alireza assareh

The present study aims to identify the factors influencing the implementation of the STEM curriculum from the perspective of teachers, using a qualitative approach and the grounded theory method. The participants included 13 teachers, principals, and educational experts from primary schools in Sarpol-e Zahab County, selected through purposive theoretical sampling. Data were collected through semi-structured interviews and focus group discussions. The results showed that the factors influencing the implementation of the STEM curriculum can be categorized into three groups: antecedent conditions (the need for continuous improvement), contextual conditions (effective teaching skills), and intervening conditions (environmental factors). Additionally, various strategies and implications were proposed for the successful implementation of the STEM curriculum, including optimizing the curriculum, addressing students' needs, enhancing participation and interpersonal interaction, implementing inquiry-based teaching, holding questioning sessions, encouraging individual exploration, applying practical content, fostering creativity, improving critical thinking and problem-solving skills, advancing academic performance, self-assessment, having a holistic view, using skills in the real world, developing teamwork skills, increasing responsibility, nurturing ethical values, and adapting to the environment. The results indicated that the successful implementation of this program depends on environmental conditions and requires empowering teachers through professional training, improving teaching skills, and providing supportive frameworks within schools.

The education system in any society has numerous functions, one of which is the effort to realize and strengthen national identity. This research aims to represent and analyse teachers' lived experiences of how national identity is institutionalized in elementary school students. The design of this research is qualitative and uses a phenomenological method. Data was collected using semi-structured interviews. The participants in this study were eight elementary school teachers in Tehran who were selected through purposive sampling and the interviews continued until theoretical saturation was reached. The interviews were analysed using the Colaizzi model. By analysing the teachers' lived experiences of how national identity is institutionalized in elementary school students, 29 basic themes were initially identified and categorized. These basic themes were then grouped into a more general category of first organizing themes (cultural, historical, geographical, educational, religious, Persian language and literature, and social dimensions). Based on the study of identity in this study and an in-depth analysis of teachers' lived experiences, various factors influence the institutionalization of students' national identity, some of which include creating measures to prevent absorption into a foreign culture, familiarity and creating a sense of belonging to the country's history, attention to innovation and creativity in strengthening national identity, attention to teaching commitment and conscientiousness, the need to pay attention to the attractive presentation of Persian culture and literature, cooperation and participation of other social institutions, and the influence of the media.

The purpose of study was to compare the characteristics of written textbooks with electronic textbooks in the field of curriculum. The data collection method was documentary includes primary and secondary sources that have been collected by referring to foreign and Iranian databases. Data analysis and presentation of the results were done by using George Bereday comparative method. The findings showed that in terms of similarities, it can be inferred that both types of books pay attention to ease of transmission while integrating the contents, ease of reading, simple and convenient use for all people, coherence of the contents, and diversity of use. In terms of the differences, e-books specific features such as diversity in subject, diversity of authors, more attention to the social and individual needs of the audience, attention to modern theories of the curriculum. E-books have general features such as remote access, support for multimedia facilities, no need for physical space, ability to zoom in on the screen, adjust page and font to the desired size, search and print, easy and cost-free shipping, reduce the price, and no storage space. The specific features of the written books in the field of curriculum include similarity and repetition of the topic and dominance of famous authors in the field of publication. The general features of written books are repetition of printing, increased concentration while reading, no need to communicate with the Internet, no need for computer and other tools for reading, reduction of damage to the eyes, less use of fatigue and physical damage, the ability to touch and communicate more with the book, and an increase in desire and the passion for reading comes from looking at books in one's own library. According to the findings, it seems that the field of curriculum is going through a gradual evolutionary process in terms of the way the audience has access to resources affected by technological developments in Iran.

The present study was conducted with the aim of identifying and prioritizing factors influencing school dropout in the Iranian education system. This research is applied in terms of its objective and mixed-methods in terms of data type, with the nature of the content analysis being based on interview texts. The statistical population included experts in the field of school dropout. In the content analysis section, the sample size consisted of 15 interviewees selected based on the principle of saturation and purposeful sampling. For the content analysis, the validity of the interview questions was reviewed by experts, and reliability was calculated using inter-coder agreement and intra-rater reliability. In the quantitative section, regarding the pairwise comparison questionnaire, content validity was used for validity, and consistency ratio was used for reliability, with the results indicating the tools were valid and reliable. Data analysis was performed using thematic analysis (basic, organizing, and overarching themes) in the qualitative section with MaxQDA-V2018 software, and in the quantitative section, prioritization was carried out using the Analytical Hierarchy Process (AHP) with Expertchoice-V11 software. The findings revealed that the factors influencing school dropout in the Iranian education system, in order of priority, include family economic factors (0.355), family social factors (0.273), students' psychological factors (0.209), and educational factors (0.163).

