آموزش

The aim of this study was to investigate the perception of soldiers' lived experience in teaching technical skills during service، a phenomenological study.

 The study method is qualitative with a phenomenological approach. The study population in this study was all soldiers in Arak in 2021. The sample size for the interview was 20 people، which was done sequentially or sequentially with the snowball approach and using the data saturation method. Semi-structured interviews were used to collect information. To ensure the validity of the findings of this study، participatory reflection on the themes emerged by the research team (supervisor and author) at different stages of the study. The three main themes of the benefits and necessities of skill courses، the limitations of the skill course and the content of the skill courses were examined and the themes of internal motivational factors، external motivational factors، individual limitations، environmental limitations، evaluation، lack of Conformity and qualitative and quantitative standards were extracted.

 The results showed that according to the variables of technical and professional skills training courses، according to the lived experience of soldiers are influenced by environmental conditions and motivational factors and the evaluation and quality system of classes on improving the structure of training classes and developing individual knowledge as needed.

 The market is focused، in the soldiers' skill plan should strengthen the structures that improve the training environment and improve the quality of training and encourage responsibility in the learning process of learners; Noticed.

The training and development systems of managers and employees have a significant role in the improvement, development and growth of organizational systems, and therefore, the design of frameworks that logically provide the possibility of forming more complex and robust forms of these systems is necessary. Based on this necessity, this research paper followed the design of the proposed conceptual framework of training and development activities in the development centers of commanders and managers of military organizations in the sections of needs assessment and design, implementation and evaluation. Using qualitative approach, phenomenological method and content analysis of seventeen interviews of organizational and academic experts, the research was carried out. The purposeful sampling method was used for sampling. Data analysis was done by Colaizzi analysis method and Goba and Lincoln criteria were used to ensure the validity of the findings. The findings of the research showed a framework that has approach and method requirements related to "needs assessment and design", "implementation" and "effectiveness evaluation" sections.The findings of this research can be useful as one of the sources of information in the way of designing the model of training and development system for commanders and managers.

the current research was conducted to synthesize the components of lifelong learning in order to achieve a deep and comprehensive view.

This research is qualitative type and research synthesis method. The scope of the research is all the articles (374 articles) that are presented in specialized and scientific databases about the subject area. The research sample consists of 30 articles in a targeted manner and based on time criteria, content relation with the research topic and the quality of the articles.

By analyzing the data, the key factors of lifelong learning in 4 dimensions, 13 factors and 56 categories including the individual factor dimension (self-based abilities, attitude towards the dynamics of knowledge and personalization of the learning process); Next, interpersonal factors (connectivity and networking, learner responsibility and understanding of cognitive interactions), program factors (digital skills, attention to the principles of innovation, creating an open range of choice) and strategic factors (attention to cultural strategies in learning, career-oriented and emphasis It was organized based on efficient learning, use of independent learning strategies and attention to constructivism in the curriculum.

The theoretical framework and dimensions identified in the current research can provide a suitable scientific tool for the planners of processes based on lifelong learning and the use of researchers in this field.

Spatial thinking is a cognitive process that integrates concepts of space, representation tools, and reasoning processes. It serves as the foundation for spatial reasoning, which is defined as the ability to mentally manipulate objects and understand their relationships. To effectively utilize spatial reasoning, individuals must acquire and employ a set of related skills. Proficiency in spatial abilities significantly influences an individual's potential for academic achievement, particularly in Science, Technology, Engineering, Mathematics (STEM) fields. Since understanding many STEM concepts involves comprehending and manipulating objects in space, STEM education necessitates a strong foundation in spatial reasoning skills.One way to strengthen the connection between spatial cognition and STEM learning is through the spatialization of the curriculum. This approach involves designing new curricular materials and providing teacher training to enhance the spatial aspects of content, methods, and delivery. To achieve this, educators need to develop competencies related to spatial reasoning. Teachers must acquire skills that enable them to design and teach scientific concepts using spatial reasoning, allowing them to present scientific ideas in a more understandable and accessible manner to a diverse range of students with varying interests and abilities. Consequently, students can apply these skills to solve scientific problems and address real-world challenges.Given the importance of spatial thinking and reasoning in formal education, along with the current lack of emphasis on their explicit teaching, this study aims to identify the professional competencies required of teachers to deliver instruction based on spatial reasoning. The goal is to support the professional development of educators and promote the development of spatial thinking and reasoning skills among students.

