محمدرضا سرمدی

This research, adopting a documentary analysis approach and relying exclusively on the Tasnim commentary of Allameh Javadi Amoli, explores the solutions for religious education to face the emotional, behavioral, and social challenges of students. In this regard, by analyzing the qualitative content of the Tasnim commentary, the theoretical foundations of a preventive model were extracted. The findings show that the centrality of fundamental concepts such as "purification" and "discipline" in this commentary provides a fulcrum for changing the paradigm from a reactive system to an active and preventive system. The proposed model emphasizes strengthening the three pillars of the relationship with God (as a source of meaning), the relationship with oneself (based on self-dignity), and the relationship with others (in the light of kindness and justice). This research ultimately explains a number of operational strategies that institutionalize the cultivation of virtues such as patience, rationality, and kindness in the context of school curricula and culture in order to cultivate balanced and responsible students. **In the perspective of this model, the school becomes a living and inspiring environment in which the prevention of harm occurs not as an additional task, but as the natural essence of the educational process.

This study developed and validated a blended learning model for vocational courses in SAMPAD schools, which focus on nurturing technical-vocational talents. Using a sequential exploratory mixed-methods approach, the research first identified key components through semi-structured interviews with 17 experts (distance education specialists, instructors, and technical-vocational professionals). Qualitative data were analyzed via theoretical coding (Strauss & Corbin, 1998). In the quantitative phase, a questionnaire based on these findings was distributed to 200 instructors and specialists, with data analyzed using CFA and SEM in Smart-PLS.The finalized model comprises five core dimensions:Pedagogical (competency-based design, active learning, flexible pathways, integrated learning theories).Technological (stable infrastructure, interactive platforms, accessibility).Content Design (visual organization, multimedia, workshop alignment, production standards).Assessment (formative, blended, practical skill validation).Support & Management (technical-educational assistance, resource/time management).The model showed strong validity (SRMR = 0.048, NFI = 0.92) and high reliability (α > 0.8). It provides a practical framework for implementing blended learning in vocational SAMPAD schools, emphasizing the integration of pedagogical, technological, and support elements for effective skill development.

The present study was conducted with the purpose of investigating the epistemological components of the third generation of distance education. In terms of research orientation, this research is fundamental theoretical research. This type of educational environment is based on the constructivist approach. Based on this, 25 academic experts and senior managers of higher education were selected and interviewed. In this approach, strategies are provided to learners to help them learn how to learn and construct meanings. Each scientific discipline fundamentally follows a specific philosophy in order to theorize. The present research is categorized as fundamental theoretical research in terms of research orientation. In terms of data collection method, it was conducted with a qualitative approach. In order to identify the dimensions of the main components of the third-generation epistemology model of distance education, a thematic analysis strategy and a network of themes have been employed with the help of semi-structured interviews.  The statistical population includes academic experts and senior and middle managers in higher education who are knowledgeable in the field of educational philosophy, particularly in the discussion of epistemology. Based on this, 25 university specialists were interviewed. To validate the coding process and ensure quality in the qualitative section, the Cohen's Kappa statistic was used for the epistemological dimensions. To calculate the Kappa statistic, a knowledgeable individual was asked to code and categorize the themes without being informed of the researcher's coding. Then, using the SPSS software, the themes presented by the researcher were compared with the themes provided by the expert. The statistical results showed that the codes of these two researchers were close to each other, indicating a high level of agreement between these two coders and demonstrating reliability. The kappa coefficient was calculated to be 0.856, which falls under the category of excellent agreement.  The comprehensive themes extracted from the epistemology of the third generation of distance education are categorized into 5 areas: individual competency, social interaction competency at the international level, constructive teaching competency, virtual space support, assessment and supervision support, and organizing.

