نعمت الله موسی پور

This study aimed to develop an integrative model of professional support of news teachers at the beginning of their careers. This research adopted a qualitative approach and employed grounded theory, a systematic methodology, to identify conceptual patterns from the data collected via semi-structured interviews. Through purposive sampling, 22 education experts and experienced teachers were selected and their responses were analyzed using MAXQDA software in three stages of open, axial, and selective coding. To ensure the validity of the findings, member checking and rich data expansion and description techniques were utilized. The qualitative data analysis yielded 375 conceptual terms, 71 sub-themes, and 21 main themes, which were classified into six dimensions of the paradigm model comprising causal conditions, the main phenomenon, strategies, background conditions, intervening conditions and outcomes. While emphasizing the starting phase of career as an important period in the professional development of teachers and the necessity for providing comprehensive support for new teachers according to the desired model, it is suggested for education to use the capacity of formal and informal supporters of new teachers.

The purpose of this study was to investigate the effectiveness of mathematics education based on multiple solution tasks in the development of creative thinking and mathematics achievement for secondary school students. The research method was quasi-experimental with pre-test and post-test with the control group. The statistical population included 40 first-year high school students trained in multiple solution tasks in Bandar Abbas city. They were randomly assigned to the experimental and control groups equally. The research instruments were the Academic Achievement and Mathematics diagnostic test and the Creativity Questionnaire. After the pre-test, the research tool was performed on both groups (experiment and control), then the independent variable (training package of multiple solution tasks) was performed on the experimental group in 8 sessions of 45 minutes, the control group did not receive any training. Then, in the post-test stage, the research tool was performed again on both groups. For data analysis, means comparison test and intergroup analysis of covariance test were used. The results showed that there was a significant difference between the post-test and pre-test scores of the experimental group compared to the control group. While confirming the main hypothesis of the research, the results revealed that mathematics education based on multiple solution tasks had an effect on students' creativity and mathematics achievement.

This article was carried out to present the subjects and titles of the technical and vocational education master's courses in Iran with a qualitative approach and using a descriptive-analytical method. The studied population included 10 curriculum titles of the Master's course in the education field of Farhangian University and 25 curriculum titles available in the Master's course of the technical and vocational education of other countries' universities. The results of the analysis and comparison of the differences and similarities of the courses showed that although there are differences and diversity in the number, type, and subject titles of this field in the universities, the titles of the courses in different universities share the following general titles. Based on the findings of the research, Compensatory lessons "Philosophy of Islamic education and training in the Islamic Republic; Teacher ethics from the perspective of Islam", compulsory courses "management, principles of teaching, technology, evaluation, research, philosophy and curriculum" and elective courses "psychology and counseling; Adult Education; Issues and challenges in technical and vocational education; Internship and seminar" and thesis are suggested for the master's course in the field of technical and vocational education of Iranian universities.

The analysis of higher education is considered as an important historical research and it has been discussed in most countries, but in Afghanistan, it seems that higher education has been less analyzed. Therefore, this research was conducted to analyze the evolution of higher education in Afghanistan. The study used a qualitative research method with a historical lens. The researcher tried to use documents related to historical periods, available resolutions, and in-depth semi-structured interviews with key experts in the field of higher education using a "targeted approach" based on the pattern of qualitative interviews and theoretical saturation, with 14 people and show the evolution of higher education with an analytical perspective. The results of the findings show the evolution of Afghanistan's higher education in five periods of pragmatism, Isolation and exclusivity, stagnation, and transformation. The fifth period, which is the ritualization of universities based on Islamic teachings, begins after 2021. Higher education has had different orientations since 1932-2021. The common feature of these orientations in most periods has been ideological orientations.

Vocational learning has its dimensions and components that need to be identified prior to their use in the design of a model that could help with the improvement of such learning. To this end, and with a special attention to technical high schools in Iran, a group of 17 experts on the subject was interviewed. The gathered data were content analyzed and a set of 37 components in five dimensions of professional interactions, knowledge management and sharing, personal and group learning, cooperative and supportive leadership, and self-learning were derived. The validation process of dimensions and components showed that the participants had the highest measure of agreement on the supportive and cooperative leadership (0.882) while the lowest measure of agreement was on knowledge management and sharing (0.715). The overall agreement on the validity of the model was estimated to be 0.813 which can be considered as high, and suggestive of both administrative and research initiatives that are given.

