تعلیم و تربیت

The ultimate goal in education is human happiness. Imam Khomeini (RA) considers education and training in the shadow of practicing the enlightening teachings of the religion of Islam to be the true path for man to achieve happiness and has given many orders in this regard. The current research titled education and training in Imam Khomeini's (RA) perspective, emphasizing the theory of human happiness, has explained the goals, principles and methods of education and training based on happiness. The current research is an applied developmental-exploratory type and content analysis method. Data collection is done by field and library methods. The researcher made a data collection tool, a form and a questionnaire. The findings of the research indicate that the goals of education based on happiness in the view of Imam Khomeini (RA) are: wisdom, virtue, closeness to God, God's satisfaction, mercy, solitude in heaven, cultivation. The principles include: giving priority to cultivation over education, honor, moderation, perfection, truth-seeking, dignity, tranquility, comfort. Methods include: refinement, moving on the path of God, acquiring knowledge, reforming affairs, sincerity, advice, benevolence, reminder, fearlessness (divine care), meditation, calculation, Enjoining good, tolerance, asceticism and simple life.

This study aimed to examine and critique the current state of general education from the perspective of education experts and curriculum planners. Due to the nature and characteristics of the subject, the qualitative research method based on the grounded theory paradigm model was employed. The participants included articles related to the research topic published between 2011 and 2021, as well as curriculum and education specialists. The sample size, determined by theoretical saturation, consisted of 21 cases (4 articles and 17 participants). The sampling method was snowball sampling, and semi-structured interviews were used as the research tool. To ensure research validity, four criteria—credibility, transferability, confirmability, and dependability—were applied. Additionally, inter-coder agreement was used to assess reliability, yielding a value of 0.84. The findings indicated that the paradigmatic model for general education, as perceived by education experts and curriculum planners, is influenced by 19 main categories, 49 subcategories, and 262 open codes. Based on the results, it is recommended that managers move away from stereotypical and superficial thinking. Instead of using predefined frameworks, they should develop new frameworks for general education tailored to the needs of the modern world. Furthermore, a participatory approach (utilizing the views and opinions of actors involved in the education system) should be employed in policy formulation.

Given the conducted studies, little research has been carried out on the attention to abstract beauty in education. Additionally, there are studies in which discussions related to aesthetics and beauty in religious education have been largely overlooked. This is despite the fact that the presence of beauty, in both its tangible and abstract forms, is clearly evident as an inseparable element in religious teachings and the daily lives of Muslims throughout various historical periods. From this perspective, the history of Islam is replete with the creation of sensory beauty in arts such as calligraphy, painting, tilework, and architecture, as well as abstract beauty in the daily activities of Muslims and their interactions with other communities. Muslim philosophers, following the introduction of Greek philosophical works into Islamic territories, developed notable theorieson Islamic aesthetics as part of their philosophical systems. Despite these details, Islamic aesthetics has not been adequately integrated into Islamic education, nor has the impact of Quranic teachings, as the most authentic and definitive religious textin Islam, been clearly established in the works of Islamic scholars.

The present study aims to infer the educational implications derived from Jacques Derrida's concept of critical thinking. To achieve this, an analytical-inferential method has been employed. Critical thinking from Derrida's perspective is a complex and multifaceted concept. In his view, critical thinking is related to the analysis and critique of language, texts, concepts, ideologies, and power structures. Derrida believes that no fixed or absolute meaning exists, and all meanings are formed in a play of signs and differences. Critical thinking, according to Derrida, means questioning any established truth, value, reasoning, or principle. Instead, he examines and critiques the methods, criteria, assumptions, and consequences. Derrida emphasizes that education should be critical in nature; he believes that critical thinking should be central, asserting that all aspects of education should be subject to change. In schools, alongside teaching critical thinking, emphasis should be placed on cultivating critical learners. In this way, the process of teaching and learning will be established in a critical and investigative manner. In this regard, the present study, through the exploration of Derrida's concept of critical thinking, aims to infer the educational implications stemming from his views using Frankena’s model.

