شایستگی

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.

In the ever-evolving landscape of technology, disruptive innovations open doors to realms of boundless creativity and unparalleled innovation. As businesses venture into this vast expanse, they discover tools and talents that redefine the boundaries of what's possible. Central to this journey is the need for a workforce adept in "projectile jobs," roles that catapult societies into the forefront of innovation. This study delves deep into reshaping the competencies required in this new age, focusing on disruptive technology. Merging foundational research with practical insights, we employed the qualitative method, harmonized by Opera's approach. Our meticulous selection process engaged 34 industry experts, culminating in a comprehensive roadmap for vocational training. Based on the results of the research and in order to design a road map for vocational training; 14 clusters consisting of (electronic engineers, software developers, web and multimedia construction specialists, computer application programmers, database designers and managers, builders and computer software and application analysts, database and computer network specialists, electronics technicians, process control technicians, securities brokers and capital supply, IT and communication technology operation support technicians, technicians The support of information and communication technology users and the profession of web technicians) were determined. Furthermore, we distilled 42 distinct job titles, crafting a decision tree and offering strategic recommendations for the future. Dive in, and discover the symphony of skills that await in the age of disruptive technology.

Identifying and measuring the strategic leadership competency components of Shiraz education organization managers.

This study was conducted with a mixed approach and using a sequential exploratory research design. Document analysis method was used in the qualitative part and descriptive-survey method in the quantitative part. The statistical population of the quantitative part was the principals of schools and employees of education departments in Shiraz city, and through stratified random sampling, the research samples included 105 employees and 200 educational managers, both department and school managers. The tool used to measure the strategic leadership competencies of education managers was a researcher-made questionnaire, which after measuring and verifying its validity and reliability, the questionnaire was distributed and data was collected.

The competencies identified in this study included Value-Characteral, Strategic Intelligence, Excellence Performance, Interpersonal and Cultural competencies. The prevalence of the aforementioned competencies among the managers of the research area, except for the strategic intelligence competency which was lower than the average level, other competencies were average or above average. Also, the total score of the mentioned competencies was evaluated as higher than average.

The country's education planners and policymakers can use the findings based on this research as a basis for training, appointing and also replacing future managers of the educational system based on the strategic leadership model.

Quality school systems promote mentoring programs because of the many benefits it brings to both mentors and mentees, especially beginning teachers. Based on this, the main goal of the current research was to formulate the ideal mentoring framework (senior teacher) for novice teachers in primary schools. This research is applied in terms of purpose and according to the method of data collection, it is a qualitative research of thematic analysis. The statistical population of the study was the resources related to the Professional development, mentoring and novice teachers. After reviewing the sources extracted from the databases, 73 sources were purposefully selected. To analyze the data, coding and thematic analysis methods were used and in order to validate the data, King et al methods were used. After data analysis, A total of 29 basic themes and 9 organizing themes (needs of novice teachers, consequences of mentoring novice teachers, promoting factors, inhibiting factors, mentor characteristics, mentoring content and activities, main roles, evaluation, mentoring approaches) under the theme The elements that make up the process of mentoring novice teachers were included. The model presented in the current research can be used in various fields, including the policy making of teachers' professional growth, designing mentoring programs for novice teachers, school leaders' understanding of teachers' educational needs, and also determining criteria and indicators for the selection of mentors.

Meritism is one of the important criteria in the administration of any One of the concerns of the police is to provide optimal services to the beneficiaries. The pattern of competence is the introduction to achieving this. researcher Designing the competency model of police commanders with a future research approach made it his goal for this purpose.

The present research is applied-developmental in terms of purpose which was used with the future research approach with interpretativesymbolic method and expert panel. Community Verified icon16 experts of the academic staff and officials were selected by non-random purposeful accumulation (snowball) sampling method. A semi-structured panel interview was conducted. Validation of the qualitative part was done through expert consensus and factorial analysis. he results of the quantitative part of the questionnaire (160 people) were also calculated, exploitation and prioritization of indicators, components and dimensions. Quantitative data analysis with descriptive statistics of frequency and percentage (inferential statistics) of T-Student, Friedman, and qualitative content analysis (theme analysis) was used to analyze the interviews.

