencies requiredin the design of educational planning for technical and vocational students. In this research, qualitative and quantitative combination research method was used. In the qualitative section, strategic key competencies of papers, documents, etc. , The content analysis method was identified using Maxqda12 software. Sampling was carried out purposefully and continued to saturation. In order to determine the content validity of the experts' opinions, a Holstein coefficient was used to assess the reliability. In the quantitative part, descriptive-survey method, the original questionnaire was approved, its reliability was confirmed by the Cronbach's alpha method (85%). The final questionnaire was approved by experts among 384 people sampled (according to Cochran's formula) from the students of vocational schools. Analyzed with SPSS19 software. The Qualitative results showed that strategic competencies include management competencies with levels: general management skills, environmental analysis skills, prospective skills and future observation; organizational competencies with levels: job competencies, constructive constructive engagements. Also, quantitative results show that strategic competencies are divided into two categories of organizational competencies (0/83) and managerial competencies (0/97). Organizational competencies have two components of work competencies (0/85) and constructive work interactions (0/90) and managerial competencies with three components of general management skills (0/92) , environmental analysis and observation skills (0/71) , prospective skills, and future observation (0/74).

The purpose of the present study is to investigate revision models of teacher education curriculum in Australia, Singapore and Turkey. This is a comparative qualitative research, and non-experimental research. The most different systems design (MDSD) was used while selecting countries that arecompared within the study.The research findings highlighted the fundamental similarities and differences among the countries under study in terms of different dimensions of the teacher education system including the curriculum and its revision patterns. While Singapore and Turkey follow a centralized system, Australia tends to reduce the power of States and local authorities. From other aspect, the patterns of teacher education’s curriculum revision in all three countries are influenced by local contexts and environmental realities. While the Australian teacher education system is seeking to adopt models that standardize curricula across the country, Singapore is considering the impact of future developments on the teacher education system and is seeking to revise its curricula based on “Life-long, life-deep, life-wide and life-wise." pattern. The findings also show that despite the challenges, Turkey is seeking to revise its teacher training curricula to train skilled teachers who can prepare the young generation to enter and live in Europe - as a developed society -. The research findings suggest that Singapore's experience –compare to Australia and Turkey –is more value-free and could be usebetter by the Iran teacher education system.

This article aims to design, validate and approve the technical competency questionnaire for the technical and vocational students. In order to achieve this goal, first, in the qualitative section of this study, the codes, articles and documents were identified and codified using Maxqda12 software and through the purposeful sampling of the components of the competency of the technology. Then a questionnaire was prepared on the basis of technological competencies. A sample of 375 individuals was selected through random cluster sampling. The research instrument included a questionnaire with 150 questions. The methods used included:  Holistic coefficient for the analysis of the items; expert opinion for verifying the formal content validity; factor analysis for structure; and Cronbach's alpha coefficient for credit. According to the findings, five main factors were identified: technical and technical competence, meta-competence, empowerment, labor market competence and strategic competencies (strategic). The validity of this questionnaire was obtained using Cronbach's alpha (0/85). The final questionnaire was analyzed using SPSS19 and Amos 24 software. The results showed that this questionnaire had an acceptable validity and reliability.

The higher education system and its various dimensions are always subject to the influence of external discourses such as the "international ranking system of universities". Today, the curriculum as the core and reflector of the values, beliefs, and priorities of higher education policymakers is at the forefront of rational interaction with the ranking phenomenon of universities. In fact, the qualitative and quantitative evolution of the Iranian higher education system in the last four decades has led to a new phase that is not to be missed, as the slow but steady transition from the first generation to the fourth generation of universities in Iran has caused. Now that higher education policymakers are faced with the fundamental question of whether international university rankings can be considered as a transformational discourse for the curriculum. The present study, using discourse-based analysis, takes advantage of the forklift approach to analyze relevant texts and extract appropriate themes with three stages of description, interpretation and explanation. Research findings show that the phenomenon of international ranking of universities has the characteristics of a transformative discourse in the higher education system that affects all its dimensions. The paper suggests that Iran's higher education curriculum can adapt itself to the fourth generation of university challenges by combining traditional and modern discourse.