محمد امینی

Ethical leadership in organizations, particularly in educational centers and institutions, plays a pivotal role in fulfilling functions and achieving desired objectives. Therefore, the aim of the present research was to evaluate the perceived ethical leadership of school principals in the city of Isfahan from the perspective of teachers. This research is descriptive-survey in nature, with the statistical population comprising teachers in Isfahan. Using Cochran's formula and cluster random sampling, 313 participants were selected as the sample. Data were collected using the standard ethical leadership questionnaire by Kalshoven et al. (2011) with 38 items across seven components. The validity of the questionnaire was assessed through face and construct validity. The reliability of the questionnaire was estimated at 0.89 using Cronbach's alpha for ethical leadership. Data analysis was performed at both descriptive and inferential levels using SPSS and Amos Graphics software. The results indicated that the status of ethical leadership of principals, from the teachers' perspective, is above average. This means that the school principals under study are in a favorable condition regarding public orientation, ethical guidance, role clarity, integrity, concern for stability, power sharing, and fairness. Additionally, a significant difference was found in teachers' perception of ethical leadership styles based on their years of service.

Considering the role and place of religious identity in the harmonious and balanced development of the personality of the citizens, especially the young generation of the country, and the need to identify the problems and inefficiencies in this field, this qualitative research has tried to based on the lived experiences of the teachers (second secondary period) to identify the level of commitment of the students to religious identity as well as its main problems and challenges. The statistical population of the research was secondary school teachers in the city of Isfahan in the academic year 2023-2024, among them the experiences of 24 teachers who had at least 15 years of teaching experience in secondary schools and had sufficient knowledge and experience in the subject under investigation, were identified as sources of information for the research and were interviewed according to the principle of theoretical saturation. The data collection tool was a semi-structured in-depth interview. The seven-step method of Collaizi was also used to analyze the obtained data. Overall, the findings showed that from the point of view of the participating teachers, the level of adherence of secondary school students to religious identity is very low and at the same time, the growth and formation of this type of identity has 5 serious challenges, i.e. extreme conflict with virtual space and social media, negligence and inattention of students' families, problems of the educational system, influence of some social realities and the negative influence of friends and peer groups. It is obvious that thoughtful policy making and planning and careful action in the solving or reducing the mentioned challenges can play a very effective role in the growth and prosperity of the religious identity of the young generation.

The main purpose of this research is to analyze the professional qualifications and competences of Islamic education professors in three scientific, behavioral and methodological dimensions. This research was conducted with qualitatively using a phenomenological approach. The participants in the research included all the students of Kashan University, and by using the purposeful sampling method, the narratives and experiences of 22 of them were collected, organized and analyzed in accordance with the principle of theoretical saturation. The data collection tool was a semi-structured in-depth interview, during which an attempt was made to document the lived experiences of the students regarding the professional qualifications of Islamic education professors. The seven-step Colaizzi method was used to analyze the research data. The findings showed that the professors of Islamic education courses are in a good and favorable situation in terms of behavioral and moral characteristics. In terms of scientific or specialized qualifications, although there are relatively suitable conditions, it is necessary to have more scientific capacities and preparations. Finally, in terms of teaching method, considering the existing challenges, there is a serious need to improve their capabilities in the field of using various teaching methods. Increasing the effectiveness of Islamic education courses in achieving their goals requires the promotion of professional qualifications in the three dimensions mentioned, especially scientific aspects and teaching methods.

