jafar jahani

The purpose of the present two studies is to design an integrated content of the third-grade elementary math textbook using a quantitative approach in the first study, and in the second study, to assess the effect on students' integrated learning. In this study, the qualitative part used the qualitative content analysis method and the quantitative part applied the quasi-experimental method of pre-test and post-test design with a control group. In the qualitative section, a sample of 18 expert teachers from Izeh was selected using the purposive sampling method. In the quantitative section, a sample of 30 people was selected by a simple random sampling method. The statistical population of the quantitative section is all primary school male students in Izeh City. In this study, first a conceptual model was designed, then using qualitative content analysis and the interview tool, the participants 'opinions on the possibility of linking the content of the math textbook with three third-grade elementary textbooks were extracted and then the effect of this content on students' learning was compared with three third grade textbooks. The results show a kind of unity of sciences with a significant difference between integrated learning of students who have been trained with integrated content and students who have not been trained with integrated content, and the level of significance is less than 0.05, indicating that integrated content is based on integrated learning, with integration playing a very important role.

Organizational training, as one of the most important needs of modern organizations to survive in the current changing conditions, will be valuable and effective when, in the light of it, employees can acquire new knowledge, attitudes and skills, according to the current and future needs of the organization and use it. Currently, these trainings are planned, implemented and evaluated based on a series of specific models which have an almost similar process; But in none of these models, either explicitly or implicitly, there is no mention of the need for foresight and futures studies in its steps, which due to the wide dynamics of the environment and the need to adapt trainings to future changes is worth considering. With this definition, in this review article, which is written with the aim of examining the necessity of developing organizational training patterns by using the futures studies approach and descriptive analytical method; After reviewing the previous researches about "organizational training", "futures studies" and "training in the future perspective" and proving the existing scientific gap in the field of "futuristic approach in organizational training patterns and models" and then examining "the relationship between training and futures studies" and "the Aspects of Relation between organizational training planning and futures studies"; It has been concluded that adopting a futuristic approach in the process of organizational training and development of current conventional patterns is a serious necessity for today's organizations.

Cultivating creative thinking in medical students is very important, because these students will work as doctors and researchers in the medical field in the future. Therefore, it is very important to use methods such as clinical scenario writing in order to strengthen and develop creative thinking in medical students. This study was conducted with the aim of developing creative thinking of students of clinical stage of general medicine course using scenario writing style.

In this study, 24 clinical faculty members of Tehran University of Medical Sciences, Shahid Beheshti, Baqiyat Allah, Artesh and Shahed who met the inclusion criteria, were invited to participate in the study. Data Collection tools; The scenarios were designed by the professors. Qualitative content analysis method was used for data analysis and then the obtained findings were analyzed and reviewed.

In this study, 24 clinical professors of medicine were included in the study. In the analysis of scenarios collected by clinical professors based on Gilford's criteria of creative thinking, significant statistical evidence was obtained in the criteria of fluidity and expansion, but in the criteria of innovation and flexibility, less evidence could be counted.

This study showed that the use of scenario writing style can help foster creative thinking of medical students in the clinical stage.

The purpose of the current research is to map the context of Quranic teachings as a framework for the development of the coherence of social systems. In terms of approach, this research is a qualitative type of case study that was conducted using thematic analysis and histography methods. In order to confirm the validity of the research data, concepts such as believability, defensible and trustworthiness have been used. The findings of the research show that the contextualization of Quranic teachings can be explained as a framework for developing the coherence of social systems in the form of conceptual, structural, social, emotional and spiritual themes. Therefore, the conceptual dimension includes components such as understanding the meaning of coherence, purpose, necessity and solutions. In the structural dimension, components such as strategic orientation, system plan and cultural background are important. In the social dimension, the components of identity, harmony, commitment, in the emotional dimension, the components of inclinations, belonging, positive feelings and finally, in the spiritual dimension, the components of religious rituals, belief bases and moral system can be explained.

The purpose of this study was to developing and presenting a model for social skills teaching to sixth grade elementary students by scenario writing method. Although efforts have been made to develop models for social skills training, it seems that so far no relatively comprehensive and valid model has been presented with a novel scenario writing method that can guide teachers' practice in the classroom.research

The present research is applied in terms of purpose and is in the category of qualitative research and the method of qualitative content analysis has been used. In this research, first in the first stage based on the three-way process (theoretical foundations, previous research and studies and lived experiences of the researcher) a conceptual model was extracted and after open and axial coding, in the second stage the desired content From the perspective of this model, it was reviewed and presented with the help of ten expert educational groups.

