فهرست مطالب محمدرضا سرمدی

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 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 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 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.

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.

Morality and legality play an important role in creating a hidden but vital connection between people. Therefore, the main purpose of this study was to identify the views of the two theories of pragmatism and reconstructionism in relation to teaching ethics and legality to students. For this purpose, by reviewing written books and electronic sources, the materials were collected in a library method and interpreted using a descriptive tool, using a descriptive method.

The results indicate that the two theories of pragmatism and reconstructionism (neo-pragmatism) in the field of teaching ethics and legality to students have special educational elements. Each of these theories has educational principles and principles, educational goals, educational content, educational methods and evaluation in relation to ethics education and legislation, which have similarities and differences. Contemporary scholars of classical pragmatism defend experience as the heart of pragmatism, while neo-pragmatists abandon the concept of experience in favor of purely linguistic pragmatism. Common sense, which is a very central issue for pragmatism, is an individual and interpersonal issue for modern pragmatism. Modern pragmatism is a third type of interpretation from Dewey's point of view and is sometimes known as linguistic pragmatism and the postmodern version of pragmatism.

Thought related to human sciences as a technology to apply different changes in different fields and human situations has gained great importance.In this article, it is argued that economic education is based on the formal document of the fundamental transformation of education (Ministry of Education, Islamic Republic of Iran) and includes epistemic and non-epistemological goals;In addition to considering the knowledge of the world as its ultimate goal, the aforementioned economic education aims to prepare learners to organize and deal with future life situations in different economic conditions, and considering that technologies bring about changes in the individual and society.the question is whether it is possible to consider economic education based on the formal document of the fundamental transformation of education as a technology,and by technologizing economic education,it is possible to open the space for judging progress with pragmatic criteria (the ability to solve practical problems)?This research describes and analyzes the dimensions of science and technology with a qualitative approach and documentary-analytical method and explains the ability of this type of human soft technology to understand and explain the issues in the education system to change the existing reality;Of course, based on the findings, it should be said that the realization of such an environment requires having a transparent platform of information, so that all those involved in the field of education and training can fully and accurately access the information of the education and training system so that they can use the appropriate technology with time and Invent the place.

The Islamic society faced severe deviations after the passing of Prophet Muhammad (PBUH). These deviations led Imam Ali (AS) to criticize the previous caliphs and the influential figures of society. Therefore, from the beginning of his own caliphate, he initiated fundamental political reforms. The main purpose of the present study is to explore the political strategies proposed by Imam Ali (AS) for transitioning from a society of the Ignorance to an Islamic society. Imam Ali (AS) implemented reforms in two fundamental areas to prevent deviations; rectify the Islamic society, and eradicate the practices of ignorance. He introduced the qualities of Islamic rulers and officials, as well as a method of governance, to foster social cohesion. Imam Ali (AS) emphasized the selection of rulers and leaders based on the principles of the Quran and the Sunnah of  Prophet Muhammad (PBUH). These selections should have public acceptance and be in accordance with the Quran and the Prophet's traditions; Imam Ali (AS), was the most informed and influential person about the Quran and the Prophet's Sunnah.

The aim of this study was to design a model of ethical development of students in the framework of the philosophy of Islamic education. The research method is qualitative and for this purpose, document analysis and semi-structured interviews have been used. The research population in the document analysis section includes articles, books, treatises and work reports, the document of fundamental change in education and the Qur'an and narrations, and in the interview section, education specialists who use the method of theoretical purposeful sampling and based on the saturation rule with one of them was interviewed. Structured semi-structured receipts and interviews were used to collect information. The structured process of writing and analyzing the findings was used to validate the research findings. The findings led to the identification of students' moral development indicators in four dimensions of relationship with God, relationship with self, relationship with others and relationship with nature, the components of which were adjusted based on the document of fundamental transformation of education in 6 areas. More than 80 indicators were extracted for the moral development of students and finally, with a systemic approach, the final model of moral development of students was designed based on the philosophy of Islamic education.

