aliasghar bayani

The present study aimed to examine the psychometric properties of the Suicide Risk Assessment Scale (RASS). To this end, 164 students from Azadshahr Islamic Azad University completed this scale. The reliability of the Suicide Risk Assessment Scale, as measured using Cronbach’s alpha, was found to be 0.76. The Cronbach’s alpha for the three subscales—intent, life, and history—was reported as 0.76, 0.67, and 0.67, respectively. The construct validity of the scale was assessed through convergent validity by administering the Satisfaction With Life Scale (SWLS) and the Suicide Behaviors Questionnaire-Revised (SBQ-R). The scale demonstrated a positive correlation with the Suicide Behaviors Questionnaire and a negative correlation with the Satisfaction With Life Scale. Based on the findings of this study, the Suicide Risk AssessmentScale can be considered a useful measure in psychological research.

Education is a complex endeavor and one of the fundamental pillars of human culture, evident and undeniable within educational systems. The present study aims to investigate the educational views of Makhtumkuli Faraghi, Molla Ahmad Naraqi, and Khwaja Nasir al-Din Tusi with a focus on their objectives. The research method is descriptive-analytical and belongs to the category of comparative studies. Data collection was conducted using library research, and data recording forms were utilized as tools for gathering information. Information was collected through reference to credible sources. The population includes all books, theses, journals, and studies related to the research topic. Sampling was performed purposively. Qualitative analysis, classification, and comparison methods were employed for data analysis. Subsequently, the similarities and differences in the perspectives of these three prominent thinkers regarding educational objectives were analyzed and evaluated. After data collection, it was found that there are similarities and differences in the educational perspectives of Molla Ahmad Naraqi, Khwaja Nasir al-Din Tusi, and Makhtumkuli Faraghi regarding objectives. All three regard achieving individual and societal prosperity, perfection, and proximity to God as the primary and most significant goal of education. Khwaja emphasizes the balance between the three human faculties (desire, anger, and intellect) as the cornerstone of his educational views. All three emphasize attaining truth as a central aim in selecting educational objectives.

The present research was conducted with the aim of identifying the needs and goals of adult literacy curriculum.

The mentioned research is fundamental-applied in terms of purpose, and in terms of information data, this research is qualitative. The statistical community in the research included organizational experts (Directors of the Literacy Movement, Vice- Presidents of Education Curriculum) and academics (University Faculty Members) as well as 30 relevant scientific documents and documents. In this research, to determine the sample purposive sampling method was used in which 20 people were considered as the sample size using the principle of saturation. Semi-in-depth interviews were used in the qualitative part of this study. To ensure the validity of the tool in the qualitative part of the research and to ensure the accuracy of the findings from the researcher's point of view, the opinions of professors familiar with this field and university experts who were experts and knowledgeable in this field were used. In the current research, retest reliability and intra-subject agreement method were used to calculate the reliability of the conducted interviews. The method of data analysis in the qualitative part of the theoretical coding was derived from the data theorizing method. Therefore, the analysis of the data obtained from the interviews and documents was done in three stages of open, central and selective coding, and based on this the research concepts and categories were classified.

The results of the research showed that the necessity of designing the adult literacy curriculum includes skill development and dynamic performance, and the goals of designing the adult literacy curriculum included strategic adaptability and strategic competence. Also, the findings of the research indicate that the literacy of adults ends with their better performance and optimal performance is the necessity of curriculum design. Meanwhile, employment creation is considered as one of the factors of dynamic performance.

