یوسف ادیب

This study investigated the effectiveness of Merrill's First Principles of Instruction on improving problem-solving abilities and academic motivation among fourth-grade students in mathematics. This was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population included all fourth-grade students from a public school in District 4 of Tabriz during the 2023-2024 academic year. Among them, 38 students were selected using simple cluster sampling and were equally and randomly assigned to the experimental and control groups. For data collection, a researcher-made problem-solving test and the standard Academic Motivation Questionnaire by Guay et al. (2010) were used. The content validity of the instruments was confirmed by educational experts, and their reliability was obtained using Cronbach's alpha, with coefficients of 0.78 for the problem-solving test and 0.81 for the academic motivation questionnaire. The experimental group was taught the topic of perimeter and area based on Merrill's First Principles of Instruction, while the control group received traditional and conventional instruction on the same topic. The results of single-variable analysis of covariance (ANCOVA) showed that instruction based on Merrill's principles had a significant effect on improving problem-solving abilities and increasing academic motivation in the experimental group compared to the control group (p < 0.01). The findings demonstrate the effectiveness of instructional design based on Merrill's First Principles in enhancing the quality of mathematics education and academic motivation at the elementary level. Therefore, it is suggested that teachers and instructional designers use this model in their instructional design.

The purpose of this study was to investigate the effectiveness of the positive psychology intervention program based on culture, on the Self-Handicapping and Academic Risk-Taking in Students with low academic performance.

This research employed a quasi-experimental design with pre-test and post-test and a control group. The statistical population consisted of high school students with low academic performance in Tabriz in 2024–2025.The study sample consisted of 30 students who had high scores in academic self-handicapping and low scores in academic risk-taking. They were randomly assigned to experimental and control groups (15 participants each). All participants completed the Academic Self-Handicapping Scale developed by Midgley et al. (2000) and the Academic Risk-Taking Assessment Tool developed by Kilgus et al. (2015). The experimental group received 12 sessions of culturally adapted positive psychology interventions.

Data were analyzed using SPSS24statistical software. The results showed a significant effect of the positive psychology intervention program based on culture, on the Self-Handicapping and Academic Risk-Taking in experimental group (P≤ 0/01).

Based on the findings, it is recommended that school counselors and relevant authorities utilize the current intervention program, if necessary, in both clinical and educational contexts.

The primary aim of the present study is to examine and analyze the lived experiences of elementary school teachers regarding the use of cooperative learning strategies in the classroom. This method, which emphasizes interaction, active participation, and collaboration among students, can play a significant role in enhancing the quality of the teaching–learning process. The research was conducted using a qualitative approach and phenomenological method. The study population included all elementary school teachers in Shabestar County during the 2022–2023 academic year. From this population, 12 teachers were selected through purposive sampling, observing the principle of theoretical saturation. Data collection was carried out via in-depth semi-structured interviews and analyzed based on Smith’s phenomenological analysis model (1995). The findings were categorized into six main themes: effective communication and interaction, personal and social development, the role of the teacher, the role of the student, active and dynamic learning, and grouping—along with 15 subthemes. The results highlight the high potential of cooperative learning to enhance educational experiences and foster students’ cognitive and social skill development.

This research was conducted with the aim of comparing attitudes toward the nature of science among students of the University of Tabriz and Tabriz University of Medical Sciences.

The research was applied in terms of purpose and descriptive-survey in terms of nature. The statistical population included 21,801 students from the University of Tabriz and 5,200 students from Tabriz University of Medical Sciences, from which a sample of 377 from the University of Tabriz and 357 from Tabriz University of Medical Sciences were seslected using the Krejcie and Morgan table through stratified random sampling. The research instrument was the Kaya et al. (2019) questionnaire on attitudes toward the nature of science, whose validity was confirmed by experts and reliability was calculated with Cronbach's alpha coefficient of 0.838. Data were analyzed using descriptive and inferential statistics (ANOVA test) in SPSS27 software.