The extracted content was compiled based on this model by scenario writing method. Based on the scenario writing method in presenting the content, the social skills considered in this model were finally divided into two categories: attitudinal skills and methodological skills.

The first findings of the research indicated that the content of the book Social Studies, which is the main course that teaches social skills to students, has paid more attention to cognitive concepts and less attention has been paid to the skill dimension in this book; After extracting the conceptual model in the first stage and after performing open and axial coding the model was reviewed and presented by ten expert educational groups of the sixth grade of elementary school and then the components of the designed content based on the initial model were extracted by scenario writing method.

This research was carried out with the aim of identifying the challenges of well-being among faculty members for Nil, the curriculum of professional training of professors of Payam Noor Fars University in the form of an applied-developmental research with blending. In the first phase, using the qualitative method of theme analysis, the challenges of academic well-being were identified in order to develop a curriculum for the professional excellence of professors. The participation of faculty members of Payam Noor University of Fars province was continued with a purposeful method including the sampling process until reaching theoretical saturation (20 interviews). A semi-structured interview and a questionnaire were used to gather the views of the respondents. The research studies indicated that well-being could be examined in the form of increasing challenges in the four axes of challenges related to teaching, research, counseling and social evaluation. Among the examined challenges, the professor's personal interest in teaching and research, students' academic progress, creating a sense of confidence in students, and the existence of suitable conditions and facilities had the highest priority.

The purpose of the current research was to present the content framework of the curriculum for teaching the competencies of the best-loved self for the training of teachers. The content of the curriculum of best-loved self-included various skill, attitudinal and knowledge dimensions. The current research is a synthesis research design that was carried out with a qualitative approach, using a meta-synthesis method based on the model of Sandelowski and Barroso.44 research articles were retrieved from the database and 33 of these articles were used for research purposes. Based on meta- synthesis analysis, 93 codes,18 concepts and 3 dimensions were identified. The curriculum content of the teachers' best-loved self in three dimensions , attitudinal dimension (autonomy, mental awareness or present life, self-affirmation and ...), skill-practical (imagination Experiences, personal imagery, autobiography,...)and knowledge dimension( familiarity with social links and storytelling and narrative strategies, strategies self -promotion and development, knowledge construction and reconstruction strategies...) ,were named. Finally, based on the findings of the research, a content framework for teaching the competencies of the best-loved self of teachers was extracted, to be used by planners as a roadmap for content creation in the teacher training curriculum.

The purpose of this research was to develop and validate the pattern of time management skills for the first secondary school . The research method is purposeful, applied and developmental in terms of the type of qualitative-quantitative research. In the qualitative part, by means of content analysis, the constituent items of time management skills components were identified through the review of scientific texts. The tool used in this study was review of texts. For the validity and reliability of the qualitative part, the techniques of reliability were used, and for the quantitative part, content validity and Cronbach's alpha were used. Quantitative research data using a researcher-made questionnaire based on the findings of the qualitative section of 325 by random sampling method among teachers and school principals with academic and experimental backgrounds in the fields of psychology, counseling, educational management and curriculum were collected and analyzed by confirmatory factor analysis. Based on the results obtained in the qualitative section, the time management skills model has 54 categories and 14 components, including knowledge about their cognitive system, knowledge about time management, knowledge about time management strategies, basic knowledge about time management, Positive attitude towards time, sense of responsibility, self-confidence, resilience and perseverance, self-regulation, systems thinking, creative thinking, critical thinking, flexibility, planning, implementation, evaluation, monitoring and review and 3 organizing themes including cognitive, attitudinal, and time management skill that has been endorsed by first secondary school teachers.

Educational systems require optimal educational methods to achieve their large scale goals and promote creative thinking. This study aimed to propose a rhizomatic model for training creative thinking. This mixed-methods exploratory research proposed and approved a model. The rhizomatic model was designed and presented qualitatively, and then implemented via a quantitative quasi-experimental design. In the quantitative phase, the statistical population comprised all the sixth-grade male students in state-run schools of Sahneh (Iran) in the academic year 2018-2019. A sample was selected purposively from two classes in this city. A class of 34 students served as the experimental group, and another class of 34 as the control group. The data collection tool was Schaeffer’s Creative Attitude Survey. The analysis of covariance demonstrated the model's influence on the students’ creative thinking growth.