This is a comparative study of Master's courses in Technical and Vocational Education (TVE) in selected universities of Australia, Germany, Malaysia and United States of America. This is a comparative-qualitative research using documentary method for data collection and regional approach of George Bereday for analysis and presentation of the results. The level of analysis and unit of observation of the research was "Macro" (country) and the sample selection strategy was "different social systems, similar educational outcomes". The findings indicate the similarity in the three subjects of "teaching principles", "curriculum" and "philosophy of teaching” in the selected universities. For example, Tun Hussein Onn University of Malaysia and Technical University of Munich in Germany have similarities in assigning the courses of "TVE Management" and University of Wisconsin–Stout in the United States of America and Technical University of Munich in “Management of Resources ".Also findings revealed the difference in the title and number of courses related to technology, evaluation, management in TVE, problems and challenges of TVE, adult education, research in TVE, internship, seminar & thesis, psychology & counseling. According to the findings, it is suggested to the planners of TVE in Iran to include the following subjects in the master's course: Principles of teaching, philosophy, evaluation and management of TVE, curriculum, issues and challenges of TVE, adult education, research in TVE, and internship, seminar & thesis in TVE, and psychology & counseling.

The current research was conducted with the aim of identifying the components of utlize media Didactica by teachers in the post-corona era. Two groups participated in this research.The group of experts was sampled by available and voluntary method and cluster sampling method was used to select teachers. The sample used was 15 experts and 185 teachers. In the process of action, first, using a semi-structured interview, the components of using media Didactica were identified and a researcher-made questionnaire was designed. It was given to a group of experts to measure validity, and after confirming its validity, it was given to teachers to measure reliability. The results of the confirmatory factor analysis of the statistical showed that the model included the three-factor model by placing 28 questions on the three factors of the theoretical model "lesson preparation", "lesson implementation" and "evaluation". Using Cronbach's alpha coefficient, the reliability of the questionnaire components was obtained, and its value is favorable and the coefficients of its subscales are between (0.87-0.81). In general, the results showed that teachers have media-educational competencies in three dimensions and its components are:1)teaching-learning process 2) promotion of competence 3)social development are used

The aim of this study is to identify the dimensions of the unknown realm of content teaching knowledge and the evolution of its various conceptualizations from the beginning until now. From this approach, the historical research of the seven guidelines of how to do it (Short, 1991/1387) was considered. but this belief was questioned by Lee Shulman with Tassi of Dewey (1902) citing the difference between the logical understanding of scientists and the psychological understanding of teachers. The idea of knowledge of content education by Shulman in the eighties of the twentieth century opened a new window to the unknown realm of teachers' professional knowledge; with the passage of time and as a result Research has been done, this knowledge has been recognized and investigated at the levels of "group content teaching knowledge", "personal content teaching knowledge" and "content teaching knowledge in practice". According to contemporary experts, this knowledge has two general and unique natures is tomorrow The domain of content knowledge helps the teacher to transform the content of the subject knowledge into something that is understandable for the students. The process of developing content education knowledge is beyond content knowledge and requires thinking and reflection on how to form macro and micro cycles at two levels of personal content education knowledge and content education knowledge in practice.

The purpose of the present study is to evaluate the internal and external efficiency of the master course of curriculum planning in the Nasibeh Campus of Farhangian University. Methods For this research, an applied research method in terms of its goal and a descriptive-survey method in terms of implementation is applied. The statistical population (36 people) of the present study consists of all current students and graduate students of past years, namely those who had gotten into the Nasibeh Campus of Farhangian University from 2015 to 2019. The census method (total population) was applied because of the small statistical population. The existing documents of current and graduate students were used to evaluate the internal efficiency. Also, in order to evaluate the external efficiency, a researcher-made questionnaire was used in which the three dimensions of knowledge, skill, and attitude were investigated. The face and content validity was used to evaluate the validity of the questionnaire, and the basis of judgment was the opinions of those who had a master’s degree in curriculum planning. The reliability of the questionnaire was obtained by the Cronbach’s Alpha and it was 0.89. In order to evaluate the internal efficiency, the loss rate, average education length, personal success and failure rate, course success and failure rate, failing and pass rate in each semester, and efficiency coefficient were calculated. The questionnaire’s data were analyzed in two levels of descriptive statistics (Mean and standard deviation) and inferential statistics (One sample t-test) by SPSS software.