The current research was conducted with the aim of designing and validating the sustainable development curriculum model in Farhangian University and investigating its antecedents and consequences. The research method was applied according to the objective, based on the nature of the qualitative data of the content analysis type. The participants included academic and organizational experts. To determine the sample size, 20 interviewees were selected using non-random sampling method. Semi-structured interviews were used to collect research data. The validity and reliability of the tool was measured and confirmed. The method of data analysis was thematic analysis including basic, organizing and comprehensive themes. In this research, the elements of the sustainable development curriculum including the goal, content, teaching method and evaluation; Antecedents include organizational, educational and environmental factors; Outcomes included learning and professional development. Finally, according to the identified factors, the research model was drawn, which had favorable validity.

considering the importance of student-teacher identity as an important factor in self-knowledge and enriching it in the direction of professional growth,The current research, inspired by Mushfak's theory, which refers to the leading student-teacher identity as a novel concept, tries to identify the Mushfak identity in the teaching profession.Therefore, it was tried to first give a meaning to the Mushfak identity, then to define its four dimensions, and finally, by conceptualizing its characteristics, to investigate why this identity is passed.Based on this, he introduced and expanded his important and abandoned ideas with the descriptive research method using the analytical-interpretive method and using the theoretical sources of Mushfak identity.The results show that the identity Mushfak from one dimension is similar to the performance that determines the way to join the profession and by Mushfak in life conditions from the experiences of successful teachers and professors, classmates, content knowledge and many discourses. ;The main identity of being a teacher is experienced.However, knowing the positive and negative aspects of Mushfak and using the important identity elements of ownership, sense-making and agency are steps that can be gradually distanced from Mushfaking and overcome the instability of this stage with the help of cognitive tools. Metacognition and reflective thinking and move towards your professional development

The present research was carried out with the aim of implementing and measuring the effectiveness of the special dialogue educational program for the development of the aesthetic perception of student-teachers, using the art-based narrative method. Ten of the student-teachers of Farhangian University who were selected by purposive sampling method, experienced a special educational program for cultivating the aesthetic perception and recorded their data in the personal portfolios. In order to measure the effectiveness of the program, first the portfolios of each of the student-teachers were evaluated by a total of 5 subject experts in the field of art who were selected through purposeful sampling. Then, the researcher evaluated the portfolios. Based on the data available in the portfolio of each student-teacher, the indicators of the effectiveness or lack of artagraphic learning tasks in promoting the aesthetic perception were finally judged by considering 4 four-level scales (very much, much, noticeable and insignificant). Findings showed that this special educational program for developing the aesthetic perception based on the process of dialogue education with artographic learning tasks has been accepted by the student-teachers and it could improve their aesthetic perception in these dimensions: attention to the formal aspects, the ability to represent and encode an aspect of lived experiences in the works of visual arts and the responsibility of revealing or deciphering it with a written and oral description, the power of self-expression and turning feelings into words, self-reflection and analysis, interaction and understanding the world of others.

The present study aimed to provide a comprehensive model of online curriculum and identify its components. The research synthesis methodology was implemented to design the model. Synthesis research is one of the important methods of qualitative research and a special form of review research and the target population included all articles in the fields of curriculum, education, and electronic learning/teaching. The criterion to select the sample size was responding to the research questions according to the entry and exit criteria in the research synthesis approach and offering a convenient conclusion of the related literature in a new synthesized format. The ultimate synthesis included 71 studies. Thirteen elements that were identified in the current study to design an online curriculum included: goals, learner, teacher, content, supporter, classification, attendance, technology, time, learning environment, interaction, materials and resources, and assessment. Moreover, the characteristics and rules of each element were identified in the process of research synthesis studies.