Research indicates that teachers, from kindergarten to high school, have diminished students’ creativity over the past two decades because creativity is associated with nonconformity, impulsivity, and disruption of class activities (Shahalizadeh et al., 2014). Educational authorities must, therefore, focus on the improvement of creativity in teachers and students (Magdalena and Krzysztof, 2013, pp. 18-19).Post-structuralist philosophers Deleuze and Guattari believe that thinking used to be tree-like, vertical, and hierarchical in the past; in the contemporary world, however, it is rhizomatic and horizontal (Raeesi, Mahmoudi, and Oveisi Kahkha, 2019). In rhizomatic thinking, the educational setting is open to new ideas. Learners grow through discussion, curiosity, and participation in learning, and teachers act as guides or facilitators in students’ process of discovery (Charney, 2017). Zamani (2020), Shakoori Monfared and Ardalani (2020), Sajjadi and Baghernejad (2011), Selahshoori and Haghverdi (2015), Ahmadabadi, Farajollahi, and Abollahyar (2017) studied rhizomatic education and its relationship with creativity, the curricula, education, philosophy, and epistemology.According to what was stated, a close tie between rhizomatic thinking and creativity has been established. The present study aimed to identify and document the dimensions and components of the educational model of rhizomatic thinking, and then assess the model's impact on the creativity of sixth-grade students in the Experimental Sciences course. This study addressed the following questions:What are the dimensions and components of rhizomatic education?Does the rhizomatic educational model promote students’ creative thinking?

This was a mixed-methods research. Herein, based on the research objectives and questions, the two-phase exploratory sequential design of the theory-building type was deemed to be the best design. In the qualitative phase, the relevant literature was analyzed with a review of the theoretical foundations using deductive content analysis, and the rhizomatic education model was extracted. Due to the plurality of sources, a sample of accessible print and digital documents was purposively selected. The data were collected via note-taking. After extracting the initial concepts, semi-structured interviews were conducted with six experts to develop the rhizomatic thinking educational model. Confirmability and credibility were adopted to validate the results through triangulation. Inter-rater agreement served as a reliability measure. Then, the data were analyzed by thematic analysis. In the quantitative phase, a quasi-experimental pretest-posttest design was employed. The statistical population comprised all the sixth-grade male students in state-run schools of Sahneh (Iran) in the academic year 2018-2019. Two classes were purposively selected as the sample. A class of 34 students taking the Experimental Sciences course served as the experimental group, and another class of 34 as the control group. The experimental group was educated based on the educational model (rhizomatic content and method) in three sessions, while the control group received conventional education (conventional content and method). The data collection tool was Schaeffer’s Creative Attitude Survey. To assess the reliability of the test, a Cronbach's alpha of 0.82 was calculated based on the scores of 26 students.  The data were analyzed via multivariate analysis of covariance (MANCOVA).

The first question was qualitatively answered. Among the limited resources and documents available on rhizomatic thinking (two specialized books, two theses/dissertations, and 11 research articles on rhizomatic education), 129 statements were extracted upon an in-depth review; then, 17 basic themes and six organizing themes were extracted: methodological thinking, design thinking, deconstructive thinking, creative thinking, conflicts, and the concept of communication. In the quantitative phase, a univariate analysis of covariance (ANCOVA) was run in SPSS 22 to assess the research hypotheses. The mean ± SD of the pretest scores of creativity were 12.44 ± 3.72 and 11.64 ± 3.32 in the experimental and control groups, respectively. The mean ± SD of the posttest scores of creativity were 17.79 ± 4.47 and 12.05 ± 3.65 in the experimental and control groups, respectively.The F value was not significant at the 0.05 level on pretest in the two groups (F = 2.005, df = 1), yet it was significant at the 0.0001 level on posttest in the two groups (F = 35.53, df = 1, p > 0.0001) (Table 1). Therefore, the rhizomatic educational model affects students’ creativity. For a closer examination of mean and SD, the gains made by each group are presented in Table 2.Table 2 demonstrates the higher mean gains made by the experimental compared to the control group, and this difference was significant (t = 2.66, df = 66, p > 0.0008). Although the means of both groups increased on the posttest, the magnitude of this increase was greater in the experimental than that in the control group.

In this study, we designed and presented a rhizomatic-based educational model and assessed its effects on the creative thinking of the sixth-grade male students. In the first phase, the rhizomatic educational model was qualitatively designed and presented. In the second phase, the magnitude of the effect of this model on students’ creative thinking growth was assessed via a quasi-experimental quantitative design. The findings revealed that creativity was enhanced in the group educated based on the rhizomatic model. This finding is consistent with the results reported by Cronje (2018), Wilson (2018), Zamani (2020), Shakoori Monfared and Ardalani (2020), Abdollahyar, Sobhaninejad, and Farmihani (2019), Ahmadabadi Arani, Farajollahi, and Abdollahyar (2017), Selahshoori and Haghverdi (2015).Implications of this study include: 1. More educational courses can be offered to teachers and students to familiarize them with rhizomatic thinking-based education so that they can accurately implement it. 2. The school and class setting can be adapted to the dimensions, components, and skills of rhizomatic education.

