mohammad seifi

This qualitative-quantitative study aimed at designing and validating the pattern of elements that are less defined in the curriculum intended to promote elementary school teachers in integrated-inclusive education. For this, the data required were gathered via 25 semi-structured interviews with integrated-inclusive education experts who had valuable experiences regarding the research’s subject. Accordingly, a total of 35 references were collected through the purposive snowball sampling method and further by studying relevant texts and documents. The obtained data were analyzed through the deductive thematic analysis. Then, the codes obtained from interviews were merged with the data extracted from the documents. the findings of this research showed the desirable pattern of teacher empowerment program in elementary - inclusive education in which the features and instances of elements , goals , educational content , teaching method and evaluation method were identified .The results of the fuzzy Delphi technique were further validated, suggesting that employing the pattern obtained in this research for curriculum to promote elementary school teachers in integrative-inclusive education can be effective and worth exploring, as this pattern play a pivotal role in improving the quality of this curriculum.

The purpose of this research was to design a hybrid-oriented curriculum model for the elementary school with an emphasis on Gardner's Five Minds approach.

The research method was qualitative and exploratory. Data were collected through semi-structured interviews with 22 experts in the fields of educational psychology and educational sciences, as well as research synthesis. Data analysis was done using thematic coding method.

The findings of the research showed that the hybrid curriculum model with emphasis on Gardner's five minds approach, including 7 final components (development of thinking skills, curriculum features, preparation for real life, responsibility and self-management, attention to individual differences, mental and emotional health, and practical and applied skills) and 18 subcomponents. This template is designed to cover the diverse needs of elementary school students.

The results of the research showed that the proposed model can help raise students who are not only scientifically capable, but also socially, morally, and creatively developed. By combining the principles of Gardner's approach and hybrid curriculum, this model helps to improve the quality of education in elementary school. It is suggested that policymakers and educational planners consider this model as an innovative framework for designing primary school curricula.

The traditional planning of managers cannot be a solution in today's changing, complex and full of surprises world. The optimal performance of any organization depends on the understanding of the nature of organizations, the capabilities of human forces and the planning skills of managers. The purpose of this research is to explain the implications of complexity theory for planning in the management of educational organizations.

In this study, the method of qualitative studies using document analysis and text analysis was used. The statistical population was all sources related to the subject of the research, which were selected by purposive sampling of 45 samples. First, based on the research questions, relevant sources were studied and texts were extracted; Then, through these researches, the results obtained from them were identified and classified. Finally, the findings were coded, classified, analyzed and interpreted.

The findings showed that a deep study of this theory can make it possible to understand and identify the complexities of planning. Based on this theory, educational managers can provide appropriate strategies and plans and manage their organization against environmental changes and uncertainty.

It seems that in order to improve planning in the current era and improve the performance of managers in educational organizations, it is possible to act based on the principles of complexity theory.

This study aims to examine the moral curriculum in Iranian schools in Dubai, assesses its alignment with the National Curriculum Document of the Islamic Republic of Iran, and proposes strategies for optimization.

A mixed-methods approach was employed, combining qualitative methodologies. Content analysis was conducted on moral education textbooks from grades one to nine used in Iranian schools in Dubai and the National Curriculum Document of Iran. Semi-structured interviews were conducted with 20 teachers and 5 curriculum planners to gain insights into teaching methods and evaluation practices. Colaizzi’s phenomenological method was used to analyze interview data, and thematic analysis was performed using qualitative data analysis software.

The content analysis revealed that the moral curriculum in Iranian schools in Dubai follows a Western framework compatible with Islamic principles, emphasizing cultural studies, individual and social development, character-moral education, and civic studies. However, significant discrepancies were found when compared to the National Curriculum Document, which emphasizes virtues such as patience, courage, respect, empathy, chastity, trustworthiness, justice, and honesty. The Dubai curriculum focuses more on secular ethics and civic responsibilities. Proposed strategies for optimization include incorporating content aligned with the National Curriculum, enhancing cultural and recreational activities, organizing book reading competitions, and providing professional development for teachers.

