hossein fakoori

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 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.

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.

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