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In recent years, the issue of educational quality in universities and higher education institutions in Iran has been widely discussed by experts in the field. As the primary mission of these institutions is to train skilled and committed professionals for national service, focusing on the quality of education is crucial, as it directly affects graduates' effectiveness in contributing to society. However, studies indicate that the effectiveness of higher education in Iran is questionable, with graduates often lacking the knowledge, attitudes, and skills expected by society. Several factors contribute to this issue, including uncontrolled quantitative growth despite serious deficiencies in quality standards, the emergence of a degree-oriented culture driven by misguided policies, commercialization of higher education, irrational tendencies in university management, weakened faculty institutions, memory-based learning systems, misconceptions regarding virtualization effects, centralization impacts, and neglect of demand-side needs in the education system (Eghbali et al., 2021; Farasatkhah, 2022; Keshavarz Ruodaki et al., 2023; Rashidi, 2017). These factors contribute to the deterioration of 'quality learning' in universities. As a result, scientific thinking and curiosity-driven inquiry are not nurtured in students; they are also not encouraged to develop professional and cultural self-awareness (Andresen et al., 2020). To address these challenges, an educational approach that instigates fundamental changes in conventional structures is required. One such approach is Research-Based Education (RBE), which emphasizes integrating research into teaching practices. The core idea behind RBE is to establish a link between teaching and research as a catalyst for better connections between students and society. The ultimate goal of this approach is to bridge the gap between theoretical education and real-world practice while equipping students with both knowledge and skills necessary for effective application to improve educational quality (Huet, 2017; Syaharuddin et al., 2022).

This study was designed and conducted within the interpretive paradigm, with a qualitative approach and phenomenological method. The participants included 21 higher education experts who were selected through purposeful sampling, utilizing snowball sampling and maximum variation techniques. Data was collected through in-depth unstructured interviews, and the data analysis was performed using the seven-stage strategy of Colaizzi.

The study's findings indicate that research-based education can significantly contribute to mitigating the quality deficit in education. Data analysis identified a primary category, "Research-Based Education," and three subcategories: "Research-Oriented Teaching," "Management and Support," and "Ethical-Cultural Charter." Research-oriented teaching emphasized cultivating creativity and research competencies, while management and support focused on transformational leadership and providing robust support to both students and faculty as pivotal factors in enhancing educational quality.

The findings suggest that many Iranian universities underemphasize faculty professional development and struggle to establish an effective nexus between teaching and research. Consequently, this has contributed to a decline in educational quality and a misalignment with the needs of the labor market. The research-based education model offers a potential avenue to bridge this gap by fostering a more interactive and dynamic learning environment. With the integration of teaching and research, the curriculum can evolve dynamically, and novel research questions can arise from student-faculty interactions, facilitating continuous improvement in both teaching and research endeavors. Furthermore, research-based education equips students with essential problem-solving, critical thinking, and research skills necessary to address real-world challenges. In conclusion, this study indicates that enhancing the quality of university education hinges on the effective integration of teaching and research. These findings also underscore the necessity for systemic reforms within the higher education structure, advocating for the broader implementation of research-based educational programs. Policy recommendations include establishing teaching excellence centers at prominent universities, allocating targeted educational grants to exemplary educators, and developing educational development centers alongside reinforcing research infrastructures, such as research hubs and networks.