One of the problems of every society is the neglect of happiness and cheerfulness, which causes an increase in mental illnesses such as anxiety and depression. Life becomes meaningful with happiness and in the light of that, students can build themselves and climb the peaks of conduct and the steps of progress. The present research was conducted with the aim of extracting and identifying the components of the necessities of designing a happy school model in elementary school. This research was conducted with a qualitative approach and qualitative content analysis method. The statistical population was all specialists in the field of psychology and educational sciences, and the data collection method was a semi-structured interview, and 20 experts in the field of educational sciences were interviewed. In order to analyze qualitative data, inductive qualitative content analysis method was used. The research findings consist of 26 categories, which include 3 main categories and 6 subcategories. The results showed that happy schools are associated with enthusiasm, excitement, and with students playing. Studies have shown that when children leave a school that is not happy, they vent their energy outside. What is better, that the atmosphere of the school is happy and is accompanied by games in the environment and cheerfulness of the class so that the atmosphere of the school is accompanied by intimacy. . We know that happiness affects the mental, psychological and physical health of a person. Proper nutrition plays a significant role in better learning and student vitality

One of the inherent duties of the Cultural and Social Affairs Department of Farhangian University is to extend the governance of cultural and social spheres across all dimensions of the university. In this regard, numerous and diverse plans and activities have been implemented in recent years. The aim of this article is to analyze the cultural and social activities conducted at the university level and to provide an optimal model in this context.

The Three-Branch Model was used as a theoretical framework. The method employed was mixed, comprising both qualitative and quantitative sections. The qualitative sample population included 30 cultural experts selected through purposive sampling. The quantitative sample population consisted of 194 active members of student organizations, chosen through stratified random sampling. Data collection techniques included in-depth interviews and questionnaires.

The findings indicate that structural factors (0.195), behavioral factors (0.368), and contextual factors (0.312) play significant roles in the formation of issues and problems in cultural and social programs and activities. Additionally, the regression results show that 63% of the variance in the dependent variable is explained by these three variables: structural factors, contextual factors, and behavioral factors.

The findings of this study indicate that the structural, behavioral, and contextual factors play significant roles in shaping the outcomes of cultural programs and activities at Farhangian University. This section discusses the implications of these results, drawing on relevant literature to highlight the broader context and potential strategies for enhancing the effectiveness of cultural programs in higher education.

Considering the importance of observing research ethics in the research process and the importance of teaching it to graduate students, this study was conducted with the aim of designing and validating a professional research ethics curriculum model for graduate students of Iranian higher education centers.

This research was conducted in the framework of a mixed approach (qualitative-quantitative) and using conventional content analysis. The statistical population was in the qualitative and quantitative sections of all university professors in Golestan province. In the qualitative section, 14 faculty members were selected by purposive sampling method to reach the level of theoretical saturation. In the quantitative section, 181 people were randomly selected to test the model. The research tool was a structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. The obtained data were analyzed in the qualitative part using maxqda software and in the quantitative part using pls software.

The findings of this study included 166 open source that similar data were combined through comparative analysis and finally 23 subcategories and 12 main categories were presented. The main categories (changing the structure of research, helping the globalization of science and technology, recognizing plagiarism) for necessity, (teaching ethical considerations, improving indicators, information literacy, collaborating with medical sciences) for the target element, (scientific principles, requirements Research ethics (for content) (interactive and non-interactive methods) for the element of teaching-learning methods and (formative and final evaluation) for the element of evaluation were extracted.

The model extracted from qualitative data has a good fit with the quantitative data collected from the participants in this study. Therefore, monitoring research activities and getting help from the field of medical sciences to design a student curriculum model can have the greatest effect on observing research ethics.

The current research was conducted with the aim of designing a curriculum model for adult literacy.

In terms of purpose, this research is fundamental-applied, and regarding data type, it is qualitative. The population in the study included experts from the organization (literacy movement managers, deputy ministers of curriculum education) and academia (university faculty members), as well as 30 relevant scientific documents and records. In this research, purposive sampling was used to determine the samples, considering 20 individuals based on the saturation principle as the sample size. Semi-structured interviews were utilized in the qualitative part of the current study. To ensure the validity of the tool in the qualitative section of the research and to ensure the accuracy of the findings from the researcher's perspective, opinions from professors familiar with this field and academic experts who were knowledgeable and skilled in this area were sought. In the current study, test-retest reliability and intra-subject consensus method were used to calculate the reliability of the interviews conducted. The data analysis method in the qualitative section was theoretical coding. Therefore, the analysis of data obtained from interviews and documents was carried out in three stages: open coding, axial coding, and selective coding, and based on this, the concepts and categories of the research were classified.