With the outbreak of Covid 19 disease, many jobs and organizations have been closed, and universities are no exception to this rule, and this issue has imposed a great psychological burden on students. Thus the purpose this research was investigating different dimensions of coronary anxiety among students in University of Kashan. The type of research was descriptive-survey and statistical population consisted all of students at University of Kashan in academic years 2021-2022 (N=7452) that by Cochran Formulate and accidental sampling 434 ones, selected as sample. In order to collect datas used from a researcher-made questionnaire of coronary anxiety in 39 closed-response items in five components (social-communication anxiety, economic-financial anxiety, religious-spiritual anxiety, mental anxiety and physical anxiety) on based five-point Likert scale with a standard score 3. By using Cronbach Alpha Coefficient, the questionnaire reliability was estimated to be 0.95. Data’s analysis done in two level of descriptive & inferential. The results showed that the mean of all components of corona anxiety was higher than the average (3). The highest average was related to physical anxiety component with mean and standard deviation (4.46±0.72). There is a positive and significant correlation between all dimensions of corona anxiety. The highest correlation between physical and mental anxiety was 0.67. Also, there was no significant difference between students’ corona anxiety according to gender.  According to the results of the research, the mean of all the components of corona anxiety in social-relational, economic-financial, religious-spiritual, psychological & physical dimensions was above average and somehow in an unfavorable situation. There is a positive & significant correlation between all dimensions of corona anxiety. With the increase of corona anxiety in every dimension, anxiety in other dimensions also follows. Because anxiety, as a variable, creates and threatens health in different dimensions and has been confirmed by many researchers in numerous studies.

One of the most important functions of the educational system in any society is to try to develop the identity of students of different grades and levels of education so that they have the necessary skills and competencies to fulfill their individual and social responsibilities. From this perspective, one of the important requirements of educational systems is effective identity policy-making to grow and strengthen students' identities. This article, by adopting an analytical-inferential approach and reviewing scientific sources and references, has tried to explain the importance of the role and function of the educational system in fostering a balanced identity of students and and based on that provide a set of necessary policy recommendations in this area. The findings showed that the identity policy of the education system should provide the necessary conditions for a balanced and comprehensive attention to all areas of identity, realism and avoidance of mere idealism, decentralization and participation of all stakeholders as much as possible, using the hidden curriculum capacities of schools, developing all cognitive, emotional and skill abilities of learners, utilizing existing social institutions and groups in society, effective use of textbook capacities, education and provide instruction for the growth of teachers' professional competencies and the need to revise and change identity policies in line with the changes of the time. It is obvious that serious and practical attention to the mentioned policy recommendations can increase the effectiveness of the educational system in developing the coherent identity of students by reducing the identity challenges of the young generation.

The role and position of the university institution in the economic, social, cultural, and political fields is the attention and emphasis of all relevant experts. Much experimental and research evidence also confirms this fact. However, it seems that this important institution in Iran is facing many problems. In this article, one of the main cognitive or intellectual factors of the existing problems of higher education in Iran has been explained and conceptualized. This problem shows the neglect of the nature, concept, and central theme of the process of human education in Iranian universities and reducing it to an ideological and government-oriented process, as a result of which the needs and interests of students as well as social expectations from the university (at the local, regional and national levels) has been neglected. This article is an initial attempt to pay the attention of the country's higher education policymakers and planners to a deeper understanding of educational and training processes and to provide its various contexts, requirements, and requirements in academic environments. The findings of this descriptive and analytical study showed that education in the university centers of the country has become a process that has little effect on students due to various reasons, especially the adoption of quantity-oriented policies and neglect of the qualitative aspects of education. In other words, the education process in practice has not been able to in its original meaning, i.e. all-round growth and perfection, free, conscious, and critical understanding and acceptance of concepts and values and their application in the individual and social behavior of students, As a result, this education unable to fulfill his personal and social expectations.

The purpose of this inquiry was exploring teachers' methods and practices regarding homework assignment in junior elementary education. An interview-based qualititavie research method was adopted for this purpose. The Statistical population included experienced teachers in junior elementary level in the city of Kashan. 33 teachers were selected accordning to purposeful sampling method for interviewing. The interview data were analyzed through fragmental and holistic coding method in Atlas.ti software. Coding reliability was estimated to be around 0.65 to 0.75 according to intercoder aggrement and Holistic Index. After coding and stepwise refinement of codes in Atlas.ti, six semantic networks were discovered which revealed teachers’ productive use of homework: 1. As a Strategy for more complete learning; 2. As a Strategy for developing participation; 3. As a Strategy for formative evaluation and teaching improvement; 4. As a Strategy for differentiated instruction; 5. As a Strategy for giving feedback; and 6. As a Strategy for diversifying instructional activities. One complementary and substantial finding of this research is the considerable differences in teachers’ methods for homework assignment: The required time for completing homework varies to a great extent, teachers may change the nature of homework due to the pressure they experience from the parents, principal and other teachers’ side, and there is no consistent and settled approach regardning homework evaluation.