The research results indicate a significant superiority in the attitudes of humanities students compared to other disciplines in most dimensions: in the cognitive-epistemological dimension, compared to medical sciences and agriculture; in the social-institutional dimension, compared to technical-engineering, agriculture, and medicine; in the educational-pedagogical dimension, compared to basic sciences, technical-engineering, agriculture, and medicine; and in overall attitude, compared to technical-engineering, agriculture, and medicine. Additionally, basic sciences students had higher attitudes in the social-institutional dimension compared to technical-engineering, agriculture, and medicine, and in overall attitude compared to agriculture. In the same dimension, agriculture also showed superiority over medical sciences.

Based on the obtained results, the relative superiority of attitudes in humanities disciplines is evident, which this inconsistency mainly returns to structural differences in curricula and educational methods.

This study aimed to compare the effectiveness of E5 (Social Constructivist) and Advance Organizer teaching methods on the self-directed learning of sixth-grade female students. The research employed a quasi-experimental design with a pretest-posttest framework and three groups (two experimental and one control group). The statistical population comprised sixth-grade female students in Bostanabad, and a sample of 60 students was randomly assigned to three groups of 20. Data collection instruments included Fisher’s (2001) standardized questionnaire for assessing self-directed learning and a researcher-developed instructional package. Multivariate analysis of covariance (MANCOVA) revealed that both teaching methods had a significant impact on self-directed learning. The highest effect for both methods was observed in the “motivation for learning” component, while the lowest was noted in “self-control.” No significant difference was found between the effectiveness of the two methods. Accordingly, it is recommended that teachers incorporate these approaches into science and other subject instruction to enhance students’ self-directed learning.

This study aimed to compare the effectiveness of the 5E instructional model and the advance organizer teaching method in science education on sixth-grade female students’ understanding the nature of science. The research employed a quasi-experimental design with a pre-test–post-test structure, including two experimental groups and one control group. The statistical population consisted of all sixth-grade female students in Bostanabad County, East Azerbaijan Province, totaling 380 students in the 2023–2024 academic year. A sample of 60 students were selected through convenience sampling and randomly assigned to three groups (20 students per group). To assess students’ understanding of the nature of science, the Liang et al. (2008) questionnaire was used, and both teaching methods were implemented using researcher-developed instructional packages. Data analysis using covariance analysis revealed that the 5E model (effect size = 0.981) and the advance organizer method (effect size = 0.991) had statistically significant impacts on students’ understanding of the nature of science (p < 0.05). However, no significant difference was found between the effectiveness of the two methods (p > 0.05). Therefore, it is concluded that both approaches are effective in enhancing sixth-grade students’ understanding of the nature of science and are recommended for use in science instruction and other subjects at this grade level.

The objective of this study is to identify and examine the desired characteristics of integrated curriculum elements for teaching optimal water consumption in upper elementary school.

To determine these characteristics, a research synthesis method was employed, involving a systematic review of national and international studies from the past 15 years related to optimal water consumption education. The sampling method in this stage was purposive, and the selection criteria included all quantitative and qualitative studies published in Persian and English. To ensure the validity of the coding process, two research supervisors and advisors reviewed, confirmed, and, in some cases, modified the codings. Additionally, Cohen’s kappa coefficient was used to verify reliability, yielding an inter-rater agreement of 0.74. Subsequently, semi-structured interviews were conducted with experts in curriculum studies, water management, geography, and environmental science, as well as with school administrators, deputy principals, and teachers. The sampling method in this stage was purposive, employing the criterion of exemplary cases, with the sample size determined by data saturation. The interviews were analyzed using Colaizzi’s method. To ensure the validity and reliability of this study, Lincoln and Guba’s method was utilized.

The results of integrating the research synthesis and interview data led to the identification of 11 main themes and 60 sub-themes, which define the desired characteristics of integrated curriculum elements for teaching optimal water consumption.

The findings of this study indicate that teaching optimal water consumption requires an integrated curriculum with specific characteristics, which can be identified through a synthesis of previous research and expert opinions.

