نظام تعلیم و تربیت

The aim of the current research is to analyze the pathophysiology of the moral education process and to provide solutions for its improvement in the second period of elementary education.

The current research is a type of theoretical study in descriptive and analytical method with data coding method. The statistical population was teachers with a master's degree and more than 15 years of teaching experience. The sample group was selected with a purposeful method based on the theoretical data saturation law. Data collection was done by library and field methods with semi-structured interviews. Data analysis was done based on open coding and axial coding.

The most important harms of the moral education process are in the dimension of goals related to weakness in teacher training, in the dimension of subject matter and content, the lack of practical and efficient resources, in the dimension of teaching methods, the use of memorization-based methods, and in the dimension of evaluation based on mental reservations and labeling students.

In practice, the moral education of students is based on the guidelines provided by the government, but the role of teachers in the learning environment and the institutionalization of moral values to students is undeniable, so we need a kind of management and fundamental revision in the school environment based on the topics related to the current research.

 Research highlights the pivotal role of parent-child relationships in fostering healthy child development, particularly during preschool years. Ineffective parenting practices can damage these relationships and lead to behavioral and emotional problems in children. As complex entities, humans require proper guidance for effective interactions with their children. In the approach of Allah-centered spiritual parenting, intellect serves as the primary tool for parental decision-making, enabling the activation of spiritual dimensions. Given the family’s critical role in shaping children’s personalities, a lack of parental knowledge in child-rearing and reliance on improper methods can derail children from the path of growth and transcendence. Ignorance is a root cause of many challenges, including parenting-related ones. Human behavior is fundamentally shaped by awareness of realities, and one of the most critical realities for parents to comprehend is the nature of the world and the purpose of life. Islamic texts, especially the Qur'an and Hadiths, offer valuable insights for enhancing parental awareness, thus improving parent-child relationships. This study presents a model of Allah-centered spiritual parenting derived from Islamic teachings. The central research questions are: What cognitive and behavioral patterns does the "Exhortation and Protection" model define for parents and children in God-centered spiritual parenting? What are the components of this model, and how are they interrelated? The findings can serve as a foundation for designing educational programs that help parents use religious teachings to improve relationships with their children and support their spiritual growth.

 This study employs classical documentary analysis to derive the "Exhortation and Protection" model for spiritual parenting from Islamic sources, particularly Hadiths. The research process involves two primary stages: (1) Compilation and Content Analysis of Hadiths: Relevant traditions were collected, and their psychological dimensions and functions were analyzed using content analysis methods. This phase facilitated identifying the components and roles of each text within the broader framework. (2) Theoretical Modeling: Relationships among the extracted insights from the Hadiths were identified and integrated into a comprehensive model. Texts were analyzed separately for parental and child behaviors, and these sub-models were subsequently combined into an overarching model of "Exhortation and Protection."A total of over 100 Hadiths and Qur'anic verses were analyzed, and 22 narrations were selected for modeling. The analysis identified two main components: (1) Exhortation (Mawʿiẓah): Parents' role in educating and enlightening their children about the realities of the world and, more importantly, the ultimate purpose of life. (2) Protection (Ṣiyānah): The children’s role in accepting these realities and committing to religious values.

 This study was conducted to extract the "Exhortation and Protection" model of spiritual parenting from Islamic sources, particularly Hadiths. Based on these sources, parents must educate their children about the nature of the world, its opportunities, and its challenges (Exhortation). Children are expected to accept these realities (Protection) and strive toward spiritual perfection while fulfilling their commitments. The cognitive model for parents includes the following elements:Worldview: Parents should convey that the world is a transient and deceptive opportunity for spiritual growth.Deconstruction of Worldly Attachments: Parents should guide children toward prioritizing spiritual values over material attachments.The cognitive-behavioral model for Children includes the following elements:Acceptance: Children should recognize and learn from the realities of life.Commitment: Children should adhere to spiritual values and strive for perfection.Adaptability: The ultimate goal of this model is fostering adaptability in children. Adaptability entails maintaining balance and composure amidst life’s joys and adversities, enabling children to make informed and resilient decisions.The "Exhortation and Protection" model is a comprehensive framework for spiritual parenting based on Islamic teachings. This model assists parents in preparing their children for life in both this world and the hereafter. Adaptability, as the ultimate goal of this model, helps children achieve a successful life. This research can serve as a valuable resource for parents, educators, and researchers in the field of religious upbringing of children. Additionally, it has the potential to enrich the scientific literature in the domain of Islamic psychology.