One of the most important functions of educational systems in different countries of the world is to develop the artistic and aesthetic talents and abilities of students in different educational levels. The importance and necessity of this function is largely due to the positive and constructive role and influence that the category of art has had on the individual and social dimensions of human life and human societies at different times. In fact, it should be emphasized that art and its various fields are very important areas and phenomena of human life, who’s individual and social effects have always been considered and emphasized by various experts. Art is the origin of the manifestation of the potential talents of individuals and a platform for the realization and objectification of the inner and multiple capacities of human beings. The various roles and consequences of art are important in general, especially children and adolescents, and basically, art has a lasting effect on cultivating different dimensions of human personality and the development of its various characteristics and capabilities. A person who is exposed to artistic experiences has a developed taste and feeling and receives more stimuli with a wide and deep range of his perceptions. Of course, the cognitive field also needs this ability, and artistic and aesthetic education performs this function.It can be said that art provides unique opportunities for the growth of the individual in all dimensions and is a tool for communication between the inner and outer world of human beings and not using it disrupts the growth of personality. In addition, arts and related fields such as music, painting, drama and visual arts are common phenomena among human cultures and have had an influential place throughout history. Art can be considered as a twin category of man and his life, which in its most stable and original manifestations considers the ideals, cognitions, feelings and deep and fundamental values that man relies on. It goes beyond superficial interests and cognitions. Thus, on the one hand, art helps to convey feeling, emotion, perception and cognition without the need for language and speech, and on the other hand, it is a means of recording and perpetuating human values and beliefs.Due to the constructive and positive effects and functions of art, today in educational systems, a realm called art education is mentioned, which means legitimizing and recognizing the place of art in educational centers and its curricula. Art education is effective in the development of various dimensions of individuals and in particular provides the necessary context for the discovery and promotion of the identity of children and students. Basically, the relationship between the two fields of art and education is such that even some experts believe that the main basis of education is art and art is the basis of education. Art unites our intellect and emotion, stimulates our imagination and transforms our environment. It is with this connection that eminent scholars such as Eisner, Perkins, and Gardner have sought to show that art and art education should be an integral and inevitable element of every individual's education by documenting the effects and results of art in various walks of life.Of course, in this regard, the mental and developmental considerations of learners in different educational levels should be considered. According to this expert, students basically understand certain qualities and subtleties through art and are able to apply forms of thinking that belong to the world of art. These forms require the use of processes that facilitate mental creation and re-creation. With this view, Eisner believes that in addition to the three main skills of reading, writing and arithmetic, art should be considered as the fourth basic skill in educational centers and the most important step in reforming the educational system is to provide a suitable place for art in the curriculum.But the important point is that despite the positive and multiple functions of art and art education in the flourishing of students' abilities, the amount of practical attention to this field in our country's schools and educational system is not so much and there are various problems and bottlenecks in this field. Problems that are especially emphasized by primary school teachers. Basically, reviewing and exploring school curricula from the perspective of educational and training activists, especially teachers and teachers who are their own executives and are related to the hidden and visible angles of teaching and implementation of the program, can always provide data and useful information on the implementation facts and the actual effectiveness of programs and provide the necessary grounds for qualitative and necessary reforms. Of course, researching this important area and examining its various aspects from the perspective of the implementers of the educational system, ie teachers, can provide the necessary grounds for a better understanding of the current situation and make significant changes in this area. Understanding the importance of this point, the present study has tried to deeply and qualitatively examine the status of art and art education based on the narratives and lived experiences of primary school teachers. According to the above, the main purpose of this study was to analyze the functions, implementation and challenges of art education in primary schools based on the lived experiences of teachers. The statistical population of the study included all primary school teachers in Aran and Bidgol counties in Isfahan province. Using purposive sampling method, the narratives and experiences of 19 teachers as the main participants of the study were collected, organized and case by observing the principle of theoretical saturation. Analyzed. The data collection tool was a semi-structured in-depth interview that focused on three key questions that attempted to document the lived and thought-provoking experiences of the participating teachers about the functions, implementation, and problems of elementary school art education. Klaizi seven-step method was used to analyze the research information. Findings from the research showed that the participating teachers have a good mentality about the role and various functions of art education in terms of personal and academic development of elementary students. Also, they use various activities, especially painting and handicrafts, to implement art education in classrooms.