Effective teaching is fundamental to a successful educational system, as the quality of an education system can never exceed the quality of its teachers. For this reason, educational systems must allocate substantial resources to cultivate a highly skilled teaching workforce (Minea et al., 2021). Traditionally, increasing teachers' specialized knowledge has been approached through external professional development programs (Darling-Hammond & Richardson, 2009). However, only a small portion of this externally gained expertise tends to transfer into everyday classroom practices (Veelen et al., 2017). As a result, traditional professional development approaches have shown limited effectiveness, prompting teachers to seek more self-directed opportunities to take ownership of their development (Nabhani & Bahous, 2010; Alhashmi & Moussa-Inaty, 2021). This shift underscores the importance of focusing on the contextual and school-based foundations of professional learning for teachers (Opfer & Pedder, 2011; Akiba, 2015), framing schools as critical learning environments not only for students but also for teachers (Hallinger et al., 2019). School leaders play a crucial role in advancing professional learning for both teachers and students by shaping school capacities through a supportive culture and engaged staff, ultimately leading to school-wide improvement (Li et al., 2016a; Hoy & Miskel, 2018). In Iran, key educational policy documents, such as Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran (Supreme Council of the Cultural Revolution, 2019), underscore the need to establish environments that facilitate the acquisition of professional knowledge and skills, as well as the development of teachers’ professional identities within educational settings. Research has also revealed significant criticisms of external, off-site professional learning programs and their limited impact on improving teacher quality (Darling-Hammond & Richardson, 2009; Ghaleei & Mohajeran, 2015; Orangi et al., 2011). In response, there is a growing emphasis on school-based professional learning and collaborative support among teachers (Cooper et al., 2020; Nabhani & Bahous, 2010; Alhashmi & Moussa-Inaty, 2021; Mortazi- Mehrbani & Gooya, 2014; Johnston & George, 2018; Netolicky, 2016; Veelen et al., 2017). Although Iran’s centralized educational structure and the restricted authority granted to school leaders pose challenges, recent studies suggest that schools in Iran possess untapped capacities that can directly and indirectly enhance teachers' professional learning. In elementary schools, for instance, teachers play a facilitative role in educating students across diverse subjects, necessitating expertise in foundational standards for core subjects (Porcell, 2020). This study draws on Horváth and colleague's (2015) diagnostic framework and builds upon Sleegers and colleague's (2013) multidimensional, multilevel professional learning community model, which explores learning capacities at the individual, interpersonal, organizational, and network levels. By documenting teachers' lived experiences, this study aims to more deeply identify and illustrate the professional learning capacities among elementary school teachers. Through a qualitative approach, this study enhances the dissemination of teacher experiences and insights, contributing to a nuanced understanding of teachers' capacities for professional development within Iran’s educational context.

The primary aim of this study was to identify the professional learning capacities of primary school teachers in Mashhad city. A qualitative phenomenological approach was used to reach this goal. Using purposive sampling, 15 teachers and eight  primary school principals from three educational districts in Mashhad—each representing varying socio-economic and cultural profiles (affluent, semi-affluent, and less affluent)—were selected as key informants. Participants were chosen for their engagement in educational initiatives and plans at the district and regional levels. Data was collected through semi-structured interviews, and analysis was conducted through open and axial coding. Themes were generated from 23 interviews and analyzed manually as well as with using MaxQDA (VERBI Software, 2020). To ensure data validity, each interview was transcribed and shared with the interviewee for review and feedback.

The study’s findings revealed professional learning capacities across four levels: individual, interpersonal, organizational, and network. Individual capacities reflect teachers' ability to actively build knowledge in teaching, assess, evaluate, critique, and reconstruct their knowledge using available resources, highlighting intrinsic motivation, work commitment, self-directed learning, openness to ideas, feedback and reflective thinking, and a learning vision. Interpersonal capacities encompass teachers' abilities to collaborate toward shared school goals, including experience-sharing, collective learning, role-modeling, and acting as learning facilitators. Organizational capacities are embedded within structures that sustain processes for individual and collective learning and improvement, with essential capacities including a school climate that demands excellence, supportive culture, learning environment dynamism, access to educational resources, instructional media, educational initiatives, and organizational training. Notably, social networking emerged as a significant professional learning capacity at the network level. These findings contribute to understanding schools' capabilities and capacities in the field of education, offering valuable insights for enhancing professional learning in elementary schools across Iran.