The research was conducted with the aim of evaluating the quality of educational and psychological sciences at the College of Human Sciences at the University of Kirkuk, Iraq. The statistical population of the research included all undergraduate male and female students of University of Kirkuk. The sampling method was a multi-stage clusterField data collection and researcher-made questionnaires were used to collect data. The questionnaire achieved a Cronbach's alpha reliability coefficient of 93%.    To analyze the data, paired one-sample t test was used with the help of SPSS 27.0 software and Kano's matrix. The findings of the study showed that students' expectations in the elements of curriculum were more than their perceptions, and this difference was more in the elements of Objectives, Content, Teaching and learning strategies, Teaching activities and educational tools, Educational resources and materials, Communication between teachers and students, and Evaluation surpass their perceptions. Also, it was found that the most felt needs of the students in the classification of the Kano model were among the mandatory needs. Therefore, it can be concluded that the curriculum of educational and Psychological sciences in implementation (perception) stage does not accord with the expectations of the students. According to the findings, it seems that curriculum planners in politically transformed societies such as Iraq should revise the curriculum of their higher education system in light of the demands and needs of stakeholders.

Curriculum is one of the most important elements of higher education, which should have the respective goals. This research was done with the purpose of revealing the consequences related to the strategies in the process of changing the intended curriculum used by the faculty members, with the approach of Foundation data theory approach.
The research participants were 20 members of working faculty. Targeted approach and theoretical sampling technique were used for sampling. The logic of data saturation was used for the adequacy of the sample size. The tools which is used for data collection are semi-structured individual interviews and field notes. So that the interviews who started with answering questions and it was targeted based on what the participants said. For determining the validity of the data in this research, it has been done by recording interviews and approval of the final descriptions by the participants and the researcher's angulation technique. After typing, the text of the interviews was transferred to MAXQDA 2020 software and coded. Coding based on the paradigm model of Corbin and Strauss (2008). It included three stages (open, axial and selective coding).
The results showed that the resultingThe consequences of this process include Positive consequences with floors: (Advancement in technology acquisition and communication, Empowerment, Create transformation and achieve goals), Negative consequences included: (Obstacles of the university system, centralism, Failure to achieve the Optimal function) have been. According to the approach of implementing the intended curriculum by professors, some consequences are obtained. Faithful implementation leads to negative consequences and the closer we get to consistent implementation, positive consequences are obtained.This type of implementation is the most desirable type. Based on this approach, professors as active executors face the curriculum and change the program according to the context.

Simulation is considered an innovative educational strategy with great potential to enhance the quality of nursing education. However, the implementation of simulation-based learning environments faces several challenges. This study aimed to identify the barriers and facilitators of implementing simulation-based learning in nursing education in Iran.

This study was conducted using a qualitative approach and a conventional content analysis method. Data were collected through semi-structured interviews with 25 nursing education specialists, curriculum planners, and educational technology experts who met the inclusion criteria. Data collection continued until theoretical saturation was reached. The interviews were audio-recorded, transcribed verbatim, and manually analyzed.

Four main categories of barriers were identified: financial and economic barriers, cultural and behavioral barriers, legal and ethical barriers, and technical challenges. Additionally, facilitators were grouped into two major domains: administrative and financial factors, and educational, motivational, and psychological factors. These included structured planning, material and moral support, improved managerial attitudes, faculty empowerment, and student encouragement.

A comprehensive understanding of the barriers and facilitators can support educational managers, policymakers, and instructors in adopting effective strategies to optimize the use of simulation in nursing education. Successful implementation requires organizational support, infrastructure development, and cultural change within academic settings.