The current research aimed to provide a curriculum model for health literacy in primary school. The research method was qualitative and grounded theory type. The data were collected through 20 semi-structured interviews of selected experts and elites with purposeful sampling and were coded and analyzed in three stages. A model including 5 dimensions, 12 main categories, and 26 sub-categories was presented and validated by members' check. The sub-themes that came under the causal conditions were: health-oriented society, change in lifestyle, industrialization of society, the emergence of various physical and mental diseases in society, movement from traditional literacy to modern literacy, attention to multiple knowledge, and decay of knowledge. The sub-themes that came under the underlying conditions were: involvement in health problems and students' need for information, parents' demand to provide health-related information and knowledge to students, teachers' demand to develop health-related knowledge in students, the needs of various institutions and organizations to equip students with up to date information and knowledge in the field of health. . The consequences were: improvement of personal health, promotion of healthy lifestyle, increase of health level in the society, reduction of costs caused by physical and mental diseases, encouragement to acquire knowledge in the field of health, reduction of intellectual poverty of children in connection with diseases. An inclusive curriculum covering all the contextual, environmental, technical, and informational dimensions of health literacy was also identified as a central category.

Considering the current environmental challenges, the aim of the current research is to design and validate an education model for optimal energy consumption in elementary school textbooks. For this purpose, in addition to quantitative content analysis (categorical) of elementary courses from the perspective of optimal energy consumption and evaluating the energy literacy of students in Kermanshah city, based on the foundations, components and assumptions of a desirable model of education and combining the opinions of experts and curriculum experts in it, a model for education of energy consumption in elementary school textbooks has been designed and validated. This research is practical in terms of purpose and exploratory mixed research in terms of method. Domain for analyzing the content of textbooks include all primary school books, for measuring the level of energy literacy including all primary school students in Kermanshah city, and to validate the model, It includes primary school teachers, education specialists, and textbook authors and the purposeful and criteria-based sampling method was used until reaching theoretical saturation (number of 19 people) from experts in energy education and education. The tools for collecting the information required for the design of the model were documentary studies, interviews and questionnaires, and for the purpose of validity and reliability, the theoretical triangulation method was used.The results of the content analysis of the textbooks showed that among the elementary school books, the most attention was paid to the category of consumption patterns in Persian books and experimental sciences of the fifth and sixth grades, which are mainly based on cognitive and functional components. Also, the results showed that the energy literacy of primary school students was low in cognitive aspects and therefore it had an impact on their performance.Bottom of Form Finally, the ideal model of energy consumption education including curriculum elements such as goals, content selection and organization, learning activities and teaching methods, learning resources, grouping, time, place and evaluation was designed. Accreditation review from experts in curriculum studies and environmental education showed that the designed model is acceptable with a high degree of confidence. Based on this, it is suggested that the pattern of optimal energy consumption, its components and how it is taught, which is designed in this research, should be included in the topics and educational programs in the elementary school.

The present research aimed at the research synthesis of multicultural education studies in Iran. The research had a qualitative research synthesis method, and its statistical population consisted of domestic multicultural articles from 2002-2022. A total of 35 articles were selected as research samples using purposive sampling until theoretical data saturation. The scientific sources were analyzed through six steps adapted from Gough, Oliver, and Thomas (2012). Further, the results were coded and categorized based on Klein's nine curriculum levels, and then the model was designed. Based on the results, the objective element comprised justice orientation, revival and development of culture, and unity and solidarity. The content element comprised content flexibility and multicultural content. The learning activity element included multicultural activities and tasks. The teaching-learning strategy element comprised diverse teaching, recognition of ethnic groups, and teaching multicultural teachers. The grouping element included group strengthening and multicultural grouping. The educational content element included the diversity of sources and multicultural knowledge. The time element comprised time diversity, and scheduling. The place element included spatial diversity and multicultural diversity. Finally, the evaluation element comprised diversity in evaluation, and multicultural evaluation. Based on the results, the model had the necessary validity.

Critical thinking is defined as the art of analyzing and evaluating thinking along with a review to correct it. Critical thinking is one of the basic needs of human life for decision-making, selection, and deep understanding of various issues. There is a research gap regarding the possible role of analytical literacy and computer literacy in predicting critical thinking with regard to the gender variable.

This study was conducted to predict critical thinking through computer and analytical literacy with the mediating role of gender in second-year high school students of Gilan province.

Research method was descriptive correlation type and the statistical population included second-year high school students of Gilan province in the first half of the academic year 2019-2020. The statistical sample included 384 people (191 girls and 193 boys) who were randomly selected in person and virtual. Data collection tools included critical thinking questionnaire (Ricketts', 2003) and researcher-made computer and analytical literacy questionnaires. The data were analyzed using hierarchical regression, multivariate regression, and Z-test using SPSS software version 26, and a significance level of 0.05 was considered to test the hypotheses.