The findings of this study underscore a multi-layered approach to understanding professional learning capacities among primary school teachers, revealing the importance of capacities at individual, interpersonal, organizational, and network levels in creating a holistic professional learning environment. This framework illuminates the complex ways in which teachers cultivate and apply skills to improve their instructional practices, engage in meaningful collaboration, and foster a culture of continuous improvement within schools. This study offers valuable insights into the diverse capacities that support professional learning in Iran’s centralized educational system, particularly in elementary schools. The identified multi-level framework serves as a guide for educators, school leaders, and policymakers to enhance both teacher effectiveness and student outcomes. By supporting professional learning at these four distinct levels—personal, collaborative, structural, and networked—school leaders can cultivate a well-rounded professional learning ecosystem that responds to both individual teacher development needs and collective educational objectives. These findings suggest that a comprehensive, integrated approach to professional learning, incorporating self-directed development, collaborative engagement, supportive organizational structures, and broader network connectivity, has the potential to drive sustained improvements in teaching quality across Iran’s elementary schools.

One of the most important topics of Qur'anic studies is a ‘deep spiritual connection with the Qur'an’. This research was conducted to analyze the students' understanding of the factors of having a deep spiritual connection with the Qur'an and its effects. Using a phenomenological approach in this research, I tried to reconstruct the meaning and extract the categories of the students' understanding and evaluation of the factors of ‘human deep spiritual connection with the Quran’ and its effects. Data collection was done using open-ended questionnaires and interviews. Seventeen students were selected, from Kerman province students as a research sample, according to the principle of theoretical data saturation, in the academic year of 1401-1400. The results were analyzed based on the views of Creswell (2012) and Catherine Carter (1993). Considering the three categories of personal, familial and social learning, the results of the effective factors in students' deep spiritual connection with the Quran are as follows: individual category includes the subgroup of supernatural factors, service to society, personal interests, satisfaction of needs and reward in the afterlife; familial category includes the factors of encouragement, advice and companionship of the family and its dominant atmosphere; and the social category includes the factors of teacher, friends, mass media, mosques and Quranic meetings. In addition, emphasizing on the three factors of knowledge, attitude and behavior, I have explained the effects of having a ‘deep spiritual connection with the Qur'an’ on religious, moral, scientific, emotional and social education, as a stable and mutual relationship.

The purpose of the research was to investigate the teachers' perception of the challenges of teaching self-regulated learning in the classroom. The research was conducted in the framework of qualitative approach and phenomenological method. The research population is all teachers working in the second grade primary schools of Torbat Heydarieh city and the sampling method was purposeful. 12 people from the research community were interviewed in the academic year 2023-24 based on theoretical data saturation. In order to ensure the validity of the research, research strategies were used by the members to obtain information from the homogenous and to analyze the data, the Collaizi method and coding, categorization and extracting the main themes were used. Based on the results, 162 concepts and 34 categories were obtained in five themes related to the challenges of teaching self-regulated learning with the titles "inadequate professional competence of the teacher", "student deficiencies", "physical and human problems of the school", "inappropriate educational culture of parents" and "limitation and weakness in organizational affairs" were categorized. Applying and paying attention to the challenges of teaching self-regulated learning that was raised in the current research has led to an increase in the awareness of teachers, administrators and education officials about this important structure and a way to design interventions and effective planning in order to improve the quality of education and develop students' self-regulated learning. It is a fundamental variable in academic success and lifelong learning, it will make it smoother.

Theorizing in the humanities is a foundational pillar of scientific advancement, with university faculty who play an important role in this regard. However, humanities faculty face significant barriers that hinder theorizing. This study explores the cognitive and professional obstacles to theorizing among Iranian higher education humanities faculty.

This research is applied in purpose that employs a qualitative phenomenological approach for data collection. Potential participants included all professors and experts in the humanities field in Iran. The sampling was purposeful and the selection method was based on the opinions of "key experts", with data collected through unstructured interviews. The sample size was determined based on the theoretical saturation criterion, resulting in a total of 15 interviews. Data were then analyzed through thematic analysis following Smith's (1995) interpretative phenomenology method, conducted in three stages using MAXQDA24 software.

