seyed rasoul emadi

The employment of students is a crucial issue, as their post-graduation unemployment brings about irreparable consequences in various social and economic dimensions. Many new graduates are either unemployed or struggling to find a job in which they have been trained and are interested. As such, new graduates need more than procedural knowledge to succeed in today's changing technological, political, and social conditions. Accordingly, they require a set of entrepreneurial skills influenced by technology awareness and education. Technological literacy and proper education enable students to adapt to the evolving needs of modern life. Thus, technological knowledge and awareness are key competencies for future graduates. Moreover, the most effective methods of providing entrepreneurial educational content play an important role in enhancing entrepreneurial skills. The present study aimed to predict the entrepreneurial skills of students based on their technological literacy and university instructors' teaching styles.

The research method was descriptive and correlational. The research population included all undergraduate students of Bu-Ali Sina University in the 2020-2021 academic year, numbering 6,701 students. The statistical sample was determined using the Karjesi and Morgan table, resulting in a sample size of 364 individuals selected through a relative stratified random sampling method. Data were collected using entrepreneurial skills, technological literacy, and teaching style questionnaires. Pearson's correlation coefficient and multiple regression analysis were employed for data analysis using SPSS22 software.

The results indicated that students' technological literacy and teachers' teaching styles had positive and significant relationships with students' entrepreneurial skills (p<0.01). Among the components of technological literacy, the greatest impact was attributed to the component of technological works, while the least impact was related to the component of understanding technology in the surrounding world. Among the dimensions of teaching style, the greatest impact was associated with the productive teaching style, while the least impact was related to the analytical teaching style.

The results of the present study confirmed the role of technology awareness, technological literacy, and entrepreneurial teaching methods in increasing and improving the entrepreneurial skills of undergraduate students. The findings demonstrated that technological knowledge and proper education play a prominent role in acquiring entrepreneurial skills. By identifying the key factors that influence the development of entrepreneurial skills, this study provides valuable guidance and solutions for higher education policymakers. These findings can help improve entrepreneurial skills through productive training and teaching methods.

Students in the educational system use different learning strategies to realize their learning. Reviewing the research background has confirmed the importance of learning strategies at different educational levels. Therefore, the current research aimed to teach basic and complex explanation and elaboration strategies on the English language academic performance among female students. The research method was semi-experimental with an unequal control group design. The statistical population included all ninth-grade school girls in district 1 of Hamedan city, among whom 90 students were selected and replaced in three groups of 30 subjects (two experimental groups and one control group). The first experimental group was taught the basic elaboration strategy, the second experimental group was taught the complex elaboration strategy, and the control group used the conventional teaching method. To collect data, a teacher-made tool was used in the English language performance. The results of covariance analysis showed that the teaching of basic (F=37.22, p<0.01) and complex (F=60.71, p<0.01) elaboration strategies have a significant effect on increasing English academic performance. Also, the results of the Bonferroni Test regarding the comparison showed that the effectiveness of complex elaboration strategies is more effective than basic elaboration on English language performance (p<0.01). The findings showed that basic and complex elaboration strategies are effective on English language performance and the effectiveness of the complex elaboration strategy was higher, so it is suggested that teachers use these strategies to improve students' English language learning.

Learning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning disabilities. The method of the current research was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research included third-grade primary students with dyslexia and dysgraphia in West Islamabad city (Kermanshah Province). A targeted sample of 34 students was selected from among the third-grade students and randomly assigned to two experimental (17 students) and control (17 students) groups. The research tools included Kormi Nouri's reading test (2005) and the researcher-made writing test (2017). For the experimental group, 11 practice sessions were conducted in the form of task-oriented teaching, and the control group remained on the waiting list. The results of the research showed that task-oriented teaching had a significant effect on the reading and writing skills of students with learning disabilities. Based on the results, it can be said that task-oriented teaching improved the reading and writing skills of students with learning disabilities. Therefore, it is suggested that primary school teachers use the task-oriented teaching method for students who have reading and writing disorders.

In today's society, the Feynman Quantum Learning Technique (1965) is one of the methods of active teaching, a method that includes all the processes that make learning a pleasant and meaningful process. Therefore, the aim of this study was to investigate the effect of Feynman quantum learning technique on cognitive and metacognitive skills, academic self-efficacy and students' academic performance.

The research method was quasi-experimental and included an unequal control group design. The study population included students of educational sciences of Bu-Ali Sina University, Hamadan. Using available sampling method, 23 people were randomly divided into experimental (n = 11) and control (n = 12) groups. Research tools include the Cartwright-Hatton and Wells Cognitive and Metacognitive Strategies Questionnaire (1997); Morgan-Jenks (1999) Academic Self-Efficacy Questionnaire and Academic Performance Test (researcher-made). Multivariate analysis of covariance was used to analyze the data.

The results showed that Feynman quantum learning technique has an effect on students' cognitive and metacognitive skills at the level (P<0.05). Feynman quantum learning technique has an effect on students' academic self-efficacy at the level (P<0.05). Feynman quantum learning technique has an effect on students' academic performance at the level (P<0.01).

