سنتزپژوهی

According to the student-centered approach in the mathematics curriculum of visually impaired students, specific and unique goals should be developed for each individual student in order to meet the special needs of each of them. The present study aims to identify the characteristics of the components of the mathematics curriculum for visually impaired students with a student-centered
approach.

This research was conducted with a qualitative approach of synthesis research. The studied sources include valid scientific researches in this field, which according to the regular search in databases based on the input criteria of 1896 scientific researches and finally based on the output criteria 23 articles were selected for the final analysis. The checklist designed by the researcher was used to report and record the information of the primary research. According to Roberts' six-step model of synthesis, the obtained information was coded and analyzed.

The characteristics of the components of the mathematics curriculum for visually impaired students were presented with a student-centered approach based on the ten elements of Ekr.

The results showed that the mathematics curriculum with a student-centered approach is a program related to the needs, interests and abilities of visually impaired students, which according to their previous experiences are related to their real life. That participation in learning, having the necessary skills of the teacher in special education for mathematical learning and tactile highlighting is important.

Human capital that helps organizations achieve their long-term goals is the most important and valuable asset of any organization (Patidar, 2016). Organizations need talented, intelligent, competent and capable human capital in different fields to overcome challenges (Gold Smith, 2011). However, studies show that many organizations lack the necessary skills and ability to maintain their employees, as the assets of the organization, and even in developed countries, the waste of talent and abilities of the people has caused delays in achieving the long-term goals of organizations (Groves , 2019). Therefore, one of the characteristics of an effective organization is to address the cultivation and empowerment of human resources, which can lead to fruitful efforts in the organization (Chia, 2017). Universities not only play a major role in the development of society through their publications, but they also participate in the intellectual life of the society by giving advice to the government and the industry sector, as well as promoting analytical and critical thinking by professors (Khajaei, Droudi, Moradi and Hosni, 2014). Therefore, the need to pay attention and empower human resources, especially its educational aspect, i.e. faculty members, is more important (Atafred and Samani, 2009). One of the effective ways to nurture and support professors and faculty members of universities is to pay attention to their professional development (Estepp, Roberts & Carter, 2012).
Professional development of faculty members of universities and higher education institutions is the key to improving the quality of higher education. In order for universities to succeed in the three areas of education, research and service delivery, they should strengthen the capabilities of faculty members. Such strengthening can be achieved through their professional development (Rahimi Kincha et al., 2019). Professional development is the outcome of the curriculum of the work environment and cannot be achieved without attending to it (Motamadi and Mousavi, 2019). Therefore, it is necessary to pay attention to the work environment and curriculum in professional development. Therefore, the current research seeks to know the indicators and components of the work environment curriculum for university professors.

The present research method is meta-synthesis. Meta-synthesis or qualitative meta-analysis tries to analyze the relevant studies and resolve the contradictions, while integrating the results to identify the main issues for future research (Cooper & Hedges, 2009). One of its goals is to create generalizations by combining the results of experimental research. Content analysis was used for the synthesis of relevant scientific documents. The data obtained from this research were analyzed through open, axial  and selective coding. In this research, in order to analyze the findings of the six-stage model of Roberts' research synthesis including the stages; 1- Identifying the need, conducting a preliminary search, clarifying the need, 2- Conducting research in order to retrieve studies, 3- Selecting, refining and organizing studies, 4- Developing a perceptual framework and adapting it to the information obtained from the analysis, 5- Processing, synthesis and interpretation to form tangible products, and 6- presenting the results(Gholampour et Al, 2019). Four evaluators were used to recode the findings through Scott's method to ensure the validity of the coding method (Scott, 2012). Inter-rater agreement was 81.77%, which is considered appropriate.

Data analysis led to the emergence of five dimensions, 16 axes and 59 indicators including the dimensions of educational strategies and programs (including indicators such as needs assessment, network learning, self-management, coaching and mentoring, paying attention to life-long learning skills and transformational leadership), knowledge management (increasing knowledge and acquiring knowledge, sharing knowledge, transferring and spreading knowledge), professional ethics (including indicators of attention to personality and cognitive characteristics), organizational and occupational commitment), research-oriented (valuing research findings and research results, giving quality to project programs and applied research and paying attention to the research spirit of professors) and networking and creating learning communities (including such axes as intra-university and external networking university). 