The success and effectiveness of the various curricula of the educational system requires the identification of field realities and efforts to solve their problems. One of the most important areas and functions of the educational system in our country is religious education, which is designed to develop students' religious and moral virtues. From this perspective, the main purpose of the present study is to investigate and identify the set of problems in the curriculum of religion and life in secondary school based on the perceptions and lived experiences of the teachers of the course. The general approach of this research is qualitative according to its nature and purpose. The necessary data and information were collected and organized through in-depth semi-structured interviews with 20 teachers of religion and life who were selected by purposive sampling. Data collection was performed according to the theoretical saturation principle. Colaizzi's seven-step method was used to analyze and interpret the information obtained. The results showed that the field of religion and life curriculum in the second secondary school of the country's education system faces two main obstacles: educational problems (school-related issues and educational factors) and non-educational challenges (external realities). These barriers, each of which has its own sub-categories, in practice make the religion and high school life curriculum lack the expected educational and training functions and positive effects on students' religious and moral learning. It is obvious that the use of scientific solutions to solve the mentioned problems can make the country's educational system more efficient in the area of religion and life and also provide students with the desired religious virtues.

There has always been a lot of controversy among various scholars about the role and presence of ideology in educational systems and its most important element, namely school curricula. In fact, some support the presence of ideological elements in educational systems and shaping them, but others do not agree much with this idea. In this article, an analytical-inferential approach has been used to study and analyze some aspects and angles of this issue. By reviewing the existing theoretical perspectives and literature, the relationship of ideology with the educational system has been proposed in the two implicit (indirect) and explicit (direct) forms. In the first approach, ideology is used in the sense of fundamental values and macro-philosophical frameworks governing education, which shows only the general direction of the educational system and does not take action to engineering the current trends of education in schools and educational centers. It seems that in such a situation, the existence and presence of ideology in education can be justifiable and acceptable. But in the explicit (direct) approach, the relationship and interaction of ideology with the educational system is such that curricula are under the control and dominance of ideology and the mental and intellectual capacities of students are prepared to accept and internalize value. In this case, the role of ideology in the educational system is controversial, which itself necessitates the attention and rethinking of policymakers and planners to correct this trend.

The main aim of this study was to analyze the lived experiences of students about limitations and challenges of culture of criticism in universities and higher education institutions The dominant approach in this study was a qualitative approach that attended by 28 participants from among students of Kashan university. Purposive sampling and semi – structured deep interviews were conducted. Data analysis was performed based on the 7 step Colaizzi s technique. Depth analysis of experiences and narratives of participants showed that culture of critique in universities confronted with two challenges: extra university challenges and intra university limitations. Extra university challenges concerned with social and cultural conditions and context and its influence over conceptions and experiences of students and intra university obstacles refers to internal problems and educational limitations of higher education centers that prevents the culture of critique. Obviously, expanding and spreading the culture of criticism requires that a coherent and planned effort be made to solve these challenges in order to provide the necessary conditions for the implementation of different functions of the universities, especially its cultural, social and intellectual functions.

