تدریس

the current research was conducted with the aim of investigating the applications and challenges of metaverse in education. This research was qualitative and its method was a systematic review based on the Prisma protocol. The scope of the current research was scientific and research articles published in domestic and foreign valid journals in Persian from 1398 to 1402 and English from 2020 to 2024 in the field of metaverse and education. The statistical sample was selected using a targeted method and 38 items were selected from among 900 articles and included in the study. The research findings indicate that remote learning, immersion learning, collaborative learning, personalized learning, flipped learning, student-centered learning, experiential learning, hybrid learning, mobile learning, simulated learning, skill-based learning and Borderless and question-based learning are the most common uses of metaverse in education. However, the metaverse is associated with technical, ethical and social challenges such as the nascent nature of the technology, high cost of equipment, weak support infrastructure, inaccessibility to everyone, violation of privacy, data and network security, lack of legal guidelines and regulations. By using the results of this research, education policymakers can recreate the curriculum and educational plans in accordance with the characteristics of the Z and Alpha generation learners and in line with the development of technology, and the advancements of metaverse technology, and by formulating the strategic plan of the educational system, they can face the created environment and the necessary platforms in the creation and development of technological infrastructures. provide and manage it in a responsible manner.

The present article studies the teaching model of Martin Heidegger, as one of the most effective existential philosophers of the 20th century. Heidegger defines the teaching process as a herald of "giving opportunity for learning" and considers it necessary and at the same time difficult for the teacher to learn how to give this opportunity. Therefore, in this article, focusing on the above definition, after stating the requirements of teaching and clarifying the concept of learning in Heidegger's thought, we will analyze how to allow and examine its dimensions and stages according to Heidegger's teaching model. By studying and examining Heidegger's various works, especially the phenomenal examination of his teaching model, we will see in this article that: First, in his intellectual and educational system, he tried to provide a new definition of teaching and learning, which is completely separate from the intellectual tradition of his time and it is alien and at the same time in harmony with his own thought. Secondly, he considers teaching to have different dimensions and phenomenal stages, neglecting which will make the teaching process sterile. Among these different dimensions and stages, the following topics have been considered in this research: the interactive process of learning, the topic of interest, existential encounter, creating enthusiasm, listening, leaving the familiar territory, questioning and leaping.

The present research aims at proposing an efficient model for teaching “practical mysticism in Islam” as the most effective general university units. There is an important problem that how this unit is taught! Due to the importance of method of teaching this unit, employing inefficient methods is resulted in converse consequences. Thus as for the currency of new spiritualities, discussion about requirements and favorable methods of teaching this unit is important.
In this study, we used statistical method and descriptive analysis based on systematical study in some terms of scholastics.
(1) Based on the charts with 4 criterions, considerable development of false spiritualities is seen. (2) There are some images that Islamic spirituality is difficult & unreachable. (3) Presenting solution increases positive attitude to Islamic spirituality and has noticeable influence on its efficiency.
In this article, we discus solution of favorable teaching & our proposal model can be used in writing new educational books. This model is based on comparison. Comparative model explains the teachings of the mystical schools and analysis their strategies and techniques that appears in right and wrong positions.

Faculty members are the main pillars of Universities which are responsible for a major role in managing and leading universities, so they must adhere to professional ethics. Demographic variables are factors that may affect professional ethics. The present study examines the impact of demographic variables on the possibility of observing professional ethics teaching in universities.
This study was conducted with the quantitative approach and has been performed with survey method. By using cluster random sampling, 131 individuals of Faculty members of Tehran’s Universities were selected as a statistical sample. Research instrument was questionnaire which made by researchers. The data were analyzed using SPSS software and F test was used for comparison groups.
gender has created the greatest difference in response to the possibility of observing professional ethics of teaching. Work experience, type of employment and type of University have less effect, respectively.
Gender approach and type of education can be effective on professional ethics even at the university levels. In addition to the hiring and promotion of faculties include professional ethical code, the academic criteria leading to the strengthening and improvement of professional ethics in the universities.