One of the internal criteria of human beings in distinguishing between right and wrong is the power of reason and thought. This divine deposit requires creativity, prosperity and fertility. In this case, it causes a person to reach perfection; Although this prosperity has been affected by various factors and conditions, it is not well known yet which factors divert the process of creativity and thinking from its correct path and prevent a person from reaching the truth. Although this issue can be discussed in different dimensions in the knowledge of psychology and logic, in the Qur'an and hadiths, as life-enhancing teachings, there are clear lines that show what obstacles limit the way of human flourishing and intellectual growth and cause the destruction of his creativity in this path. This article seeks to identify and explain some individual and social obstacles such as fear of failure and mistakes, shyness, self-deprecation and feeling of inferiority, following previous habits, crisis of social despair and following superstitions from the perspective of Islamic teachings to clarify the point.

Organizational culture plays a crucial role in shaping the identity of an organization and, consequently, that of a nation. While society is influenced by various economic, political, industrial, and military factors, a strong and effective culture is essential for establishing a distinct identity. At the core of organizational culture are the mental images individuals uphold, which symbolize a face of authority. In this context, authority is synonymous with efficacy. These mental images affect emotions, assessments, interpretations, communication patterns, choices, and decisions. They serve as cognitive representations that shape and empower behaviors. Understanding these mental images is imperative for guiding organizations towards excellence. Universities can achieve this excellence by appointing the most suitable candidates for each position based on these mental images. This study seeks to analyze concepts within the university education system and align them with the principles of the Holy Quran, facilitating the incorporation of a competence-driven organizational culture in the nation's universities.

This research employed an interpretive paradigm within Glazer's Grounded Theory methodology, involving unstructured interviews with 35 full-time faculty members from public universities in the country. The interviews were purposefully conducted in alignment with relevant verses and traditions, often spanning multiple sessions for in-depth exploration. The participants included three distinguished professors, twelve full professors, fourteen associate professors, and six assistant professors, all possessing more than ten years of professional experience. The interviews generated primary themes identified through an open coding process, resulting in the extraction of categories.

This study aimed to improve a competency-based organizational culture by identifying six components in the enhancement dimension and seven in the return images of this culture within universities.

The general model is approved, which can be used and exploited in the form of circulars and regulations, a theoretical and practical solution for all universities looking for a competence-based organizational culture.

The purpose of the current research is to explain the situation of education and training, which has been investigated and studied from the perspective of John Dewey and the theoretical foundations of the fundamental transformation of Iran's education system.

George Brady's comparative research method, which includes four stages of description, interpretation, comparison, and comparison, has been used. The primary source of information collection is the writings of John Dewey and the theoretical foundations of the fundamental change document, and the secondary sources are the articles that have been explained and investigated on this issue.

The findings of the research show that; The philosophical antecedents of situation orientation in education and training are based on John Dewey's view based on the rejection of any pre-determined basis and rule, the position implies a general and comprehensive matter, which is of intuitive understanding and cannot be explained by reasoning, but the situation in the basics The theory of the transformation document is subject to criteria and is not based on pre-determined rules in the process and results, and in fact, it draws a unified and monotheistic vision in a situation-based pluralistic process for education. The theoretical foundations of the transformation document are It seeks the connection between the making,finding and geing situation. The common point in Dewey's point of view and the theoretical foundations of the transformation document is the rejection of any presuppositions and predicted rules, as well as attention to the holistic view of the concept of situation, but what can be pointed out as a point of distinction and difference is the theoretical foundations of the transformation document. It has a trans-situational, unitary and monotheistic approach, also the situation is subject to criteria in the basics, but John Dewey's view lacks a trans-situational view and is enclosed in the empiricism approach.

According to the results presented in the comparative study of the situation from the point of view of John Dewey and the theoretical foundations of the document of transformation, at the end of the article, references were made for the education system of Iran.

This study aimed to develop and validate a teacher-leadership model in the education system.

This research was conducted using a sequential exploratory mixed-methods approach. Initially, the qualitative section of the study identified the dimensions and components of teacher-leadership through a meta-synthesis method. The qualitative sample included all papers published on teacher leadership from 2012 to 2023, with 48 studies selected through purposive sampling. The selected papers were analyzed using open, axial, and selective coding, and a conceptual model of teacher-leadership was developed. Subsequently, the quantitative section validated the proposed model using a correlational method based on structural equation modeling. The quantitative sample included all principals and teachers of public elementary schools in Talesh, Iran, totaling 744 individuals. According to Morgan’s table, 257 individuals were selected through proportional random sampling. The data collection tool was a researcher-made questionnaire, whose validity was confirmed by experts and reliability calculated using Cronbach’s alpha (0.93). Quantitative data is analyzed using confirmatory factor analysis in the structural equation modeling by SPSS and SmartPLS4 software.