The results showed that the effect of analytical literacy and computer literacy on students' critical thinking is positive and significant and explains 43% of its changes. Also, multiple relationships between analytical literacy and computer literacy with critical thinking have been stronger in male students than in female students.

According to the obtained findings, it seems that Critical thinking in students can be predicted by the variables of analytical literacy and computer literacy according to the role of gender

Peer mentoring could be mentioned as one of the novel approaches for professional development of university professors. The present study sought to propose a model for the peer mentoring program which could be employed by the professors of Teacher Training University. The statistical population included all the professors at the Teacher Training Universities and the sample were selected through criterion sampling which is considered as a variation of purposive sampling. The study data were collected through semi-structured interviews with 15 professors from Teacher Training Universities of Alborz and Tehran provinces. In the next step, open, axial and selective coding methods were used in order to analyze the data. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research revealed thirty-five core concepts and eleven selected categories, which were organized and presented in the form of a paradigm model including planning and formulation of macro strategy, needs assessment, attitude, organizational structure redesign, revision and refinement of laws and designing a new performance evaluation system as the core subject and causal conditions (individual and organizational factors), contextual factors (environmental and organizational factors), facilitating intervention conditions (information and media literacy, professional ethics, support, mentoring relationship and job turnover, realism and revision in recruitment policy), limiting intervening conditions (politicization, materialism, weak human resource management, traditional view toward human resources, structural weakness, formalization and temporary view) and outcome (professional growth and development of Teacher Training University professors).

As its first goal, multicultural education aims to train individuals who not only appreciate their own culture but also respect other cultures and consider them as a factor contributing to the development of their culture. The present study aimed to investigate the female teachers’ lived experience of multicultural education. The method used in this study was the qualitative approach and phenomenological method. The population consisted of all female teachers working in the city of Isfahan in the academic years 2020-2021. Using the purposeful sampling method, the population reached saturation with a sample size of 12. The data were collected using semi-structured in-depth interviews and were analyzed by MAXQDA 18. The results indicated six main themes: educational content, teaching method, strengthening relationships, environmental compatibility, diverse evaluation, and accepting multicultural education, which was obtained from 110 initial themes and categorization of the themes. The themes obtained from female teachers' experiences of multicultural education can be used as a model in the multicultural curriculum.

The purpose of the current research is to identify learning strategies from a metacognitive perspective and to investigate its effect on academic self-efficacy, procrastination and academic burnout of male students of the second year of high school in the period of Corona virus. The method of research was mixed (quantitative and qualitative) and of the type of multi-group pre-test and post-test (extended experiment). In the qualitative stage, the statistical population included teachers and principals of junior high schools of Rasht, and in the quantitative stage, the population included all male students of junior high schools in the second district of Rasht in the academic year of 1401-1400 (N=500). Two schools were selected from the mentioned population via multi-stage cluster sampling (after checking the homogeneity of the classes). Fifty individuals from two homogeneous classes were selected randomly selected and were randomly assigned as the experimental and control groups (each containing 25 people). It can be stated that according to the covariance value in the academic self-efficacy variable (sig=0.00, F=36.97), this variable is significant. Also, it can be stated that the experimental group had a significant change in academic procrastination compared to the control group under the influence of the intervention (analysis of covariance in the variable of academic procrastination (sig=0.00, F=25.71)) that is, the development of learning strategies from a meta-cognitive perspective is effective on the academic procrastination of male students. Also, according to the results obtained from the analysis of covariance in the variable of academic burnout, which is (sig=0.00, F=30.42), it can be claimed that the experimental group had a significant change in academic burnout compared to the control group under the influence of the intervention. Thus, formulating learning strategies from a metacognitive perspective is effective on the academic burnout of students.

The present study was conducted with the aim of developing a conceptual model of higher education curriculum based on sustainable development using a qualitative method of grounded theory. The data of this research was derived from in-depth and semi-structured interviews with 12 subject experts in the field of the country's higher education curriculum, which was based on targeted sampling dependent on the selection criteria and continued until the theoretical saturation of this process was reached. The validity of the research data was checked and confirmed by going back to the participants and external auditors. Data analysis was done based on the Strauss and Corbin model in the form of open, axial, and selective coding in the Atlas Ti 8 software. The results showed that the conceptual model of higher education curriculum based on sustainable development includes causal factors (inattention and neglect, managerial inefficiency, external factors of educational centers, personality and psychological factors), contextual (organizational strategic knowledge, management of organizational communication, support of educational systems) ), intervening factors (individual characteristics, financial factors, managerial factors), strategies (infrastructural strategies, creative strategies, innovative strategies, structural strategies) and consequences (improving the performance of educational centers, improving the satisfaction of students and their parents, empowering human resources, growth and maturity).