The approach of the present research, which aims to compare the epistemological foundations of technical and non-technical curriculum models, has been a qualitative comparative strategy. The researcher, using a descriptive-analytical method and relying on the theoretical framework of critical discourse analysis and Norman Fairclough's theory, has sought to reveal the intellectual framework of curriculum theorists in light of the social conditions. Over time, due to the importance of curriculum planning in education and training, various approaches and trends have emerged in this field, which are generally categorized under two titles: technical scientific approaches and non-scientific non-technical approaches. To answer the research question, four epistemological questions were raised regarding the types of technical and non-technical curriculum models. The results showed that knowledge was relative in technical rational patterns and in non-technical patterns. The technical patterns and the views of figures such as Tyler and Taba, and the distance between them and the views of Pinar and Eisner reflect the gap between two epistemological systems: idealism and pragmatism. Since virtual education has features such as flexibility, motivation, independence, interaction with content, and interaction with individuals, it is suggested to curriculum planners and educational systems to design new approaches, methods, and models that can logically integrate epistemology with modern curriculum patterns.

The present study aimed to identify and prioritize the educational qualifications of health, safety, and environment (HSE) officials in the country's steel industry factories using an exploratory mixed-methods instrument development model. To select participants, 19 specialists and experts in the fields of educational sciences, industrial psychology, safety, environment, and occupational health were selected using a purposive sampling method and the snowball method, and primary qualitative data were obtained through interviews. The data alignment criterion was used to assess the initial validity of the data. Also, the initial framework model of the educational qualifications of health, safety, and environment (HSE) officials in the country's steel industry factories was formed using the content analysis method. In the second part, in the form of a quantitative descriptive-survey research method, through a questionnaire derived from the qualitative part, the opinions of 223 health, safety and environment (HSE) officials in the country's steel industry factories, who were selected through a purposive sampling method of the criterion type, and with the help of the Friedman formula 175, the educational qualifications obtained were prioritized in four areas: attitude, general and professional knowledge, skills, and psychological-behavioral factors. The results showed that the highest educational qualifications in the first place are related to the attitude area, the second place is related to general and professional knowledge, the third place is related to skills, and the fourth place is related to psychological-behavioral factors.

Since long ago, the principles of education and ethics on the one hand, and aesthetics on the other, have held special importance in philosophical discussions. Because philosophers disagree about the extent of their influence and how these domains relate to each other, it seems necessary to explore this area further. This research aims to explain educational issues, aesthetic components, and how to connect these two fields from Richard Rorty's perspective. It also critically evaluates his view based on the FRDE (in the second period of high school). Finally, it proposes a model derived from the findings. 

The research is practical in terms of purpose and qualitative in terms of method. In this article, using the Meta-Synthesis method (Sandelowski & Barroso’s model), qualitative findings related to the topic were reviewed and analyzed. The Delphi method was used to determine the level of consensus among experts. The statistical population of the research was all experts and professors in the field of education, based on purposive sampling. For this purpose, a researcher-made questionnaire with a Likert scale was prepared and given to 10 professors and experts in the field of education in two stages. It’s Kendall’s coefficient of concordance was checked.

Results showed that in the current study, based on selective coding, 6 codes bring Rorty's educational views closer to the FRDE. The codes, in order of importance, include tolerance, leniency and peaceful coexistence; vitality and hope; emotion and imagination; criticism of oppression, and human rights; self-creation and recreation; and ethical culture. 

Therefore, according to the research, Richard Rorty’s views about education and the aesthetic aspects of that are different from the FRDE’s views. Although their perspectives are basically far from each other, some categories have brought them closer and similar together. These 6 categories show how far they can be used in the educational system of Iran.

The gas refining industry, as one of the most important industries and economic production sectors in Iran, is both influenced by and impacts the global economy. However, attention to economic factors should not overshadow the environmental impacts of these industries, including greenhouse gas emissions, which represent one of the most critical environmental issues today. Measuring and assessing greenhouse gas emissions requires carbon footprint management education, which is a key element in this area. Therefore, this study aims to apply the meta-synthesis technique in policymaking for environmental education based on carbon footprint management in gas refineries.