The overall purpose of the present study was to design and validate a mathematics education model based on multiple solutions to develop creative thinking in high school students using a mixed exploratory research approach. In the qualitative section, the statistical population consisted of experts, experts and teachers of mathematics, 12 people were selected by purposive non-random sampling. Data collection tools were in-depth and semi-structured interviews based on the foundation data approach. Delphi technique was used to analyze the data, survey method was used for validity by the interviewees and retest reliability methods were used to calculate the reliability.Qualitative data analysis identified 16 themes. Among the themes, the main themes of selective procedure include solution of non routine problems (open - ended), multiple solution tasks and problem posing. In the quantitative part, to confirm the conceptual model, confirmatory factor analysis was used using Smart PLS software. The results showed that the degree of fit of the measurement model indices was optimal.

The purpose of this article is to present a conceptual framework for the analysis of implemented curriculum based on the human agent theory and the characteristics of elementary classrooms in order to provide grounds for the implementation of the aforementioned theory in the classroom. The research was conducted in an inferential way by examining about forty sources related to the theory of human action. Forty-four principles resulted in six dimensions of "teacher's educational end", "teacher's knowledge", "Awareness of the student", "method", "content", "teacher-student emotional relationships". in the dimension of "teacher's educational end " six principles, in the "teacher 's knowledge" and the "Awareness of the student", each one of the principles in the dimension of "Method" teaching, evaluation, class management, encouragement and punishment and behavior with difficult students' components were found nine, four, nine, three and four principles. in the content dimension, four principles and in " teacher - student "emotional relationship" were mentioned three principles. If the teacher can act based on the principles derived from this article, he can cross the narrow border of the agent student and the confusion of the class; Because the first and most important challenge for teachers in the classroom is classroom management and how to implement the curriculum in practice.

This Study aims to look into the evolution and revision of higher education curricula Post September 11, 2001. The study used a qualitative research method with an historical lens. The investigator shows the evolution of reviewing higher education curricula in 21st century from an analytical perspective. The study uses archival analysis primarily research publications and  documents related to higher education curricula available online and printed in digital sources.The finding show that the higher education curriculum in Afghanistan has gone through different phases. The data suggest that the curriculum experience show a transition from a relatively irregular curriculum planning system before September 11 to a centralized curriculum system post September 11 leading towards opinion polls and the delegation of some autonomy for curriculum to prestigious universities.The study found that 165 majors were identified that needed to be reviewed;among them, the curriculum of 71 fields of study have been revised to date

The purpose of the current research is to extract the components of teachers' cultural knowledge. The research method is the synthesis of related research works in the period from 2000 to 2020 taken from internal and international databases. A number of 533 scientific researches were identified and after the necessary checks, 34 researches were included in the first stage of synthesis. Using the evaluator to recode the findings, clearly state what has been done, and the presence of definite and defensible indicators to select the input studies was used to improve the credibility of the research. According to the findings, 11 components were identified in the field of teachers' cultural knowledge; component of intercultural issues; students' culture; general culture; indigenous culture; culture and social issues; multiculturalism; culture and education; cultural values; cultural identity; Organizational culture and culture and teacher education.

This article aims to identify strategies for effective implementation of curriculum changes in the cultural scope of Hormozgan, as a distinct ecosystem from other provinces of the country, using a qualitative approach and ecological study method. The data collection tool was a semi-structured interview. The potential participants of the research were all executive officers of the first secondary education in Hormozgan province (including staff managers, administrative experts, principals and vice-principals of schools), among whom fifteen people were selected by purposive sampling method with the logic of theoretical saturation of information. The analysis of the information obtained from the interview was done through the three-step coding method with the Strauss and Corbin approach and using the maxqda10 software. The results showed that the expectation in the Hormozgan region is that when the curriculum changes are implemented, "the whole new school be". This analysis was extracted from the following categories: improving the facilities of the schools implementing the change, persuading and preparing the local stakeholders, linking the program change with the conditions of the local community, creating an organizational culture related to the change, changing the curriculum from one place to another, improving the lives of the people implementing the change. curriculum, fair treatment of schools implementing curriculum changes; This expectation is above all a cultural-native expectation. In Hormozgan culture, change has meaning when it can be seen everywhere. We have interpreted this sight as "all-round drunkenness of the school".