The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                          In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

Today, due to the growth of information and communication technology, the importance of using online curriculum has increased. Therefore, the purpose of this study was to identifying the elements and indicators and validation of the comprehensive online curriculum pattern.

This was an applied study from type of qualitative that was done with the synthesis research method. In the current research, among the researches related to the research area number of 75 cases were selected with a purposeful method and taking notes on them was done in order to achieve a suitable summary about the comprehensive online curriculum pattern. Also, 32 experts were used to check the validation of the mentioned model, which they commented on the importance of each of the 31 questions about the validity of the comprehensive online curriculum pattern. Finally, the data were analyzed by synthesis research and fuzzy Delphi methods.

The findings of synthesis research showed that for the online curriculum was identified 174 indicators in 13 elements including goals (with 10 indicators), student (with 12 indicators), teacher (with 14 indicators), content (with 15 indicators), support (with 12 indicators), grouping (with 17 indicators), presence (with 11 indicators), technology (with 11 indicators), time (with 11 indicators), learning environment (with 12 indicators), interaction (with 23 indicators), materials and resources (with 8 indicators) and evaluation (with 18 indicators). The findings of the fuzzy Delphi in the second round showed that out of 31 questions about the validation of the comprehensive online curriculum pattern the said model had adequate validity.

The comprehensive and valid online curriculum pattern of this study can be used by experts and curriculum planners to improve online education.

The purpose of this research is to "examine the knowledge of educators about the developmental-educational characteristics of preschool children in Iran". The approach of this research is qualitative and phenomenological. , Ilam and Kermanshah were selected purposefully. The data collection tool included a semi-structured interview, which the researcher used to measure the knowledge of preschool teachers about children's developmental-educational characteristics. The validity of the intended tool was determined in two ways, "form and content" using the opinion of educational experts in the field of preschool children's education and psychology experts. In this section, the reliability method of agreement between two coders was used to check the reliability of the interviews. The findings of the research showed that the teachers' knowledge of the ratio of educational-developmental characteristics in the components of emotional-social, mental-cognitive, language-speech, creativity and innovation is weak and the level of knowledge of the teachers with the educational needs and characteristics of children's religious-moral development is within It was desirable

The aim of this study will be to investigate predicting academic optimism and engagement in school in female students based on hidden curriculum dimensions.

The quantitative- correlation method was used. The statistical population consists of all female students in Sarpolzahab city in academic year 2021-2022. In this study, according Convenience sampling method, 100 female students were selected as samples and they were asked to fill in academic optimism scal of Tschannen‐Moran and et al (2013), student engagement in school scale of Wang and et al (2011) and hidden curriculum questionnaire of Imani (2012). The collected data was analyzed using Canonical correlation.

Findings showed that there was positive and significant correlation between hidden curriculum dimensions with academic optimism and engagement in school (P<0/01). The results Canonical correlation showed that common variance of academic optimism and engagement in school with academic optimism and engagement in school was 87/6%.

Based on this, it seems that the informal and intangible text of the system of values, norms and perceptions and non-curricular aspects of educational centers and informal aspects of schools can leave relatively stable effects on their academic optimism and engagement in school.

The present research was conducted with the aim of identifying the desirable features of the four elements of the curriculum based on problem-solving skills in teaching social studies in the elementary education bachelor course of Teacher Training University which was operationalized with a mixed research method, i.e. sequential exploratory design (qualitative-quantitative). First, by analyzing the qualitative content of 53 internal and external sources (1970-2022) related to the research topic, as well as 23 semi-structured interviews with experts who were purposefully selected the characteristics of the elements were identified. Then, based on these findings, a necessary questionnaire was prepared and validation was done with the participation of 36 experts and the validity of the questionnaire was calculated by Lawshe's method (CVI = 0.80) and its reliability was calculated by Cronbach's alpha (CAC= 0.98). As a result, the objectives 22 characteristics, content 24 characteristics, teaching-learning strategies 17 characteristics, and evaluation 18 characteristics were approved by experts. Based on this, it could be said that the curriculum with these features can play a significant role in improving the problem solving skills and professional training of student elementary teachers.