By employing a systematic review and meta-synthesis approach, the findings and results of previous studies were analyzed. Through the seven-step method of Sandelowski and Barroso, key factors were identified. Out of 579 articles, 42 were selected based on the CASP method, and the validity of the analysis was confirmed with a Kappa coefficient of 0.886. Data analysis using ATLAS TI software identified 84 initial codes grouped into 16 categories and five concepts.

Based on the meta-synthesis technique, five main concepts, encompassing 16 categories and 84 codes, were identified. The identified concepts include educational content, environmental education infrastructure, organizational environmental performance, external organizational challenges, and the effectiveness of environmental education. The identified categories include: analysis, design, implementation, evaluation, technological and technical infrastructure, planning, identification of individual characteristics, supervisory factors, carbon footprint management, environmental culture, interorganizational collaboration, environmental factors, planning and policymaking, organizational performance improvement, employee satisfaction, and organizational growth and maturity.

The application of the meta-synthesis technique in environmental education policymaking based on carbon footprint management in gas refineries enables the identification, integration, and comprehensive analysis of various studies and findings. This technique, by combining up-to-date and diverse data from reliable sources, systematically examines different dimensions of environmental education, including educational methods, performance indicators, and environmental impacts. Utilizing meta-synthesis can lead to the extraction of best educational practices and the design of programs tailored to the specific needs of the refinery industry. Consequently, policymaking based on this technique not only optimizes educational and managerial processes but also paves the way for reducing carbon footprints and enhancing environmental sustainability in this critical and sensitive industry. The effectiveness of environmental education can also be assessed through continuous evaluation of refinery performance and operations. These evaluations can be conducted by comparing energy consumption, greenhouse gas emissions, and the reduction of other environmental pollutants in refineries before and after implementing educational programs. Such evaluations highlight the strengths and weaknesses of these programs, enabling their improvement and optimization. Consequently, enhancing the quality of environmental education to better manage carbon footprints in gas refineries can significantly improve the environmental and economic performance of this industry. Developing environmental education policies based on carbon footprint management in gas refineries is essential for ensuring environmental quality and mitigating the negative effects of climate change.

In the twenty-year research, the study and education of love based on the FBEC foundation is the focus of attention, looking at the books produced in the book market for preschool children. To achieve this, we have resorted to a basic method, because there was no research background in this regard and it is a method that looks at the expansion of concepts. An analysis of children's books was carried out in the period from 57 to 1402 (46 years) to reach books with romantic content for preschool children; and in a research community with the philosophy for children model, the views of 24 children (girls and boys) were analyzed as the target audience, so that ultimately; a way for teaching love was opened. 13 children's books with romantic content were implemented in 26 research community sessions, and based on the impressions obtained; it seems that; teaching love to preschool children with the help of books produced in children's literature with the philosophy for children model is possible.

The purpose of the research is to explain the successful intelligence of students of Payam Noor University based on the epistemology of constructivist school in 1400-1401. Considering the role and general necessity of constructivism in facilitating education and learning,This research is practical in terms of quasi-experimental method and purpose. The statistical population of the research includes the students of Payam Noor University in Tehran province, . The data collection tool for the variable of successful intelligence is the standard questionnaire of Grigorenko and Sternberg (2002), whose validity was evaluated by experts and its reliability was 74%.The statistical method used in the research is to use the table of frequency, median, mode, mean, cumulative percentage for descriptive statistics, and for inferential statistics, the test (Kolmogorov-Sminrov-Analysis of Covariance) is used. The results showed that since the origin of studies about intelligence is largely based on educational environments, therefore, educational environments where the constructivist teaching method is the basis of learning are more effective on analytical intelligence, creative intelligence, and practical intelligence than the traditional teaching method.One of the educational environments is Payam Noor University, which is conducted through the distance and part-time education system. Since the third generation of distance education is based on constructivism, it allows students to help learners to explore and solve problems with the teaching method based on constructivism as a comprehensive and creative approach, and this in turn has an effect on their analytical, creative and practical intelligence.