Nursing is based on critical thinking. In nursing, practical and clinical training in critical thinking is integrated with each other. What parallels the teaching of critical thinking is the discussion of measuring critical thinking. The aim of this study was to construct and standardize the critical thinking skills test in postgraduate nursing students.

This is methodological research that lasted from 1398 to 1400. The 200 participants included master's and Ph.D. students in nursing at Golestan-Gorgan and Fars-Shiraz universities of medical sciences. After constructing the questionnaire items based on a qualitative study, the face and content validity of the tool were determined. The validity of the instrument constructs was evaluated using exploratory factor analysis and its reliability was assessed using Cronbach's alpha and the stability of the instrument was assessed by a test-retest method. Findings were analyzed using SPSS 18 software.

The mean and standard deviation age of participants was 35±6 years. 55.5% of the participants were women. The results of exploratory factor analysis showed the adequacy of the samples for data analysis with a score of 0.917 based on the KMO test and led to the development of three factors, which were: knowledge with 12 items, attitude with 12 items, and skill with 12 items. The reliability of internal consistency was measured by Cronbach's alpha method for the whole questionnaire (α = 0.952). The mean and standard deviation of the total score of critical thinking skills in postgraduate nursing students was 95.95±24.26.

The findings of this study show that the 36-item critical thinking skills questionnaire has good validity and reliability and can be used to assess nursing students' critical thinking skills.

The current study explained the structural relationship between readiness for change, social capital, and teachers' tendency to participate. The current research was applied in terms of purpose and was a correlation type in descriptive-survey research. This study's statistical population includes all education teachers in Fars province in 2021-22, and 500 were selected using random class sampling. The research tool included three questionnaires on readiness for organizational change, the tendency to participate, and social capital, which were distributed and collected after calculating validity and reliability. This research showed 1) a positive and significant relationship between teachers' perception of social capital and teachers' tendency to participate and 2) a positive and significant relationship between teachers' readiness for change and their tendency to participate.  In addition, the simultaneous relationship between readiness for change and social capital with teachers' tendency to participate concluded that the variable of readiness for change is a positive and significant predictor of the tendency to participate, but social capital does not significantly predict the tendency to participate

The aim of this study was to extract the grounded theory model of Students' Critical Literacy in Higher Education. The design of this research was a qualitative synthesis research of the Theory- Generating Meta- synthesis type and was carried out using the six-step method of Sandlowski and Barroso. In the first step, after selecting the Meta-synthesis team, the research questions were set up to extract the grounded theory model of the Students' Critical Literacy and the criteria for including the articles were determined. In the second step, a systematic search of resources in databases was performed. In the third step, the quality of the articles was evaluated and finally, according to the exclusion criteria, 53 original articles were selected. In the fourth step, open-source code was extracted using the classification technique and quantitative Meta-summery technique. In the fifth step, all the factors extracted from the research were considered as open code and then according to the reduction rules, considering the concept of each code, it was summarized and decreased to 14 axial codes and 5 selective codes (causal conditions, intervening conditions, context, strategies, consequences). In the sixth step, the findings were validated using validation and transferability techniques. The formation of students' critical literacy at the university level was an effective measure to socialize the concerns of the university, which requires the focus of planners and politicians on this educational strategy.

Undoubtedly, ethical and ethical values play a significant role in directing any field of behavior and activity in which a person engages. Students are confronted with different situations and demands in the university environment, necessitating different ethical and immorality behaviors.

This study aimed to evaluate the components of ethical values among students at Zahedan universities.

In this descriptive-analytical cross-sectional study, 426 students were selected by stratified random sampling from Islamic Azad University, Sistan and Baluchestan University, and Medical Sciences University. Data were collected through a researcher-made questionnaire after calculating validity and reliability on four components: Academic honesty, academic dishonesty, research honesty, and research dishonesty. Data were analyzed using SPSS23 software with a one-sample t-test and MANOVA.

From the perspective of students of different universities in Zahedan, the mean academic honesty, research honesty, academic dishonesty, and research dishonesty among students were less than the desired level. There was no significant difference between male and female students’ views on the mean of ethical value components among students. However, there was a significant difference between students’ views in different departments and universities about the average components of ethical value among students.