The results of the research showed that the objectives of the adult literacy curriculum include adaptability to the environment and strategic competencies. Also, the content of the adult literacy curriculum includes content selection and content organization. Teaching and learning methods in this research include the transmission method and the activity-based method. Finally, the results showed that the evaluation method of the adult literacy curriculum includes goal-based evaluation, method-based evaluation, and content-based evaluation.

Each theme and its subthemes underscore the comprehensive approach required to design an effective adult literacy curriculum. The curriculum must be adaptive, strategically competent, well-organized in content, employ effective teaching and learning methods, and incorporate multifaceted evaluation strategies to meet adult learners' diverse needs and promote sustainable literacy education.

Virtual education in crisis such as corona virus pandemic is very important. Thus, teachers should earn necessary competencies for virtual education. The aim of this research was Investigation the professional competencies of guidance school teachers for virtual education teachers.

Research method was qualitative method with formal content analyses. Population was documents and records (in Persian between 2013-2021) related to professional competencies for virtual education teachers and specialists of curriculum, education and psychology in Golestan province. Sample were 16 documents and 13 specialists of curriculum, education and psychology that selected by purposely sampling and saturation rule. Instruments were writing fiches and semi-structured interview with specialists. For accomplish the study, studied the documents and interviewed with specialists and analysis content of texts and interviews by qualitative content analysis. In order to reliability used transformability and confirmability.

By analysis of contents and coding data, extracted 59 concept, 12 subcategories and 4 basic category. Basic categories include technical skills, teaching and learning activities, cognitive skills and attitudes and characteristics.

It's desirable in selection of guidance school teachers for virtual teaching pay attention to competencies for virtual education and if teachers didn't have this competencies they should gain thems.

The curriculum is a central element in any educational activity, and the present study aimed to design and validate an environmental education curriculum model for higher education based on the "Aker" approach.

This study used a mixed-methods approach, where the qualitative sample consisted of academic and organizational experts familiar with the research field, and the quantitative sample included curriculum specialists, textbook authors of the Ministry of Education, and environmental experts. The qualitative and quantitative research samples comprised 22 and 191 individuals, respectively, selected according to the principle of theoretical saturation through purposive non-random sampling and Cochran's formula with convenience non-random sampling. The research tools were semi-structured interviews and researcher-made questionnaires in the qualitative and quantitative sections, respectively, whose psychometric indices were confirmed. Data were analyzed using coding in Nvivo software and exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software.

The qualitative findings indicated that the environmental education curriculum model for higher education based on the "Aker" approach contained 87 concepts across 10 elements; namely, 13 concepts for program logic, 15 for program objectives, 13 for educational content, 7 for teaching and learning activities, 9 for instructor characteristics, 7 for educational materials and resources, 5 for educational space and setting, 8 for grouping, 4 for instructional time, and 6 for assessment. Additionally, the quantitative findings showed that the factor loadings, average variance extracted, and composite reliability of the elements were respectively higher than 0.40, 0.50, and 0.70. The fit of the environmental education curriculum model for higher education based on the "Aker" approach was appropriate, with all path coefficients being higher than 0.50 and significant at the 0.001 level.

According to the environmental education curriculum model for higher education based on the "Aker" approach and its concepts, planning for the design and application of an environmental education curriculum is essential.

Considering the role of entrepreneurship in the growth of society, every country is expected to persuade its citizens regarding entrepreneurship. The main goal of this research was to identify and analyze the psychological elements involved in the pattern of persuasion regarding entrepreneurial behaviors based on cognitive and emotional approaches.

This research was a qualitative and exploratory research based on grounded theory. Data collection method included semi-structured interview, and statistical population includes entrepreneurs of Mazandaran's agriculture and transformation industries and entrepreneurship and management professors. The sample included those who could give expert opinions in relation to the objectives of the current research, and their sampling method was determined in a purposeful and snowball manner. Considering the principle of theoretical saturation, the sample number was 21 including 13 entrepreneurs (organizational experts) and 8 university professors (theoretical experts). 

