maryam pourjamshidi

This research was conducted to determine the effectiveness of the interactive educational environment by integrating creative drama with the five-step method on creative thinking skills and its components in fourth-grade female students of Hamedan City.

The research method was applied in terms of purpose and in terms of implementation method, it was semi-experimental using a pre-test and post-test design. The research population was all 1219 fourth-grade female students in Hamadan city. The sample size included 90 students in the fourth grade who were selected by the available sampling method and divided into three groups by simple random. The intervention plan was implemented in 12 training sessions (each session for 60 minutes). Torrance's (1974) creativity test was used to collect data. The validity of Torrance's creativity test was confirmed by experts and its reliability was determined to be 0.85. Data analysis was analyzed with the help of SPSS software.

The results of the research showed that the design of classroom training based on an interactive educational environment by integrating creative drama with the five-step method has a positive effect on the development of creative thinking skills and its components compared to the design of classroom training based on the show. He has a creative and educational design of the class in the usual way (speech).

The interactive educational environment through creative shows increases creative thinking because it directs the flow of education in a direction where students, through activity pay more attention to the details of the phenomenon and subject matter. Learning is encouraged to think more about problems and provide various solutions through innovative methods.

Learning disorders such as dyslexia, dyscalculia, and dysgraphia significantly impair essential academic abilities, including numerical processing, word recognition, and writing, thereby hindering the educational progress of individuals with special needs. Recognizing the inadequacy of current educational support for these students, this study investigated the integration of augmented reality (AR) within curricula as a potential solution. Employing a systematic review methodology (PRISMA), the research initially screened 1130 articles, and a full-text review of 59 was conducted, and 14 analyzed articles that met rigorous inclusion criteria. The key research questions centered on AR curriculum integration's diagnostic and interventional roles for dyslexia, dyscalculia, and dysgraphia. The findings revealed a notable concentration of AR research in dyslexia, with increasing attention towards dyscalculia and dysgraphia. Furthermore, AR applications appear more prominent in intervention strategies than diagnostic procedures. Consequently, incorporating AR into the educational framework for students with these learning disorders presents a promising avenue for enhancing learning outcomes, capitalizing on AR's inherent multisensory, interactive, and immersive characteristics.

The purpos of this study  was to evaluate the integration of technology in e-education by elementary school teachers based on international standards for technology in education. This research was applied in terms of purpose and employed a survey method. The statistical population consisted of all male elementary school teachers in one district one of Hamedan city during the 2022-2023 academic year, with a sample of 140 participants. Data collection was conducted using a researcher-made questionnaire based on the six dimensions of ISTE's standards. The questionnaire's validity was confirmed by educational technology professors, and its reliability was established using Cronbach's alpha, yielding a value of 85% for the total dimensions. The findings revealed that the integration of technology by male elementary teachers in district one of Hamedan city in e-education, considering technological concepts and operations, teaching planning across multiple environments, planning and designing learning experiences and environments, measurement and evaluation, professional productivity, and human, legal, ethical, and social technology issues, was at a favorable level. Furthermore, no significant differences were observed in technology integration based on educational technology standards with regard to age, education, and experience. Based on the findings, it can be concluded that primary school teachers employ strategies related to technology integration dimensions and indicators in an integrated manner within the e-education context, aligning with global standards for technology integration in the teaching-learning process. Therefore, it is recommended that officials and planners take the necessary steps to maintain and further enhance this positive development.

Today, blockchain technology presents a new framework that can help address some challenges facing health and medical education. Accordingly, there is a growing interest in using this important technology, especially among medical educators. Looking towards the future of educational technology and considering the end of the COVID-19 pandemic, medical education experts are expected to accept blockchain technology widely. This study aims to investigate all aspects related to the application of blockchain in medical education.

The study was conducted through a PRISMA systematic review of 10 databases, namely Scopus, Web of Science, Eric, Wiley Online Library, ProQuest, Springer, Noormags, Magiran, and Irandoc, in December 2022, and was updated in February 2023. By utilizing the strategies of this systematic review, a total of 980 related articles were identified, of which 187 were selected. After screening and criteria were applied, 18 relevant articles were selected to complete the research.