Feynman quantum learning technique activates the learner, the person uses learning strategies and styles and trusts in his / her reading abilities to study the subject with more interest, which increases students' academic progress, academic self-efficacy and academic performance. The application of Feynman's quantum learning technique improved students' cognitive and metacognitive skills, academic self-efficacy, and academic performance.

Though technology has widely been used in online instruction, new approaches to instruction seem to emphasize the integration of technology into in-class practices. In this article, a review of the concept of blended learning and a brief look at its application in instruction is presented. The study aimed to compare the effect of traditional and blended instructional approaches on the creativity, motivation, and learning of non-Iranian learners of Persian language. The study belonged to applied research category and had a quasi-experimental design. 40 non-Iranian learners of Persian language who were studying at Dehkhoda International Center for Teaching of Persian Language participated in the study. Torrance’s Creativity Questionnaire, Hermans’ Achievement Motivation Questionnaire and Learning Questionnaire were used as data collection instruments. Covariance analysis showed that there were significant differences between the traditional and blended instruction groups in terms of creativity, motivation, and learning of Persian language.

The aim of this study was to investigate the relationship between the organizational culture and the knowledge management with the role of talent management intermediation.
The research method implemented was a descriptive and correlational research design, and it was a kind of structural equation modeling. The statistical population included all the physical education teachers in the city of Shiraz using the stratified random sampling method, and was based upon the Kergcie and Morgan table. 285 teachers were selected as the sample. To collect the data, we used three standard questionnaires: 1. organizational culture, 2. knowledge management, and 3. talent management questionnaires. Aliability and validity of the questionnaires were examined and approved. The research data obtained was analyzed using the LISREL and SPSS statistical software.
The research findings showed there was a significant relationship between the organizational culture and the talent management among talent management, knowledge management, and between organizational culture and knowledge management. The results of the structural equation modeling showed that talent management in the relationship between organizational culture and knowledge management can be a mediator.
For the organization to be able to effectively improve a knowledge system and promote the organization, we must first pay attention to the organizational culture and talent management. And whatever is more powerful talent management and organizational culture, the implementation of knowledge management will be done more successfully.

Training creative thinking skill is what is needed for the future. In this way, improvement and enhancement of creative thinking in children, as a necessary skill in the age of communication, is a required proportionality and applying new educational designing patterns and methods.

The present research has been conducted with the aim of investigating the effect of educational group game based on constructivist learning environment pattern on training creative thinking skill of preschool children.

This semi-empirical research has been implemented using pre-test and post-test control group. Statistical population of the study consisted of the children of preschool institutions under the guise of State Welfare Organization of Iran in Hamadan city in school year of 2013-2014 which were selected using randomized cluster sampling method equal to 24 individuals in two groups of test and control. Form B of Torrance test of creativity thinking as pre-test and post-test was used in order to measure components of creativity, and group games were run for eight sessions just in test group.

Results of covariance analysis indicated that training in the style of group games has some effect on training creative thinking skill of preschoolers.
Discussion and Training in the style of group games can increase children’s creative thinking skill by a pleasant and enjoyable process.

The correct teaching of the second language, and the learners’ and teachers’ success depends on a number of factors the most important of which include instructional strategies, teaching methods, and the intructional instruments that the teacher adopts. However, it can be fruitful when the teacher is not only familiar with the strategies and the effects of the language teaching instruments, but also chooses the best ones based on the situation. Therefore, this research aimed to study the effectiveness of a researcher-designed constructivist multimedia software for teaching pronunciation and spelling of Farsi words. This applied research adopted quasi-experimental design. Simple random sampling was used to select the sample of this study from 210 non-Persian foreign language students enrolled in the Persian Language Teaching Center of Imam Khomeini International University. 40 students were selected 9 of whom were excluded from the sample because of their fluency in Farsi and the lack of homogeneity with the rest of the sample. 31 participants qualified to participate. 16 of them were assigned to the experimental group (8 males and 8 females) and 15 to the control group (8 males and 7 females). Both experimental and control groups were given a pre-test and after 8 training sessions (for the experimental group via software, and for the control group without using the software), the groups were posttested. The analysis of data obtained from pre-test and post-test showed that instruction through the multimedia software significantly affected learner's Farsi spelling, but did not affect their pronunciation of Farsi words.

The main objective of this study was to the blended and conventional teaching methods its effect on student academic engagement
This study was a quasiexperimental that population included all seventh grade girls’ students. The statistical sample of which 56 were selected randomly for the desired conditions. They were divided into two 28-member groups of test and control. Then¡ test group was exposed to blended method for one month in 8 sessions while the other studied the courses in conventional teaching method. To collect data¡ standard academic involvement of Tino (2009) was used¡ the validity and reliability of which were determined in terms of content and surface method as.96 of Cronbach alpha.To analyze data¡ descriptive and inferential statistics such as Kolmogorov-Smirnov and t-test for independent groups and covariance analysis were used.
The results showed that the rate of academic involvement of students having been educated with blended method is greater than that of students having been taught by conventional method.
Therefore¡ the effect of education in hybrid method on students` academic involvement is greater than that in conventional method.