The present study was to investigate the adaptation of the curriculum components of the Payame-Noor University eLearning system with the constructivist approach and to develop a model in order to promote the quality of the university curriculum. The research design is a mixed model of qualitative and quantitative approaches. The study population consists of experts, professors, and students from e-centers of Payam-Noor University. Three e-centers of Tehran, Isfahan, and Arak were selected and, from these e-centers, 863 individuals using the quota sampling method were drawn. The measure was a researcher-made questionnaire. The methods of One-way ANOVA and One-Sample T-Test using SPSS software (V. 22), and the study model was confirmed using Structural Equation Modeling, AMOS software (V. 22). the results demonstrated that none of the components of the curriculum of the university eLearning system is consistent with the principles of the constructivist approach. By contrast, the analysis of each component between groups revealed the different results. based on experts' opinions goals, teaching-learning strategies, the roles of students and lecture , from the standpoint of professors , teaching-learning strategies and the role of lecturers and from the viewpoint students, goals and teaching-learning strategies of the current curriculum were consistent with the constructivist approach and all study groups agreed on the non-adaptation of the content and evaluation of the university eLearning system with the constructivist approach and The research model fits the data in an acceptable manner and might effectively promote the quality of the curriculum of the university eLearning system.

Moral education is an important topic that has been studied in many PhD theses of education philosophy field. Therefore, the purpose of this study was to exploration the PhD theses of education philosophy field of government universities in the field of moral education.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the PhD theses of education philosophy field of government universities in the 1991 to 2020 years with number 263 cases, which 31 cases were selected as a sample by purposive sampling method and based on the abstract and keywords related to the field of moral education. The data were collected by taking notes from PhD theses of education philosophy field and were analyzed by inductive method.

The findings showed that the exploration the PhD theses of education philosophy field of government universities in the field of moral education indicated that the theses were located in the 6 areas include comparing the views of Muslim thinkers with the views of Western thinkers, moral education based on the opinion of Islam, moral education based on the opinions of Muslim thinkers, moral education based on the opinion of western thinkers, designing the pattern of moral education in the schools and other subjects which most of them compared the views of Muslim thinkers with the views of Western thinkers. All theses had a dual nature and numbers of 17 theses were examined moral education with a theoretical and abstract view and numbers of 14 theses were examined moral education with a functional and practical view.

Examining PhD theses of education philosophy field of government universities in the field of moral education helps to better understand of moral education and clearly shows the existing gaps. Also, the theses did not have the necessary and sufficient compliance with the needs and issues of society and educational needs, and no theses were found on the pathology of moral education in the society and educational system. These results can have many practical implications for specialists, planners and university professors in the

The current research is titled “The relationship between Constructivism and Online Achievement with mediator variables of students Engagement, online Readiness and Learning Climate". The purpose of this study is to determine the modeling of structural equations of achievement in online student learning based on constructivism and mediating variables. The statistical population in the present study is all the students studying bachelor's and master's courses who have registered in the virtual courses of higher education and have passed at least the final exam of one academic semester in the virtual course (LMS course), and using the internet and registration Name in Google, the questionnaires were made available to the students by the researcher, used in the final calculations. The measurement tool is a 5-item questionnaire, which was verified and applied. According to the research findings, the results of the path analysis show that "The ultimate model of online learning achievement has been achieved." In this model, the variable of constructivism indirectly effect and through the three variables of students' engagement, online readiness and climate, it has an effect on the variable of achievement in online learning.

This study aimed to propose a causal model of online teaching effectiveness based on online teaching literacy, with the mediating role of online teaching selfefficacy. The statistical population of this applied quantitative correlational research comprised all professors of Payame Noor universities in Iran. The sample consisted of 350 professors, conveniently selected. Online Teaching Literacy, Online Teaching Self-Efficacy, and Online Teaching Effectiveness Questionnaires were used to collect data, which were analyzed in SPSS 24 and AMOS. The findings showed a correlation of 0.68 between online teaching literacy and online teaching self-efficacy, a correlation of 0.70 between online teaching literacy and online teaching effectiveness, and a correlation of 0.77 between online self-efficacy and online teaching effectiveness, significant at the p < 0.01 level.

social education according to the characteristics of students can play an effective role in improving social education. Therefore, the purpose of this study was to identify the underlying and effective factors in the model of social education according to the characteristics of elementary school students with emphasis on upstream documents.