Given the research objective of "identifying the professional competencies required of teachers for spatial reasoning-based instruction," a meta-synthesis approach was used to discover the desired competencies in this area. To this end, the seven-step meta-synthesis process of Sandelowski and Barroso (2007) was followed:Step 1: Formulating the research question The primary research question was: What are the components of the professional competencies required of teachers in spatial reasoning-based instruction?Step 2: Systematic literature searchStep 3: Screening and selecting suitable qualitative studies:  635 sources were found using the indicated keywords. Each source was carefully reviewed by researchers, 170 sources with less relevance to the research question were eliminated after reviewing the titles. Additionally,, after reviewing the abstracts, 182 sources were discarded, leaving 283 sources.Step 4: Critically appraising studies and extracting data: In this step, the methodological quality of the studies was examined, and the CASP[1] tool, was used. As a result, 25 sources were eliminated due to receiving poor or very poor scores from the review process, and of the remaining 258 sources, 40 sources received a moderate score and 218 sources received a good or very good score.Step 5: Analyzing and transforming the findings of qualitative studies: In this step, the 258 selected and finalized sources were reviewed multiple times to identify the separate intra-content findings that the original studies had found, and themes were extracted. To identify themes, the main research question was used as a criterion, and a total of 19 basic themes were extracted.Step 6: Validating the findings Optimization methods for the validity of the findings of this meta-synthesis were considered in four descriptive, interpretive, theoretical, and pragmatic stages.Step 7: Presenting the findings Data analysis was conducted using thematic analysis. All factors extracted from the research were considered as themes. These themes were categorized based on concepts related to the concept of competency in spatial reasoning-based instruction into 19 basic themes, 3 organizing themes, and 1 overarching theme. The basic concepts were placed under 3 organizing themes: knowledge, skills, and attitudes required for teaching using spatial reasoning. The "knowledge" competency included 10 basic themes such as familiarity with terminology related to spatial reasoning, knowledge of the dimensions and components of spatial reasoning, awareness of the history of spatial reasoning, knowledge of the typology of spatial reasoning, understanding the processes and variables affecting spatial reasoning, awareness of basic psychological theories and cognitive processes, familiarity with research on visual-spatial abilities, and more. Additionally, the "skills" competency included 5 themes: visual-spatial skills, spatial reasoning ability, spatial reasoning skills in science, the ability to apply different approaches to teaching with spatial reasoning, and spatial reasoning assessment skills. Finally, the "attitude" competency encompassed 4 themes, including a tendency towards critical spatial reasoning, interest in consciously practicing spatial thinking, a positive attitude and beliefs towards using spatial reasoning in teaching, and a positive attitude towards spatial reasoning-based curricula. All these themes were placed under the overarching theme of "competencies for teaching using spatial reasoning."

The overall objective of this study was to investigate the competencies required of teachers for spatial reasoning-based instruction. The results showed that these competencies can be categorized into 19 basic themes, 3 organizing themes, and one overarching theme. Teachers or instructors who intend to use spatial reasoning in their teaching need to acquire and develop knowledge, skills, and attitudes in this area. These findings can be used as a basis for developing training programs and improving the quality of teaching in the field of spatial reasoning. This study provides a comprehensive framework for understanding the competencies required for teachers to effectively integrate spatial reasoning into their instruction.