 This research focuses on the role of the "Exhortation and Protection" model in parenting, emphasizing the significance of engaging the heart and emotions in child-rearing. The model posits that effective exhortation softens the child’s heart, fostering receptivity to religious teachings. The heart, seen as the center of emotions, cognition, and spirituality, is crucial for a child’s spiritual development. Exhortation is presented as a tool for fostering emotional and cognitive connections with the child and is recognized as an effective method for imparting values and concepts. Adaptability is the ultimate aim of this model, which entails enabling the child to harmonize with life’s realities and make sound decisions under diverse circumstances. The components of this model include: (1) Exhortation (Mawʿiẓah): Parents use exhortation to convey religious and worldly insights to their children, enhancing understanding. (2) Prudence (Ḥazm): Exhortation cultivates foresight and discernment in children, enabling better decision-making. (3) Insight (Baṣīrah): Exhortation enhances internal awareness and guides children toward truth. (3) Reminder (Tadhkir): Exhortation includes reminders to help children avoid errors and pursue perfection.Based on the above discussion, the psychological model of "Exhortation and Protection" is illustrated in the following diagram.Fugire 1: Diagram of the "Exhortation and Protection" Model for Allah-Centered Spiritual ParentingThe processing stages of the model are as follows: Parents use exhortation to convey religious information and concepts to their children. The child processes this information, aligning it with his intellect and emotions. Based on the processed information, the child makes his decisions.Figure 2: Diagram of the Processing Pathway for the Exhortation-Protection Model

The aim of the research was to design a macro model of media literacy in the education system of the Islamic Republic of Iran in two conceptual and operational dimensions. The conceptual dimensions were based on the transformational teaching and learning method and the library and document study method, and the operational dimensions were based on the foundation's data method. 12 people were selected by purposeful and theoretical sampling in the research community of educational transformational documents and professors, experts in the fields of communication, education and Islamic education. The data collection tools were content analysis and in-depth interviews. In the analysis of the transformational documents of education, inductive content analysis and open coding were used, and theoretical coding was used in the analysis of the interviews. The assessment of validity and reliability was based on reliability and believability. The finding of the macro model of media literacy was identified with structural and content characteristics: the managerial and executive structure of media literacy has a legal guardian. The governing institution as a trustee deals with policy making and legislation, and the intermediary institution plays a role as a strategic coordinator of media literate actors at the (macro, medium and micro) level and leads the executive arms by using its management levers. This institution has a council structure consisting of government, government and people's representatives and systemic communication of departments and units. Finally, considering the importance of the role of the family in the field of media literacy in the post-corona era, it is suggested that special educational council committees be formed with the aim of improving the family among middle and small activists.

The purpose of this research is to study the facilitators of family participation in educational policies. The type of research is applied and the research method is qualitative. The research community of expert were experts in the field of family, policy-making familiar to the field of education and family. Based on criteria such as interest in participating in studies, having work experience in the field of educational policy-making were select purposeful sampling.  The instrument data collection was semi-structured interview.  The framework of which was compiled based on the content analysis of the research literature and edited based on the opinions of three relevant experts. After conducting the interview, the resulting data were analyzed using the Delphi method. The findings indicate that the experts divided 27 facilitators into 5 groups (governmental (with 5 facilitators), social (with 9 facilitators), legal (with 3 facilitators), structural with (7 facilitators) and educational with (4 facilitators) introduced. The result of this study shows the fact that the future family can have an active presence in educational policy-making if the ground for four main aspects is prepared for this presence. One aspect is the belief of educational policy makers that they believe in the presence of the family in determining educational policies, the other aspect is that the families have received the necessary education and training for this necessity, the third aspect is that there is transparency of information and circulation of information. Families can get accurate information about the state of education, the functioning of the education system and the policy-making system. The fourth point is that both institutions of family and education trust each other and consider being together as mutually beneficial. These four aspects together will facilitate the presence of the family in the educational policy making process.