University professors are known as the most important element among organizational human resources in higher education. Addressing their professional development and modernization is one of the most important goals of human resources management in higher education because it directly and indirectly relates to all the goals of higher education. There have been various approaches for the professional development of professors, among which the curriculum of the work environment is considered by many international organizations as a new approach for organizational development. According to the results, paying attention to individual, organizational and educational indicators transforms the professional development of professors.

During the past few decades, various instructional theories and models based on the theories of behaviorism, cognitivism, and constructivism have been developed to facilitate learning. Nevertheless, conducting studies to review, summarize, and synthesis the strategic components of these theories and models is an inevitable necessity. The purpose of this research was to systematically study the instructional theories and models, in order to present a meta- synthesis of strategic components of learning facilitation. The research method is a qualitative approach, and a research synthesis technique has been used. The study population was all the instructional theories and models that have been developed during the last 7 decades. These theories and models were categorized and analyzing through content analysis, and a sample of about 21 theories and models were purposefully selected, coded, and classified, and then their strategic components were deduced. Based on the findings, the strategic components of learning facilitation were synthesized into six strategic components. These strategic components include a. Contextual components with 7 sub-components, b. Basic components with 13 sub-components, c. Cognitive productive components with 15 sub-components, e. Cognitive - constructivism productive component with 3 sub-components, d. Constructivism productive components with 5 sub-components, z. Media-message components with 10 sub-components. The strategic components of facilitating learning, can be used as a guide for teachers and designer to facilitate students' learning.

To portray the overall culture of learning among Iranian students through identification of its components and suggesting a framework, the findings of all previous research, conducted prior to 2019, are synthesized through Roberts’ model herein. Based on the quality of the research, 13 reports were selected and their findings categorized. To validate the categorization, the categories were peer reviewed and externally evaluated. Data analyses yielded a high measure of agreement among reviewers (0.81). The main components of the Iranian students’ culture of learning are identified as the following: learning supervision, learning activities, teacher’s instructional perspective, classroom management, students’ attitude, learning environment, students’ social interactions, and students’ learning habits.

The current research has a basic-applicative goal, a qualitative approach, and a research synthesis and meta-composite strategy, which was done by conducting an inductive content analysis. The field of research for this study includes articles published in the last 20 years, i.e. 2001 to 2021. The purposeful sampling method was continued until the theoretical saturation of the criterion-oriented data (34 articles). The data collection tool in this research was the tables made by the researcher and the results and findings of the published articles related to the topic. Two expert professors were used to validate the data extracted from the articles. Also, the reliability determination formula (Galvin, 2015) was used to confirm the reliability. Data analysis was done by categorizing categories based on open categories, core categories and core categories. In general, the results of the research showed that the dimensions and components of the teacher's art in seven dimensions include 1. Teacher's initiative, 2. Involvement in learning (cognitive involvement, motivational involvement, and behavioral involvement, 3. Simplifying the understanding of concepts, 4. Revision of the teaching model- Learning, 5. Implementing the content with storytelling, 6. Explaining the implications of the content and 7. Professional leadership was learning.

This study is aimed at synthesis research and effective  components on online project-based learning in higher education. The research follows a qualitative approach based on synthetic method. The statistical population of the study consists of the studies conducted during 2007 to 2023 in the field of online project-based learning in the national and external databases and the examined sample includes 39 documents. Data analysis of online project-based learning model in higher education in 163 open codes and 16 axial categories and grouping them into 5 dimensions were revealed. These dimensions include the learner dimension (learner's individual characteristics, learner's motivation, the relationship between learners, the relationship between learner and teacher), teaching-learning process dimension (teaching skills and  teaching styles, educational content, educational materials and media, learner-oriented process),  technology dimension (ability to share information, synchronic and a synchronic communication, support ability and easy access), skill dimension (communication skill, collaborative skill, metacognitive skill), and consequence dimension (educational consequence , emotional consequence) were classified. The results of data analysis identified a comprehensive model for the online project in higher education. Therefore, the extracted model provides a suitable framework for higher education to use online project-based learning.