Considering the low average of scientific and research honesty among students relative to the desired limit and the significance of this difference, we need to increase students’ awareness of ethical values, observe justice and practical implementation of examples of ethical values by professors, and encourage individuals to adhere to ethical values.

The overall purpose of this study was to analyze the factor structure of the scale of effectiveness of tourism education courses. The research method is descriptive methodology. The statistical population of the study included all participants in tourism education projects who were selected as a sample using simple random sampling based on Cochran's formula of 223 people. A researcher-made tool was designed based on a three-dimensional model of internal, external and institutional effectiveness. The scale consisted of 3 subscales and 27 items from the Likert five-choice range. In order to measure the validity of the scale, two methods of item analysis and confirmation factor analysis of the first and second order and to measure its reliability, Cronbach's alpha method was used, which showed the desired validity and reliability of the instrument. The results of item analysis indicated a significant correlation between each item and the corresponding dimension subscale. The result of the first and second order confirmatory factor analysis also showed that each item has a high validity to explain the relevant dimension and to explain the effectiveness of tourism training courses. Also, based on Cronbach's alpha values, the reliability of the scale and related subscales has been evaluated as desirable. Based on the findings of this study, it indicates that this scale can be used to measure the effectiveness of tourism education courses in internal, external and institutional dimensions. Therefore, planners and officials can use it to determine the effectiveness of tourism training courses.

Critical literacy of students with the production and modernization of knowledge and validity of knowledge claims to accurately evaluate texts (print-digital) in the age of information and communication technology. Therefore, the aim of this study was to identify the components of students' critical literacy in higher education.

The design of this research is a qualitative synthesis research of the type of Translation meta-synthesis.The statistical population of the study includes qualitative and mixed method scientific research articles published in prestigious journals in the field of critical literacy between 2010 to 2021 and 1389 to 1399.This research has been done using the six-step method of Sandlowski and Barroso.In the first step, after selecting the meta-synthesis team, the research question was set to discover the components of students' critical literacy in higher education and the criteria for including articles were identified. In the second step, a systematic search of resources in Latin databases was performed. In the third step, the quality of the articles was evaluated and finally, according to the exclusion criteria, 51 original articles were selected. In the fourth step, the basic themes were extracted by the technique of Classification the findings and the technique of Meta-summery. Validation of findings was also done with validation and transferability techniques.

By performing the fifth step of the six-step process of Sandlowski and Barroso, i.e. combining and presenting the findings, 37 basic themes were extracted, in 13 themes of the first level organizer and 4 organizers of the second level (knowledge, skill, attitude and social) as components of students' critical literacy were categorized.Finally, all the mentioned topics were presented in the form of the comprehensive theme of students' critical literacy. In the sixth step, the findings were validated.

After conducting the meta-synthesisresearch steps, the four components were described and finally the critical literacy framework was introduced as a social competence of students that can be the headline of curriculum policy makers at the university level during curriculum design.

Today, universities, in addition to research and education, play a part in the new mission of participating in the economic development of society. In fact, the commercialization of academic research has led to new advances in scientific progress, while interdisciplinary studies should be taken into consideration by researchers and research institutions. Because the excess in the specialization of the researcher and the loss of relevance and solidarity between the subject of studying a discipline with the subjects of other disciplines and the peripheral world removes university disciplines from their core function. In this regard, graduates and practitioners of behavioral sciences can provide a point of attachment to the field of reflection, convergence, collaboration, and synergy with graduates of other academic disciplines. In fact, they can play a new role in contributing to the development of knowledge commercialization processes and the development of a knowledge-based economy. The main purpose of this research is to explore and provide a model for creating knowledge commercialization opportunities with an interdisciplinary capacity building approach with active activism and the use of specialized knowledge of graduates of the field of behavioral sciences. The study approach is qualitative. The findings of the study showed that six types of organizing themes were identified and 25 themes were identified and the content network was extracted. Based on research results, knowledge commercialization with an interdisciplinary capacity building approach with the role of behavioral science experts has dimensions such as creation, creation, creation, co-creation and opportunity creation, as organizing themes, each of which It also has dimensions as basic themes.