The study underscores the complexity of delivering moral education in a transnational context, where curricula must balance national values with the multicultural environment of the host country. The findings highlight the need for a more integrated approach that incorporates Islamic values while addressing the diverse backgrounds of students. By adopting the proposed strategies, Iranian schools in Dubai can enhance the moral and ethical development of their students, aligning more closely with national educational goals and effectively promoting Islamic ethical principles alongside necessary civic and social competencies.

The aim of this research was to design and validate a discipline-oriented curriculum model for elementary education with an emphasis on Gardner's Five Minds approach.

This study employed a mixed exploratory sequential research method. Initially, the desired model was developed through qualitative methods (synthetic literature review and semi-structured interviews). Subsequently, the proposed model's validity was assessed using quantitative method (survey) with input from the experts. Among the various theoretical and empirical studies conducted in this area, several were analyzed using synthetic literature review. Additionally, semi-structured interviews were conducted with seven experts and scholars in the field of Gardner's Five Minds approach, and their opinions were coded and analyzed to formulate the proposed model. Furthermore, to validate the research's proposed model, a researcher-made questionnaire was administered, completed by 22 experts through purposive sampling.

The research findings indicated that the discipline-oriented curriculum based on Gardner's Five Minds for elementary education comprises 8 dimensions and 17 sub-dimensions. These dimensions encompass goals, content, teaching-learning methods, learning opportunities, learning resources, learning environment, learning time, and assessment. Moreover, the results suggested that, from the perspective of experts and scholars in this field, the proposed model in this research enjoys good credibility.

Based on the research findings, it can be concluded that Gardner's Five Minds approach is more critical than multiple intelligences, and education based on these approaches can better prepare students for the complex world of the future. Therefore, it is recommended that educational stakeholders consider the proposed model for designing education for elementary school students.

Given the emergence of startup businesses in digital health and the importance of their products for human well-being, there is a critical need for consistent and continuous evaluation of these products. Therefore, producing high-quality and standard products in the health sector helps maintain the competitive market both nationally and internationally. Due to the lack of an evidence-based system that provides comprehensive educational information and an empowerment platform in health fields, this study aimed to design a system for empowering startup businesses to evaluate digital health products.

This study was conducted in three phases: 1) descriptive, 2) development, and 3) evaluation. In the first phase, data elements and functional and non-functional requirements were identified through a literature review and validation by experts. In the second phase, the system was developed using SQL Server 2019, C# language, and an interface was created using ASP.NET Core in Visual Studio 2022, along with programming languages HTML, CSS, Bootstrap, and Java to design a database. In the evaluation phase, the designed system was assessed based on Nielsen’s questionnaire and usability indicators.

Twenty functional and eleven non-functional components were identified for the design of the system, which were confirmed by related experts. The system comprises main modules, including educational resources, empowerment, a network of startups, a discussion forum, experiences, and a library for evaluating digital health products. In the empowerment section, the modules of consultation, webinars, coaching programs, tools, indicators, and evaluation frameworks were developed and implemented. The highest average severity of issues was related to the error prevention section rather than reminders, while the lowest average severity of issues was associated with the consistency and standards principle.

The design of empowerment systems in startup businesses can provide a suitable platform for enhancing evidence-based evaluation for their companies. 

The purpose of this study was to analyze the content of Secondary School Chemistry textbooks based on the emphasis on the objectives of the resistance economy. The research method used in this descriptive study was content analysis. In this research, after quantitative data gathering, Shannon's entropy technique was used to analyze them. The statistical society of this study compiled the content of all secondary school chemistry books (tenth chemistry, eleventh chemistry, twelfth grade, and tenth science science and eleventh science lab). . The sampling method was all in this study; therefore, the entire text of secondary school chemistry was analyzed. The registration unit was the subject of this research. The results of content analysis showed that in the text of the reviewed books, the objectives of the resistance economy in the field of consumption and the areas of skill and knowledge are the most attention, and in the field of employment and production in the field of attentions, the least attention has been paid. Among the books, the focus is on the objectives of the resistance economy in the book of the 11th Science Lab and the least attention is given to the twelve-year chemistry curriculum. Findings from the frequency of components have shown that the attention to the objectives of the resistance economy is not normal distribution and is very little about the objectives of the resistance economy in the chemistry books.