Findings of this research by conducting semi-structured interviews, 982 codes related to the concept of persuasion were identified.Then, these codes were analyzed in three stages by open, central, and selective coding methods, and based on the qualitative method of category analysis, the codes were classified into 27 subcategories, 12 main categories and in 5 axes, including motivational factors (needs-oriented motivation, cognitive motivation, emotional motivation), contextual factors (personality type, knowledge, skills, experience), intervening factors (entrepreneurs' values), strategies (ways self-oriented coping, environmental strategies) and consequences (material and organizational achievements and spiritual and individual achievements), around the central category (behavior persuasion). 

The research results were formed in the form of a paradigmatic model and a conceptual model. The findings of this study can be effective for persuading students and those interested in entrepreneurship.

The purpose of this research was to analyze the role of media literacy education in improving the communication skills of undergraduate students. In this research, which was conducted with a mixed approach (qualitative-quantitative), Delphi method was used in the qualitative part and survey method was used in the quantitative part. The tool for collecting information in the qualitative part was interview and in the quantitative part, questionnaire. The statistical population of the qualitative part is faculty members specializing in the field of education and psychology curriculum planning, as well as English written documents related to media literacy, and in the quantitative part, faculty members and professors in the fields of psychology and educational sciences of universities and higher education institutions whome were in Golestan province. The samples in the qualitative part were selected purposefully by conducting 17 semi-structured interviews until data saturation, and in the quantitative part, 322 people were selected by available sampling method. For data analysis in the qualitative part, conventional content analysis and Delphi method were used, and in the quantitative part, the structural equation model was used. From the analysis of the findings, 30 concepts, 7 subcategories and 3 main categories were obtained. The results showed that media literacy education plays a role in improving students› communication skills, including: improving mental skills and knowledge, managing media and information, and training the ideal citizen.

In today's evolving world, managers are one of the key levers in the management of organizations; Given that managers have a vital and decisive role in the heart of organizations, their competencies must be strengthened.

The purpose of this study was to design a model of dimensions and competency components of primary school principals.

The present study was based on the purpose of the applied type and in terms of approach was exploratory mixed research. In the qualitative phase, the content analysis method was used and in the quantitative phase, the contextualization method was used. In the qualitative phase, the data collection process consisted of 18 semi-structured interviews with experts. Purposeful sampling was continued until data saturation. Data analysis was performed simultaneously with their collection and by the method of concepts, subcategory and main category. In a small phase, the statistical population of primary school principals in Bushehr province was 521 people, which according to the Jersey-Morgan table, 230 people were selected by multi-stage cluster sampling method. In order to validate the identified pattern of the qualitative part, confirmatory factor analysis was used using PLS software.

The combination of qualitative and quantitative results showed that the pattern of dimensions and components of competence of primary school principals with four dimensions: personal, occupational, communication and knowledge competencies and eight components: personal, moral, educational, managerial, behavioral, social, General knowledge and professional knowledge were approved. The results of the confirmatory factor analysis showed that all factor loadings are higher than 0.4 and the model is significant at the confidence level (95) percent, and the fit of the model was confirmed with a value of 0.435.

The model of competencies of primary school principals is a good guide to identify the contexts, conditions, indicators, obstacles and consequences of the development of competencies of principals in order to develop the competencies of teachers and students of primary schools, which is the foundation of the system. Is educational, provide.

The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in the evaluation and valuation of Golestan province who participated in the research through semi-structured interviews using property-based sampling method. The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in measuring and valuing Golestan province who, using criterion-based snowball sampling method, 20 data saturation individuals participated in the study through semi-structured interviews. Data were analyzed using MAXQDA coding method and software in three steps of discovering concepts, subcategories and main categories. Based on the findings, assessment and valuation strategies in the junior high school curriculum are classified into four main categories: hierarchical, inclusive, specialist-oriented, and mixed. A hierarchy based on purpose and action-oriented, inclusive, need-based, expert-centered, as well as mixed, can be considered as participatory and multidimensional. The findings indicate that the first intermediate course of our country faces a great challenge in the field of assessment and evaluation in the curriculum. Therefore, it will be possible to solve it with the correct application of assessment and valuation strategies in the curriculum of this course by teachers by holding training workshops.