The present study was conducted with the aim of identifying the indicators, components, and dimensions of the epistemology of Massive Open Online Courses (MOOCs) based on the Fundamental Transformation Document. The research method, in terms of its aim, was applied, and in terms of its execution method, was qualitative, descriptive, and thematic analysis. The statistical population consisted of experts and professors proficient in information technology and philosophy of education. Using a purposive sampling method and adhering to the principle of theoretical saturation, 12 individuals were selected for interviews and as the sample. Data collection was carried out through semi-structured interviews. The method of data analysis involved thematic analysis using Maxqda-V18 software. The findings showed that the dimensions of the epistemology of MOOCs include the cultural dimension, technological dimension, philosophical dimension, social dimension, and economic dimension. The cultural dimension includes cultural education, cultural cohesion, training in cultural skills, and the promotion of human values. The technological dimension includes technological infrastructures, research, information technology, and the use of modern technologies. The philosophical dimension includes the philosophy of education, philosophy of learning, philosophy of upbringing, and philosophy of management. The social dimension includes social cooperation, cultural development, social responsibility, and social cohesion. The economic dimension includes financial skills, sustainable development, entrepreneurship, and resource management. These findings can contribute to more effective course design and the enhancement of online education quality, and particularly emphasize the necessity of addressing each of these dimensions in the teaching and learning process.

The present study aims to investigate the technical and non-technical patterns of the curriculum in open and distance learning generations in order to identify the position of these foundations in the field of opinion and action. Decision-making in curriculum planning has a wide range and various groups are seeking to influence and participate in decisions related to curriculum planning. The research approach was descriptive-analytical and the strategy was qualitative and documentary. Curriculum planning is the process of predicting and preparing a set of learning opportunities for a specific population in order to achieve educational goals and objectives. This type of approach is applicable in technical curriculum planning. Another approach in curriculum planning is spontaneous decision-making and unplanned approach, which relates the planning process to the interactions between teachers and students. According to these two perspectives, a technical and non-technical approach to curriculum planning has emerged. Therefore, the teacher should select a small and limited framework of the curriculum process as a model and analyze and identify it in order to organize their educational activities in an appropriate situation and within the scope of that framework. In the present article, an overview of technical and non-technical curriculum patterns regarding educational requirements in the context of open and distance learning generations has been explored. The results in the curriculum patterns section support these patterns in the technical patterns section, including the Tyler model, and in the non-technical patterns section, including the Pinar model.

Designing a model of education from the educational system of the Command University and the Headquarters of the Islamic Republic of Iran Army, In order to provide electronic learning environments for graduate students This university is based on a qualitative approach.

This research aims to It is practical and in terms of its nature, it is a survey type description. The statistical community of this research, professors Dafos Aja, There are experts and specialists in remote education. To collect data in addition to reviewing texts and documents A semi-structured interview was used. To calculate the dimensions and components using the content analysis method Interviews have been conducted with 20 professors of this university, distance education experts and specialists in the form of targeted sampling. These components have been compiled in the form of distance education model of the Dafos Aja educational system. In order to analyze the information collected from the interview data, the coding method derived from content analysis has been used. In order to analyze the data, the logic of qualitative analysis and categorization of information from Max Kyoda software was used.

It showed that the remote education model of Dafos Aja educational system consists of 10 main components, 26 sub-components and 165 sub-branches.

Originality: 

Each of these components includes specific items that can be used as a basis for action in the distance education system of this university.