The aim of this study was to identify the effectiveness of electronic content of experimental science course on the academic enthusiasm and vitality of seventh grade high school students based on the Scorm model. The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population was all seventh grade high school students in Hamadan in the academic year 1399-1398, from which 30 people were selected by convenience sampling method and randomly divided into two groups of 15 experimental and control. To conduct the research, under the same conditions, both pre-test groups were studied using Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. It was given in such a way that the control group was trained in the classroom in the usual way and the experimental group learned the same things in the form of the Scorem standard. After the training sessions on the experimental group, The results of analysis of covariance showed that e-content teaching increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of e-content strategies training is effective to increase students' academic enthusiasm and vitality.

One of the key factors in the development of each country is the ongoing training of human resources. In this regard, the education system and teachers, as the major pillars of education, have a huge responsibility. Adaptation of curriculum to the needs of learners and society, the time allocated to the training and implementation of the curriculum, and the space, facilities, and equipment necessary for the implementation of the curriculum, or, to put it more clearly, an understanding of the inputs necessary for the implementation of the curriculum are all vital to the success of the curriculum. It is not possible to ignore the process of curriculum implementation and assume that the curriculum will be implemented in practice as intended. For various reasons, the curriculum may undergo several changes during the process of its implementation. Therefore, according to the objectives set forth in the elementary education curriculum, the question that arises is whether the proposed curriculum is being implemented based on the intended curriculum at the university level.

Research Questions: 

The general question of the study was as follows: What are the teachers’ lived experiences of teaching methods, familiarity with the language of art, familiarity with technology, and familiarity with the analysis of the learning behavior of learners in the implemented curriculum of elementary education at Farhangian University? The main questions of the study were as follows: 1) What are the instructors’ lived experiences in relation to the opportunities created to familiarize students with teaching methods in elementary school? 2) What are the instructors’ lived experiences in relation to the opportunities created using the language of art to familiarize students with the development of cognitive abilities such as imagination, creativity, and thinking in learners? 3) What are the instructors’ lived experiences in relation to the opportunities created to familiarize students with the use of information and communication technology to create educational opportunities and develop their professional abilities? 4) What are the instructors’ lived experiences in relation to the opportunities created to familiarize students with keeping records, collecting evidence, providing feedback, and analyzing their educational behavior? Research Method This applied qualitative research adopted Husserl’s descriptive phenomenological method. In this method, an attempt is made to understand and discover the meanings created by and attributed to different phenomena, and its findings are used for optimal decision-making and action (Gul, 2011). Accordingly, in the present research, the three stages of Husserl’s phenomenology were implemented. These steps included the following: 1- a phenomenological study of the curriculum implemented for undergraduate students of elementary education at Farhangian University, 2- An analysis of interviewees’ ideas about the experienced phenomena, i.e., the implementation of the curriculum, 3- A description of the qualitative data collected from the interviews. The research participants were teachers of educational sciences teaching in Arak Farhangian University. In some cases, each participant teacher was interviewed several times. The inclusion criterion for selecting participants was their teaching experience in the field of elementary education at Farhangian University. Initially, a semi-structured interview was conducted with the selected participants, and their lived experiences concerning the above-mentioned topics were collected. The interview questions were designed based on the objectives of the curriculum used in the undergraduate elementary education program at Farhangian University. In the curriculum approved and communicated for the elementary education program at Farhangian University (AsadiGarmaroodi & Sharifzadeh, 2013), 10 goals are assumed for teacher training in the field of elementary education. Important keywords taken from these 10 macro goals were used to design the interview .

The findings regarding the instructors’ lived experiences in relation to the opportunities created to familiarize students with teaching methods in the subject areas of elementary school were classified into four main categories as follows: 1- knowledge of teaching strategies, 2- the experience of thematic teaching, 3- the experience of implementing the exploratory teaching method, and 4- the experience of implementing the active teaching method. The findings pertinent to the instructors’ lived experiences in relation to the opportunities created by the language of art to familiarize students with the development of cognitive abilities such as imagination, creativity, and thinking in learners can be divided into the six following main categories: 1- familiarity with the language of art, 2- inclusion of the language of art in any of the materials to strengthen students’ abilities, 3- teaching and training, 4- classroom training, 5- controlling students’ emotions, and 6- professional development. As regardsthe instructors’ lived experiences in relation to the opportunities created to familiarize students with the use of information and communication technology to create or enrich educational opportunities and develop their professional abilities, the findings were placed into the following four main categories: 1- enrichment of education, 2- professional development, 3- education and teaching, and 4- the creation of learning opportunities. Findings related to the instructors’ lived experiences in relation to the opportunities created to familiarize students with keeping records, collecting evidence, providing feedback, and analyzing students’ educational behavior were organized into four main categories as follows: 1- optimum use of opportunities and situations associated with students’ educational behavior, 2- the ability to analyze educational behavior, 3- the ability to collect students’ academic evidence, 4- the ability to provide appropriate feedback on students’ academic status.