This study was conducted to identify the effect of using a multimedia instructional podcasting system on the achievement motivation in learning Quran among the fourth-grade elementary school boys in Miandorud Country. This quasi-experimental study, with a pre-test and post-test design, was conducted within a certain time table. Given that it is a quasi-experimental study, 30 fourth-grade elementary school boys were selected, using simple sampling technique. The subjects were randomly placed in two equal-sized groups. Before the initiation of the teaching session, the pre-test was administered to both groups. One group received traditional way of teaching Quran, and the other group was taught through multimedia instructional podcasting. The post-test was administered after the completion of the course. In both pre-test and post-test stages, Harter's Motivation Scale and a researcher-made questionnaire were used. Data analysis was done both descriptively and inferentially. Research findings showed that the use of a multimedia instructional podcasting system had no significant effect on the subject's achievement motivation in Quran course; however, it was significantly effective in their learning.

The study was performed to investigate the effectiveness of training software on eliminating dysgraphia of third grade elementary students in learning disorders treatment centers.
This is a quasi-experimental study with pretest-posttest design and with control group. The statistical population includes all third grade elementary students (boys and girls) with learning disorder in Hamedan city in the education year of 2014-2015. The sample size included 30 students which were selected by simple random sampling. Of this number, randomly, 15 patients in the experimental group and 15 patients in the control group were replaced. Wechsler’s intelligent test, a dictation test and training software designed by the researcher were used. The experimental group was taught by the training software 12 sessions of 45 minutes twice a week, and the control group was taught by the conventional methods. The descriptive statistic indexes were used including percentages, mean, variance, standard deviation and covariance analysis.
The findings showed that the teaching by the use of training software has a significant effect on the eliminating the dysgraphia of the students. (p Computer based educational interventions were effective on the learning performance of those students with learning disabilities. This training method can be suggested to the scientific community of learning disorders as an effective and efficient method to eliminate the dysgraphia.

The main purpose of this research is the study of factors affecting the creation of knowledge management underlying structure in Bu-Ali-Sina University. The research method is survey one. The statistical populations are all faculty members of Bu-Ali-Sina University and their number is about 307 persons. Using ratio stratified sampling method and kerjcie and morgan table about (786) person were selected as statistical sample.The data gathering instrument was a research made questionnaire of kowlege management that included five efficient criteria of knowledge management i.e.organizational culture, organizational learning, information technology, human resources, and senior official’s support. Content and face validity methods were used to assess reliability cronbach’s Alpha was applied (0/81). The statistical method were both descriptive and inferential including T-test. Research findings show that from Bu-Ali-Sina faculty members view point for creation of knowledge management factors such as information technology, senior managers support and organizational learning are significant efficient but factors including organizational culture and manpower have lower effect.

In courses of information technology and connections that have intended and developed, educational organization see some environment where become active and challenger daily. Schools with traditional structures and inflammable environment class, administrative system and school management and ways of teacher's previous educational systems aren’t able to survive especially in these environments and in today world they should change their structures or they equip them self with systems for adaptation whit changes present researches compared comparison goal of environmental, implementation, hardware, software in smart schools and board of trustees in high schools courses in Hamedan province from students, managers and teachers prospect and used descriptive system. All student during education, teachers and managers in high schools and board of trustees in smart school in Hamedan province established a stud able society on 1388-89 and it included 25 of board of trustees schools, with 7935 girl and boy students and 969 managers and teachers and 9 smart intelligence and totally is 2607 boy and girl students and 410 managers and teachers. Statistical sample has been selected via classified and comparatively samples and using jersey and Morgan chart and base on this about 214 managers and 335 teachers from smart schools and 276 managers and teachers 366 students from board of trustees have been selected and offer, implementation and collection of questionnaire and elemi notion of manipulated questionnaire, they established 214 managers and teachers, 302 students of smart school and 276 managers and teachers and 362 students of board of trustees. Collection tools of information in this research is included 3 questionnaires of answer for students and teachers and manager and it has been adjusted in (Scarcelyintermediate- mach- very mach). A content of questionnaire is included: Publishes of environmental factors (space, building, classes, yard, position) and publishes of, implementation factor (teachers function, manager function) publishes of hardware factors (facilitation and equipment, computer class, laboratory) and publishes of software (lesson programs, content, ways of teaching and assessment). After approval of contents of questionnaire by guide professor and counselor on educational content, they distribute between groups of them including 30 managers and teachers and 30 students and they achieve them via keronbakh alpha formula for questionnaires of %92 managers of teachers and %93 of students and this result shows port of questionnaire. Results show there are some differences between environmental factors position, implementation, software and hardware smart schools and schools of board of trustees and among 4 factors teachers, managers and student had better assessment rather than board of trustee's schools. Also among ideas of managers, teacher and student about these factors in smart schools, achieved a important different.