The purpose of this study is to present a rhizomatic model and develop it to foster students' creativity. To achieve this goal, a combined approach and experimental nest model were used. To implement this plan, first some lessons from the common textbook of experimental sciences of the sixth grade were organized using the rhizomatic education model, then this collection was reviewed and approved by experienced teachers. In the next stage, three girls' primary schools were selected from Kermanshah and one class was selected from each school (homogeneous schools with almost similar conditions). These three classes were named with reference class, method class and content method class, respectively. This project was implemented for 6 weeks and one session per week. The reference class was trained in the normal way. In the rhizomatic teaching method, the students learned the content of the common book, and in the method-content class, the students experienced the designed content with the rhizomatic teaching method. At the end of the course, all three classes took the Torrance Creativity Test and the Researcher Test. Quantitative findings were analyzed by analysis of covariance and the results showed that the implementation of rhizomatic educational model in different experimental groups fosters students' creativity. In the qualitative section, teachers' views on the development of creativity in the dimensions of fluidity, initiative, expansion and flexibility were examined. In other stages, quantitative and qualitative findings from teachers' opinions were compared and the positive effect of rhizomatic educational model on fostering creativity was confirmed.

Resistance economics was proposed by the supreme leader of the revolution as a way of overcoming enemy economic siege. Education as one of the largest government institutions can play an increasingly effective role in achieving this. The purpose of this qualitative case study is to explore a framework for resistive economics in education. Potential research participants included resistance economists and education managers familiar with resistive economics in the country who were selected using purposeful sampling and standardized data saturation discussion. Data were collected through semi-structured interviews with education managers and resisting economists as well as the study of related upstream documents. The themes were extracted, coded, and meshed using a thematic analysis method. The discovery network showed that the realization of a resistive economy in education consists of 12 organizational themes and 61 basic themes. The validity of the results was confirmed by the data matching method. The findings showed that institutional measures, human capital management, efficient management of financial resources, nurturing student morale, modeling and reforming lifestyle, people-centered, etc. can be considered as some of the main aspects of the realization of a resilient economy in education and traning.

The aim of this study was to design asystemic framework of gamification-based school. The design of this research is a qualitative, using the six-step method of Sandlowski and Barroso. In the first step, after selecting the meta synthesis team, the research questions were set up to extract asystemic framework of gamification-based school and the criteria for including the articles were determined. In the second step, a systematic search of resources in databases was performed. In this step, 71 preliminary articles were provided and all the articles were thoroughly reviewed. In the third step, the quality of the articles was evaluated and finally, 37 original articles were selected according to the exclusion criteria. In the fourth step, open-source themes was extracted using the classification technique and extracurricular writing technique. In the fifth step, all factors extracted from the research were considered as open source, according to the reduction rules, considering the concepts, it was summarized and finally reduced to 125 basic themes. After exploring among these themes, 18 first level organizing themes and finally 3 second level organizing themes (input, process, and output) were obtained. Then, the obtained themes in the global theme of the gamification-based school. Finally, in the sixth step, the findings were validated using validation and transferability techniques. After conducting the research process, the framework of gamification-based school was introduced, which could be the headline of educational policy makers at the level of education to design and teach schools based on gamification or gamification at the national-regional level.

The purpose of this study was to design and validate a scale virtuous leadership in Iranian higher education. So far, extensive and wide Efforts have been made in this regard, however, to date, it seems there is no comprehensive and credible valid scale that can be used practically to guide faculty in professional practice. The research was descriptive-correlational study based on structural equations. The sample of the study consisted of faculty members of Shiraz University, Shahid Chamran University of Ahvaz and Persian Gulf University of Bushehr selected using multistage Random Sampling Method in a total of 370 samples. Data were collected using a Likert scale researcher-made questionnaire.This questionnaire was developed based on theoretical and research studies in 53 items with basic personal (personality, skill) and organizational factors. Cronbach's alpha coefficient of 92/0 Was obtained. Face and content validity of the questionnaire was confirmed by experts. Data were analyzed using SPSS and LISREL software. After factor analysis, the findings indicated that personality component had the highest factor load (0/892) and then skill  (0/873) and organizational (0/776) component. According to the RMSEA index the model is well-fitted. The results showed that personality components include ethical, intellectual, social, intellectual and emotional factors, skill components including technical, human and perceptual, organizational components including planning, structure, decision making, communication and organizational culture. Virtual leaders are emphasized in higher education. The identified ethical components can be used in the process of selecting, appointing and evaluating the performance of higher education managers.