It is obvious that effective and efficient learning and desirable academic performance of students depends on the existence of a set of educational and non-teaching factors that their lack poses a serious obstacle to learning and realization of intended goals and objectives. The present study attempts to determine the most important factors affecting learning weakness and academic performance of second-grade female students based on the lived experiences of students in this level. The general approach to this research is qualitative in terms of its nature and purpose, during which the data were collected by a semi-structured interview with 22 female secondary school students. The seven-step Colaizzi method was used to analyze the obtained data. Analysis of the data showed that the most important factors related to the learning weakness of female high school students can be expressed and discussed in three themes or general themes. That is, individual factors (lack of academic and study planning skills, inability to decide and solve problems and purposeful planning for the future, the basic weakness of previous years' courses, lack of focus in the classroom and etc.). School factors (weakness of teachers, evaluation method, condition of classrooms, textbooks, etc.) and extracurricular factors (family problems, excessive use of mobile and cyberspace, the impact of friends and peers and major problems of the educational system) can be abstracted. Obviously, using a set of scientific solutions to deal with these factors can improve and enhance the learning of female students.

In this research we investigated female elementary students’ level of mastery over science and mathematics content and explained the nature of relationship between students’ level of mastery and learnability of content in science and mathematics. 914 female students of public senior elementary schools in Kashan were recruited. The needed data for fourth and fifth graders were gathered through researcher-made tests; the data related to sixth graders were gathered through standard exams taken from the students of this grade in the end of semester. Content validity of tests was verified by connoisseur teachers in each grade and was confirmed by structural equation modelling. For explaining the quantitative findings, we implemented 9 interviews with experienced and expert teachers which were selected through purposeful sampling method. The main analysis revealed that students learning is significantly lower than the mastery level in almost half of the science syllabus and all of the mathematics syllabus.

With attention to importance of environmental problems, the main objective of the present study was to assess the environmental literacy of secondary students and problems of environmental education from the viewpoint of teachers. The statistical population this study consisted of all high school students in Lenjan in Isfahan province in the academic year of 1365-96 (8920) and 615 high school teachers. The sample size was determined using the Cochran formula. The sample size of the students was 1067 and the sample size of teachers was 147. A multistage cluster method was used for sampling. Data were collected by two researcher-made questionnaires. The results and findings of this research showed that high school students in affective domain have required environmental literacy, but in cognitive and performance domains they have not required knowledge and skill. In addition, this study showed that the most important practical problems of the environmental education were the lack of facilities, instructional time, and the lack of communication and interaction of schools with external environmental centers. Obviously, the proper performance of the educational system in the environmental education curriculum requires that these problems and challenges be resolved.

The aim of this research was to investigate the relationship between teachers’ effective teaching skills and the students’ academic achievement in computational courses according to a process-product approach. Here, the correlation between processes (teaching skills of teachers) and products (the performance of students in final provincial examinations) were calculated. For this purpose, the teachers’ teaching skills was measured using a researcher-made questionnaire. The questionnaire was designed according to the curriculum and the dominant teaching method in computational courses in Iran’ secondary education. The teachers as research sample were selected using a cluster sampling method. The number of the collected questionnaires was 175 and the reliability of the questionnaire was estimated around 0.92 according to the Cronbach’s Alpha coefficient. At next stage, the lists of students’ final scores for each teacher were provided. At the initial analyses, it became clear that the teaching skills are interwoven with the teachers’ gender. It was also revealed that a considerable part (around 40 percent) of variance of students’ academic achievement could be explained by the variable of school type. The final analysis showed that female teachers’ attention to components such as flexibility in teaching, tendency toward mastery of students, clarity in presenting the lessons, supporting student learning, self-empowerment and utilization of others’ perspectives, diversity in teaching, giving assignments, and supervising and controlling homework are significantly related with their students’ academic achievement. On the contrary, the scores of male teachers’ students who persuade students to the pre-study of the lessons, who do multiple checking of students’ learning, and tend to do more evaluations and quizzes were significantly better, compared with the scores of female teachers’ students with inclination to these skills. It seems that the different way of the use of the effective teaching methods by male and female teachers, has different consequences on the students’ academic achievement

Creativity, as a valuable educational goal, is never obtained in the vacuum, but its acquisition and occurrence in different areas requires the prediction of a set of substrates and conditions. Thus the purpose of this research was the pathology of development of student’s creativity in the Iranian educational system.