Farhangian University instructors’ lived experiences of teaching methods in both theoretical and practical dimensions were found to be consistent with the intended goals of the curriculum. This was reflected in the designing and implementation of a variety of activities and experiences in their teaching. However, their unsuccessful lived experiences concerned the many instances in which although they had the cognitive and theoretical knowledge germane to the best teaching methods they could not utilize those teaching methods in their teaching due to the lack of necessary facilities and equipment, which, in turn, suggested that their teaching was not effective. This is despite the fact that the practical implementation of teaching methods is considered as one of the most important aspects of the curriculum of Farhangian University. To sum up, the use of the language of art, information and communication technologies, and analytical skills to enhance students’ abilities can create favorable learning opportunities in the curriculum of the undergraduate elementary education program at Farhangian University

The purpose of this study was to investigate the impact of teaching philosophy to children on epistemological beliefs and learning environmental concepts in 11th- grade students. The research method was quasi-experimental and pre-test-post-test with a control group. The statistical population consisted of 11th- grade students in Arak city, 44 of whom were selected by convenience sampling method and were randomly divided into two groups of 22 control and experimental groups. Subjects in the experimental group were taught human and environmental lessons for 12 sessions based on the principles of the philosophy for children program. Whereas in the control group the training method was conventional. Data collection tools were Schumer's Epistemological Beliefs Questionnaire (1990) and a researcher-made environmental concept test. Analysis of covariance was used for data analysis. The results showed that applying philosophy in the children programs had a positive and significant effect on epistemological beliefs and their components as well as learning environmental concepts of students (p = 0.001). Based on the results of the study, it is suggested to incorporate the principles of philosophy for children in the curriculum rather than being implemented separately.

The aim of the present study was to compare the effectiveness of augmented reality, virtual reality, mollage and traditional education on cognitive load in the biology lesson of 10th grade female students in Arak city. The method of the current research was semi-experimental using the pre-test-post-test method with a control group. The statistical population was all 10th grade female students of secondary school in Arak city, 113 of them (in the form of four classrooms) were selected as a statistical sample by random cluster sampling method and finally the replacement of the classes in the experimental and control groups It happened randomly. To measure the level of cognitive load, Pass and Van Merenbauer rating scale was used. The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (one-way analysis of covariance and for pairwise comparison of groups using Benferroni correction) and spss software version 23. The findings of the research showed that there was a significant difference between the cognitive load of the students who were trained with augmented reality, virtual reality, mollage and traditional methods, and among these methods, augmented reality had the greatest effect in reducing cognitive load, and the teaching method had the least effect had a tradition In other words, using the method of augmented reality, virtual reality and mollage in line with each other, and finally, traditional education, respectively, introduced the least amount of load when entering information into active memory in students. According to the results, teachers should be given the necessary training to use such technologies and use augmented reality and virtual reality in their teaching methodology, while not paying attention to other available facilities, such as mollages, which if used correctly Such facilities, sometimes on par with technologies, can be used to reduce cognitive load.

The purpose of this study was to formulate essential criteria and indicators of environmental education in Iranian elementary education system in 2025 horizon and to prioritize it, using qualitative research for formulation, criteria and indicators and quantitative research for Abstract Prioritization of criteria and indicators. Statistical population in the field of document analysis includes environmental content, bio-education, Supreme Leader's announcement on general environmental policies of the country, Article 50 of the Constitution of the Islamic Republic of Iran, 20-year Perspective Document of the Islamic Republic of Iran 1404, National Document of Fundamental Education Transformation. As well as education (macro goals and strategies), the national curriculum document besides all the teachers and experts in the field of education and the environmental experts were selected by snowball sampling method. The selected people were 60 experts via snowball sampling method. Later, the theme analysis method was performed. According to the results, the philosophy of bio-education in Iranian education in the form of 9 axes, the macro goals of bio-education in the form of 14 macro goals, the essential criteria and indicators of bio-education in the fields of knowledge (21 criteria), understanding and understanding (5 criteria), individual and civil responsibilities (5 criteria), and questioning, analysis and interpretation (7 criteria) were both formulated and prioritized.