The objective of the present study is to examine the ruling regarding the obligation of upbringing from a jurisprudential perspective. The research method is document–analytical and qualitative, with data collection based on evidences derived from Kitāb, Sunnah, ijmāʿ, and ʿaql. The findings indicate that upbringing is a continuous and dynamic process aimed at the holistic development (physical, cognitive, psychological, affective, social, etc.) of the child, facilitating his/her attainment of existential perfections. In Islam, upbringing possesses an intrinsic normative essence and must be pursued as a means of drawing near to God; across all schools of thought, its implementation is regarded as an inescapable imperative. Jurists, based on ijtihadi evidences in various spheres of upbringing—particularly in religious and moral education—have ruled the obligation of upbringing. This duty has either been deemed an independent obligation or rendered obligatory as a prerequisite to another duty, with jurists considering it, at the very least, as a wājib kifāyah. Consequently, the upbringing of children—based on specific evidences—has been deemed obligatory for two groups: the family and the government. The family is incumbent not only with the duty of guardianship but also with engaging in all spheres of upbringing, especially in the religious and moral education of children. Likewise, the ruling authority is obligated to provide the societal framework for upbringing and, by employing educational institutions, to adequately promote religious and moral instruction among the populace. Moreover, as jurists have declared the undertaking of upbringing obligatory, its neglect by parents, legal guardians, educators, and those entrusted with educational institutions is considered haram. Undoubtedly, the realization of this imperative necessitates criminalization and the provision of enforceable guarantees by the legislator.

Today, with the development of science and technology, we are witnessing the application of artificial intelligence in human life. One of the applications of artificial intelligence is its application in the production of GPT chat. The purpose of this research is to present a systematic analysis of the effects of the use of GPT chat in education, based on the existing literature in this field. To conduct this research, the meta-analysis method based on the PRISMA Statement was used and the selected databases are Web of Science, Scopus, and Google Scholar. A literature search was conducted between May and June 2023 with an initial identification of 154 records, and finally, 12 case studies were analyzed. The findings showed that the integration of artificial intelligence as a complementary tool and great educational support in the teaching-learning process, by increasing learning experiences and strengthening interaction between students and teachers, has a positive effect on the teaching-learning process. Of course, it should be kept in mind that the successful application and implementation of this program requires teachers to be familiar with its function. Finally, it should be said that the findings of this research provide a strong basis for future research and decisions regarding the use of GPT chat in the field of education.

Today, educational environments face the challenge of turning children into exemplary citizens in a society increasingly driven by digital participation. The purpose of this study was to identify and prioritize the proposed curriculum elements for e-citizenship education. This research is applied in terms of purpose and employs a mixed-methods approach, combining qualitative and quantitative methods. The research population consisted of printed and electronic international resources on e-citizenship available in ISI, Scopus, ESI, and ISC databases, as well as Iranian papers from SID, Magiran, Civilica, and others, published during 2000-2022. A total of 107 resources were selected using purposive sampling. Data were analyzed using the meta-analysis method. The validity of the framework was confirmed through expert opinions using the Delphi method, and also its reliability was ensured. To prioritize the curriculum elements, a questionnaire was distributed among 80 primary school teachers. The results were analyzed using Shannon entropy. Twenty-seven influential components were identified under four curriculum elements: objectives, content, teaching-learning strategies, and evaluation. Based on the Shannon entropy model, teaching-learning strategies (0.037), content (0.029), objectives (0.025), and evaluation (0.019) received first to last priorities. The highest importance coefficients were as follows: in the "objectives" element, the component of electronic participation ability (0.029); in the "content" element, the component of hardware operation knowledge (0.040); in the "teaching-learning strategies" element, the component of collaboration (0.0397); and in the "evaluation" element, the component of assessment (0.019). In many primary schools, it is not possible to implement all the suggested components of education curriculum due to the lack of facilities. The findings of this research is applicable to the planning of e-citizenship education in Iran's primary schools according to the necessity and available facilities by providing the priority of curriculum elements.