The present research was conducted with the aim of identifying the principles and components of blended learning in multi-grade classes of the elementary school. The research was conducted with the qualitative content analysis method. The target population was the faculty members of the Department of Educational Sciences, experienced teachers of multi-grade classes in Golestan province, and written documents related to the subject. The participants included 15 experts in the field of learning, experts in the field of technology and experienced teachers in the field of multi-grade classes in 2019. Also, the written documents included theses, articles, magazines and books in the field of blended learning and multi-grade classes, which were selected by purposeful sampling. Data were collected by conducting semi-structured interviews and reviewing written documents. For data analysis, qualitative content analysis method, MaxQDR software and manually were used. The collected data were converted into concepts and categories. Lincoln and Goba method was used to ensure validity and reliability of data. Therefore, four criteria of reliability, transferability, reliability, and verifiability were used for evaluation. Finally, 7 main categories, 15 subcategories and 45 concepts were obtained. The findings of the research showed that the principles of blended learning in multi-level classes include the innovation of teaching methods, the updating of technology literacy, high-quality educational opportunities and skill-learning, flexibility in the content of courses and components, including the expansion of the culture of research and evaluation, the intelligent use of new teaching technologies, the development of scientific and professional competence of teachers.

Life skills are essential and integral methods and skills for a stable and healthy life. Higher education has a vital opportunity to influence the future by significantly improving citizens' life skills. The aim of this study was to determine the need to design a life skills curriculum model for undergraduate students in Iranian higher education centers.

This study was conducted with a qualitative approach and content analysis method. Participants included 15 experts in life skills and 15 written documents. Purposeful sampling method was used to select individuals. Data were collected through semi-structured interviews up to saturation stage and analyzed by MAXQDA software.

Findings included 149 primary codes which were finally extracted by merging the initial codes, 52 codes, 7 subcategories and 3 categories; Achieving self-fulfillment category "includes sub-categories: achieving personal and educational goals and increasing physical and mental health (mental well-being)", social welfare category "includes sub-categories: meeting the needs of society, promoting psychosocial abilities, prevention and reduction of injuries Individual and social and strengthening social relations "and the category of helping to solve life problems" included the following categories: prevention and solving life challenges, preparing students for work and marriage and financial management.

The findings showed that designing a life skills curriculum is essential for students in higher education centers and causes them to achieve self-fulfillment and helps to increase social well-being and solve life problems.

There are many and diverse curricula in the educational organization, and this research was conducted with the aim of designing a curriculum pattern based on the components of aesthetics and art in the period of secondary school.

The current research in terms of purpose was applied and in terms of implementation method was qualitative. The research population had two sections of written documents related to the subject, which 35 documents with the purposeful sampling method were selected as samples and experts related to the subject, which 15 people using the snowball sampling method were selected as samples. The research tool was note-taking of documents and interviews with experts, whose validity was confirmed by the methods of acceptability and verifiability, and its reliability was obtained by the method of the agreement coefficient between two coders of 0.86. Data were analyzed by open, axial and selective coding method in One Note software.

The findings showed for curriculum pattern based on the components of aesthetics and art in the period of secondary school was identified 485 indicators, 24 components and 10 dimensions in four elements of goal, content, teaching methods and evaluation, so that in the goal element had 2 dimensions and 5 components including skills (with 2 components of acquisition goals and cognitive and metacognitive goals) and individual (with 3 components of learner-based goals, aesthetic goals and moral goals), in the content element had 3 dimensions and 8 components including environmental (with 2 components of learning environment and learner-based content), artistic-cultural (with 2 components of content based on society and culture and content based on art and aesthetics) and content form (with 4 component of literary form, representational form, visual form and drawing/visual form), in the teaching methods element had 3 dimensions and 7 components including artistic (with 2 components of aesthetic-oriented and nature-oriented), innovative (with 2 components of creativity-oriented and team-oriented and participation-oriented) and technical-humanistic (with 3 components of media-oriented, project-oriented and workshop-oriented and the ability of the teacher in teaching) and in the evaluation element had 2 dimensions and 4 components including scientific (with 2 components of qualitative evaluation and evaluation based on results) and artistic-ethical (with 2 components of aesthetic evaluation and moral evaluation). Finally, a curriculum pattern based on the components of aesthetics and art in the period of secondary school was designed.