By analyzing the content of the interviews, 2 dimensions, 6 components and 23 indicators were finally obtained. In the functional dimension of the leadership characteristics component with a coefficient of ./862 in the first priority, Management features with a coefficient of ./782 in the second priority And the characteristics of command with a factor of ./629 were placed in the third priority. In the skill dimension, the component of professional characteristics with a coefficient of ./810 is the first priority, Media features with a coefficient of ./744 in the second priority, And momentary features with a factor of ./638 were placed in the third priority.

Employing competent commanders in future police sight involves strategic and purposeful planning It is in line with the realization of two functional and skill dimensions. In the meantime, by focusing on the top components and indicators in each dimension, the police has a bright future ahead for the commanders.

The purpose of this research was to validate the physical mechanisms of the teacher's competence in the role of a lifelong learner. The research population consisted of 269 faculty members of state universities in Tehran, of which 150 were selected as a sample using a purposeful sampling method. The research synthesis method was used to review the literature and research background. The data collection tool was a researcher-made questionnaire, which the researchers prepared based on the findings of the synthesis method. Peer review and triangulation of data sources were used to determine the validity of the questionnaire. Cronbach's alpha coefficient was used to determine the reliability of the tool, and the coefficient was 0.94, indicating high reliability of the tool. To confirm the findings of the questionnaire, one-stage and two-stage confirmatory factor analysis was used. Findings indicated that the physical mechanisms of the teacher's competence in the role of a lifelong learner consist of four main dimensions, including individual competence, motivational competence, informational and technological competence, competence of activism, which could explain the significance of physical mechanisms and their validity was confirmed.

In the current study, after reviewing the literature conducted on the standardization of education, the evaluation and competence standards in different cases were study. The researches which have been carried out according to the DACUM approach were investigated and, the flowchart for evaluation of mentioned standards was extracted. After choosing the experts who were professional in the main majors of machinists by the snowball method, 8 job titles were proposed. Then the jobs named metals milling, metals turning, metals cutting and grinding were introduced as the most used majors and, the tasks were suggested each of them by the group of experts. Finally, the standards of competence and evaluation of the mentioned three jobs were prepared based on the DACUM approach and the instructions of the Iranian Technical and Vocational Education Organization (IRIR TVTO).