This study entitled "Educational analysis of the characteristics of knowledge in transcendent wisdom" with emphasis on the special ability of Sadr al-Muta'allehin philosophical school in order to produce a transcendent educational model, to explain the epistemology of transcendent wisdom as the foundations of a progressive educational system and infer its educational implications Has taken an educational approach.

In order to achieve the goals of research and educational drawing of Sadra's geometry and epistemological system, first the main issues of epistemology of transcendent wisdom are described and explained, then based on epistemological topics such as identity and levels of science, classification of sciences, sources And the means of knowledge, the process and mechanism of acquiring knowledge, the limits and realm of knowledge and the end of knowledge; Educational implications are provided.

Learning and training In this research based on Sadra's abstract view of science and the theory of rational unity and mental existence, has been introduced as a process that creates unity between the active learner and what has been learned.

In the continuation of the research from the wide and comprehensive range of Sadra epistemology, the breadth of knowledge, the need to deepen knowledge, the production of knowledge and the way out of barren learning and training deadlocks towards dynamic and productive learning that leads to the realization of faith's knowledge. Inferred.

One of the best ways to educate is to apply kindness. The pure and clear mind of the student is institutionalized on the basis of kindness and affection. The student's mental and intellectual perceptions of concepts such as kindness and gentleness are based on observations, studies and classroom learning. Therefore, it is worthwhile for educational administrators to consider kindness and gentleness as the foundation of the education system. The present research is qualitative and has been done through content analysis, documentary study and phenomenology. The research population includes all valid scientific references and documents related to research, and all experts in the field of education. The sample is selected based on purposive sampling method. Data collection tools were sampling, content analysis checklist and semi-structured interview questions. Findings show that education based on kindness and gentleness has ontological, anthropological, epistemological, biological, sociological, psychological and religious dimensions. 60 main components were extracted based on the abovementioned dimensions.

The promotion of media literacy is due to its scientific and organized research. The main role that media literacy plays in this is the main topic of the present article, which has been done in order to provide a model for explaining media literacy in high school. The research method is document mining and theory based on data (basic theory) and applied research, and qualitative in terms of data type in terms of descriptive implementation. The statistical population of the present study consists of two groups: first, media literacy specialists, educational planners and media literacy teachers who participated in specialized meetings, from which interviews were conducted to determine the elements for designing the desired model, and second, media literacy experts used. Sample size was used for interviewing 12 people for model validation of 35 people. The analysis method consists of three stages of open, axial and selective coding and is organized in the form of basic theory in the form of a network of basic themes. Findings show that the model includes a comprehensive theme and 7 organizing mechanisms. Which is emphasized in education and programming of media literacy book.1-Management mechanisms,2-Education and teaching mechanisms, 3-Structure reform mechanisms,4-Mechanisms of necessary competencies to create change in media literacy, 5-Learning mechanisms, 6- Mechanism for paying attention to the quality of education and 7- Mechanisms of developments and challenges facing media literacy education. Findings indicate that media literacy has two important themes ,which are considered as influential factors in the lives of audiences.