The present study aimed to investigate particulars of the elements of a scientific ethics curriculum in secondary school student researches using research synthesis approach in qualitative method. The statistical population included all the related studies done inside and outside the country between 2007 and 2022, of which, 53 researches were selected from reliable databases (SID, IranDoc, Magiran, Noormags, CIVILICA, ensani.ir, ERIC, ScienceDirect, ProQuest) as research sample by purposive sampling based on specific criteria, and analyzed using the 6-step synthesis method of Roberts. In the deep analysis stage, the initial coding was done with MAXQDA-18 software and then the content analysis was performed on the resulting codes. The result of the research was presenting a proposed model of scientific ethics curriculum in student researches consisting of two main themes (governing principles and structure or curriculum elements). In this model, principles include consideration of scientific, cultural, and social issues and norms of society; respect for patents, copyright and other types of intellectual property, trustworthiness and honesty in research, and presentation of scientific findings. The structure of the model consisted of elements like the program's existential philosophy, goals, content, learning experiences, teaching methods, role of teacher, educational space, time of instruction, grouping, and assessment. The final result is that by using this model, a suitable platform is provided for creation and growth of students' scientific ethics in conducting scientific researches.

This study aimed to identify the barriers to the transfer of organizational learning using a synthesis research strategy within a qualitative framework.

A synthesis research strategy guided this study, employing a qualitative approach. The statistical population consisted of documents sourced from the ISC Database, Magiran, Google Scholar, and ScienceDirect. Purposeful sampling was used, focusing on all accessible documents related to organizational training, organizational learning, transfer of organizational learning, barriers to learning transfer, skills training, and in-service training. Data collection continued until theoretical saturation was reached. Out of 247 initial studies, 70 were selected based on relevance to the study's objectives. A checklist developed from keyword-related articles served as the research tool. Data analysis followed an inductive process, with recurring themes and factors consolidated and categorized under general headings. These headings were then reviewed by expert faculty, who validated certain categories while suggesting modifications to others. Approved categories were organized coherently, with each category reference noted.

Findings identified the primary obstacles to effective organizational learning transfer, including (1) insufficient educational and managerial qualifications of instructors, (2) absence of a learning culture, (3) lack of transformative and supportive management, (4) overwhelming and challenging job responsibilities, (5) inadequate quality of instructional content, (6) ineffective evaluation processes, (7) inadequate supervision or inefficient course monitoring, (8) poorly scheduled courses, and (9) insufficient learner preparation.

Based on the findings, it is recommended that course instructors be selected with a specialized focus, that educational and managerial policies be aligned with practical applications from the outset, and that points awarded solely for attendance and participation in training courses be reconsidered.Innovation and Originality: For the first time, this research comprehensively identifies barriers to organizational learning transfer across various organizations, both domestically and internationally, through a synthesis research strategy.at the points that are only related to the attendance and Participation in training courses should be removed.Innovation and originality:  For the first time, the current research has identified all the barriers to the transfer of organizational learning in different organizations inside and outside the country comprehensively using a synthesis research strategy.

Religious education forms an important part of students' curricula, besides its role in establishing the religious identity of learners, this important role leads to the realization of other educational goals in the higher education system. Knowing the components and indicators of the religious education curriculum provides the basis for designing a comprehensive model in the field of religious education. Therefore, the aim of the current research is to identify the dimensions and components of the religious education curriculum model. The approach of the current research is qualitative and its method is synthesis research. The research community is all the articles (124 articles) that have been presented in specialized and scientific databases since 2009 and 2015 so far about the curriculum model of religious education. The sample of the research is 25 articles, which were selected based on thematic monitoring, theoretical saturation of data and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on Scott's method (2012) and the agreement coefficient between the evaluators was calculated as 81%. The components and indicators of the religious education curriculum model in 4 dimensions, 13 axes and 53 categories including knowledge components (including indicators such as knowledge of religious concepts, cultural-belief knowledge and media literacy), Structural components (including components such as paying attention to the culture of religious learning, creating religious communities and structural-oriented ethics), pedagogical components (including components such as cooperative education, use of research approaches, evaluation and analytical and argument-oriented methods) and programmatic-process components (includes axes such as the application of knowledge management in the cycle of religious education of students and university support and attention to social values)

This study aimed to explore the types of competencies necessary for the realization of democratic social education in Iran's educational system. For this purpose, the method of synthesis was used. In this qualitative research, the method of research synthesis and data analysis of theme analysis, Atride-Sterling (2001) style, were employed to analyze themes emerging from articles and theses in English and Persian related to competencies in the realization of democratic social education. First, a systematic review of English texts, articles, and dissertations from 2010 to 2021 were conducted based on six databases and Persian articles and theses from four databases were selected. The corpus was analyzed and refined using MAXQDA software and the results were organized in the form of 7 inclusive themes. And 28 organizing themes and 124 basic themes were analyzed. The results showed that competencies for the realization of democratic social education include 7 components of practical competence and practical action, spiritual competence, justice competence (with the most themes), political competence, technological competence (with the most themes), cultural competence, and global thinking competence that complement each other