From time immemorial, history has been an integral part of the school curriculum, as it is seen as a means by which students learn civic lessons that influence them to become reliable and useful citizens. In general, history education plays a significant role in transferring desirable social attitudes, values, and behaviors (Pote et al., 2010). Traditionally, the focus of history education has been on the content and transmission of historical knowledge as facts. In this model, a fixed set of historical content is conveyed by textbooks and instructors, with teachers explaining concepts while students listen and learn. This conventional approach has often rendered history lessons boring, reducing the subject to mere memorization of important and unchanging facts and data from the past. However, in the past two decades, many researchers in the field of history education have advocated for a shift from "teaching facts" to "developing students' historical reasoning abilities". There is a growing consensus that learning history involves more than just recalling past facts; it requires engaging with the "how" and "why" of historical events (Hsiao, 2004; Van Derry, 2005; Van Sledright & Lim, 2006; Van Derry & Van Baxtel, 2008; Monte Sano, 2008; Abbas et al., 2022). While mastering historical content remains essential, one of the primary goals of history education is to foster students' ability to think and reason historically. Students should not only learn what happened in the past but also critically engage with the context and significance of those events. This shift has opened new dimensions in the education systems of various countries, leading to international debates and controversies regarding the teaching of history in schools and universities. These discussions often relate the perceived lack of historical knowledge and engagement among young people to the curriculum and teaching methods employed. A closer examination reveals that these controversies signify a paradigm shift in educational thinking, particularly in history education. In this context, historical reasoning has emerged as a key construct for defining the goals of history education and the activities in which students should engage to learn effectively. Engaging students in historical reasoning is crucial for enhancing their understanding of historical events, situations, people, and developments. This engagement requires students to pose historical questions, comprehend context, think critically, and reflect on the causes and significance of events, as well as the potential outcomes of alternative courses of action (Van Sledright & Lim, 2006; Van Derry & Van Baxtel, 2008; Montesano, 2008; Pote, Maarouf, & Teck, 2010; Van Baxtel & Van Derry, 2013; Parks and Donnelly, 2014; Cartrow and Liu, 2014; Talin, 2015; Van Derry, Broxma, and Van Derry, 2015; Mendez and Tirado, 2016; Van Baxtel et al., 2018; Lewis & Rapanta, 2020). Historical reasoning can be described as the construction or evaluative assessment of processes of change and continuity, the explanation of historical phenomena, or the comparison of historical events or periods. This process involves utilizing central facts and concepts to create an orderly interpretive historical record, followed by analysis in relation to all aspects of that truth, allowing students to describe, explain, interpret, and support their views with well-founded arguments (Leinhart et al., 1994; Van Drey, 2005; Derry et al., 2005; Van Derry & Van Baxtel, 2008; Cartrow & Liu, 2014; Derry et al., 2015; Mendez & Tirado, 2016; Sandor et al., Kahn, 2022). Teaching historical thinking and reasoning emphasizes the "how" rather than the "what." Students learn to think critically about the past and historical events. The ability to reason historically is an important cultural practice within societies and is crucial for participation in a democratic society, contributing to the development of students' civic identity (Barça, Magalhas, & Castro, 2004; Van Derry, 2005; Van Derry & Van Baxtel, 2008; Lusk, 2008; Pote, Maarouf, & Teck, 2010; Van Baxtel & Van Derry, 2013; Sheehan, 2013; Mendez & Tirado, 2016; Hoijgen, et al, 2017; van Baxtel & van Derry, 2018; McGraw, et al, 2018). Despite extensive research in the field of historical reasoning, much of the literature reflects the contributions of Van Drey and Van Baxtel, with limited additional insights from other researchers. Furthermore, there is a notable scarcity of Farsi-language research in this area. These factors, along with obstacles to implementing this style of education—such as time constraints, inadequate educational resources, assessments focused on factual recall, and instructors lacking expertise in historical reasoning (Bain and Mairel, 2006)—have prompted the researchers of this study to analyze the competencies of historical reasoning in existing Farsi-language studies. Consequently, the present study aims to examine the historical reasoning competencies of history students. Mothod: This qualitative research was conducted using the seven-step method of Sandlowski and Barroso. The metacomposite team consisted of three lesson planning specialists and one expert in metacomposite research. Data analysis was performed using thematic analysis, with extracted factors considered as themes. These themes were classified based on concepts related to historical reasoning skills, resulting in the identification of a model comprising four foundational themes: historical awareness, awareness of transhistorical concepts and strategies, historical thinking, and historical skills. The reliability of the data was confirmed through transferability and alignment techniques, as well as through careful guidance of the information collection process and alignment among researchers.

The findings showed that historical reasoning skills help students to interpret and analyze historical events based on evidence, documents and wellfounded, reliable, reliable and first-hand sources.

Historical reasoning skills enable students to interpret and analyze historical events based on evidence, documents, and reliable first-hand sources. Additionally, these skills empower students to critically evaluate resources, minimizing the risk of errors in their practice.