The present study aimed to determine the effectiveness of a creative thinking-based curriculum in mathematics on academic achievement and mathematical creativity among sixth-grade elementary students. This quasi-experimental research employed a pretest-posttest design with a control group. The statistical population consisted of all sixth-grade students in Tabriz during the 2024-2025 academic year. From this population, 60 students were selected via multi-stage cluster sampling and randomly assigned to experimental and control groups (30 students each). Research instruments included a teacher-made academic achievement test and a researcher-developed mathematical creativity test based on the instrument by Kattou et al. Data analysis was performed using descriptive statistics and inferential statistics (univariate and multivariate analysis of covariance) in SPSS 25 software. Findings revealed that the creative thinking-based mathematics curriculum significantly enhanced academic achievement (p=0.001, η²=0.887) and improved all three components of mathematical creativity: fluency (p=0.001, η²=0.335), flexibility (p=0.001, η²=0.566), and originality (p=0.001, η²=0.350), with all results showing high statistical significance. Thus, utilizing creative thinking-based curricula in mathematics can increase students' academic achievement and mathematical creativity.

Simulation-based training is a method of creating an educational experience without being physically present in a real environment. In recent years, this type of training has become a priority in medical education, particularly in the context of patient safety. Alongside the advantages and limitations of simulation-based training, addressing the competency of instructors in simulation-based education is also crucial. Therefore, the aim of this research is to identify the components of competency for medical education instructors in the field of simulation-based training

The research method employed in this study is a qualitative approach, specifically synthetic method, and in terms of its objective, it falls under the category of applied research. From a pool of 153 identified sources, a synthesis research method was utilized to examine the keywords in both Persian and English languages across databases such as Elsevier, Springer, PubMed, and others, as well as Persian databases including SID, MagIran, and IranDoc. The selected timeframe for the search was between 2010 and 2022. Out of the identified studies, 32 were deemed relevant to the research topic in terms of content. Subsequently, the identified concepts were coded using MAXQDA software

Based on the analyses performed, 352 initial codes, 32 sub-categories and 6 main categories including subject matter expertise teaching knowledge, subject matter expertise teaching skills, instructional design, developing learner motivation, research skills and simulation-based teaching evaluation were extracted.

When recruiting, selecting and hiring teachers, or even after their employment and utilization in the field of simulation-based teaching, the identified indicators in this research can be used to evaluate teachers.

This study aimed to design a curriculum model based on creative thinking for sixth-grade elementary mathematics. The research corpus comprised of valid scientific documents related to the subject. Data were analyzed using Hurd’s seven-step model (1983) along with open and axial coding methods. The underlying logic of the curriculum emphasizes creativity, higher-order thinking, educational equity, and the integration of theory and practice. The objectives include fostering mathematical creativity, improving performance, enhancing problem-solving skills, and reducing math anxiety. The content is designed to be challenging and flexible, employing learner-centered approaches such as collaborative learning, challenging assignments, and real-world related activities. Teachers act as facilitators and utilize interactive technologies. Students are grouped according to cognitive styles, abilities, and interests. The curriculum implementation extends beyond classroom time and space, with continuous and diverse assessment methods. Findings indicated that this curriculum model, by redefining curricular elements, offers an innovative and creative approach.

Ethno-racial literacy is one of the emerging literacies to cover the important issue of ethnicity and race in the world. The current research aims to identify the components of ethnic and racial literacy in primary education. The qualitative research approach and its research synthesis method are based on the Roberts model. The research community consists of 289 articles on ethnic and racial literacy from 2000 to 2023 derived from reputable journals. research articles that passed the entry and exit criteria filter. For the validity and reliability of the data, several researchers were used and the agreement between the researchers was calculated as 76%. Data analysis was open coding, central, and selective. According to the findings, the components of ethnic and racial literacy were classified into 6 dimensions and 21 factors. The components of ethno-racial literacy are 1-conceptualization of race and ethnicity 2-ethno-racial acquaintance 3-awareness of racism and ethnocentrism 4-equality and justice 5-identification 6-ethics and respect. By including the components of ethno-racial literacy identified in the first secondary school curriculum, the educational system can create students who are aware of the issue of race and racism, who love justice for all ethnic groups and races, are interested in ethnic-racial friendship and are familiar with ethnic-racial self-identity and at the same time adhere to the Iranian national identity.