Given the significant position of hybrid MOOCs in the current era, this study aims to identify the factors influencing their performance, with the goal of introducing this technology and strengthening its position. To achieve this, the factors enhancing and weakening performance in implemented MOOCs were examined through their research findings. The objective of this applied research was to employ thematic analysis with an inductive approach. The statistical population consisted of electronic research conducted in the field of MOOCs between 2017 and 2022. A purposive sequential sampling method was used to select statistical samples until theoretical saturation was reached, resulting in the selection of 41 domestic and international studies. Data collection continued with interviews conducted with seven experts in this field, reaching theoretical saturation. The collected data were analyzed using the MaxQDA software, and the related themes were coded and categorized. The findings identified ten components as performance enhancers: software attractiveness and ease of use, increased learner awareness, gamification, advertising, expertise, accessibility, meritocracy and incentives, proper design, creating interest, and fostering participation. On the other hand, the weakening factors included inadequate support, time limitations, inadequate infrastructure, lack of acceptance, lack of technical skills, and lack of issuance of recognized certificates.

Aesthetics is one of the branches of philosophy that has found more use in the field of education. This article is organized to recognize and expand the understanding of the dimensions of aesthetics in the field of educational activities of schools. The basic data of the qualitative research was collected from 28 sources related to the West and 45 sources related to the transformation document in the field of aesthetics. The data were analyzed by analytical inductive method and 66 categories were deduced from their analysis. The obtained categories were compared and the main components of aesthetics were identified in educational activities. Based on the main components, the conceptual model of aesthetics in educational activities and the executive model of its inspiring horizons in activities were presented. Triangulation of the results from the sources with MAXQDA and polling by different researchers showed the convergence and validity of the findings. Therefore, based on the codification model, with the aesthetic approach and contextualization of educational activities, moral, social, and rational education goals can be achieved, relaxing, developed, and dynamic, by the developmental course of students in the three educational courses.

E-learning has revolutionized the way we think about educational experiences in terms of sustainable communication and collaboration. The purpose of this research was to explain the social presence of online course students based on cognitive presence, self-efficacy in technology and perception of the online learning atmosphere in Payam Noor University online course students. The current research was applied in terms of its purpose and in terms of the nature of the collected data, it was quantitative and based on the correlation approach. The participants were 265 students of online courses at Payam Noor universities in North Khorasan province in the academic year of 2018-2019, who were selected by cluster random sampling method.  cognitive presence, social presence, perception of online learning environment and computer self-efficacy questionnaires were used.  the results of multiple regression analysis showed that cognitive presence, perception of online learning atmosphere and computer self-efficacy positively predict social presence; In addition, predictor variables generally explain 1.50% of the variance of social presence. In general, the results indicated the importance of the variables of cognitive presence, perception of online learning atmosphere and computer self-efficacy in predicting social presence; Therefore, if it is possible to increase the amount of cognitive presence, perception of the online learning atmosphere and computer self-efficacy by using educational methods, the level of social presence can be improved to a considerable extent, and in this way, the growth of social presence. Help students in online courses.

 The speed of growth and change of knowledge in engineering fields, has led to the need for new approaches. Connectivism theory has solved this problem by placing the learner at the center of learning and providing a new definition of learning. MOOCs have been a successful experience based on this theory. Recently, researchers have introduced hybrid MOOCs by combining the distributive property of xMOOCs and the network property of cMOOCs to earn diverse skills and presented positive results. In order to achieve the goal of the research, which is to identify the components of the personalized learning environment in engineering education with hybrid MOOC technology, the components in cMOOCs and xMOOCs were investigated with the method of qualitative content analysis. For this purpose, 41 domestic and foreign researches were selected from the statistical population of related electronic researches by purposeful sampling method. Then, the data reached theoretical saturation by interviewing 7 experts in this field. Then, the data were qualitatively analyzed and the related themes of coding and the categories of self-learning, self-motivation, self-leadership, personalization, evaluation of communication, creation of strengthening and elimination of communication and social network platform were obtained in two groups of individual independence and networking.