The main purpose of this paper is to identify the methods of informal induction for new teachers worldwide. In this qualitative research with the emergence design, the technique of thematic analysis (Attride-Stirling) was used to analyze the themes of English papers on the Induction published from 2010 to 2020,and selected from three data-bases by using a systematic text review model.  After using the MAXQDA software, the data were analyzed in the form of two comprehensive, six organizing, and twenty-nine basic themes. The results show that the informal Induction for new teachers includes two components of "out-school support" and "in-school support" that complement each other. The informal Induction have made teachers more resilient and efficient. Accordingly, it is suggested that our new teachers and educational system use this global experience And to increase the efficiency and sustainability of new teachers, to use the capacities that exist in the communication networks of their living and working environment.

Childhood is of fundamental importance for basic and universal education. One of these basic educations is the transfer of concepts related to moral values, including philanthropy. Philanthropy is one of the basic needs for social life, which is as important as obeying the law. Due to the important position of philanthropy in achieving personal and social perfection, creating a sense of interest in doing philanthropy in children and teenagers is considered one of the important missions of education. In this article, an attempt is made to examine the policy-making and curriculum planning of elementary education in Iran from this point of view.

To reveal the importance and place of philanthropy in Iran's primary education policies and curricula, the content of upper-level documents and primary course textbooks in terms of the extent of dealing with philanthropy and its examples using a qualitative approach and inductive content analysis method was investigated. The research community includes the upstream documents of the field of education, i.e. "Twenty-year vision of the Islamic Republic of Iran in 1404 solar horizon", "General policies of transformation in the education system", "Fundamental transformation document of education", "National Curriculum" and "all the textbooks of the elementary school"; the sample was purposefully selected from among them.

The analysis of the policy documents of Iran's primary education field shows that philanthropy is followed from their point of view with this approach "philanthropy activities are a religious phenomenon that is mostly done for the community of believers and even sometimes only for friends". The facts reveal that the topic of philanthropy, with all its related concepts (even with a slight similarity), in the upstream documents, including "Twenty-year vision of the Islamic Republic of Iran in the horizon of 1404 solar", six items, "general policies of creating transformation in the education system", three items and "fundamental transformation document of education", thirty items have been proposed; Basically, their emphasis is on "sacrifice" with the meaning of defending the ideas of sovereignty. In the document more related to the field of curriculum, i.e. "National Curriculum", twenty-eight concepts related to philanthropy are used. These policies have been crystallized in the school curriculum, i.e. "textbooks" of the elementary school, and most of all, "Quran" and "Gifts of Heaven" textbooks have been used to outline the teachings.

Looking deeply into the content of the upstream documents, it becomes clear that the term philanthropy, which means serving others without expectations, is mentioned only once in the form of "spreading the culture of philanthropy" in the fundamental transformation document. In other documents, the concepts and examples of its counterparts have been taken into consideration, and in many cases, those concepts had a meaning outside of the concept of philanthropy. As a result of the analysis of the policies and curricula of the elementary school in Iran, it was revealed that the education and curriculum based on the limited meaning of philanthropy are followed in such a way that five achievements can be imagined for it: cultivating virtuous students, limiting self-sacrifice to relatives, believing in helping others, encouraging good deeds and endowment in the forms of governance and material assistance to others. Also, the pursuit of policies and teachings related to charity and its equivalent concepts in children's education, which are followed through open curricula, mainly is presented in the context of the "Quran" and "Gifts of Heaven" textbooks with limited meaning. In this study, it was revealed that the desired set of teachings and thoughts related to philanthropy in Iran's primary schools are organized and followed under thirteen basic topics which include: logic, concept, nature, position, types, examples, effects, models, training and order (recommendation), necessity, commemoration, mediating forces and scope of philanthropy.

The aim of this research was to Impact Of Implemented curriculum On Student-Teacher professional self-efficacy Course of Educational Sciences, Isfahan city Farhangian University points of view.

The research method was descriptive-survey. Statistical sample were 241 Student- Teachers who selected through stratified random sampling from relating to Course of Educational Sciences. The data were gathered through a 72-item researcher made the questionnaire. The questionnaire content and formal validities were admitted by university professors. The reliability of the questionnaire was 0/977 Cronbach`s alpha coefficient. The obtained data were analyzed by single sample T-test, t for two independent samples, variance analysis (F), and LSD.

The research findings showed that professional self-efficacy (p=0/001, X ̅=6/55) and its components such as cognitive (p=0/001, X ̅=6/08), emotional (p=0/001, X ̅=7/40) and behavioural (p=0/001, X ̅=6/18) were above the average.