The results show that the application of blockchain technology in medical education has the most significant impact in the two sectors of education and healthcare. In health and treatment, blockchain technology plays a crucial role in registering patients' treatment records, storing treatment information, and ensuring the security and durability of information. In medical education, blockchain technology is utilized to issue educational certificates, enhance credibility, offer cloud storage space, and enhance the quality of teaching and learning. The trend in research methods is shifting towards mixed methods.

According to this study, blockchain technology in medical education creates suitable capacities for learners and teachers through a systemic approach and collective wisdom. Despite the positive aspects and efforts to address the challenges, the field of medical education is still experiencing an exponential trend in the use of technology. We expect more research and the integration of blockchain technology in medical education in the short term.

This research was conducted to investigate the relationship between epistemological beliefs, educational philosophies, and the integration of technology in the classroom of male middle school teachers in Hamedan City. The descriptive research method was a correlation. The statistical population included all male secondary school teachers in Hamadan city, numbering 361 people. The sample size was 186 people using the Karjesi and Morgan table were selected. Data collection tools included Schumer's epistemological beliefs questionnaire (1990), educational philosophies questionnaire (Sadker, 2014), and Schmidt et al.'s technology integration questionnaire (2009). The findings showed that there is a positive and meaningful relationship between the components of simplicity of knowledge, inherent ability to learn, quick learning, and the specificity of technology integration knowledge in the classroom; But there is no significant relationship between the certainty of knowledge and the integration of technology in the classroom. Regarding the relationship between teachers' educational philosophies with their technology integration in the classroom, the findings showed that there is a positive and significant relationship between the sub-components of progressivism and existentialism with the integration of technology; However, there is no significant relationship between the sub-components of sustainability, essentialism and reconstructionism with the integration of technology. It was also found that the component of inherent ability to learn from the sub-components related to epistemological beliefs and existentialism and essentialism from the sub-components related to educational philosophies can positively and meaningfully integrate technology by teachers in Predict the Classroom.

In this era of progress, interest has developed regarding advancing deep learning (DL) in medicine. However, there has been reluctance to use deep learning, particularly among medical educators. The limitations of previous research were examined in this study, along with the extent to which DL can be used in medical education and its potential impact on educational quality. We were interested in discussing DL’s prospects, and determining whether we could benefit from it in medical education.

Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to manage this review procedure. Six databases were searched carefully to obtain relevant studies. Our search identified 981 articles from the database based on our standards. After filtering the duplicated articles, 11 studies were included in the systematic review.

The results showed that DL applications attracted researchers’ attention in the medical and education technology owing to their effectiveness to provide the personalized assistanceand feedback. Furthermore, the majority of research concentrated on teaching medical students how to utilize DL applications in the classroom, and all of them tried to improve medical students’proficiency with DL instruments in practical applications. Deep learning components in medical learning environments have two segments—in the educational settings like speech recognitionor Video content analysis for affecting students’ learning, and in the medical settings, applying deep learning from diagnosis to prevention. An integration of them can work better in medicaleducation.

Medical education uses DL to improve the students’ education. DL is a powerful instrument which has become more famous in terms of superb outcomes. Besides, using DL in medical education is likely to continue as a hotly debated area of research and a well-known classroom strategy.

The introduction of digital technologies into medical education systems has introduced new challenges in this field. The issue of ethics in medical education is one of the essential elements in this field. Therefore, the purpose of this research was to investigate the place of ethics in the field of electronic learning in medical education.

This study is a systematic review which presents the findings obtained from a systematic review of researches on using ethical standards in e-learning in medicine. Systematic search according to the keywords of the systematic search was extracted and exploited in 4 external databases: Scopus, Springer, PubMed, and Web of Science, and 3 internal databases: SID, Magiran, and Irandoc. A systematic search was conducted in November 2022 and updated in March 2023, and reached 36 studies, and finally, 14 studies meeting the criteria for in-depth analysis were determined.

The analysis of the selected researches based on specific criteria showed that compliance with professional ethics had a positive effect on the field of electronic learning in the field of medicine. It has also made this field more efficient, and people trust it more.