The purpose of this study was to design a model for teaching critical thinking and its effectiveness on critical thinking skills of sixth grade elementary students in Khorasan Razavi province. The research method is mixed, ie first it was quantitative and then qualitative. In the quantitative part, the statistical population included all sixth grade male students in Khorasan Razavi province in the academic year 2018-2019, which using a quasi-experimental design (pre-test, post-test with control group) among sixth grade students in Khorasan Razavi province (75 people) were selected as a statistical sample. The California Critical Thinking Scale was used to examine the variables of research and data collection. In this study, Cronbach's alpha was used to calculate the reliability coefficient. Accordingly, for this questionnaire, the validity coefficient was 0.81 and the reliability coefficient was 0.84. Descriptive statistics (mean, mean, etc.) and inferential statistics (one-sample T, analysis of variance) were used to analyze the data. Data analysis was performed using SPSS21 software. In the qualitative part of the study, it was phenomenological. The study population and sample included individuals who were purposefully studied in the quantitative section and the sample size was determined based on theoretical saturation. Semi-structured interviews were used to collect data. Goba and Linkon criteria were used to validate the data. Data analysis was performed using Corbin and Strauss method in which data are divided into three levels: open, axial and selective. In the qualitative part of the research results led to the design of a model that included seven dimensions (analysis and evaluation, critical thinking, creativity, life skills, critical thinking, self-esteem and learning). And it becomes students' critical thinking.

Hayate Tayebe is the desirable condition of human life based on the divine standard system, which is given to man by God through conscious and voluntary choice and commitment in this worldly life and in the direction of its transcendence, and its realization causes the achievement of the original purpose of life. The purpose of this research is to explore the concept of Hayate Tayebe from the perspective of Islamic texts. The research approach is qualitative study, using thematic analysis and cyclical process analysis method. Islamic texts include the Holy Quran, sermons, letters and wisdom of Nahj al-Balaghah and Sahifa Sajjadieh and all researches related to Hayat Tayyeba, which were selected using purposive sampling method and the themes of Hayat Tayyeba were explored. Findings from the content analysis and the method of cyclical analysis process in the form of 152 categories, 28 basic themes and six organizing themes under the headings of prerequisites, characteristics, field / underlying factors, obstacles, strategies and consequences / achievements in Islamic texts are collected and Was organized. The results of the research indicate that it is possible to develop the framework of good life in accordance with the teachings and draw its implications in Islamic education.

This study aims to develop a conceptual framework of accountability based on the Holy Quran and has been done through a multi-study combined design.

In the first phase of the research, the initial conceptual framework was obtained through the method of cyclical analysis process, which allows the analysis of scattered and multidimensional qualitative data and includes four stages of data and information collection, data reduction, data organization and interpretation.

The result of this study is the collection and enumeration of 306 comprehensive concepts and then the classification and conceptualization of these codes and concepts, under 92 central codes based on content similarity and finally the formation of the final classification of principles, barriers and underlying factors. With 21 items of accountability in three areas of cognitive (perceptual-mental), emotional (insight-attitudinal) and behavioral (practical) as a conceptual framework of accountability in social systems based on the Holy Quran.

This study drew a new conceptual framework as a beacon for the advancement of various organizations and social systems, which according to the rational reasons and evidence related to the need to develop indigenous Islamic humanities and the experience gained from this study. And the resulting framework and its structural and functional capabilities can be used to respond to social systems in a wide range of organizations, especially universities.

The purpose of the present study is developing the content pattern of ethical competences for higher education students. In terms of methodology, Sandlowski and Burrow’s 7-stage meta-synthesis model (2007) was used as the conceptual model of the research. During the first step, the research question was presented and, accordingly, the members of the meta-synthesis team were assigned. In the second and third steps, the Latin sources of the research, including Scopus, Springer etc. as well as Persian sources including Scientific Information Database, and Institute for Humanities and Cultural Studies were determined and inclusion criteria of the articles were determined. In step four, after data analysis, 65 basic themes related to ethical education were extracted, and then the findings were synthesized. During this phase, the extracted basic themes were classified into four second-level categories: educational honesty (e.g., courage, enthusiasm and the spirit of providing service) and lack of educational honesty (e.g., disruptive behavior, ignoring the assigned homework, ignoring the rights of others), research honesty (e.g., research awareness) and lack of research honesty (e.g., copying and pasting, expressing the ideas of others without referencing, machine spirit). The second-level organizing themes were assigned to 26 first-level organizing theme and, eventually, the thematic network of the content of ethical education was developed. The developed model in the current research has provided a framework for teaching ethical competences to higher education students which was not possible previously. In order to verify the model, descriptive verification, and interpretive-theoretical-pragmatic verification have been used.