The purpose of this research was to explain the eassence and reason for curriculum mapping in elementary schools. This research was done by a synthesis method. The statistical community included all valid scientific articles between the years 2000 and 2021 From the initial search, 200 articles and documents were extracted in the field of curriculum mapping. After examining the abstract of the documents according to the two criteria of "quality" and "reliability", 90 documents were finally left for analysis as the final corpus. The purposeful sampling method continued until the saturation stage. According to the findings of curriculum mapping, 2 dimensions and 12 themes wee identified. The dimension of "elements and components of mapping" with 5 themes (objectives/basic questions, organized and meaningful content, basic skills/processes, assessment/learning tasks, timing) among the mentioned elements, curriculum mapping paid special attention to the skill-oriented element, and the two elements "design" and "sustainable perception" were removed due to the lack of necessary infrastructure in Iran's educational system. The dimension of "benefits and applications of mapping" was identified with 7 topics (development of participation culture, promotion of knowledge management, professionalization field, transparency of curriculum courses, intelligent visualization, flexibility, strengthening and development of teaching and learning process). The most emphasized benefit for the curriculum mapping is developing a culture of participation.

The present research aimed at the research synthesis of multicultural education studies in Iran. The research had a qualitative research synthesis method, and its statistical population consisted of domestic multicultural articles from 2002-2022. A total of 35 articles were selected as research samples using purposive sampling until theoretical data saturation. The scientific sources were analyzed through six steps adapted from Gough, Oliver, and Thomas (2012). Further, the results were coded and categorized based on Klein's nine curriculum levels, and then the model was designed. Based on the results, the objective element comprised justice orientation, revival and development of culture, and unity and solidarity. The content element comprised content flexibility and multicultural content. The learning activity element included multicultural activities and tasks. The teaching-learning strategy element comprised diverse teaching, recognition of ethnic groups, and teaching multicultural teachers. The grouping element included group strengthening and multicultural grouping. The educational content element included the diversity of sources and multicultural knowledge. The time element comprised time diversity, and scheduling. The place element included spatial diversity and multicultural diversity. Finally, the evaluation element comprised diversity in evaluation, and multicultural evaluation. Based on the results, the model had the necessary validity.

The purpose of this study was to investigate the dimensions, components and indicators of a teacher's competence as a lifelong learner in related documents. The research approach is qualitative with a hybrid strategy. The research method is synthesis research and content analysis technique. The research population includes all published works in this field without time limit in valid databases that were classified and screened during content analysis appropriate to the purpose of the research. 57 documents were purposefully selected, coded and classified using MaxQDA 2020 software. The findings showed that the dimensions and components of a teacher's competence as a lifelong learner are: "Individual mechanism (metacognitive skills, personality traits, communication and interpersonal skills)", "Information and technology literacy mechanism (digital competencies, information literacy familiarity) In the sphere of life) "and" mechanism of action (activism, reflection, professional learning, intellectual ability, developed professional identity, familiarity with knowledge management, mastery of foreign languages

Entrepreneurial skill and training of entrepreneurs is an important factor in socio-economic growth and development. Accordingly, this study seeks to analyze the challenges of entrepreneurship education in higher education.

This research is applied in terms of purpose and qualitative in terms of method. First, among 320 research articles and using the prism method, 22 articles, between 1390 and 1400, from the international scientific sources "Tyler and Francis", "Eric", "Web of Science", "Science Direct", "Google Scholar scientific search engine and Persian information sources, "Kashish Publications Information Bank", "University Jihad Scientific Information Database", "Iran Institute of Information Science and Technology" and "Noor Specialized Journals Database", after meeting the entry and exit criteria, selected and studied and collecting information based on available sources were reviewed.

The findings show that entrepreneurship education in higher education has four main challenges such as "organizational challenges", "professors' challenges", "students' challenges" and "educational challenges".

The findings of the research show that entrepreneurship education has many challenges due to the establishment of the traditional system in Iranian universities. Therefore, in order to provide efficient entrepreneurship education at the level of higher education, action should be taken to solve these challenges.