This research was conducted using a qualitative research method of synthesis research with the aim of identifying the components trait of mathematics curriculum with a cognitive approach. The studied sources include all valid scientific articles in this field. Through regular searches in databases, 384 scientific articles were identified based on input criteria and finally 24 articles were selected based on output criteria for final analysis. To provide information, a worksheet designed by the researcher was used to report and record the information of the initial research, and to analyze the findings, a six-step Roberts’s synthesis model was used. According to the findings, the characteristics of the ten elements of the Mathematics course was presented with a cognitive approach. The results also generally showed that the mathematics curriculum with a cognitive approach is a program related to the real life of learners in which the skills of thinking, problem solving, reasoning and learning activities are very important. In this program, various and flexible educational solutions can be used based on the characteristics provided in relation to each of the elements.

social studies is considered the most responsible teaching for teaching citizenship skills, and the teaching of citizenship skills today is focused on the ability to solve problems. Now, since Farhangian University is responsible for the professional training of future teachers.Therefore, the current research was carried out with the aim of providing a tool to measure the curriculum based on problem-solving skills of social studies education in the undergraduate course of elementary education.

The research was conducted with a mixed method in six stages: the first stage; By studying the theoretical foundations of the research, conceptual matrices were formed for coding and content analysis. Second; Based on matrices, with a comparative approach, according to Meiring's model, qualitative content analysis of 43 internal and external sources related to the research topic, as well as 23 semi-structured interviews of experts, which were purposefully selected to the point of theoretical saturation, Was performed. Third; The items of the tool were adjusted using the qualitative part of the research. fourth; The face validity of the tool was done by a panel of 5 experts. fifth; It was done by a panel of 10 experts for the experimental implementation of the tool. sixth; The final validation of the tool was done by a panel of 36 experts.

a tool with 81 items in 4 sections; Objectives (22 items), content (24 items), Teaching-learning strategies (17 items), and evaluation (18 items) were designed.

the designed tool with face validity (FV), content validity ratio (CVR), content validity index (CVI), Cronbach's Alpha Coefficient (CAC) can be used as a suitable tool for monitoring continuous interventions. The designers of the primary teacher training curriculum should be placed.

The present study aims to provide a research-oriented curriculum Pattern for a preschool period.

The method is considered applied, qualitative, and self-emerging in terms of objective, data, as well as nature and type, respectively. In total, 15 experts were selected based on the snowball theoretical sampling method and theoretical data saturation. The instrument included a semi-structured interview in which the dimensions, components, and indices of the research-oriented curriculum of the preschool period were set. To this aim, all of the national and global Patterns, results, studies, and theories were assessed for the above-mentioned interview form. Then, the indices were counted with open coding, categorized in the form of dimensions, components, and indices through axial coding, and submitted to 15 experts. In the next step, the dimensions and components were identified using selective coding through interviews, the Delphi technique, and brainstorming.

 resulting in finalizing three dimensions, 26 components, and 142 indices for the research-oriented curriculum Pattern of the preschool period. In the following procedure, the dimensions, features, and indices of the Pattern were drawn after the final confirmation and prioritization of the experts.

Finally, the aforementioned Pattern was validated again by the experts.

Peer mentoring is one of the new approaches in the professional development of employees, especially university professors. The purpose of this study is to investigate the elements of peer mentoring program for university professors, qualitative research approach and its method of synthesis research based on Roberts (2007) model. The research population consists of 347 articles on the features and models of peer mentoring for teaching professors and instructors that have been presented in prestigious scientific journals from 2005 to 2021. The research sample includes 58 scientific research articles that have been purposefully collected. Research data were collected from qualitative analysis of the studied documents. Based on the data analysis, peer mentoring components were classified into 5 dimensions and 29 factors. These dimensions include individual dimension (including factors; job skills, leadership skills, balance, decision-making skills, problem-solving skills, perceptual skills, accessibility, personality dimensions, motivation), organizational dimension (including On factors: professional development, support and encouragement, infrastructure, attention to professional components, organizational and managerial structure), cultural dimension (including factors; attention to cultural requirements) and dimension of requirements and musts (including On factors: dignity, pedagogical knowledge management, clear strategy, process personalization, cost-effectiveness, security, based on the principles of the workplace curriculum, based on hiatology, program requirements and role-paying) and communications (including component Such as, positive communication, social communication, communication in relationships and usefulness). Therefore, in order to better implement peer mentoring patterns, it is better to pay attention to all these 5 dimensions.