The present study aimed to investigate the sources of the technological knowledge development process of elementary school teachers with a qualitative approach using a criterion-based purposive sampling method. The data collection method was semi-structured interviews and the indicators such as credibility, reliability, confirmability, and transferability were used to evaluate the reliability of the research. The research findings included 5 main categories and 18 subcategories. The main categories of the research included "knowledge from oneself", "knowledge from learners", "knowledge from the scientific community", "knowledge from family and relatives", and "knowledge from the organization". Based on the research findings, it could be concluded that elementary school teachers, in addition to the organizational opportunities that are provided to them formally and informally in the educational institution, also use various capacities such as family and relatives, learning, experiences, and university education resources in order to develop their technological knowledge.

This research aims to predict the self-efficacy based on attitude toward blended learning in primary school teachers in Tabriz. The study was applied in terms of its aim and descriptive correlational in terms of its method. The statistical population consisted all primary school teachers in the five districts of Tabriz in the academic year 2022-2023, totaling 3,199 individuals. Using multi-stage cluster random sampling, 343 individuals were selected as the sample. To measure the variables, the Blended Learning Attitude Questionnaire by Banihashem et al (2023) and the standard Self-Efficacy Beliefs Questionnaire by Tschannen-Moran and Woolfolk Hoy (2001) were utilized. The research hypotheses were tested using Pearson correlation and simultaneous multiple regression analysis. All data analyses were conducted using SPSS 21 software. The findings indicated a significant positive correlation between the components of attitude toward blended learning and the self-efficacy of primary school teachers (p= 0.001, r= 0.33). Furthermore, the results of the regression analysis showed that among the components of attitude toward blended learning, only the motivation component is a positive predictor of the self-efficacy of Tabriz primary school teachers, while the components of workload, stress, and well-being did not have a significant impact on predicting the self-efficacy of primary teachers in Tabriz. Research findings indicated that teachers' attitudes toward educational technologies required greater attention from relevant authorities. By fostering a positive attitude among teachers, the transition from traditional teaching methods to modern and blended approaches can be facilitated more effectively.

The current study aims to analyze the content of elementary school social studies books in terms of the amount of attention to philosophy for children program with the orientation of multicultural education. The descriptive research was of the quantitative content analysis type using the Shannon entropy method. The research tool was the researcher's checklist made of the criteria of philosophical thinking (exploratory, argumentative, and interactive) and the components of multicultural education (15 components) whose validity was approved by a specialized jury, and its reliability was measured by Scott’s method with an overall agreement of 0.87. The entire statistical population was selected as a sample, including 4 volumes of social studies books for the third to sixth grades. The units of analysis included text, images, and book activities. Finally, 48 components were identified, and the results show the highest level of attention to the concept of "materials, tools and educational environment", followed by the concepts of nation/language, teaching methods and cultural communication. The components of "justice", "equality and anti-discrimination", "dignity and human rights", "gender", "valuation", "respect for different opinions" and "peaceful life" also lacked reflection, which shows an unbalanced distribution. It is the components. Therefore, this program has been neglected in the social studies curriculum of elementary school and considering the pluralistic society of Iran, it is suggested to revise the textbooks 

This study aimed to examine the effectiveness of a positive intervention program based on the components of resilience and forgiveness in the emotional autonomy and emotional processing of victimized students. The research design was a semi-experimental pre-test and post-test type with a control group and a three-month follow-up period. The research population included all male and female students being victims of bullying in second secondary schools in Bostan Abad, Iran in the academic year of 2023-2024. A sample of 30 students were selected using the convenience sampling method and were. randomly assigned into experimental and control groups. Bullying Victims Questionnaire, Emotional Autonomy Scale, and Emotional Processing Scale were used to collect the data. The intervention program was implemented in the 8th session of 45 minutes in groups and with gender separation for the experimental group and the control group did not receive any training. The results of the analysis of variance with repeated measurements showed that the positive psychology intervention based on resilience and forgiveness components significantly increased the emotional autonomy and improved the emotional processing process of victimized students. This continued in the follow-up period. Therefore, the results of this research can be used to improve the professional skills of teachers, school counselors, and educational psychologists in order to properly face the problems of students and to improve the connection and communication with teenagers.