The findings indicated that teacher-leadership in the education system comprises five main dimensions and 15 sub-components: continuous development and improvement (student learning improvement, teacher professional development, improvement of classroom management and teaching), participatory culture (collaboration, sharing, and participatory decision-making), capacity building (facilitation of changes, comprehensive support, and extracurricular communication), leadership behavior (vision development, inspiration, and influence), and professional ethics (ethical considerations, commitment, and appreciation).

The people associated with education can use this model to implement teacher-leadership in schools and benefit from its advantages.

One of the most significant subsets and manifestations of justice is the discussion of justice within the educational system and the distribution of educational resources and opportunities. Educational justice, according to the Constitution, is recognized as a universal right, need, and opportunity, and the Islamic Republic of Iran is obligated to provide it within the framework of the law. According to the Fundamental Transformation Document of Education, justice is realized in educational environments when learners can achieve the various objectives of different educational domains. In this context, the aim of the present study is to explore the strategies for achieving educational justice as articulated in the statements of the Supreme Leader, with a particular focus on his emphasis on justice. Furthermore, the status of educational justice indicators following the Islamic Revolution is elucidated. In this research, using the method of inductive qualitative content analysis, the overarching and foundational themes were identified, and within each overarching theme, statistical information was provided to explain the progress of the current system. Overall, the indicators of educational and pedagogical justice from the Supreme Leader's perspective encompass four overarching themes and twenty-two foundational themes. The overarching themes identified include: accessibility of educational opportunities for all, enhancementof educational facilities, attention to talents and interests, and the elimination of gender discrimination. The most important foundational themes include: equitable distribution of educational opportunities, expansion of knowledge dissemination, improvement of school quality, fair and rational allocation of resources, strengthening of public schools, no distinction between girls and boys in education, attention to elites, and planning for diverse talents.

The purpose of the study was to design a curriculum for the elderly education based on dialogue education approach. Jane K. Vella is the setter of this approach and the most important feature of this approach can be considered its attention to the audience and their special needs. The method of conducting this research is the application of the recommendations of the dialogue education approach. Sampling among the elderly participating in the course was voluntary and by sending an invitation. In sending the invitation, an effort was made to cover the maximum diversity of education, gender, and social status. In order to select the content based on the participants' needs, the list of Iranian elderly's educational needs was given to the six elderly who attended the educational meetings for selection. After selecting the content, the elements of the dialogical curriculum were determined. In the implementation phase, changes were made to adapt to the context, in the design and implementation process, and all the implementation and design phases were validated by Vella and the team members. Considering the special characteristics of the elderly, such as having experience, independence and self-directedness, the curriculum used for them should be able to take into account these characteristics, and considering the high flexibility of the dialogue and listening approach, as well as the achievement of all learners to the goals of each meeting, the approach to design educational courses in centers whose audience is the elderly, can increase the effectiveness and attractiveness of the courses.

The purpose of this research was to examine the damage of family recognition in the spiritual education of children and adolescents from the perspective of Islamic teachings and educational institutions based on the structural model. The research method was applied in terms of purpose, descriptive-correlation in terms of nature. The statistical population of the research was 1142 students of the first secondary schools of Sari city, of which 209 people were selected as the sample size by random cluster sampling method. The research tool included a researcher-made questionnaire. The content validity of the questionnaires was evaluated based on the opinion of experts, and its construct validity was evaluated by the method of confirmatory factor analysis. Their reliability was confirmed by calculating composite reliability and Cronbach's alpha coefficient. In order to test the hypotheses, structural equation modeling was used using the partial least squares method using SmartPLS3 software. The results showed that examining the damage of family recognition in the spiritual education of children and teenagers from the perspective of Islamic teachings and educational institutions based on the structural model has a significant impact. Also, the results showed that most of the significant t coefficients are greater than 1.96, that is, most of the relationships between the variables are significant at the 95% confidence level, and it can be said that the model has a strong fit and is approved.

 

 

 Studying curriculum planning approaches helps educational planners design more effective programs that cater to the needs of students. This research examines the recent developments in curriculum planning approaches and their role in education and upbringing. 