Developing entrepreneurial leaders is the key to finding hidden value in communities. If we learn how to create or revive the spirit of entrepreneurship in our society, all stakeholders will benefit. Based on this, the present research was conducted with the aim of identifying and evaluating entrepreneurial leadership skills and competencies in transitioning countries. The objective is descriptive-applicative and the data collection tool was a questionnaire, which after designing its face validity (based on the opinion of experts) and its reliability (using Cronbach's alpha coefficient 0.878) were measured. The statistical sample of the research was determined by the Cochran formula of 273 people, which included organizational and academic experts. Data analysis has been done using the structural equation method and Smart PLS3 software. Based on the results, it has been determined that entrepreneurial leadership skills and competencies include "exploration, acceleration, search, integration, influencing others, coaching, Facilitation, guidance, opportunism and motivation have an impact on entrepreneurial leadership. In addition, "individual, acquired and functional characteristics" also affect the performance of entrepreneurial leadership.

The present research was conducted in order to identify the components of the model of professional competencies of educational managers of the country's program and budget organization with structural equations.

This research is practical in terms of goals and it was a cross-sectional survey study in terms of its nature and type. The validity of the measurement tool (reliability) was obtained through Cronbach's alpha and the validity of the measurement tool was obtained based on the construct validity technique by confirmatory factor analysis. Descriptive statistics were used to examine the respondents' demographic questions, and central and dispersion indices were used to describe the status of the variables. Also, confirmatory factor analysis has been used to ensure the fit of the research data and variables along with its related components. Finally, the structural equation model has been used to test the hypotheses.

The results show that the main dimensions of the professional competencies of educational managers of the country's program and budget organization include 6 dimensions of causal conditions (including 32 open codes, 8 central codes and 2 selective codes), background conditions (including 9 open codes, 4 central codes and 3 selective codes) ), intervention conditions (including 37 open codes, 11 central codes and 4 selective codes), strategies (including 11 open codes, 4 central codes and 3 selective codes), outcomes (15 including open codes, 4 central codes and 2 selective codes) and the central category (including 70 open codes, 24 central codes and 8 optional codes).

The present study was conducted with the aim of identifying the dimensions and components of digital competence of teachers. The data was collected through qualitative method of systematic review. The selection of articles was done by keywords based on the opinion of experts and the structure of Prisma, and 38 documents in the form of foreign articles were included in the analysis. The selected corpus was analyzed using thematic analysis and MAXQDA2020 software. The validity of the findings was obtained based on the opinions of the research team, and the reliability of the tool was checked through the reliability index of the evaluators, which showed Kappa coefficient of 0.84. The findings indicated that the digital competence of teachers included 7 dimensions and 27 components. The dimensions included teaching and learning, professional and career development, leadership and interaction, digital thinking, enhancing the learner's digital skills, assessment and individual characteristics. According to the results, it is suggested that technology-based professional training, interactive teaching in virtual environments, and the combination of teachers' digital competencies with extracted components should be given serious attention.

This research aims to propose a model for evaluating the competencies of high school management in the education department of Tonekabon County, Western Mazandaran.

This study is classified as applied research based on its objective. Descriptive-non-experimental method was employed for data collection, falling under the category of descriptive research among various research methods. The statistical population of the study includes 10 experts in education from Tonekabon County, who were surveyed using an expert questionnaire. Data analysis was conducted using the ANP-DEMATEL approach.

Based on the conducted studies, the main criteria of the research include "policy creation", "individual development of personnel", "redesigning school principals", "improving educational programs", and "utilizing appropriate leadership styles". According to the research results, the criterion of "policy creation" with a final weight of 0.222 holds the highest priority among the criteria and is the most influential criterion, while the sub-criterion of "challenges and changes" with a final weight of 0.083 holds the highest priority among the sub-criteria. The criterion of "individual development of personnel" is the most influential. The criterion of "improving educational programs" shows the highest susceptibility and interaction among the criteria.

These results can serve as a guide for enhancing the competencies of school management in future years.

The purpose of the present research was to developing and validating the competency model of the faculty members of Farhangian University upon upstream documents.