Today, organizations and business companies are looking for a greater share of the market with increasing competition in the field of sales, social marketing is trying to influence not only the behavior of citizens, but also the behavior of the presentation through the application of marketing principles, methods and systems. social service providers, policy makers and other stakeholders together with specific social issues. Therefore, the purpose of this research is to investigate and prioritize social marketing factors that are effective in promoting the sale of digital products. The method of this research is mixed and descriptive-analytical. In a qualitative method, a semi-structured interview was conducted from 17 experts who were selected as a snowball, and their opinions reached saturation. Digital was obtained by using research literature and by open coding with the help of experts, the components of each of the social marketing factors were extracted and the fuzzy Delphi method was used to screen the components, in order to examine and prioritize the social marketing factors effective in promoting the sale of digital products. And their components were used by the best-worst method (BWM) and with the help of Lingo software. The results showed that the prioritization of social marketing factors effective in promoting the sale of digital products are: customer-oriented, effectiveness, price, exchange process and long-term planning.

The present research was conducted with the aim of analyzing the content of second cycle primary school science textbooks based on Plesk's model of creativity. It was an applied research in terms of method, and in terms of data collection, it was a descriptive study with quantitative content analysis design. The research population consisted of the science textbooks of the second cycle of primary school in the academic year 1400-1401. The entire content of three textbooks was examined as the sample. The research tool was Plesk's Creativity Content Analysis Checklist (2008), based on which creativity was analyzed in terms of the three components, including the principle of attention, escape, and mobility. To check the validity of the tool, the opinions of the professors of the department of curriculum planning in Tabriz University were used. They confirmed the content and form validity of the checklist. To determine the reliability of the tool, Scott's coefficient of agreement was used, which was computed as 0.86. Descriptive statistics and Shannon's entropy were used to analyze the data. The results showed that the reflection of the attention-grabbing component with an importance coefficient of 0.346 was in the first place, and the purposeful observation component with an importance coefficient of 0.340 was in the second place. Also, the concept extraction component was in the third place with an importance coefficient of 0.314. As far as the principle of escape is concerned, the reflection of the replacement component with an importance coefficient of 0.168 was in the first place, the combination component with an importance coefficient of 0.167 was in the second place, and the attention to the detail component with an importance coefficient of 0.152 was in the third place. Also, the diminution component with an importance coefficient of 0.143 was ranked as fourth; the flexibility component with an importance coefficient of 0.140 was ranked as fifth, the evaluation component with an importance coefficient of 0.132 was in the sixth place, the amplification component with an importance coefficient of 0.097 was ranked as seventh and the inversion and magnification with an importance coefficient of 0 was ranked as eighth, in terms of importance. Also, as far as the principle of mobility is concerned, the reflection of the component of application in practice in the fourth grade with an importance coefficient of 0.431 was in the first place, in the sixth grade with an importance coefficient of 0.342, it was in the second place and in the fifth grade with an importance coefficient of 0.227, it was in the third place.  Based on the results, it can be concluded that attention to the components of extracting concepts in the principle of attention, inversion and magnification components in the principle of escape and also attention to the principle of mobility is not optimal, and the designers of the second cycle primary school experimental science curriculum should pay special attention to these components to increase the students' creativity.

The study aimed to identify the orientations of mathematics teachers in the first grade of middle school in tabriz city to the learning components, learner, and teaching methods in educational theories. The research method was descriptive-survey and the statistical population consisted of 320 mathematics teachers in the middle school in the five regions of Tabriz city in the academic year of 1399-1400. Sampling was done random by class using Karjesi and Morgan's table and the sample size was determined as 175 people. The data collection tool was the SCHIRO (2008) Curriculum Ideologies questionnaire, which was validated by experts and its reliability was calculated by Cronbach's alpha coefficient. Data analysis was done using Friedman test. The findings showed that mathematics teachers in the learning component tended to the educational theory and curriculum of social reconstruction. In the learner component to the learner-centered theory, and the teaching-learning methods component to the scholar academic theory.