The characteristic of adolescence is puberty. Adolescence is a process and physical change that is different from adolescence, which is a process and psychological change. In optimal conditions, these two processes occur simultaneously, but when adolescence and adolescence do not occur (which is often the case), the adolescent has to tolerate this imbalance, which is an additional stress. The important point is that many of the traumas of adulthood are the continuation of childhood and adolescence problems. If there are any difficulties in this passage and the adolescent's mental health deviates from the main road, it will be in jeopardy.Anxiety and depression, along with adaptive disorder, are major mental health issues that occur during adolescence. How many people who dropped out of high school because of mental stress and subsequent mental illness or who have dropped out of college after years of mental illness Intellectual and practical returns or after graduation from school, their mental health is at risk. The importance of addressing aspects of mental health is clear, the WHO and many countries have come to the conclusion that forgetting and neglecting mental health is one of the major failings of health systems and any health plan regardless of mental well-being Society will fail. Achieving accurate information based on scientific research is one of the most important aspects of success in the field of mental health. Particular attention to the adolescent population, especially students as the future of society, is one of the key factors for sustainable and comprehensive development. In addition, addressing the many issues and problems facing adolescents and finding solutions to them is one of the essential tasks of the education system. Education must also educate students and prepare them for accepting future responsibilities, fostering emotional health and A society in harmony with cultural, social, familial, religious, and historical beliefs and values, to guide the achievement of perfection through the realization of individual independence in the present period. Cognitive development of the adolescent also depends on the sex, self-esteem, communication needs, parental separation and psychological well-being of each individual. Very importantly, many of the traumas of adulthood are actually the continuation of childhood and adolescence problems. Depression and other mental disorders lead to disruptions in educational, occupational, social and interpersonal functioning. These people often have problems such as poor self-esteem, academic failure, social exclusion, and inability to communicate with peers and lack of adherence to social rules; these psychosocial problems have a direct impact on their learning process.The purpose of this article is to Identification of Mental Health Components in Mental Health curriculum in Primary Secondary School.The current research is applied in terms of its purpose, according to the type of data is a qualitative research and in terms of data collection method, it is descriptive and exploratory. TThe study population consisted of school principals, curriculum specialists and mental health professionals in Hamadan province. Sample size was determined using saturation principle and purposeful non-random sampling method 30 people were selected. Data were collected through semi-structured interviews in the form of open questionnaires. According to the research questions, qualitative analysis based on component identification was used. In this way, the fuzzy Delphi process and the consensus of experts around the components were used to identify the mental health components in mental health curriculum in the first secondary school.

Of the 40 components identified, 31 were found in four dimensions of physical and behavioral health, anxiety and personal mood, social activity, and depression and hopelessness to be effective on the mental health of first grade high school students. Therefore, the development of a curriculum based on 31 identified effective factors can greatly improve the mental health of secondary school students.Understanding the factors contributing to the onset of mental illness and observing mental health can prevent some anomalies. If parents and educators are able to solve adolescents' problems with their awareness and understanding, they will lead a useful and adaptable life. Under such circumstances, educational problems will be reduced and adolescents will increase their learning, thinking and adjustment ability and their tilt will decrease.Mental health requires a peer-to-peer education and training program that every person, especially the adolescent, should be aware of in their mental health.Adolescent mental health education can control many of the anomalies of this age. But, in fact, what is seen in the curriculum of high school and even university, is no less effective than mental health education, but by providing regular education and in the proper context, the abnormalities of these ages can be reduced. The results showed that the factors of emotional self-awareness, assertiveness, self-esteem and stress management and emotion control, beliefs, certainty, knowing about God, knowing about the environment, knowing about oneself, accepting death and resurrection, acting on Religious beliefs and attitudes, compassion, alertness, self-control, patience, thankfulness, acceptance of self-esteem, identifying areas of vulnerability, nurturing one's talents and interests, critical thinking, social responsibility, open mind Expertise creativity has a huge impact on the mental health of first grade students, experts say. According to experts, factors such as flexibility, happiness, self-esteem, hope and hopefulness, meaning-making factors in life, creativity hope, life satisfaction and self-esteem, expert responsibility have less impact on mental health. First-year students have secondary education. In addition to what has been stated, other results of this study indicate that some factors such as honesty, generating forgiveness, affectivity, intimate relationships with others, timely asking for help, skill Experts' decision-making and problem-solving skills have a moderate impact on first-year students' mental health, so ultimately, 31 factors influence first-year students' mental health that should be targeted in curriculum design. . The findings of this study are in line with the results of Taher's 2012 research; the results of this study have listed mental health indicators; truthfulness, blasphemy and avoidance of sin, faith, remembrance of God, moral goodness, thought, reason, contentment, Lying in the world, respecting rights and resisting adversity, expectation, avoidance of doubt, lack of greed, expectation of openness, satisfaction and certainty, health, security, a great day, with companionship, prosperity and comfort.