This research has been conducted in terms of applied p urpose and mixed research method, qualitatively and quantitatively. The field of research in the qualitative part included the document of the fundamental transformation of education, the statement of the second step of the Islamic revolution and the regulation of the promotion of Farhangian University, which was analyzed in the form of a census as a sample. In the quantitative part, the statistical population was formed by the professors of Farhangian University of East Azarbaijan Province in 1402 in the number of 260 people, based on Morgan's table, the sample size was estimated to be 152 people and they were selected using available sampling method. The research tool is a 10-point scale questionnaire based on upstream documents. In order to analyze qualitative data using thematic analysis method, and to analyze quantitative data from single-sample T-tests, factor analysis using AMOS software was used for structural modeling and fit indices.

The findings of the research showed that the competency model of Farhangian University faculty members has 2 comprehensive themes of professional and basic competencies in the form of 6 educational and research dimensions, cultural and social, attitudinal, jihadist and revolutionary, ethics and spirituality, personality traits and 78 basic themes.

The results of this research can be used as a basis for creating desirable changes in measuring and improving competencies, self-development programs, professional development programs, and the development of continuous professional commitment of Farhangian University faculty members. Which will lead to the excellence of the country's teacher training system.

The current research was conducted to identify the themes of managers' digital competencies with a thematic analysis approach with a qualitative strategy.

Thematic analysis was based on the model of Clark and Brown (2006). The data collection tool was a semi-structured and in-depth interview, which was analyzed using open and axial coding. The research community was (managers and experts of the country's education assessment organization), and among them, the data reached the saturation level with 15 people.

The digital competencies of managers with the title of comprehensive theme include 3 comprehensive themes of knowledge and awareness, skills and abilities, and individual characteristics with 14 organizing themes and 58 components in the form of basic themes.

The required skills are knowledge of data science, knowledge of information security, organizational management and leadership abilities, soft skills and communication methods, digital leadership and efforts for digital creativity and innovation, digital literacy in this era, and having professional training and developing digital interaction and communication in line with The development of digital talent of employees of the measurement organization, management of digital change and transformation and the use of digital platforms, management of attitudes and finally social and moral responsibility are among the skills needed by the employees of the measurement organization.

The current research was conducted with the aim of investigating the competence of teachers in the role of lifelong learners in the general education system of Iran

This research was a part of the combined research, of sequential exploratory type and classification model, which was conducted in two qualitative and quantitative stages. The qualitative part was conducted using the synthesis research method and in six stages by Sandlovsky and Barroso (2003). The results of the qualitative stage include the individual mechanism, the motivational mechanism, the mechanism of information and technology literacy, and the mechanism of activism. The quantitative part was done using a descriptive survey method and a researcher-made questionnaire. In order to determine the validity of the three data sources, Cronbach's alpha coefficient of 0.94 indicated the reliability of the tool in this research. The questionnaire was given to 150 experts in the field of curriculum planning and educational psychology, and the data were collected using One-step and two-step confirmatory factor analysis method was analyzed with the help of Lisrel software

In the qualitative stage, the results of the synthesis research showed that the dimensions, components and characteristics of the teacher's competence as a lifelong learner can be examined from the four dimensions of the individual mechanism, the motivational mechanism, the mechanism of information and technology literacy, and the mechanism of activism. In the dimension of individual mechanism (metacognitive skills, personality traits, communication and interpersonal skills)", motivational mechanism (belief, motivation and emotional skills), "information and technology literacy mechanism (digital skills, familiarity with information literacy, interaction with technology in the scope of life) )" and "activism mechanism (activism in teaching-learning process, reflection, professional learning, intellectual ability, developed professional identity, familiarity with pedagogical knowledge management, foreign language mastery)" were placed. In the Chargob accreditation section of the competency model of a teacher as a lifelong learner in Iran's education system, first- and second-order confirmatory factor analysis was used.
The findings of this section indicated that the items of the individual mechanism element with a factor load of 0.91-0.80, the items of being equipped with a motivational mechanism with a factor load of 0.91-0.68, the items of the information and technology mechanism element with a factor load of 91 0.94-0.0 and the items of the activism element with a factor load of 0.93-0.85 are significant explanations for the mentioned model and their validity is confirmed.