The current research was conducted with the aim of identifying the employment competencies of educational graduates from the perspective of view of employers. This research was applied in terms of purpose and was among the qualitative researches of Grounded Theory type. The participants of this research included 24 employers in the field of educational (interviewers for the Education recruitment exam, directors of non-state educational institutes, directors and recruitment officers of non-state schools, directors of kindergartens and preschools) in Birjand city. Data were collected using semi-structured interview and analyzed by Strauss and Corbin method and using MAXQDA-2020 software. In order to validate the research, two methods of member control and peer review or feedback were used. Consecutive review and comparison of data resulted in the extraction of 28 categories and 6 themes. Data analysis led to the formation of a sub-theory. The model shows that the focal variable is the process of education and teaching skills. The focal variable, under the influence of contextual and intermediate conditions, leads to the formation of the strategies of "being a lifelong learner", "research skills", "planning skills", "classroom skills and classroom management", "purposefulness" and "problem solving skills". became Finally, "increasing employability" was the consequence of this process.

This study was conducted with the aim of designing and validating a philosophy curriculum model for children with the orientation of multicultural education in elementary school. The research approach was qualitative. In the integrated design stage, synthesis research and interviews were used, and in the validation stage, CVR was used. In the synthesis research based on Roberts' six-step model and according to the inclusion criteria, 49 scientific documents published from 2007 to 2022 were selected for thematic analysis and 8 education specialists were also interviewed based on criterion-based sampling. The findings were based on the ten elements of the Akker, including 24 main themes and 50 sub-themes, and the main themes are: logic: why, what and philosophizing multiculturalism; goals: human-centered, minority-centered and pluralistic; content: features and organization; learning activities: in line with thinking and living peacefully; the role of the teacher: characteristics, importance and method of the teacher; materials and resources: written, oral, media and physical, grouping; how to group; location: structure; time: characteristic and evaluation and measurement: what it is, focus, evaluation method and evaluator. The evaluation of experts regarding the validity of the designed model indicates confirms the model acceptability.

The objective of this study is to evaluate the current state of education on optimal water use in the curriculum of second-grade elementary school textbooks. To investigate this issue, a quantitative content analysis of a descriptive type was conducted using the "Shannon Entropy" statistical analysis method. The statistical population of this research includes all textbooks of the second elementary stage, totaling 24 textbooks. The sample size is equal to the population size, and the content of all second elementary school textbooks was analyzed. The face and content validity of the research was confirmed by five curriculum planning experts. The reliability of the research was estimated using the Kappa agreement coefficient. The research tool was a content analysis checklist. Overall, the research results consist of four main categories and twelve subcategories, leading to the conclusion that certain components related to the importance and optimal use of water have been given little or no attention in the content of second-grade elementary school textbooks. Additionally, there is a lack of balance in the content concerning the components of the importance and optimal use of water.

This research aimed to determine the effectiveness of intervention program based on resilience and forgiveness in irritability and learning behavior in Bullying Victims. The research design was a semi-experimental pre-test and post-test type with a control group and a three-month follow-up period.  The research sample included 30 bullying victims’ students, in the second secondary school in Bostan Abad city (Iran) in the academic year 2024-2023, which were selected through the purposeful sampling method. The measurement instruments included the Bullying Victim Questionnaire, Irritability Scale, and Learning Behavior Scale. The intervention program based on resilience and forgiveness was implemented in eight 45-minute sessions, during eight weeks in a group separated by gender for the experimental group, and the control group did not receive any training. Analysis of variance with repeated measure and Tukey and Bonferroni post hoc tests were used to analyze the data. The results showed that the intervention program based on resilience and forgiveness significantly reduced irritability and increased the learning behavior of bullying victims’ students. Therefore, given these findings using such comprehensive programs by education authorities at the schools is recommended.