The aim of the current research was to analyze the components of citizenship education in the context of mobile learning technologies (a synthesis study). It was a research synthesis. In order to access the background and collect data relevant to the purpose of the study, the internal databases such as Magiran, Normagz, Civilica, Humanities Research Institute, and Iran Profile were used between 2014 and 2022 for the Persian documents. Also, external databases such as Scopus, Science Direct, ProQuest, Eric, Springer and Google Scholar were used between 2011 and 2022 for the English documents. From the total number of the included researches, 100 cases were excluded from the analysis process. 25 articles were selected from internal databases between 2014 and 2022, and 55 articles were selected from external databases between 2011 and 2022, and finally, according to the criteria, 20 samples were purposefully selected and subjected to final analysis. The results showed that the citizenship education based on mobile technology should have components such as citizenship skills, the citizenship interaction ability, information sharing, technological infrastructure, methods of citizen-oriented education, citizen-centered assessment, and portability. Therefore, it is suggested that education system, Universities, schools and organizations in charge of designing, implementing and evaluating citizenship education courses should consider the components of the content of the citizenship rights' education, interactivity of citizenship education, information sharing, technological infrastructure, methods of citizen-oriented education, citizen-centered assessment and portability.

. However, there is still a lack of comprehensive information regarding the various elements of cooperative learning and their impact on developing students' leadership skills. This knowledge gap needs to be addressed in order to enhance the effectiveness of cooperative learning in fostering leadership abilities among students.Hence, in this study, a comprehensive examination was conducted employing a multi-method approach that incorporated two meta-synthesis methods and focus groups. Initially, primary data was collected and analyzed through a meta-synthesis study. Subsequently, the data underwent completion, expansion, modification, and standardization using the focus group method. The meta-synthesis section encompassed a comprehensive review of 5200 scientific documents, including articles, books, and treatises. From this vast pool, a sample of 32 articles was selected for further analysis using the Critical Assessment Skills Program (CASP). During the data analysis stage, we utilized the Atlas T software to examine the results. The findings revealed that positive internal dependence, a key element of Cooperative learning, plays a significant role in nurturing essential skills such as popularity, empathy, and cooperation. Additionally, accountability was identified as a factor that enhances self-esteem and fosters respect for others' rights. Furthermore, the interpersonal skill, which is the third element of cooperative learning, was found to be effective in developing communication and social skills, as well as strengthening problem-solving and conflict resolution abilities in students. These three elements align with social interdependence theory and offer new perspectives on cultivating leadership skills among students.

Attention to new approaches in education plays an important role in solving existing educational challenges. The combined teaching approach is a new model in education that combines virtual and traditional approaches in education. On the other hand, the reverse teaching method is considered as a new model in education. Therefore, the purpose of this study is to identify the dimensions and components of the combined education curriculum model based on reverse teaching method. The approach of the present study is qualitative and its method is synthesis research. The research population is all articles (124 articles) that have been presented in the specialized and scientific databases since 2005 and 2011 on the model of combined education curriculum based on reverse teaching method. The research sample is 34 articles, which are purposefully selected based on thematic monitoring, theoretical data saturation. Research data were collected from qualitative analysis of the studied documents. analyzing the data, components and indicators of the combined education curriculum model model based on the reverse class method in 10 dimensions, 42 axes and 136 categories including the dimensions of learners' characteristics, teacher's characteristics, teaching-learning approaches, Content, environment, contextual factors, evaluation characteristics, advantages, requirements and challenges and barriers were identified

The aim of this study was to identify the components of social capital from domestic and foreign validity and evaluate its position in upstream documents and social studies books of elementary school. The studied samples included three categories of external and internal resources related to social capital, upstream documents (document of fundamental transformation of education, document of national curriculum and approved goals of elementary school) and textbooks of social studies textbooks for third to sixth grades. The research method used was meta-combined, during which quantitative content analysis was used to evaluate upstream documents and social studies books in elementary school. Findings from meta-composition indicated that social capital can be evaluated in the form of 10 major components: evaluation and selection of information resources, social communication, social trust, social participation, social cohesion, social responsibility, social justice, acceptance of cultural, linguistic and religious diversity. Social support, social norms and 49 sub-components. Analysis of the content of upstream documents also showed that the conceptual framework mentioned in the Transformation Document and the National Curriculum has been considered to the desired extent, but the approved goals of the elementary school have not been able to move towards them and have been neglected in social studies textbooks. The main negligence has been in the components of evaluating and selecting information sources (using the media, knowing the environment, trying to discover the truth of information) and social cohesion (solidarity with others over the interests of the country and commitment to society).