The research in terms of methodology is survey-descriptive. The population of this study included all schools teachers and principals in secondary first period at Kashan city were 400 in the academic year 2015-2016. In this study, stratified cluster random sampling method was used. The sample size was estimated based on Cochran formula 196 sample and a questionnaire distributed among 220 teachers and principals were distributed and 196 valid questionnaires based on statistical analysis was performed. Measurement tool was a research-made questionnaire in 30 response close item on base five- scale Likert (very high until very low) and 2 respons open item about barriers and solutions for creativity growth. The questionnaire validity done as content and construct. Reliability of the questionnaire through Cronbach's alpha coefficient obtained equal to 0.91. Data analysis done in two level descriptive and inferential.

The findings showed that in the extent of the effect of creativity growth factors, the average of all components was higher than the average of three, and with 95% confidence, each of the six components had a significant effect on the creativity of the students.

According to the findings, content and learning experiences, learning strategies, evaluation methods, educational facilities and facilities, communication patterns and educational system structure are significantly effective in students' creativity. The study also identified barriers such as textbooks, teachers, school facilities, time, structural problems, assessment methods, educational environment and family had most role.

The growth and strengthening of students' intellectual skills has always been one of the main goals of educational systems in different countries. In the same time, the specific type and form of thinking and thinking skills, referred to as critical thinking, has always been emphasized by curriculum planners and theorists and experts of learning and instruction. In fact, it is assumed that the growth of students' critical thinking in a world of full of transformation and massive scientific data and information provides the necessary grounds for development of skills of evaluating, analyzing, comparing of students and rational and critical approach of them with different phenomena. This research was conducted with the aim of investigating the situation and how to attention to critical thinking among female high school students in Isfahan province. In this article, to collect information the method of educational connoisseurship and criticism has been used. This method examined critical thinking in three stages of describing, interpreting and evaluating. The results and findings from this study show that due to various reasons, the amount of attention to critical thinking in the curriculum and during educational and learning activities of the school are in a low and weak level, and therefore, there is not opportunity for the development higher level thinking skills of students.

Class culture, based on its implicit and explicit beliefs and values, can, on the one hand, promote free, motivational and confidential environment for learning in learners, and on the other hand, it may create a cold, negative, and irrational environment. Thus the purpose of this research was to evaluate class culture from the viewpoint of students in Kashan University of Medical sciences. This is a descriptive survey research. The statistical population consisted of 2148 students in Kashan University of Medical Sciences in academic years 2016-17 that 200 ones through stratified randomized sampling chosen as sample. Data gathering tool was class culture standard questionnaire with 8 items response close in term of Likert five scale. Questionnaire construction validity confirmed through factor analysis. Questionnaire reliability was estimated by Cronbach Alpha coefficient equal to 0.88. Data analyzed by descriptive (frequency, percentage, mean & standard deviation) and inferential level (one sample t-test, independent t-test, one way Anova & structural equation modeling) through SPSS . Findings showed class culture score (34.53±2.64) was upper than 30 score and the majority of students considered the class culture in university as open. Male students with score of 35.17±2.97 reported more open class culture than female students with a score of 33.91±2.1, and this difference was statistically significant (p<0.05). But there was no significant difference between students' viewpoints on the status of classroom culture in terms of college and degree of academic (p<0.05). based on results, the class culture in Kashan University of Medical Sciences is open. This is especially important in medical science  universities whose graduates at different levels and courses should have a positive balanced humanistic relationship with their peers, in order to be more confident in the quality of the duties and responsibilities involved.

With regard to the role and position of critical thinking as one of the most significant objectives and orientations of higher education, the present paper has been an attempt to investigate and assess critical thinking skills among students of humanities in order to not only provide authentic and reliable evidences but also prepare the ground for dealing with problems and improving the current situation. The target population of this study is all the students studying in the university of Kashan in the academic year of 1392-93 (N=6320). The sample of the study was drawn using a proportional stratified random sampling procedure and 365 participants were selected and they were asked to answer the questionnaire administered to them in similar conditions. The instrument of data collection was the California Critical Thinking Skills Test (Form B) which assesses the aforementioned skill on five scales: analysis and interpretation, evaluation, inference, deductive reasoning, and inductive reasoning. The results and findings of the study clearly revealed that the scores of the students’ of humanities in critical thinking were significantly lower than that of the students studying in the fields of engineering, pure sciences, and art. Additionally, no significant differences were found between the students with respect to their year of entrance to university. This finding indicates that the universities’ curriculum were unable to affect the students’ level of critical thinking skills in a positive way. Taken together, the findings of the study mark the importance of serious and full attention to the instruction of critical thinking skills in the fields of humanities.

