complexity

The purpose of this research was to identify the components of complexity and cognitive biases that are associated with the financial decisions of academic entrepreneurs. The research method with a qualitative approach and using the data-derived theory method has investigated the most significant components of complexity and bias among the financial decisions of academic entrepreneurs at the University of Tehran. The study population consisted of all university entrepreneurs at Tehran University in 2023. Sixteen of them were selected in a purposeful and snowball manner. In-depth interviews were conducted based on the principle of saturation, and 132 codes were identified using the MaxQuda qualitative software. The results indicated that the following sub-components were identified: “Differentiation,” “Integration,” “Complexity of conditions and financial decision process,” “Overconfidence and optimism,” “Availability,” “Effectiveness,” “Anchoring,” “Adjustment,” “Program error,” and “Illusion and concentration of control of financial issues.” Additionally, the primary components of “financial cognitive complexity” and “intellectual and cerebral bias” have been identified and presented through the combination and categorization of the sub-components. As a result of their success or failure, university entrepreneurs make financial decisions based on these complications and biases.

The beginning of the 21st century refers to an era that can be called the quantum era from the point of view of technology. Quantum theories have the ability to be useful in explaining complex human behaviors, including teaching and learning, and scientists use this theory in investigating phenomena such as mind, thinking, and subconscious mind. Quantum theory in Iran is especially important in the subject curriculum. It is unknown and it is necessary to explain the relevant concepts and with the help of its capabilities, the shortcomings of the existing curriculum will be resolved and lead to a conscious life in the third millennium. Therefore, with the aim of explaining the quantum concepts and determining the relevant components, this research has pursued this question: What components does the quantum curriculum include?

This research is qualitative in terms of fundamental purpose and data. For this purpose, conceptual structure evaluation and theoretical research were used. The statistical community of research in the qualitative part includes national and international documents and related researches and digital resources in the field of quantum physics and curriculum.

Application of this theory, transdisciplinary approach, contextual, collaborative and negotiation knowledge instead of hierarchical knowledge, readiness to face unexpected developments and situations, lifelong learning, lack of focus in curricula and dealing with all complex human dimensions and It presents his extensive interactions with the universe and the implementation of multicultural curricula. In order to succeed in the implementation of curricula, attention should be paid to the learner's environment and his mental and physical conditions and the injection of mental energy. In the evaluation of curricula, attention should be paid to the variety of tools and resources and it should be done qualitatively, continuously and in different situations.

Quantum curriculum with a holistic view of right and left hemisphere interactive learning, by establishing a simple and dynamic model, returns the pleasure of teaching to professors and elevates students to the level of insatiable and knowledgeable learners.