 A systematic approach was employed for this purpose. Sample research resources related to the research topic were selected to provide the researcher with the best available information per the research question. After reviewing these resources, the researcher analyzed the information, categorizing them based on their influential and adaptable roles in relevant domains. These categories were divided into principles and ideologies underpinning modern curriculum planning developments, theories and models, changes in educational policy, types of modern curriculum planning approaches and derived teaching principles and patterns, developments in assessment and evaluation, and challenges arising from these changes.

 The findings have demonstrated that the performance of curriculum planning approaches is influenced by the historical, cultural, and social context, and modern curriculum planning approaches are moving towards a responsive approach within the societal framework.

 To respond to the recent developments in the educational sector, curriculum planning needs to be adjusted to align with the changing needs of society. For this reason, there is a need for collaboration between schools, universities, educational organizations, and the government to improve education in our country.

The aim of the current research was to identify strategies based on aesthetics for use in revolutionary education. The research method is qualitative and based on fundamental theory. Using the purposeful sampling method, a semi-structured interview was conducted with 8 experts in the field of educational sciences and aesthetics until theoretical saturation was reached. The collected data were coded using thematic analysis method to identify and discover themes. Based on the findings of the research, 6 themes of modeling method and modeling, constructive and creative education, inclusive aesthetic education, aesthetic education, media-based education, valuation and evaluation were introduced under the title of inclusive themes. Also, 18 themes of the organizers include model making, dynamic and attractive flexibility, strengthening aesthetic attitude, creative methods, educational tour, everyday aesthetics (artistic life), universal aesthetic education, game-based education, education Research-oriented, educational methods based on aesthetics, provision of aesthetic experiences, symbolic and metaphorical education, participation-oriented education, authentic aesthetic resources, aesthetic media, application of technology, aesthetic feedback and evaluation and appreciation were presented. . 109 themes were also identified as basic themes. As a result, the use of strategies based on aesthetics is a predictor of high quality in revolutionary education.

The purpose of the current research is to explain the characteristics of the revolutionary school, based on the statements of Ayatollah Khamenei.

The research method is to analyze the qualitative content of all Ayatollah Khamenei's statements regarding the requirements of a revolutionary school since the beginning of her leadership until 1402.

The results of open, central and selective three-stage coding led to the extraction of 267 concepts, 29 components and 9 dimensions. The characteristics of the revolutionary school in terms of the mission of the school include two components: educational goals and educational goals; Educational programs with five components: religious and moral realm, scientific realm, political and national realm, social realm, and economic realm; A coach with four components of individual characteristics, paying attention to religious, political and national programs, paying attention to attractive programs and improving the quality of educational activities; manager with two cultural-educational and educational components; A teacher with three components of moral competence, scientific competence and professional competence; A student with four components of belief characteristics, socio-political characteristics, moral characteristics and intellectual characteristics; The content of the book with five components of religious and national teachings, cultural, accuracy and scientific accuracy, the principles of content selection and writing style; The atmosphere of the school was characterized by four components of scientific and cultural climate, psychological-security climate, political climate and physical climate and reform policies in two positive and negative dimensions.

Based on the findings of the research, the characteristics mentioned about the revolutionary school are relevant to all fields of education and training-educational programs, and for the progress and reform of the school, it is necessary to pay attention to all the characteristics on the part of the leaders and planners.

The hidden curriculum is actually a process in order to observe the education, teaching and training of the school is a text that must be revealed in interpretation or hidden meanings. The present study was conducted with the aim of discovering and presenting the conceptual model of the hidden curriculum in secondary schools of Sanandaj city. The research method of this study is a combined method using qualitative-quantitative methods. In the qualitative method, a semi-structured interview was used, and in the quantitative method, a questionnaire was used to complete the qualitative information. The results indicated a significant effect of independent variables on the hidden curriculum. In this regard, the effect of strategies on the hidden curriculum of secondary schools in Sanandaj city has the highest coefficient of influence, and after that, the foundation for the formation of the hidden curriculum is in the second place. There is a type of factor analysis in the model, the effect of all of which is significant, and this means that the indicators of the main research variables have been able to explain these variables well.