The present study aimed to design an epistemological model of play with an emphasis on Philosophy for Children (P4C). This research was applied in nature, and the data were collected using a mixed exploratory method (qualitative and quantitative). The statistical population in the qualitative section included document analysis and interviews with academic experts, while the quantitative section involved female middle school students in Tehran in 2021, with a total of 1,800 students selected based on inclusion and exclusion criteria. The qualitative sampling method was purposive non-probability sampling, selected based on the principle of saturation. In the quantitative section, 315 participants were chosen using multi-stage sampling based on Cochran's formula. The data collection tools included document analysis and semi-structured interviews in the qualitative section, and a researcher-developed questionnaire in the quantitative section, which was derived from theoretical foundations, previous studies, expert interviews, and coding. To assess the validity of the questionnaire, face, content, and construct validity were used, and reliability was determined through Cronbach's alpha and composite reliability. The qualitative data analysis method was theoretical coding (open, axial, and selective), while the quantitative section employed descriptive and inferential statistics (confirmatory factor analysis, exploratory factor analysis, and structural equation modeling) using SPSS-v21, Smart PLS-v2, and Lisrel-v8 software. The findings showed that the epistemological dimensions of play with an emphasis on Philosophy for Children included individual epistemology (components: growth, thinking, and problem-solving), social epistemology (components: identity formation, reflection, and skills), and educational epistemology (components: educational, policy-based, and religious/ethical). In conclusion, based on the findings, a model for the epistemology of play with an emphasis on Philosophy for Children was designed, which had appropriate validity.

The purpose of this study is to provide a causal model of the effectiveness of online teaching based on the attitude towards online teaching; The mediating role of online teaching self-efficacy. The design of the current research was practical in terms of purpose, and in terms of data collection, it included quantitative studies based on the correlation approach using path analysis. The statistical population included all faculty members of Payam Noor universities in the country who, according to their self-report, participated in one or more online courses and electronic trainings in the academic year of 2001-2001. The sample size of the study was 350 people who were selected by available method. . The findings showed that the correlation between the attitude towards online teaching and the self-efficacy of online teaching is 0.65; It is significant between the attitude towards online teaching and the effectiveness of online teaching at 0.73 and P<0.01. . In general, the results showed that the self-efficacy of online teaching plays a role as a mediating variable in the relationship between the attitude towards online teaching and the effectiveness of online teaching.

In the present study, to evaluate the clinical training environment of nursing student of Babol University of Medical Sciences,we used the DREEM questionnaire to get a comprehensive view of the problems of the educational environment.

The current study is descriptive-cross-sectional and the sample size includes 147 nursing student who were selected by census method. DREEM standard questionnaire was designed electronically and its link was made available to nursing student. The questionnaire has two parts; Demographic characteristics and the second part includes 50 item statements based on a five-point Likert scale. The value of Cronbach's alpha coefficient in the relevant data has been calculated as 0.95, which shows a very good reliability.

The overall evaluation score of the educational environment was reported as 122.06 ± 30.40, which according to the interpretation of the questionnaire scores, the overall evaluation score from the students' point of view was medium to high, generally the highest score related to the area of ​​understanding of learning (29.93( and then the understanding of the educational atmosphere (29.35) and the lowest score was related to the understanding of scientific ability (19.64) and then the understanding of social conditions (16.74). In all areas, the third and fourth year students had the highest score and the second year students had the lowest score.