This study is intended to analyze “Hedyehaye Asemani” textbooks for the fifth grade students on the basis of the components of spiritual traing of Imam Khomei. The research is conducted through categorical content analysis. Units of analysis contain sentences and images. The statistical population of this research involves the “Hedyehaye Asemani” textbooks for the fifth grade elementary students. According to the census method, the sample size is equal to the population size. A checklist is used to for collecting data. Descriptive statistical indicators of frequency and percentage are considered for data analysis. The results revealed that the components of spiritual education from Imam Khomeini's point of view, are mentioned in 448 sentences. The component of spiritual values, ​​with 208 sentences, (46.37%), is the most emphasized one. The component of spiritual beliefs, with 81 sentences (18.09%), occupy the least emphasized position. Furthermore, the components of spiritual education are mentioned in 448 sentences. The component of spiritual behavior, with 24 images (57.12%), has the highest frequency. The component of spiritual beliefs with 6 images (14.29%) has in the lowest frequency.

The aim of this study was to investigate the lived experience of 10th grade female high school students in Arak augmented reality method in biology course in the academic year 2019-2020. The method of the present study was qualitative and the phenomenological method was used to achieve understanding, description and explanation. The participants of the study were 10th grade female students in Arak who were trained in biology by augmented reality method and the interview continued until the theoretical saturation was reached. The data collection tool in this study was interview. Dickelman method was used to analyze the analysis of phenomenological data. After thematic extraction and their classification, the findings included 4 main themes and 14 sub-themes. MAXQDA 10 software was used for data analysis. Findings showed that students' cognitive dimension in augmented reality teaching method is able to visualize and imagine the relationships of organs after learning, increase perception in learning and increase memory, in the dimension of interaction and interpersonal relationships, have an active role in learning and Participation and cooperation with classmates and the facilitator role of the teacher, in terms of the characteristics of the teaching method of saving time, the possibility of manipulating the subject of education and in the emotional dimension of interest in the lesson and high satisfaction and motivation and positive attitude to the lesson. Therefore, it can be said that considering the positive role of virtual reality in four areas of cognition, interaction and interpersonal relationships, teaching methods and most importantly the emotional area, we should try to remove barriers to the use of technology and train teachers to use it. Be given from such technologies.

The aim of this researcher was to investigate the current status of mental health education in the curricula of the first secondary school.

Research method in terms of purpose, applied; In terms of data type, the quality was exploratory and in terms of data collection time was descriptive. In this study, data collection by library method and content analysis method to examine the current status of textbook content in heavenly gifts, experimental sciences and thinking and lifestyle in four dimensions of mental health, namely physical and behavioral health, anxiety and personal mood, action Social exercise, depression and despair were used.

The results showed that the curriculum of the first secondary school was not in a good condition in terms of mental health education in the studied subjects.

Mental health is equal to physical, mental, social, contentment and happy living in which students are able to develop their abilities, face daily psychological pressures and overcome them.

New teaching methods based on new technologies such as Augmented Reality seek to provide opportunities for transferring information, improving learning and reducing learning problems. The purpose of the present study was to determine the effect of augmented reality training on learning, retention and cognitive load in biology lessons. The research method was semi experimental with pretest-posttest design with control group. The statistical population consisted of all 10th grade female students in Arak city Based on the conditions and facilities, two schools were randomly selected Arak City One and Two Education District , and the method of replacement of classes in experimental and control group was random. Academic achievement test was used to measure learning and retention and Pass and Van Merinbauer rating scales were used to measure cognitive load. Data were analyzed using analysis of covariance and repeated measures. Findings showed that learning and retention of augmented reality group were significantly more than those trained in traditional way. Other findings showed a significant decrease in external cognitive load in the augmented reality group compared to the control group. Based on the findings, it can be concluded that the correct use of augmented reality in the learning environment allows users to have Effective learning and less forgetting. Therefore, it is recommended to use the potentials of this technology in teaching different courses.