This study aims to explore Learning-Centered Leadership and Research Motivation by examining the integration of learning and research in light of principal-teacher interactions in primary schools in Shahriar City during the 2023-2024 academic year.

The research is applied in nature and utilizes a qualitative approach through content analysis. The research field consisted of primary school principals in Shahriar City, and purposeful sampling was employed. Semi-structured interviews were conducted with 15 principals. To ensure the validity and reliability of the interviews, two methods were used: participant review and expert review by non-participating specialists. The data obtained were analyzed using conventional content analysis in three stages—codes, subcategories, and categories—using MAXQDA 18 software.

In the obstacles section, Learning-Centered Leadership was categorized into five themes: bureaucracy and inefficiency, leadership challenges, barriers to research and learning, motivation and empowerment, and social and economic issues. Research Motivation was classified into six themes: lack of motivation in research, managerial and structural challenges, research barriers and difficulties, training and skill development, misaligned needs, and research challenges. In the strategies for implementation section, Learning-Centered Leadership encompassed four categories: inspiration and support, effective educational management, collaboration and interaction, and problem-solving culture. For Research Motivation, four categories were identified: addressing teacher motivation in research, research and educational infrastructure, research leadership and management, and pragmatism and innovation in research. In terms of outcomes, Learning-Centered Leadership resulted in six categories: transformative learning, applied research, overcoming budgetary constraints, addressing educational and teaching challenges, improving school technology, and enhancing the overall education system. Research Motivation yielded four outcomes: growth in research and education, improvement in teaching and learning methods, development of specialized skills and collaboration, and resolving social issues.

Educational leaders in primary schools can foster research motivation in teachers by engaging them in school learning activities.

The study aimed to investigate the effect of self-regulation learning training on academic engagement and positive emotions of basic science students of Farhangian University in West Azerbaijan. To conduct this research, two classes and 30 students from each were randomly selected from among students of basic sciences by cluster random sampling and were placed in two experimental and control groups. Frederick et al.’s academic engagement questionnaire and Pekran et al.’s positive emotions questionnaire were used to collect data. The method of this study was quasi-experimental with pre-test-post-test design with a control group. After randomly selecting the experimental and control groups, self-regulation learning training intervention was performed on the experimental group for eight 100-minutes sessions and two sessions per week in cyberspace. After the end of the training program, post-test was performed in both groups. Data analysis based on analysis of covariance showed that self-regulation learning training significantly increased the academic engagement score and positive emotions of the experimental group students compared to the control group.

The society’s attitude towards children and adolescents with visual impairment is changing in the world in line with the development of technology. Educational systems are expected to prepare this group of people more and better and by using assistive technology to enter adult life. In addition, assistive technology plays an effective role in the education and rehabilitation of children and adolescents with visual impairment. This study was conducted with the aim of investigating the use of assistive technologies for reading, writing, mathematics, science, orientation and movement, daily life activities, play and lisure time of children and adolescents with visual impairment.

this research is descriptive and systematic review. In order to collect information, a screening flowchart and a CASP evaluation checklist were used, which initially identified 36 sources and finally used 25 sources. Scientific databases such as Google Scholar, Science Direct, Elsevier, Springer, Web of Science, PubMed were used to search for sources. For this purpose, the keywords of assistive technologies, academic skills, orientation and mobility, activities of daily living, play and leisure were searched in the years 2001 to 2023 and necessary information was collected.

Assistive technologies are produced and adapted according to the type and degree of disability of people. Technology has a very wide field and includes from light pens to various tablets, and it significantly helps children and adolescents with visual impairment. Mobile phones and tablets in different sizes and models are examples of information technology tools that children and adolescents with visual impairments can use to communicate with their parents or other people by sending written or video messages. Technology has the ability to act as speech for children and adolescents. Therefore, it is necessary to use assistive technology for children and adolescents with visual impairment.