According to the obtained results, the clinical educational environment from the point of view of nursing students is medium to high, but in order to improve the conditions, it is necessary to review the educational plans and solve the problems that the students encountered

the current study has been conducted with the aim to establish a native framework to define the cultural characteristics of Iranian students in the E-learning system.In this study,the descriptive-analytical research method was applied. In the qualitative stage, the Delphi panel was applied to acquire the most reliable consensus of a group of experts' opinions. In a quantitative stage, a researcher-made questionnaire was designed with 164 questions, and confirmatory exploratory factor analyses were used to analyze the data. In this study, the cultural characteristics of e-learning system learners in six dimensions of power distance, uncertainty avoidance versus certainty, masculinity versus feminism, collectivism versus individualism, Attitude toward time, Attitude toward activity, and 26 case factors were examined. According to the research data, the power dimension had the highest factor load, and the lowest factor load was related to Attitude toward time.This framework had a good fit and reliability The results of this study can be useful in determining the real needs of applicants for online courses and for the design, and personalization of e-learning systems

In the current era, not only in Islamic societies, but also in many human societies, the ground has been provided for the revival of Islamic thought and the revival of Islamic educational lines and system. Based on this, the aim of the present research is to represent Islamic education in the analysis of the content of Sahifa Sajjadiyeh.

The research is in the form of qualitative research in humanities. Therefore, in order to represent the Islamic education from the book of Sajjadiyeh, a qualitative method with "text analysis" has been used. According to the nature of the research, the statistical population includes the entire book of Sahifah Sajjadieh, which was analyzed using the total number method. To collect information and data in this research, a suitable checklist was designed. In order to check the validity, the findings of the research were presented to the participants and the text of the theory was studied by them and their points of view were applied. To calculate the reliability, the percentage of intra-subject agreement was calculated, and the agreement coefficient was estimated at 0.82. Finally, the data was analyzed by the Strauss-Corbin method and through three stages of open, central and selective coding.

From the integrated and final form of the basic themes extracted from the analysis, the number of 54 sub-categories in the form of 5 components of the paradigm model (main component) was determined. Based on this, the 5 main components include; The meaning component of education has 8 indicators, the factors influencing Islamic education have 7 indicators, the underlying factors of Islamic education have 16 indicators, the dimensions of Islamic education have 9 indicators, and the factors inhibiting Islamic education have 14 indicators.

In order to represent Islamic education, by examining and analyzing the statements of Imam Sajjad (a. s.) in the book of Sajjadiyah, an attempt was made to discover and select the content categories and the characteristics of the elements of a model to represent Islamic education, so that a suitable model for Islamic education can be developed.

Mullā Ṣadrā places the “truth” in idealism alongside “truths” in realism in his Transcendent Philosophy. For him, truths are the same truth that reveals itself at different levels. In the view of gnostics, the four-fold spiritual journeys are a way for gnostic transcendence that the wayfarer traverses at different stages. This journey begins from fiṭrah (primordial nature), which has different levels with nature as its lowest level. Therefore, this journey or, in a sense, this process of learning begins with nature and becomes complete through a hierarchy of stages. The level of learning includes the level of theory and practice at the same time. Mullā Ṣadrā’s philosophical methodology is based on revelation, rational demonstration, and intuition in the sense that all elements must perceive and confirm the reality and truth of a finding. Relying on the Transcendent Philosophy, the present study follows a demonstrative method in order to define essentialist education and explain its origin and purposes. In doing so, it benefits from a meta-analytic method to introduce the levels of essentialist learning, which is based on human fiṭrah. The purpose of this study is to present a conceptual model for education and learning whose philosophical foundations are not necessarily limited to one specific philosophical school.

The purpose of the current research is to design and validate the educational model of patience based on Islamic teachings in elementary school. A mixed method (qualitative and quantitative) has been used in this study. Document analysis and Delphi method were used in the qualitative part and survey method was used in the quantitative part. Socio-statistics in the qualitative section includes all documents and sources related to patience, including the Qur'an, Nahj al-Balagha and hadiths. The statistical population in the quantitative part included specialists in Islamic teachings and curriculum, the statistical sample of the research based on the Cochran formula is 384 specialists who were selected using the purposeful sampling method. To determine the credibility, the strategy of reviewing participants and reviewing experts has been used. The findings of the research showed that 45 indicators resulting from content analysis with Delphi method remained 42 indicators and 4 components. 4 components including; The target component has 21 indicators, the content has 8 indicators, the method has 7 indicators, and the evaluation has 6 indicators. The results indicate a good fit of the model. Based on the findings of the research, it can be concluded that paying attention to the identified components of patience based on Islamic teachings can be a guide for curriculum planners and teachers in the education of elementary school students.