If we recognize that the primary aim of educational systems is providing necessary conditions for comprehensive development of students, then attention to developing all of their features and existential capabilities is considered as inevitable necessity. From this point of view, in addition to the development of cognitive and intellectual aspects of the learners, planning for harmonious developing of student's feelings and emotions also requires considerable importance. But despite its significant role and status, emotional intelligence in Iran is educational system is not taken seriously for various reasons and certain views and attitudes. This study was conducted with the aim of examining the situation and position of emotions among female students in second and the third grades in a high school at Kashan. The research approach adopted in this study was one of educational connoisseurship and criticism which served for evaluate and criticized the situation of emotions in three stages involving description, interpretation and evaluation. Findings showed that a part of the inefficiency of the country’s secondary school system rooted in lack of attention and neglect of the important field of feelings and emotions.

The purpose of this study was semiotic analysis of Iran's education system that based on an analytical review paper with the "Saussure" approach. Although the study and analysis of the semiotics of education is less appealing to researchers in educational and training issues, but this can open up reflection and rethinking areas for policies, goals and educational systems, curriculum and teaching methods in classrooms. This article by adopting such an approach, has tried to study the semiotic analysis of the five signs or the central element of educational systems. the results confirmed that the educational system in terms of educational content (it does not have a constructive effect on the growth and development of different aspects of the student and the realization of educational goals), physical and physical space (no visual and aesthetic effects), teaching methods Teachers (experiencing stagnation due to one-way teacher-centered learning), assessment methods (superficial learning), and the cultural and communication environment governing schools and educational institutions (passivity, lack of participation, accountability and risk taking), and do not consistency with the goals and orientations of education. In fact, this analysis showed that unfortunately the educational system of the country in practice creates and even reproduces a series of messages, meanings and works which is incompatible with the tasks and functions inherent in the student's overall development.

Abstract: The aim of this descriptive survey research was to examine the status of dimensions of students’ religious and national identity at University of Kashan. The statistical population was composed of all students of University of Kashan in the academic year 2015-2016 (N=7132). Having used Cochran Formula and stratified random sampling method, 364 students were chosen as research sample. Then, the researcher-made questionnaires were used to gather the required information based on the five-point Likert scale. The content and construct validity of questionnaires were confirmed. Next, the questionnaires’ reliability was estimated through Cronbach Alpha coefficient as 0.73 and 0.78 for national identity and religious identity, respectively. Data were analyzed as descriptive and inferential through statistical software. Findings showed that the means of national identity and religious identity were higher than the average level. Besides, it was found that there was a significant and positive relationship between students’ religious identity and national identity. Also, there was no significant difference between students’ religious identity and national identity in terms of gender and academic degree. However, the latter difference was significant in terms of academic field.

This study was conducted to assess student's religious attitudes. The study followed the descriptive survey research of cross-sectional type and its population included Khorramabad Azad University students in 1392 to 1393 which covered 13 thousand students out of whom 145 students were selected through stratified random way. The data for this study was collected through the implementation of Serajzadeh standard questionnaire with 26 questions which covered the whole five-level Likert scale. Its validity was confirmed by the experts. The reliability of the questionnaire was calculated through the coefficient Cronbach's alpha 0/81. The results showed that the average level of religious attitudes of students at the University of Khorramabad, is more than the average 3. The highest mean is for the component of theological attitude which is the 47/4. Also, there is no significant difference between the religious attitudes of students and their average scores in different educational degrees at Azad University, but in terms of gender the different was significant.