This study was applied in terms of purpose and qualitative in terms of execution method. The research community consisted of upstream documents and social education experts, among them three documents of the fundamental transformation of education, the national curriculum document and the twenty-year vision document, and 16 experts who were selected as a sample according to the principle of theoretical saturation with the purposeful sampling method. The research tools were taking notes from upstream documents and semi-structured and in-depth interviews with experts, whose face validity was confirmed by the opinion of experts who were not part of the research, and their reliability was obtained by the method of agreement coefficient between two coders of 0.83. Finally, the data of the present study were analyzed by content analysis.

The findings showed that there are 8 components for the foundational factors in social education according to the characteristics of primary school students, including emotional relationship and love, self-knowledge, spiritual intelligence, self-esteem, self-confidence, self-control, motivation for progress and geographical location, and for the effective factors in social education. According to the characteristics of elementary school students, 8 components were identified, including heredity, characteristics and educational styles of the family, individual factors, school, media and virtual space, socializing with peers, patterns and incentives and inhibitors. Finally, the underlying and effective factors in the model of social education according to the characteristics of elementary school students were drawn with emphasis on upstream documents.

According to the results of this study and by knowing the basic and effective factors in the model of social education according to the characteristics of primary school students, with emphasis on upstream documents, the context can be designed to improve the social education of students more optimally.

The purpose of this research is to examine the transformation document from the perspective of positive social education and to find a conceptual framework for social education.

Using conceptual analysis and documentary analysis, the concept of social education has been investigated in Persian and Latin scientific databases, and the frameworks of social education and the components of each have been extracted. Then Catalano's approach in positivist social education was chosen to be presented to the elite. With the fuzzy Delphi method, an attempt was made to extract the native model of social education, and at the end, a 14-component native model was agreed upon. The transformation document was also analyzed in the social-political and moral-religious fields.

The result of comparing the goals in the transformation document and the indigenous model shows that there is a relative agreement between the opinion of the elites and the goals of the document. 3. The component of promoting social capabilities and promoting moral capabilities and the opportunity for social intervention is emphasized a lot in the document. 4 components in the transformation document received less attention, namely strengthening positive identity and strengthening belief in the future, training to overcome social pressure and familiarization with social rights and duties. The two components of creating recognition for positive behavior and promoting emotional skills that have been approved by elites are not present in the transformation document.

The obtained model is also in harmony with the Iranian Islamic foundations of the Transformation Document, and in accordance with other researches, it is possible to reduce social harms by implementing it. It can be used in schools as integrated or separate content to produce learning units.

Electronic education is an activity using electronic tools, including audio, video, computer and virtual tools. This study aims to explain the dimensions and components of command and staff university of AJA (Dafoos) E-learning with the content analysis approach, in order to provide E-learning environments and equal educational opportunities for the students. In this mixed (qualitative-quantitative) research the method is applied in terms of purpose and descriptive- survey in nature. The statistical population includes Dafoos professors, experts and specialists in distance education. Data collected through an exploratory-analytical semi-structured interviews with distance education experts who were selected by purposeful snowball sampling. To analyze the data, the coding method derived from content analysis and the MAXQDA software were used. The results show that the E-learning model of Dafoos consists of ten components and twenty-six indicators. The ten components are: organization, pedagogy, technology, application interface design, evaluation, management, support services, ethical and legal considerations, improving the productivity of Dafoos and security considerations. Also, there is a significant relationship between virtual education and academic performance, so that with increasing stress, the effect of virtual education on academic performance decreased and with the reduction of stress, this effect increased.