The results of the present study showed that e-learning based on professional ethics standards in the field of medical education provides a suitable platform for effective learning and improving the performance of the learners.

Education stakeholders are increasingly interested in finding effective ways to improve education and learning outcomes. Among the factors that have been found to be crucial to student success are their engagement and self-efficacy beliefs. These two factors are known to predict students' learning and performance, both of which are influenced by various factors, including the teaching method used. Research in recent years has shown that effective teaching methods require the integration of technology to activate and improve learners' capabilities. The integration of technology in education has become a necessity in many educational systems worldwide. While educators recognize the benefits of educational technologies, the integration of technology into the curriculum is still complex and challenging for teachers. They often find it difficult to integrate technology effectively into the classroom and have questions about how technology integration can improve learners' performance.

The present study aimed to investigate the integration of technology in teaching role-playing methods and its effect on cognitive engagement and academic self-efficacy of elementary students in experimental sciences. The study used an experimental design with a pre-test and post-test design with a control group. The sample included 60 sixth-grade students selected through a multi-stage cluster sampling method and randomly assigned to three groups: an integration of technology in role-playing, role-playing, and a lecture group.The data were collected using two questionnaires: the Tinio Academic Engagement Questionnaire (2009) and the Jinks and Morgan Academic Self-Efficacy Questionnaire (1999).

The results showed that the integration of technology in the teaching method of role-play had a positive effect on students' cognitive engagement and academic self-efficacy compared to traditional role-playing and lecturing methods.

Integrating film technology into role-playing methods for elementary school children provides the conditions for learning in which students can make their thinking processes more coherent and organized. The method helps children better receive and process information through visual, auditory, and motor channels. It also increases students' self-efficacy through social interactions that take place between them, their teacher, and peers, leading to a growth in students' sense of pride and competence in their achievements and abilities.In conclusion, it is recommended that teachers integrate technology such as film into their teaching methods to help students better engage with the subjects of the experimental sciences and increase their academic self-efficacy.

This study sought to examine the effectiveness of individual flipped learning, cooperative flipped learning, learning from evaluation in flipped learning evaluation, and evaluation of learning in flipped learning on higher-order cognitive outcomes in seventh-grade students in the subject of experimental sciences. This quasiexperimental research adopted a pretest-posttest design with a control group. The statistical population of the study included all seventh-grade students in Hamadan, of which five classes (135 students) were randomly selected using the convenience sampling method and divided into four experimental groups and one control group. A teacher-made descriptive test, the validity of which was confirmed by three experienced teachers, was utilized to collect data. The reliability of the instrument was also confirmed using the Kuder-Richardson 20 coefficient. The data were analyzed using the analysis of covariance in SPSS). The results showed that learning from evaluation was higher in the flipped learning group compared to other groups; however, no significant difference was observed between the other groups, including individual flipped learning, cooperative flipped learning, evaluation of learning in flipped learning, and the control, in terms of higher-order cognitive outcomes. In conclusion, it can be said that integrating the strategy of learning from evaluation into flipped learning can increase the effectiveness of flipped learning, which, in turn, can facilitate the achievement of higher-order learning outcomes.

One of the areas particularly influenced by Coronavirus is educational systems that operate differently in different societies. some Iranian universities have been providing E-learning for about a decade and half, not for the whole system of education, but at high education and school level. This difference is especially significant in the Coronavirus period from several perspectives: first) acceptance is forced and not voluntary, second) lack of ready-made educational packages in terms of content, third) low readiness of teachers and professors in terms of method of teaching and evaluation strategies in distance education, fourth) low familiarity of learners with the necessary skills for distance education and acceptance of the main responsibility of the learning processes in the educational system, fifth) poor communication platforms and reduced online interactions, especially in rural areas, sixth) inappropriately providing and supporting services by universities and schools. One of the approaches for instructors to solve them and be effective in distance learning is the FTA. Therefore, by considering the importance of the learners' performance and satisfaction as an internal factor that affects motivation, and plays an important mediating role in the learning process, and also the lack of research on the pedagogy used in the flipped teaching, the study was done on e-learning Corona period and aims to study students' satisfaction with the FTA in terms of pedagogical flexibility.