Since 1950 some international organizations decided to establish a unanimous method and standard in defining the aspects of literacy. According to UNESCO “Literacy” is the ability to identify, understand, interpret, create, communicate and compute, using printed and written (and visual) materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential and to participate fully in the wider society. However Literacy is a multilateral and dynamic concept and is impossible to be limited to this definition or any other interpretation.
On the one hand, the school institution is the main platform in realizing the educational goals of each nation. The majority of the experts believe, the school administration plays a fundamental role in both schools’ function in general and teacher-pupil function in particular, that develops the demands, needs and the expectations of the society from the schools’ outcome. In recent decades, the responsibilities of the school principals have transformed and become more expanded, complicated, challenging and undetermined with lack of transparency. A school principal have to be an effective organizer, supervisor, planner, decision maker, financial manager, and the most important of all, educational leader, that is in constant transformation. Thus, one of the strategies of management based on the contingency theory, is to delegate some levels of the authority and the power to the educational administration and leadership.
On the other hand, there have been several approaches to the educational leadership defined and discussed. Despite the numerous expressions used in different schools, the structures and characteristics of the educational leadership are the same. Educational leadership, mostly includes certain functions as: supervising the education in class, developing the curriculum and the staff, enabling and empowering the staff and the educators, the proficiency in the school management and preparing a curriculum in the school, all the responsibilities that the leaders take to improve the teaching and learning process in the schools, the concentration of the principal on the teaching and learning process and the interaction between the teachers and the pupils, and etc. These definitions and expressions depict the deep concerns about the role of the principals in the teaching and learning process. However, according to the researchers, educational leadership is one of the aspects of the school principal which aims to an effective teaching and learning in schools.
Therefore, several researches have been conducted in order to evaluate the principals both inside the country and abroad. In spite of the researches on the evaluation of the leaders and the principals of the schools, and the emphasis of the fundamental document on the development of education on the role of the educational leadership, there has been no researches conducted specifically on the role of the educational leadership literacy of the school principals that clearly establishes a platform for the evaluation of the principals particularly in this field of study.
In other words, it is not determined what knowledge, skills, attitudes and responsibilities meet the requirements of the fundamental document on the development of education in order to transform the role of the school principals from the management to the educational leadership position. Considering the fact that there are deferent perspectives revolving around educational leadership inside the country and abroad, it can be concluded that some cognitive skills as: planning, intelligence, creativity, critical thinking, rationality and etc. are the abilities that an educational leader must retain. The major question that is raised here, is what kind of literacy, a principal is required to have, as an educational leader? Based on this question, this research is done with the aim of establishing a framework of educational leadership literacy of the school principals in the Iranian Education System.
Considering that the purpose of this study is to provide a framework of the educational leadership literacy in the school principals of the Iranian Education System, the qualitative research design and The Meta-Synthesis Method is used and includes 6 steps: 1- taking a philosophical stance and establishing the question. 2- Resources research. 3- Qualitative evaluation 4- Analyzing the researches. 5- Combining the findings. 6- Validating the finding. In the first step, and after providing the questionnaire, the members of the meta-synthesis team were determined. The meta-synthesis team members included 2 curriculum planning experts, 1 expert in the field of education and the meta-synthesis method accompanied by an expert in data bases from Mirzaye Shirazi Library with Master’s degree in the field of Information science and knowledge management. The association of the data bases expert, is due to reliability and validity of the brute-force search and systematic review of the literatures related to the subject and finding the needed resources. In the second and third step, research data from reliable sources, including Latin data banks of Scopus and Springer (2005 to 2019), and Persian data banks of Magiran and Noormags and etc. (1378 to 1398 Solar Hijri Calendar) were determined based on the Inclusion and Exclusion Criteria. By using Systematic Review Method and the following keywords of: literacy, educational leader’s literacy, framework of the educational leader’s literacy, were searched with the word of “qualitative” in the study field of educational science, then the search was limited and the word of “educational leadership competency” was searched and 600 qualitative and mixed articles were analyzed (only the qualitative part of the mixed researches were analyzed) and categorized in 3 groups: a:related b:somehow related and c:unrelated. Finally, 42 articles were chosen. . In the fourth step, with the data analysis, first, 331 Educational Leadership content-bases were extracted. Then using introduction-writing and classifying method, this 331 content-bases, were classified into 20 organizing components of Information Literacy, Communication Literacy, Leadership Literacy, Ethic Literacy, Personality Literacy, Religious Literacy, Vocational Literacy, Economic Literacy, Digital Literacy, Health Literacy, Social Literacy, International Literacy, Organizational Literacy, Thought Literacy, Cultural Literacy, Academic Literacy, Attitude and Perspective Literacy, Legal Literacy, Research Literacy and Aesthetic Literacy, and formed the framework of The Educational Leaders’ Literacy in the school principal’s. The designed framework can be used as a standard for choosing or planning a curriculum for in-service training courses of the school principals in the educational system, or be used as a required syllabus of The Educational Leaders’ Literacy in the universities and the higher education institutions.