The present study aimed to investigate whether Learning-centered leadership can enhance teachers' research motivation.

The study population included all elementary school teachers in Shahriar County during the 2024-2023 academic year, totaling approximately 4,000 individuals. A cluster sampling method was employed, and 351 participants were selected as the study sample using Morgan's table. The research instruments were the Learning-centered leadership Questionnaire by Liu et al. (2016) and the Research Motivation Questionnaire by Dimmer et al. (2010). The validity of the instruments was assessed by respondents, faculty members, and confirmatory factor analysis. The reliability coefficients of the questionnaires were calculated using Cronbach's alpha, yielding values of 0.972 and 0.892, respectively. Descriptive and inferential statistics, including Pearson's correlation coefficient and structural equation modeling, were utilized for data analysis with SPSS28 and Smart PLS3 software.

The results indicated a significant positive relationship between Learning-centered leadership and research motivation. There is a significant relationship between learning-oriented leadership and intrinsic motivation. There is a significant relationship between learning-oriented leadership and extrinsic motivation. There is a significant relationship between learning-oriented leadership and the prevention of failure in research.

Instructional leaders in elementary schools can foster research motivation among teachers by engaging them in school learning activities.

The present study was conducted with the aim of studying the effect of education based on the brainstorming teaching model on the learning rate, spirit of competition-cooperation and sincere attitudes of students of three levels of education in Kermanshah city. This research was conducted as a quasi-experimental method with a control group-experimental group design. The statistical population in this research includes all elementary, first and second secondary students of Kermanshah city who are studying in the academic year of 1402-1403, whose number is 177,684, and among them, 384 were selected using cluster sampling method. Three stages were selected as samples. 179 people were tested in the traditional way and 205 people were tested in the brainstorming method during 10 sessions. Then, in order to analyze the data from both the control and experimental groups, the comparison of the averages of two independent samples (Two Independent sample T-test) was performed. The data obtained from this test were analyzed in SPSS software. The findings of the research showed that the brainstorming teaching model has a positive and significant effect on the learning rate, spirit of competition-cooperation and sincere attitudes of students.

This article aims to analyze and explain the relationship among the concepts of education, instruction, and thriving, drawing inferences about their roles within the educational system.

The research employs an inferential analytical method, reviewing classic and contemporary educational texts to examine these concepts and their application within education.

The result indicates that education, instruction, and thriving, though distinct areas, serve specific roles. Education encompasses processes aimed at achieving mastery with understanding. A lack of understanding leads to mere instruction. Thriving focuses on realizing growth and unique traits (genius), with challenges arising from failing to differentiate these concepts. Education emerges when instruction and thriving fulfill the necessary condition of intrinsic worthwhileness, which values the outcomes of both processes as signs of an educated individual. Furthermore, worthwhileness energizes instructional activities. Key findings include: 1) Instruction and thriving underpin education; without them, education cannot occur. 2) Education acts as a guiding framework for the other two, preventing a purely instrumental approach devoid of humanity and spirit.

Recommendations from this research for educators, trainers, and educational program managers include: differentiating understandable from non-understandable subjects, recognizing the significance of both active and passive teaching methods, clarifying concepts of growth versus transition in thriving, ensuring education guides instruction and thriving to avoid instrumentalism, integrating understanding, mastery, and interest in instruction and thriving, fostering interaction between effort and interest, and distinguishing between learning and training.