According to the statistical results, the design and accreditation of the teacher's competence model as a lifelong learner in Iran's education system was achieved and its important components were determined

This study aimed to present and validate the entrepreneurial competency model for revising the curricula of Farhangian University. The research had an exploratory sequential mixed methods method and was conducted through modeling in qualitative and quantitative phases. The research tool included semi-structured interviews and researcher-made questionnaires. According to the findings, the final model of entrepreneurial competency in revising the curricula of Farhangian University consisted of 6 constructs of competency (knowledge, attitude, entrepreneurial management, entrepreneurial perception, entrepreneurial opportunity, and entrepreneurial communication) and 42 components. Accordingly, knowledge competency consisted of 9 components, attitudinal competency had 11 components, managerial competency had 9 components, perceptual competency had 6 components, opportunity competency had 4 components, and entrepreneurial communication had 4 components. perceptual competency had 6 components, opportunity competency had 4 components, and entrepreneurial communication had 4 components.perceptual competency had 6 components, opportunity competency had 4 components, and entrepreneurial communication had 4 components.perceptual competency had 6 components, opportunity competency had 4 components, and entrepreneurial communication had 4 components.

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 study was to investigate the competency model of the undergraduate curriculum of Teacher Training University. The approach for the present study was qualitative and the method was a systematic review based on the model of Wright et al. (2007). The research community consisted of 326 articles on the competencies of consultants published in prestigious scientific journals between 2010 and 2022. The research corpus included 36 articles that were purposefully collected and selected based on thematic monitoring of data. The research data were collected from qualitative analysis of the studied documents. Based on the data analysis, consultants' competencies were classified into 3 dimensions and 20 factors.These dimensions included individual competencies (including personality traits, religious commitment, emotional intelligence, beauty, adaptability, perceptual skills, personal responsibility, motivation, communication skills), professional competencies (including factors Professional expertise, familiarity with professional plans, consulting process management, attention to professional development, professional organizational components, pedagogical knowledge management, professional commitment, professional ethics, skills and socio-cultural competencies (including factors; cultural insight and attention to social norms).

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

The aim of current research was designing and validating the scale competency of the educational group as a professional mentor for teachers learning.

To design and validate the scale, descriptive-survey method with methodological type (Polit and Hungler, 1999) was used. The first stage was a systematic review. For designing the scale, data was collected from all the related papers between 2000 to 2021, which was first formally validated by several experts and then using stratified random sampling method based on districts/regions/provinces, the statistical population was selected was selected as 260 of highschool Headteachers in Fars province and the scale was distributed among them. To calculate the convergent validity, Spearman correlation coefficient was used as well as first- and second-order confirmatory factor analysis, and Cronbach's alpha coefficient was used to calculate the reliability.

In the first stage, the initial scale was created with 3 subscales, 19 dimensions and 93 items by analyzing the previous studies. In the second stage, after calculating the validity and reliability, 12 items were omitted because of the low correlation coefficient and lack of validity, and 81 items were confirmed because of high correlation with total score and subscales. The validity of scale structure was approved due to the high factor load of knowledge (0.78), attitude (0.70) and skill (0.94) subscales, and with Cronbach's alpha coefficients of educational groups competency (0.84) scale, Knowledge (0.88), attitude (0.84) and skills (94.94) scales, the reliability of these scale and its subscales were also confirmed.

the final scale was designed with 3 sub-scales; knowledge subscale with dimensions of Knowledge related to teacher evaluation, student evaluation, student learning, teacher improvement and empowerment, educational supervision and guidance, and content knowledge; Attitude subscale with dimensions of personal and collective attitude; And skill subscale with the dimensions of effective communication with beneficiaries, technology, research, decision-making and problem solving and conflict, monitoring students' academic achievement, professional teaching, developing a learning culture throughout the school, creating inclusive learner-based learning, guidance and help of the teacher to manage student behavior, teachers motivation and monitoring the equipment and optimal use of teaching aids, and 81 items