The cognitive and professional barriers to theory development among humanities faculty were identified as one main theme, two sub-themes, and seven fundamental themes relating to cognitive barriers, and eight fundamental themes relateing to professional barriers.    Cognitive barriers include lack of awareness of one's mission, latent ignorance of one's situation, lack of awareness or neglect of societal issues, neglect of qualitative research methods, simplistic approach to basic research, lack of awareness of the benefits of conceptualization, and being single-minded and not equipped with other peripheral sciences. Professional obstacles also include a low tendency towards interdisciplinary and transdisciplinary research, lack of presence in the field (society and industry), superficiality and the prevalence of shadowing, lack of specialized fields of study, failure to go beyond existing science and knowledge to solve problems, failure to operationalize what has been learned, single-role positioning of faculty members, adherence to undeveloped and unconstructive research approaches and methods.

By identifying barriers to professional cognitive theorizing among faculty members in the humanities, the present study has led to a better understanding of this issue and to taking appropriate measures to reduce and eliminate these barriers. Overcoming these barriers necessitates enhancing cognitive and professional development programs, revising academic evaluation and promotion systems, promoting interdisciplinary studies, and strengthening industry engagement to smooth the path of theorizing in the humanities.

The aim of the present study was to understand the lived experiences of Afghan students of the acquired curriculum in Iran. This qualitative research was conducted using the phenomenological method. In order to reach the research sample group, according to the objectives of this study, purposive sampling was used, which was considered an appropriate approach to reach the hidden population. The data collection method was the use of semi-structured interviews. For this purpose, data were collected by interviewing 15 Afghan students who were studying in the sixth grade of elementary school or had completed this grade in science, Persian, gifts of heaven, and social classes. Data were analyzed based on double hermeneutics. The analysis of the interviews revealed five main themes including: separation of education from multiculturalism, separation of education from public mental health, separation of education from social behaviors, separation of education from different religions, and legal disputes. 14 sub-themes of challenges were obtained: language, different customs and traditions, neglect, ridicule, isolation, sarcasm, health problems, embarrassment, disrespect towards others, separation of cultures towards others (parents of Iranian students, parents of Afghan students), job problems, gross separation and border between Shia and Sunni, border between being and not being in legal crimes, impossibility of ownership. Finally, the conclusion was reached that the problems of the language and perspective of Afghan students themselves open a new window for the authorities, and that is in order to create educational justice, more support and attention should be given to forgien students, especially Afghans, and monitoring the performance of school parents in this regard is essential.

The aim of the present research was to investigate the phenomenological study of elderly individuals' lived experiences of the empty nest phenomenon and its coping components. Purposeful sampling was employed until data saturation was achieved, resulting in the selection of 17 participants, including 11 females and 6 males. Data were collected through in-depth interviews and analyzed using Colaizzi's method. The research findings in the domain of lived experiences consisted of four main themes: "Existential Crisis," "Emotional Turmoil," "Interpersonal Disruption," and "Positive Experiences." Additionally, coping components with the empty nest phenomenon included "Awareness and Willingness for Adaptation," "Purposeful Growth Experience," "Escape and Empathy," and "Strengthening Connection with Existential Source." In the domain of lived experiences, the theme of "Existential Crisis" encompassed four subthemes: "Sense of Void," "Fear of Death," "Confronting Existential Anxiety," and "Confronting Loneliness." The theme of "Emotional Turmoil" comprised four subthemes: "Experience of Contradictory Emotions," "Reactive Depressive Experience," and "Diminished Pleasure in Life." The theme of "Interpersonal Disruption" included three subthemes: "Lack of Mutual Understanding in Marriage," "Experience of Marital Conflicts," and "Social Withdrawal." The theme of "Positive Experiences" covered the subthemes: "Increased Leisure Time and Autonomy" and "Improved Relationship with Spouse." Moreover, in the coping components domain, the theme of "Awareness and Willingness for Adaptation" included "Self-Reflection and Self-Reliance," the theme of "Purposeful Growth Experience" encompassed "Engagement in Intellectual and Occupational Activities," "Recontextualization," and "Increased Resilience and Endurance." The theme of "Escape and Empathy" included "Focusing on Offspring's Happiness and Satisfaction," "Assisting Similar Individuals," and "Grandparenting." The theme of "Strengthening Connection with Existential Source" comprised "Gratitude and Trust," "Enhancing Spiritual Connection," and "Engagement in Religious Activities." Psychological experiences of facing the empty nest revealed contradictory emotions and reactions. Elderly individuals experience both positive and negative aspects during this phase, utilizing both intrapersonal and interpersonal dimensions for coping with the empty nest. Therefore, it is suggested that the findings of this research be utilized in planning, preventive actions, and interventions for elderly individuals experiencing the empty nest syndrome.