The current research was conducted to identify the challenges of teaching workbooks and technology from the point of view of the sixth-grade teachers of Shush City to provide a suitable solution. The research method of this study was a qualitative method of phenomenology. The statistical population included 6th-grade teachers of Shush City with 10 years of teaching experience in work and technology subjects. The interviewees were purposefully selected from among the sixth-grade teachers in Shush, and finally, in this section, interviews were conducted with 13 of these teachers using the theoretical saturation criterion. The resulting data were analyzed using the content analysis method. Based on the findings of this research, 14 general challenges and obstacles which include: problems related to the content of educational books, lack of workshop and suitable physical space for doing practical work, lack of suitable workshop facilities, non-cooperation of the manager with the secretary of labor and technology, assigning work lessons and Technology to non-specialist teachers, lack of time, lack of scientific tours and visits, lack of cooperation of parents, lack of financial resources, weak knowledge and skills of teachers, lack of appropriateness of educational content with the needs of students, weak implementation of evaluation, lack of cultural background, low The position and value of work and technology among the officials was identified, and then 11 appropriate solutions to solve these challenges in teaching work and technology books were extracted based on the findings.

In different levels of education, especially higher education, the way of applying learning patterns is based on the type and practical and theoretical structure of the lessons, which determines the level of sustainability of learning. This research was conducted with the aim of evaluating "participatory learning approach" and "self-directed approach" for location-based courses. This research was conducted with the aim of evaluating "participatory learning approach" and "self-directed approach" for location-based courses. "Participatory learning" is based on discussion-oriented group learning and "self-directed learning" is based on individual study and presentation.

The current research is applied and done with analytical-adaptive evaluation method. The current research is applied and done with analytical-adaptive evaluation method. The statistical population of the research includes 75 geography students who used "participatory learning model" and "self-directed model" to learn two types of location-based theoretical and practical course content. The research variables include three components of collaborative learning (feedback, group dynamics and project implementation) and three components of self-directed learning (motivation, self-regulation and metacognition). Data analysis was done using radar models, multivariate analysis of variance (MANOVA), t-test of two independent samples and effect size in SPSS 27.1 software.

The findings show that the effect of "participatory learning model" and "self-directed learning model" in the teaching of university location-based courses is above the average, in which "participatory learning model" for practical courses and "self-directed learning model" for theoretical lessons are desirable. There has been a significant difference between the learning model and the type of lesson content. So that the variables "participatory learning model" and "self-directed learning model" according to the type of lesson (theoretical and practical) have different performance with 95% confidence level and acceptable significance level.

The effect size of the learning approaches in the course content has been evaluated as very strong, in the meantime, the self-directed approach has a stronger effect size than the collaborative approach.

Synergogy is an educational model derived from the constructivist approach, whose main foundation is based on group and collaborative planning. Synergogy is the most used model in teaching place-based courses because of its spatial data structure. The foundation of such courses is based on geographic content. This research, with an interpretative method based on gathering information from library-documentary sources, has investigated the synergistic method of teaching place-based courses in social science education at Farhangian University. The findings show that the synergistic model with the collaborative lever of the leader as well as the emphasis on the student's working group and the teacher's facilitation, can work effectively in memorizing and mentally visualizing spatial data. The synergy model recommends a step-by-step fashion through which the teacher acts as a facilitator with guiding, participation-oriented, knowledge-oriented, trust-building, cohesive and synergistic ability. Through the stages of grouping, definition, facilitation, synergization, validation, classification, rotation of concepts, sharing and evaluation, the student in a self-directed way, would learn the place-oriented course materials and by mental imagery, he could memorize them permanently. Synergogy model is the most effective educational model for sustainable learning of subjects on a general scale for all courses and on a special scale for spatial courses.

This study identifies, analyzes the challenges in teaching the concept of Allah to preschool children from the perspective of educators, and provides solutions.

This qualitative research was conducted using the Glaserian grounded theory method with an emergent approach. Data were collected through semi-structured interviews. To gather information, 17 preschool teachers from Tehran were interviewed using purposive sampling and the criterion of theoretical saturation. To ensure the validity and reliability of the data, participant review and expert review methods were employed. Data analysis was performed in three stages: open coding, axial coding, and selective coding.