The purpose of the current research was to validate the model for school-based management to increase the efficiency and effectiveness of education in Ahvaz secondary schools. The present research method was quantitative-survey and practical in terms of purpose. The statistical population was the principals of secondary schools in Ahvaz city in 1401, whose number was 150, and the sample size was 80 selected by random sampling. The main tool for data collection was a researcher-made questionnaire consisting of 21 items, which was designed based on the initial conceptual model. Reliability was checked with Cronbach's alpha and the value was 0.85. Structural equation modeling method and PLS Smart software were also used for data analysis. The findings showed that the standardized regression coefficient of the variable effect of social factors on the effectiveness of education in schools was 0.471 and the t-statistic value was 29.34; The standardized regression coefficient of the variable effect of structural factors on the variable of effectiveness of education and training in schools is equal to 0.230 and the value of t-statistic is equal to 14.61 and the standardized regression coefficient of the variable effect of managerial factors on the variable of effectiveness of education and training in schools is equal to 0.340 and The value of the t-statistic for this coefficient is 24.62 and is more than 1.96, which shows that this coefficient is significant at the 5% error level. It can be concluded that the proposed model of school-based management validation is suitable for increasing the efficiency and effectiveness of education in Ahvaz secondary schools and its results can be used in the educational and management planning of schools.

The purpose of this article is to examine John Dewey's views on "education" and "ethics" and his efforts to apply these two categories in solving society's problems. Dewey introduces "problem solving" as a practical method in education and believes that this method plays an effective role in achieving social goals. Although Dewey does not explicitly mention the "problem solving" method in his moral philosophy, he seems to be trying to present a similar method in this area, especially moral education. In order to achieve this goal, he pushes fixed moral principles to the sidelines and makes moral judgment dependent on the evaluation of each situation and its unique characteristics. Dewey believes that the presentation of ethics lessons by educators and the learning of ethical principles by students does not lead to any results, and the prerequisites for the effectiveness of ethics should be provided in the field of "action". The main issue in this article is how Dewey tries to present a method such as "problem solving" in the field of ethics and moral education, a method that is used to solve a complex situation in which a person is caught. The results of this research show that Dewey, as one of the pioneers of pragmatism and instrumentalism, considering ethics as a "science", considers moral principles as "hypotheses" that need to be re-evaluated to be used in a new situation. Therefore, moral education depends on "rational inquiry", "thinking", "research" and "experience", elements that evoke "problem solving" in Dewey's philosophy of education.

The purpose of the present research is the descriptive study of the books of the Qur’an education and Hedyehāye Āsemāni in the 1st to the 6th grade of elementary school with respect to their consideration to teaching religious lessons. The research method was the analysis of quantitative-descriptive content and the statistical population consisted of all books taught for the Qur’an Education and Hedyehāye Āsemāni in the elementary school in 2022-2023. In this regard, 21 books, 289 lessons, 1869 pages, and 979 pictures were analyzed by survey method. The field unit in this analysis was page and the registration units were pictures and content. The coding procedure was conducted by comparative method based on components of religious lessons (belief, moral-value, ritual-practical/prayer, emotional0. The results showed that from among 5169 observed frequencies, the component of belief with 1720 content and 130 pictures (1850 cases, 35/79%) had the highest frequency. Then, with a trivial difference, there were ritual-practical/prayer lessons with 1406 content and 394 pictures (1800 cases, 28/69%) and then emotional lessons with 34 content and 2 pictures (36 cases, 0/69%). As a result, belief and ritual-practical instruction had the highest frequency and emotional instruction had the lowest frequency and the education was mostly content-centered. Therefore, it is suggested that based on the needs of students at this stage, the experts pay more consideration to the emotional instruction and more usage of pictorial potentials in books of the Qur’an Education and Heyehāye Āsemāni.

The present study was conducted to identify the training needs of new teachers. The research method was applied in an objective and systematic review of the data collected. To achieve the purpose a regular review of the research was conducted based on the model of Sandelowski & Barroso (2006), after reviewing the 650 documents in the first stage, 22 were selected . The Critical Appraisal Skills Program(Glynn,2006) has been used to determine the validity, and the reliability was assessed by Cohen's kappa coefficient ) 73%(. Analysis of the documentation findings led to identifying 24 main concepts. The identified concepts were categorized into 4 components include; knowledge needs (mastery of course content, ICT literacy, knowledge pertaining to pedagogy, learning approaches and performing arts), skills needs (application of ICT, analysis of course content, social communication ,time management, and research-based evaluation), ability needs (ability to express ideas clearly, motivate students, problem solving and critical thinking, establishing justice in dealing with students, and self-management needs) and attitude needs (positive attitude to the use of ICT , valuing the teaching profession, interest in acquiring knowledge and updating, commitment to the teaching profession, positive attitude to cultural and religious differences, humor and believe in lifelong learning).