The purpose of this research was to construct, validate and determine the reliability of online teaching satisfaction model among virtual course professors. For this purpose, an attempt has been made to design a questionnaire based on the model of Bolliger and Vasilik (2009) to measure the satisfaction of professors with online teaching. In order to create, compile and standardize such a questionnaire, the literature related to satisfaction with online teaching, which was available in the form of articles and books, was carefully reviewed. Finally, the definitions and concepts of satisfaction with online teaching were designed as 30 questions with 5 options using the "Likert scoring" method in the form of measuring the satisfaction of professors with online teaching. The reliability of the questionnaire was evaluated through Cronbach's alpha and retest and construct validity through confirmatory factor analysis. The formal and content validity of the questions was examined by asking the opinions of 19 expert professors in the field of online teaching, and its reliability was also tested on 50 professors of online courses in the "retest" method and at a time interval of 5 weeks. , 0.72 was calculated. Then the questionnaire was implemented on 350 professors of the virtual courses of Payam-Noor University and by using factor analysis with "rotational" method of "Varimax" type, 3 factors with characteristic value higher than 5 were determined as follows: "Satisfaction" from the organization", "student satisfaction" and "self satisfaction". Therefore, the reliability coefficients were between 0.68 and 0.89 for all subscales and 0.78 for the whole questionnaire by the test-retest method. The internal consistency coefficients for all subscales were between 0.62 and 0.75 and for the whole questionnaire was 0.93. In general, the validity and reliability coefficients obtained for the questionnaire were satisfactory. The designed questionnaire is distinguished from other questionnaires in the field of online teaching satisfaction for two reasons. First, this questionnaire covers areas of satisfaction that are related to organizational, student, and self-satisfaction. Second, each of its questions is derived from a defined index, and this issue makes the professors' "satisfaction with online teaching" based on a theoretical framework. Finally, it can be said that according to the reliability and validity results, this questionnaire is a relatively suitable tool for measuring the threshold of "satisfaction with online teaching" of online course professors at Payam Noor University. Obviously, building a scale to measure an existing structure is extremely difficult and time-consuming if done correctly; For example, studying the history of the formation of well-known tests in the world, which are highly reliable and valid.

The purpose of this study is to identify MOOC ethical features of Courses & Online MOOC courses in higher education.

This study was designed as embedded mixed model research to provide a better understanding of the research problem. Throughout this research, both the heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage, ethical features of Courses & Online MOOC courses were identified. The content analysis method was used for qualitative data, and for quantitative data, both weighted mean and Friedman test were used. The statistical population in the qualitative section of the study includes the electronic resources related to the research subject and, in the quantitative section, 60 distance education experts in the field of planning in virtual learning environments and virtual universities so that 36 of these experts were voluntarily selected as the study sample.

Content analysis results showed 4 dimensions and 16 criteria. The evaluation results of the experts also showed that interacting with the global network, the ease of online interactions with learners and other organizations, and the possibility of receiving electronic assignments or workbooks during the course, are regarded as the most important ethical characteristics of Courses online MOOC courses; security and privacy of individuals ought to be considered in their interactions, observance of the principles related to confidentiality with regards to the files or marks, with other participants through emails, chats, forums, etc.

In these courses, the features of online courses and openness for enrollment are emphasized and predominant. Therefore, there is no need to get involved in new ethical features. Since the maximum current size of online classes is 60 students, various factors of these indicators such as learner agents, instructive organization, content, and teaching and learning environment ought to be accurately studied. Given that the capacity of learners may reach the limit of hundreds and thousands, the kind of considered ethics should be beyond the procedure implemented for online classes.