The findings indicate the extraction of over 104 open codes from the interviews and the identification of 20 axial codes. These were categorized into four selective codes: family-related challenges (focusing on the aspects of cognition, skill, alignment, exigencies of time, and religious awareness), child-related challenges (focusing on the aspects of cognition, personality, questioning, and informational sources), teacher-related challenges (focusing on the aspects of cognition, skill, insight, and exigencies of time), and environment-related challenges (focusing on  the aspects of culture, society, peer, and media).

The results highlight challenges related to children, families, teachers, and the environment.

The present study aimed to investigate the impact of teaching the motivational components of Dua Arafah on students' mental health. This research is applied in nature and employs a mixed-methods approach (qualitative-quantitative). The sampling was conducted using a cluster-random method. In the qualitative phase, the target population was identified by studying the theoretical foundations and research literature to recognize the educational and spiritual components of Dua Arafah. The phrases were then coded based on expert opinions. In the quantitative phase, the target population included 1,368 students from Roshd and Shahed high schools in District 16 of Tehran during the 2021-2022 academic year. Based on Cochran's formula, a sample size of 300 students was estimated, and these students were divided into experimental and control groups. A pre-test and post-test design with a control group was employed. After identifying the components, the Goldberg and Hillier (1979) Mental Health Questionnaire was used. The reliability of the data collected through the questionnaire was confirmed. The research data were analyzed using SPSS software at both descriptive and inferential statistical levels. A comparison of the mental health dimensions' scores between the two groups was conducted using univariate and multivariate covariance analysis. The results indicated that depressive symptoms ranked first, social dysfunction symptoms ranked second, and somatic symptoms ranked third. Therefore, the independent variable, the components of Dua Arafah, had a significant impact on mental health.

This research was conducted with the Purpose of prioritizing the components of educational-behavioral evaluation of teachers and principals of Tollou schools. Based on this, the current research is applied in terms of purpose and descriptive-survey in terms of implementation. The statistical population includes all teachers and principals of Tehran's Tollou schools (150 people) who were selected by the full number method. The research tool was a researcher-made questionnaire. In order to determine content validity from the point of view of university professors and education experts (teachers and principals of Tollou schools), the content validity ratio was approved. Cronbach's alpha coefficient for reliability was calculated and confirmed as 0.875. To analyze the obtained data, independent t-test and Friedman's test were used with SPSS24 software. According to the ranking results, it was determined that among the components of educational-behavioral evaluation of teachers and principals of Tollou schools, setting tasks or presenting research topics within the students' ability and controlling and supervising their performance by teachers and principals of Tollou schools are in the first priority and out of The criteria for evaluating the qualifications and professional and general abilities of teachers and principals of Tollou schools, during recruitment, the importance and attention to individual differences of students during teaching was identified as the most important evaluation criteria. It is suggested to prepare and implement a suitable model based on school-oriented, program-oriented, participation and self-evaluation approach

Today, it is accepted in the international community that environmental threats also endanger international peace and security. The United Nations, as the most important global organization responsible for international peace and security, has begun to draw up an internationalized criminal policy by approving binding documents, guidance documents, etc. In the realm of global criminal policy, one of the areas that can be studied scientifically is the role of "education" towards the environment. This research, using a descriptive-analytical method, has reached the important result that the education of activists and legal system professionals in the field of the environment holds a higher position than education aimed only at raising awareness and instilling morality in societies. The green international criminal policy is a set of measures and actions taken by the United Nations as the most important international actor towards environmental protection. In the internationalized criminal policy, which can be categorized into two approaches—proactive and reactive—there is a need for training both citizens to manage preventive proactive criminal policy (using social prevention methods and green media tools, making environmental law lessons compulsory for all disciplines) and the judicial system to manage the reactive criminal system (employing green-trained officers, increasing the number of special officers, providing continuous specialized training for them, and maximizing the use of judges with postgraduate education in environmental law, energy law, etc.). Iran's legal system also faces serious challenges in some of these areas, which, by addressing these education-oriented challenges, can help to confront and combat anti-green criminals.