The research method was mixed with the explanatory plan being done in the quantitative part by the survey, and in the qualitative part by the case study. The statistical population in the survey included 30 students of educational sciences of Bu Ali Sina University in the academic year 2020, the sample size was equal to the population and the case study included 15 interested participants who were taught with this approach. A semi-structured interview strategy and researcher-made questionnaire were used to collect data, the validity of which was confirmed by experts, and its reliability was confirmed by Cronbach's alpha.

The study's findings showed students' satisfaction in terms of flexibility of integrating media with content, the flexibility of FTA offline and online, and evaluation strategies.

Based on the results of the findings of the study, the FTA due to its flexibility in terms of media integration with content, teaching methods, and evaluation leads to students' satisfaction with distance learning and combining different dimensions of pedagogy. In the FTA, students' satisfaction with distance learning can be increased.

The purpose of this study is to explain the concept of spiritual education for children (S4C) and its principles with an emphasis on the Theoretical Foundations of Fundamental Transformation in the Formal Public Education System of Iran, and exploring the opportunities and challenges of e-learning for it.

This is a qualitative research, and its statistical population consists of the document of Theoretical Foundations of Fundamental Transformation and all available texts and resources related to the concept of spirituality and spiritual education for children as well as e-learning. The statistical sample was selected through purposive means. Then, using the method of transcendental analysis, the concept of children's spiritual education according to the Theoretical Foundations of Fundamental Transformation was explained, and using Frankena’s deductive model, three important principles of children's spiritual education related to its cognitive aspect were inferred and explained, and then, using descriptive-analytical method, the opportunities and challenges of e-learning in achieving the mentioned principles were discussed.

The results of the analysis showed that the spiritual education for children (S4C) focuses on the knowledge about Allah as the source of spirituality, nurturing the child's spirit and inclinations towards Allah, and the realization of a ‘Purified life’ in all aspects of the child's life. It was also clarified that the three important principles of children's spiritual education in its cognitive aspect are: the principle of cultivating correct thoughts and beliefs about Allah as the source of spirituality; developing the child's perspective on the beliefs and spiritual possibilities of his/ her religion and other traditions and religions; fostering the children's critical thinking. Furthermore, developing children’s spiritual literacy through open sources, access to reference human resources with the least restrictions, and creating spiritual communities are some of the opportunities of e-learning for S4C. Also, empowerment of teachers and management of children's educational process, their need to have the necessary attitudes and communication skills in e-learning, the monitoring and guiding learners' participation, and understanding distance learning from children’s viewpoint, and evaluating and guiding children towards self-direction are some of the major challenges of e-learning for S4C.

Children should acquire the necessary spiritual literacy in the field of spiritual education based on the Theoretical Foundations of Fundamental Transformation so that they can act wisely and consciously about their spiritual orientation. In this regard, e-learning opportunities can be used to overcome its limitations and challenges for the spiritual education of children.

The purpose of this study was to identify the dimensions of social life of citizens and their impact on cyberspace in Hamadan province. The method of the present study is a mixed-type consecutive exploration design. Qualitative participants included experts in Hamadan province in the field of social issues, among whom 10 were selected as well as theoretical research related literature among which 7 books, 131 articles, and 10 theses were selected purposefully. The study population in the quantitative section includes the citizens of Hamadan province, from which 400 people were selected by stratified random sampling. A researcher-made questionnaire and semi-structured interview were used for data collection. The validity of the questionnaire was confirmed by experts and its reliability was confirmed by Cronbach's alpha coefficient and its construct validity through confirmatory factor analysis. The results were obtained in the qualitative section of 6 categories including social security and health, citizenship awareness, contrasting tradition and modernity, social ethics, social participation, and social responsibility. In the quantitative part, the results also showed that the largest use of cyberspace is in terms of quantity for entertainment and the least is commercial and economic activities. In terms of usage, communication is first and then entertainment, learning, and business activities, respectively. Also, the impact of cyberspace was negative on three categories of social issues including social security and health; citizen awareness; and the contrast between tradition and modernity