According to the purpose of the research, this article analyzes educational systems based on open education: challenges and opportunities in the field of learning. This method of teaching and learning is one of the new educational methods used in open university. Due to the use of electronic tools, higher education is moving away from its traditional form and moving towards distance learning and education. This research was descriptive and qualitative method was used to collect information. In this research, the researcher introduces educational systems based on open education, and the search and collection of information was done by studying documents, libraries, and searching for various written and digital sources. It was analyzed by software. The obtained results show that this education started under the name of correspondence education in the first decade of 1700 AD and has passed through five generations until today. In addition to its advantages, open education has many challenges. These challenges were summarized in eight and 80 features. Undoubtedly, in order to achieve an open and favorable higher education system, one should try to examine the challenges in this field and then by removing the limitations and turning them into opportunities, he took a big step in the direction of the higher development of open education.

In regards to the need to use technology in the domain of learning and the important role of principals of educational organizations in implementing the blended learning, this research was carried out with the aim of identifying the parameters of psychological and center skills of principals in implementing the blended learning from quantum paradigm perspectives. The research method was qualitative and of meta-synthesis. Data collection was carried out through reviewing scientific documents and resources relevant to the subject of research in recent 31 years (1990-2021). Therefore; the related key words were searched in the reliable internal and foreign websites and finally, 42 resources were selected for final review. The review was done through studying the resources of the principals’ psychological skills in three dimensions and eleven parameters and center skill in one dimension and three parameters. The results obtained from this research showed that with regards to the identified dimensions and parameters, principals can play roles in implementing the blended learning in educational organizations, from the psychological skills, in quantum seeing dimension, by planning informed and effective leadership and confronting challenges and eliminating obstacles, in quantum thinking dimension via creative thinking, change and comprehensive thinking, in quantum feeling via accountability, supporting individuals’ rights and security, respecting values , caring about needs and talents and utilizing the process of information and from center skills perspectives and quantum being dimension, via establishing an appropriate learning atmosphere, establishing effective communication and creating a resilient and network-centric structure.

The purpose of this study was to investigate the effect of philosophic mindedness training on the effectiveness of students’ virtual training components. The present study was a quasi-experimental with a pre-test and post-test design with a control group. The statistical population of this study includes all student’s master’s degree of curriculum in Payame Noor University, south Tehran branch in 1399-1400 academic year. The sample consisted of 32 students who were selected by goal-based random sampling method and randomly assigned into two experimental (n=16) and control (n=16) groups. After conducting pre-test on both groups, the experimental group received Smith's philosophical mentality dimensions (Comprehensiveness, Penetration, Flexibility) (1956) in six sessions of sixty minutes and within six consecutive weeks by e-learning method, but the control group received no intervention. The research tool was a 34-item researcher-made questionnaire. The content validity confirmed by judgment of experts and professors, and its reliability was calculated and at an acceptable level. Data were analyzed using univariate analysis of covariance (Ancova). The results showed that there is a significant difference between the two groups of experimental and control in the effect of philosophic mindedness training on the effectiveness of virtual training. Therefore, it can be concluded that by training and enhancing the dimensions of philosophic mindedness of students of the target community, it can be increased the effectiveness of virtual training courses.

This research was carried out with a library study strategy and a descriptive-analytical method with a view to the analysis of the process in order to obtain the necessary prerequisites for developing a model of virtuous education based on the document of fundamental transformation. By examining the course of evolution of virtueism in the context of history, the main issue of educating a virtuous person was examined and matched with the ideal person of the document of fundamental transformation. After coding and categorizing and analyzing the content, he was able to model the virtue based on the foundations of virtuous education, including the nature to recognize and believe in virtue, inherent and acquired dignity as an aspect of voluntary effort to cultivate and acquire knowledge and existence, will and desire for Performing the actions of virtuous people is the foundation. Therefore, the proposed model has been compiled on the basis that a teacher, in the path of his evolution, first comes to know virtue and believe in it and achieves a correct understanding of his existence, then he finds an inner passion for it and the intensity of his passion is his desire. to voluntarily lead to perform a virtuous action in the outside world.