The designed curriculum pattern based on the components of aesthetics and art in the period of secondary school of the present research along with other designed patterns can be used by experts and curriculum planners in designing a comprehensive curriculum pattern.

the purpose of this study was to design a model for curriculum development in Preschool (4-6 age) period. in this regard , the present study was applied in terms of purpose and in terms of data collection , phenomenological approach was used and semi - structured interviews were used to identify the most important components of non - structured curriculum elements. Data collection method was phenomenological approach and semi-structured interviews were used to identify the most important components of Model. The statistical population were specialists in the field of Preschool education. In order to analyze the findings, open, axial and selective coding was used. In order to determine the validity and reliability of the findings, the survey of colleagues and a number of questionnaires were used for validation. The obtained results were analyzed using van Manen method. The results showed that in the field of goal, 17 component, in the field of content 14 component, in the field of teaching 10 component, in the field of evaluation 7 component, in the field of place 18 component and in the field of time 10 component and totally 76 component realized.

Curriculum in any country is the center of educational activities, and considering the differences in the curriculum, the purpose of this study was comparing the process of training, learning and evaluating in the Iran's national curriculum with curriculum theories.
This study in terms of purpose was applied and in terms of execution method was comparative. In this study, the research population was all curriculum documents and related theories in this field, which its example was Iran's national curriculum document and the made criticisms in this field and curriculum theories experts, which they were compared in terms of the process of training, learning and evaluating. The recorded data from document and criticisms and interviews with experts about the process of training, learning and evaluating were compared in the Iran's national curriculum with curriculum theories. In this study, validity was confirmed by triangulation method and reliability was obtained by Cohen's kappa coefficient method 61.8 percent.
The findings showed that the Iran's national curriculum in addition to differences with curriculum theories in terms of the training process, considers training as a basis for innate tendencies expressing, recognizing the success of the learner and continuously improving it and influencing the students' perspective in relation to themselves, God, others and creatures, in terms of the learning process, considers learning as a result of creative interaction, purposeful, active learner and diverse environment, and in terms of the evaluating process, considers evaluating as a clear and comprehensive picture of the current situation, specifying the student's distance with the next situations and its modification, according to the student's capacities and needs, basic for selectivity and self-management, basic for student's continuous growth with an emphasis on self-evaluating, use of other evaluating methods, improvement of the student's position and attention to learning deficiencies while maintaining human dignity as an opportunity to reform and improve the educational system.
The Iran's national curriculum while paying attention to the characteristics of curriculum theories, should be re-designed on the basis of the country's social and cultural system and in line with the realization of the main ideal, that is closeness to God and a virtuous life

One of the functions of the educational institution is to strive for the growth and flourishing of students' artistic and aesthetic abilities and talents. The purpose of this research is to design and validate the elements of the curriculum model based on aesthetics and art components.

The research method is qualitative-quantitative, the statistical population in the qualitative section includes experts and specialists in the field of curriculum based on aesthetics and art and related written documents. With the subject including scientific articles and researches, authored related books and the document of the fundamental transformation of education and in the quantitative section, curriculum planning experts, textbook authors, specialists and planners of the Ministry of Education and art specialists in the summer of 2022 were unlimited in number, in the qualitative section was determined by snowball sampling method for experts and targeted sampling for documents, 15 experts and 35 documents (texts) appropriate to the objectives and questions of the research, and in the quantitative part, to measure the model, a researcher made a questionnaire of 96 balls with sampling method. The available floors were distributed among 250 samples. To determine the validity and reliability in the qualitative stage, the necessary checks including acceptability (expert review) and confirmability (expert review) were used.