Today, the issue of education in the world has become an important issue for sustainable development In the meantime; experts consider the main axis of this development to be the continuous participation of organizations and institutions with education. The purpose of this study was to identify the pattern of participation of organizations and institutions with the country's education system. The present study was a developmental research in terms of purpose and a qualitative research in terms of research design. In this study, the Meta-synthesis method was used to integrate the studies and create comprehensive and interpretive findings. In this study, Persian and Latin articles and books related to the field of education, especially participation in education, were selected and reviewed between 2000 and 2020. After summarizing and reviewing 29 articles, they were analyzed. Finally, the results of the analysis, after examining the primary and secondary categories, identified 10 general methods of participation in education Including: Participation in technology development, Participation in research and development, Participation in human resources, Participation in relation to the environment, Participation in evaluation, Participation in implementation, Participation in planning, Participation in Accountability, Financial partnership, Information participation.Therefore, according to the dimensions identified in the present study, it is necessary for managers and officials in each organization to identify how they participate in education and thus play their part in this organization.

Culturalization and socialization are the most important functions of educational institution. Because they are the most important mechanisms for identity formation. Also, identity formation is one of the main aims of education. In the other side teacher is one of the most important and effective component in the process of education. Teacher has the key role in the culturalization, socialization and identity formation of students. Therefore, the success of educational institution depends on cultural education, clearly, if we want to achieve these aims, so the teachers should be prepared properly. According to this introduction the main aim of this study is to inquiry and explain the role and position of culture and cultural education in teacher education. The questions are: 1) what are the most important aims in cultural education domain for organization of teacher education? 2) What are the most important prerequisites of these aims? 3) with which methods can we achieve these aims? The method of this study is reflective analysis.The results of this study show that the main aims in cultural education domain for teacher education include of 1) Respect and transfer the cultural heritage to the students who should be teachers in future. 2) The evaluation and criticism of culture and cultural heritage. 3) Cultural modification and reconstruction.The most prerequisites are the attitude change toward the teacher education and also, the definition of teacher education should be revised based on the priority of culture and cultural education. Totally, this paper suggests that fufther the Shulman,s categories of teacher knowledge, we should consider another category its name is a knowledge and perception of culture.

In its most current application, education, leads to rationality and conveys the fostering of thought by emphasizing the uniqueness of this human dimension, which reflects the main difference between human and animal, as well as humane manifestations. Therefore, the main question arises here is the “type and the nature of rationality encompassed the curriculum and educational planning”. Actually, it is the curriculum, in each educational system, which determines the educational content by which the students gain their knowledge, acquire their skills and constitute their value system. The nature of each educational system is determined by the nature and the type of rationality existed in its curriculum. In this research an attempt has been made to recognize, firstly, the types of rationality in a historical manner and then to evaluate the application of each type in curriculum development. The results revealed that types of rationality could be recognized and classified in three different categories of theoretical rationality, communicative rationality, critical rationality and formal rationality.

In the present article, after stating the literal and terminological meanings of "education principle", we have studied a series of the most important principles of education. These principles are extracted and explored using the Quranic verses and Prophetic traditions as well as the sayings by the Prophet's Household. The principles extracted and introduced are as follows: youthfulness, individualism, social differences, and inclination towards family, nature, and choice. Some of these principles have been paid attention to by all philosophers and experts in the fields of education. Here, however, we have made use of Quranic verses and traditions to have a new look at these principles, discussing them in a more detailed manner. The other principles are considered as peculiar to an Islamic system of education, being specifically a matter of concern for Muslim philosophers.