The finding indicated that there were significant differences between professional self-efficacy mean scores relating to respondents views in the different year of entry to University but there was no difference between mean scores regarding sex, the course of study.

The purpose of this study was understanding the types of teacher-student interactions based on the idea of education as an asymmetrical interaction. The research method was classroom study which was conducted in a large boy’s elementary school, with sixty classrooms. Firstly 5 third grade classes were selected based on purposeful sampling strategy of available samples. The data were collected through observation and video recording of the classes. The identified teacher-student interactions included caring, managerial, participatory, destructive, and functional interaction regarding the society. The caring and participatory classrooms interactions were aligned with the Bagheri’s theory of education. There is a need for coordinated changes between the goals of teachers, their professional skills and science, schools, community, and other elements of the education system. Inappropriate physical environment, some traditional beliefs of teachers, parents and school officials, students and inadequate professional skills of teachers and methodology-oriented curriculum are the main obstacles to the interaction of human theory in class.

This study aims to develop an educational program for patients with multiple sclerosis (MS) in Iran which is applicable by physiotherapists.

This is a survey study. Participants were 85 physiotherapists with at least one year of experience working with MS patients in Iran who were randomly selected. The tool was a researcher-made questionnaire with 61 items and four subscales based on the Tyler model, whose content validity was confirmed by 10 experts. The collected data were analyzed using descriptive statistics (frequency and percentage) and inferential statistics (Friedman test) in SPSS software, version 22.

Preventing the patient from getting stuck”, “improving the life quality and life expectancy and preventing depression”, “maximum individual independence in activities of daily living”, “educating the patients and their families how to control mental problems”, “emphasis on drug therapy and physiotherapy”, “preventing deterioration”, “educating how to control musculoskeletal injuries, improve musculoskeletal function, and prevent contracture”, “maintaining the patient’s morale, especially during the relapse period”, “muscle strength and endurance training, and coordination of the muscles and body balance”, and “returning to normal life” were the most important components related to objectives of the educational program for MS patients. “Educating appropriate exercises”, “educating the family members how to lower the patients’ stress”, “having light-intensity exercise”, and “using the successful experiences of other patients with MS and asking them to present it” were the most important components related to the content of the educational program. “In-person training”, “group training”, “treatment in a private center”, “group training in the MS Association”,” watching a movie where one of the characters has MS and showing his/her success to give hope” and “counseling with the family” were the most important components related to the method of education. Finally, “qualitative evaluation and reporting of patient function”, “quantitative assessment of paraments such as range of motion/muscle strength, balance with eyes closed/open, and single-leg stance”, “functionality of the patient”, and “using standard tests” were the most important components related to the program evaluation.

The developed educational program can be used directly by physiotherapists or by all people who are in contact with patients with MS in Iran.

The purpose of this article is to design and validate a curriculum model based on postmodern art with emphasis on conceptual art in the second-elementary period. The approach of this research is qualitative and the research method is used. The statistical community includes books, articles, theses and researches in the fields of post-modern art and art-based education. The findings of the research were the result of the analysis of 4 arts mentioned in post-modern art and 15 types of conceptual art; were analyzed in this study; From these studies, 242 characteristics were obtained, which 39 primary and 36 secondary categories were extracted using the synthesis research method, and finally 9 main categories were obtained.Categories include: the use of art in the social, political and cultural context, a critical approach and attention to criticism in order to change perception, having a cultural and transcultural aesthetic approach, attention to art as a platform for the emergence of creativity in development Sustainable is the interaction with the audience in the production, meaning-making, critique and modification of the work of art, the approach of bio stability in the global and regional dimension, the possibility of diversity in material, technique and media in conveying the message. In order to theoretically validate the qualitative method of the focus group was used. For this purpose, the results of the research were provided to 15 experts: curriculum, art and primary school teachers and the findings were reviewed.The results can be in the purpose section: to create an atmosphere for the emergence and emergence of creativity, attention to environmental issues, use of aesthetic criteria and methods and the power of imagination and visualization in designing activities, in the content section: integrating content with elements of everyday life Using native situations, having an interactive approach, in the evaluation section: having a critical look at learning situations, evaluating learning processes, students' ability to choose and participate in evaluation methods.