In the quantitative stage, the validity of the questionnaires was confirmed by three methods form, content and structure. Reliability was also estimated and confirmed by three methods of determining factor loadings of items, Cronbach's alpha of components (between 0.718 and 0.931) and combined reliability (between 0.774 and 0.951). Qualitative data were analyzed with content analysis technique with open, central and selective coding in One Note software and quantitative data were analyzed with structural equation modeling technique and exploratory and confirmatory factor analysis, Friedman and Spearman correlation tests in SPSS and Smart PLS software. The results of the qualitative part indicated that in the "goal" element, 162 final codes in the form of 5 subcategories: acquisition goals, cognitive and metacognitive goals, learner-based goals, aesthetic goals, and moral goals, in 2 categories: skill and individual, in "Content" element, 141 final codes in the form of 8 subcategories: learning environment, learner-based content, community and culture-based content, art and aesthetics-based content, literary form, performance form, visual form, and drawing/visual form. They were placed in 3 categories: artistic-cultural, environmental and content form. In the "teaching methods" element, 129 final codes in the form of 7 subcategories: aesthetic-oriented, nature-oriented, media-oriented, project-oriented and workshop-oriented, teacher's ability in teaching, creativity-oriented, and team-oriented and participation-oriented, in 3 categories: artistic, technical - humane and innovative and in the "evaluation" element, 53 final codes in the form of 4 subcategories: qualitative evaluation, results-based evaluation, aesthetic evaluation and ethical evaluation, were placed in 2 categories: scientific and artistic-ethical.

The results of the quantitative part showed that all dimensions and components of the research model were confirmed.

Lack of knowledge of reading skills causes students not to get good results from their efforts. Designing a curriculum for learning and study skills is very important in improving the quality of the educational system and individual empowerment of students. The purpose of this study was to investigate the need to design a curriculum for study and learning skills in the Iranian higher education system.

The present study, as a qualitative one, used the content analysis methodology. In order to reach the consensus among experts, a semi-structured interview was used, which showed theoretical saturation in the fifteenth interview. Then, the data obtained from the interviews were coded using the contractual content analysis method, and finally, the data analysis was performed through MAXQDA10 software.

The results of the analysis of the findings included 119 initial codes. Eventually, by merging similar codes, 54 final codes, in 6 subcategories and 2 main categories, were extracted. The main category of "improving the quality of education" includes the subcategories of "improving the quality of learning", "academic achievement" and "creating interest and motivation" and the main category of "individual empowerment" includes the subcategories of "promoting self-confidence", "helping the innate talents" and "identification of study techniques".

The findings indicate that designing a curriculum for study and learning skills in the higher education system can be a constructive aid for the promotion, empowerment and development of students.

Entrepreneurship is the process of identifying, evaluating and exploiting new business opportunities, and identifying these opportunities is based on an intuitive approach. The purpose of this study was to analyze the factors affecting organizational entrepreneurial intuition which has been done as a case study in Bank Melli Iran. This research was applied in terms of purpose and descriptive-survey in terms of implementation method, which was done with a mixed exploratory approach. The statistical population in the qualitative stage was 30 academic and organizational experts who were selected by judgment and snowball method. In the quantitative stage, all managers and heads of branches of Bank Melli Iran were 3476 people, the sample size according to Krejcie and Morgan table 346 The sample was determined and simple random sampling method was used. The Delphi method was used to identify the factors and the structural equation modeling method with Smart PLS3 software was used to analyze the relationships between variables. Delphi results showed that the factors affecting organizational entrepreneurial intuition include 42 components in seven dimensions (intuitive cognitive style, risk-taking, intuitive expertise, intuitive insight, opportunity recognition, ambiguity tolerance, intuitive judgment). Also, the results of structural equation modeling showed intuitive cognitive style (0.387), risk-taking (0.406), intuitive expertise (0.410), intuitive insight (0.395), opportunity recognition (0.322), ambiguity tolerance (0.341) and intuitive judgment (0.359) have a positive and significant effect on organizational entrepreneurship intuitions in Bank Melli Iran.