Media literacy is one of the essential skills needed by learners in the twenty-first century. Teaching this skill requires methods that stimulate thinking and reasoning among learners. This study aims to analyze the effect of P4C on students’ philosophical mentality and learning in Thinking and Media Literacy as a school course. This study used a quasi-experimental method employing the pretest-posttest control group design. The research population consisted of all male students studying in the tenth grade at a school in Arak, Iran, in 2018-19 academic year. The sample comprised 44 students, selected by cluster sampling, and assigned to two experimental and control groups. Data collection was performed using a philosophical mentality questionnaire and a researchermade learning test. For data analysis, descriptive statistics, mean, frequency and standard deviation were used. Covariance analysis was applied for inferential statistics using SPSS version 23. The statistical results showed that in terms of learning outcomes, the mean score in the P4C group (M=18.06, SD=1.6) was higher than in the conventional group (M=15.7, SD=1.6). There was a significant difference between learning outcome scores in the experimental and control groups (P<0.001). In addition, the mean score of philosophical mentality in the experimental group (M=146.3, SD=8.7) was significantly higher than that in the control group (M=131.8, SD=11.7), (P<00.1). Given the findings of this study, it is suggested that the principles considered important in the P4C programs be used to teach the Thinking and Media Literacy course.

This research seeks to provide an educational analysis of trans-substantial motion as one of Mulla Sadra's initiatives. For this purpose, first the principle of motion in Mulla Sadra's intellectual and philosophical system is briefly explained, and then in line with the approach of the social extension of philosophy, it is educationally inferred. By proposing the theory of trans-substantial motion, Mulla Sadra believes that the material world and nature constantly evolves and develops in all its essence, moves in quantity and quality from potentiality to actuality with a graded approach, and follows the path to perfection and survival. The link between motion and education is due to the fact that divine legislation and validity are based on generation, and the deepening of education with the centrality of the essence of existence corresponds to motion. The result of the relationship between the two will be components and principles such as transformation and perfection, gradual elevation and continuity, systematicity and appropriateness. This model of education has elements such as dynamism, continuity, extension and depth, which are the result of the movement and activity of educator and student in an interactive relationship. Accordingly, education is an accumulative movement with a truth that develops all physical and spiritual aspects of human existence.

The purpose of this study is to explain the principles of kindness and compassion in education, to provide a good model and to validate it. The study population consisted of 30 experts and professors in Khuzestan universities and 440 faculty members. Based on Krejcie-Morgan table, the sample size was 210. In this study, a researcher-made interview and questionnaire with formal and content validity were used. Factor analysis with confirmatory approach was used to analyze the data. Based on the findings of the research, the desired pattern components were presented in the ontology, anthropology, epistemology, value, biology, sociology, psychology and religion dimensions. Based on these dimensions, 60 main components were extracted. The desired pattern was designed and validated. One of the best ways to teach is to use love. It is suggested that practitioners in the field of e d u c a t i o n make the most of this model.

The purpose of this study was to investigate bilingual strategies and determine the appropriate model for teaching bilingual students in Iran's educational system. The research method was a combined sequential-exploration type. The statistical population of the study consisted of two societies; first community of research resources (written) and the second community of two subsectors of university professors. In addition, the snippets and questionnaires were utulized.  Afterwards, the findings indicated that bilingual strategies were subordinated to three models: a) natural language learning (B); guided language learning; and (c) automaticaly acquisition. Observation of the rank of bilingual education models from the viewpoint of university’ professors showed that the content-based language teaching method, the growth method, and the multilingual approach had the highest rank, respectively. Accordingly, the following methods were ranked as   two-way method, maintenance method, prestige method, dipping method, transitional method and, finally the revitalization method. . Moreover, in comparison of the viewpoints from all the professors with considering their field of study, it was indicated that faculty members in the field of Science Education prefered two-way method.

The present study aimed at identifying and extracting the causes of gap between theory and practice of artistic education in the junior secondary education and comparison of managers and teachers’ opinions in this regard. The mixed-method approach to research was adopted. The sample consisted of curriculum specialists, art education experts, junior secondary managers and art-culture teachers. First, the causes of gap were identified and extracted through analyzing national and international resources, interview with curriculum specialists and art education experts based on the elements of Klein’s curriculum. Then according to these causes, a questionnaire was designed and administered to the managers and teachers. The results of the analysis in the first run led to identification and extraction of 79 causes, among which there was a significant difference between the managers and teachers’ opinions with regard to the element of content. Accordingly, experts of the Organization of Research and Educational Planning are suggested striving to revise the curriculum and consequently mitigating the gap between theory and practice of artistic education especially in the area of content.