The main purpose of this research is to examine the typology of the elementary exemplary teachers' perceptions of the concept of teaching from the perspective of practical knowledge discourse. To this aim, the qualitative research approach and phenomenography research method were used. As the sample, eleven elementary teachers from all grades in Sari (Iran) were selected using criterion type purposeful sampling with maximum diversity. And the research data were collected through field notes, semi-structured interviews, and stimulated recall interviews during the academic year until data saturation was reached. The content analysis was used for data analysis at 5 levels. The findings showed that the participants adopted three content-oriented, critical-community-based, and learner-centered orientations to teaching. Among these orientations, the learner-centered orientation is a more desirable approach in terms of the concept of teaching in actual teaching practice. Also, it was concluded that the realization of teaching-learning strategies of the national curriculum document is subject to changing teachers' perceptions of teaching and reforming the culture of instruction and the social expectations of teachers.

The present study was conducted with the aim of designing a model of multicultural literacy curriculum for students and teachers of Farhangian University. The approach of this research is mixed descriptive and its statistical population includes a small part of university-cultural university students, the sampling method was to select student-teachers from random clusters. Research method; Using a questionnaire with three components of multicultural knowledge, multicultural attitude and multicultural skills, and in the qualitative section, systematic analysis was used to find the components of multicultural literacy. In a small part, the results of this study indicated that the multicultural literacy of university students, teachers and educators was relatively good in the multicultural dimension and moderate in the multicultural dimension, but not at the desirable level in the multicultural dimension. According to the current situation of multicultural literacy of students and teachers, a model was designed and validated for the desired situation.

The purpose of this research is to analyze the professional action of educators in the elementary education discipline of Farhangian University in the context of pedagogy content knowledge. In this research, a qualitative approach was used and 7 educators of Farhangian University were selected in a targeted manner. Data collection was done through interview and class observation at the same time. Based on the educators' interpretation of the pedagogy content knowledge components, the educators were classified into two groups of contexts independent and context’s dependent. The context’s dependent educators consider the purpose of content pedagogy to be the targeted representation of the subject matter. The main belief of the professors in the formation of meaningful content pedagogy includes two points: a) learning opportunities for students that are prescriptively and externally planned and b) the mission of the professor and the university system in conveying how to represent concepts and facts. In contrast, the main belief of context’s dependent educators is to create an effective learning space to critique the written curriculum and equal learning opportunities for students with the aim of creating transformative experiences. This belief is formed in student-teachers who have the ability to create knowledge and can provide opportunities for elementary students to think beyond the subject matter and advice of experts.

The teachers’ qualification has become more important today compared to the past; however, there are still doubts to be considered whether new teachers graduating from teacher training universities are well-prepared to face the challenges in their initial years of teaching. The main purpose of this paper is to identify the methods of formal induction for new teachers worldwide. In this study, the technique of thematic analysis (Attride-Stirling) was used to analyze the themes of English papers on the Induction (initial period of service) published from 2010 to 2020, and selected from three data-bases by using a systematic text review model. After using the MAXQDA software, the data were analyzed into three themes including in the form of three comprehensive themes, fourteen organizing themes, and fifty-eight basic themes. The results showed that the formal induction for new teachers includes three components of "organizational (administrative) support", "mentoring," and "school-based support" during the initial period of service that complement each other. The formal induction have made teachers more resilient and efficient. Accordingly, it is suggested that Iranian Education Ministry takes actions and apply this global experiences to developing and implementing a local curriculum of Induction for the initial period of teacher service.

Several factors have an effect on educational failure, which interactively intensify and strengthen each other, and the result of this causes the loss of social and human capital of a society. The present research was conducted with the aim of the effectiveness of teaching metacognitive techniques on the causal documents of learning problems of English language course of secondary school students of Qeshm city. The research method is a semi-experimental type, based on the initial monitoring, randomly among the student population, 36 students who had a score of less than 12 in the English course were randomly selected (18 in two groups, experimental and 18 controls) were selected. The research tools included the Auestionnaire of English Language Learning Problems in secondary schools (Javadan, 2014) and the Package of Meta-Cognitive Techniques (Qadampour, 2016), which dealt with meta-cognition, problem solving techniques and critical thinking for six sessions. Data analysis was done using the SPSS23 program and the analysis of the covariance method. According to the F values for the causal documents of English language learning (0.133) and the significance level (P≤0.05), no significant difference was observed between the control and experimental groups. Therefore, the main and secondary hypotheses of the research are rejected. In general, it can be concluded that the training of metacognitive skills takes place face-to-face and in the context of time, and applying these trainings in real life conditions and training in virtual conditions is effective for this group of students. not much