The goal of this study is to "explain the objectives of the family education curriculum in primary school." The research approach was qualitative and the method was Conventional Content Analysis (Inductive approach). The target populations was 20 faculty members of curriculum planning groups, sociologists, family education counselors and psychologists, and were selected by purposive sampling. The data collection method was Semi-structured interview. For data validity and reliability, Credibility and Verification criteria were used. To analyze the data, Induction-based Conventional Content Analysis was used. Data analysis led to the extraction of 70 concepts, 12 sub-categories and 5 main categories. The main categories that have emerged include: "Promoting media literacy", "Awareness towards life etiquette and skills", "Family participation and the role of parenting", "Knowledge of the growth and life stages of children" and "Knowledge of the principles and bases of education". The results can facilitate the better planning and implementation of family education courses in primary schools, and the planners and facilitators of these courses can also apply them in the practical dimension.

For entrepreneurship intuition, having a model is important and based on the model indicators, it is possible to provide a model for organizational entrepreneurship intuition in Bank Melli Iran. This research is applied in terms of purpose and exploratory in terms of nature. In this study, using interviews and studying the theoretical foundations and researches, the indicators of organizational entrepreneurship intuition were extracted and with the fuzzy Delphi approach from the members of selected experts, the pattern of organizational entrepreneurship intuition in Bank Melli Iran was identified with forty-two indicators Intuitive cognitive style, risk-taking, intuitive expertise, intuitive insight, opportunity recognition, tolerance of ambiguity, and intuitive judgment are presented. The proposed model can be used locally in Bank Melli Iran and provide the basis for the development of organizational entrepreneurship in this bank and enable them to extract comprehensive plans and measures of improvement of the management system pathology and their position. Evaluate the organizational maturity process.

One of the most important practical approaches is awareness of study and learning skills in order to improve the quality of learning and empowering students to reach the success in education. The aim of present research is to design the scopes of curriculum for the study skills and learning of under graduated students in the Iranian higher education system.

Present research accomplished by qualitative approach and content analysis method. Participants were included 15 Specialists in educational psychology and educational sciences in the academic year(97-98) and 18 Written document related to study and learning skills. Targeted sampling was used to select individuals. Data were collected through the semi-structured interviewers up to the saturation stage and analyzed with the MAXQDA 10 software.

The consequences of the analysis were consisting of 118 initial codes that are given finally with the combination of codes, 33 final codes, 7 substratum and 2 main stratums. The main stratum were consisting of substratum Improving the level of individual ability (raising the level of self-esteem and self-productivity), (increasing the level of memory ability and effective learning), (creating enthusiasm and motivation in learning) and (paying attention to innate and natural talents), the main substratum(educational quality) associated with substratum (improving the quality of education in higher education), (training critical and critique students) and (time management) were included.

Due to the awareness of students with study and learning skills that improves their level of performance and academic achievement, it is necessary to predict the course of study and learning skills in the under graduated student curriculum.

The aim of this study was to extract the components of creative and critical thinking skills in the elementary school Iranian educational system. To conduct this research, a qualitative approach and a qualitative content analysis method have been used. The statistical sample consisted of 12 experts in educational sciences and psychology who were selected using purposive sampling. The data collection method was a semi-structured interview. Inductive qualitative content analysis was used to analyze qualitative data. The research findings included 8 main categories, 19 main subcategories and 88 concepts for the 4 elements of basic objectives, teaching content, teaching-learning methods and evaluation methods. First, in the section of the main objectives of teaching creative and critical thinking based on the opinion of experts, two main categories of intrapersonal skills and extrapersonal skills were extracted. In the next step for the educational content, the main categories extracted were: planning and problem solving and teaching communication and critical skills. The next element that was examined was teaching-learning methods, for which the main categories extracted were creative teaching-learning methods and critical teaching-learning methods. In the final part the components were reviewed and evaluated. According to experts, the two main categories of performance evaluation and integrated evaluation were extracted.