Today, marketing of luxury goods has become one of the most popular areas of marketing, and considering that women are the biggest customers of luxury goods. The purpose of this study is to understand the themes of women's consumption behavior of luxury goods. The research was conducted using interpretive phenomenology strategy. In order to find out the reasons behind the consumption of luxury goods by women, 13 female participants in Mashhad who had experienced the phenomenon of buying and consuming luxury goods were selected by purposive sampling. Based on the data obtained from in-depth and semi-structured interviews, three main themes of "individual motivation", "social motivation" and "product-related motivations" were extracted as motivations for buying luxury goods. The findings from the interviews indicated that the sub-theme "showing off" and the sub-theme "functional aspect of luxury products" have a more effective role in the consumption of luxury goods.

This study explores the perceptions of elementary school teachers regarding the challenges and opportunities for promoting Islamic culture, with an emphasis on modesty and hijab, in the Iranian education system during the academic year 2023–2024.

The study employed a qualitative phenomenological approach. Participants included all elementary school teachers in Yazd city, selected through criterion-based purposive sampling until data saturation was reached. Finally, A total of 15 teachers participated in the study. The participants were required to have at least three years of teaching experience in elementary schools and must be officially employed by the Yazd education department. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis method. To achieve credibility according to the ‘triangulation of data,’ techniques such as peer review, member checking, and researcherThe Trojan Horse Infantry: Gradual Infiltration of Liberal and Secular Thought into the Core of the Religious Community of Schools in Iran with an Emphasis on Modesty and Hijab self-reflection were utilized.

The findings were categorized into two main domains: (A) Present Challenges with the Main Themes: (1) Positive and negative effects of the type of encounter and interaction; (2) contradictions between school teachers' and religious teachers' words and actions. (B) Factors of the Neglect towards Modesty and Hijab Culture with Main Themes:(1) Society; (2) Poor management and insufficient governance in cyberspace; (3) Sexual and psychological factors; (4) Limited interaction between the education system and other institutions and organizations; (5) lack of awareness and knowledge; (6) Indifference among families; (7) Political and economic factors; (8) The infiltration of liberal and secular ideologies into the religious community of schools.

Promoting the culture of modesty and hijab and explaining its various dimensions can shield society from these destructive challenges. The Jihad of Explaining hijab and raising people’s awareness of hijab requires collaboration and synergy across all organizations and institutions, particularly the education system, with schools and teachers playing a central role.

The present study aimed to identify the life experiences of the teachers with regard to the status of teaching art in multigrade classes through phenomenological approach. The participants were teachers of multigrade elementary classes in Chaharmahal and Bakhtiari Province, Iran. The data were analyzed via Corbin and Strauss method. Data analysis led to the emergence of 2091 open codes, which were classified into four main categories: drawing, crafts, literature, and performance arts. The axial code of “teacher and students’ participatory role in the process of teaching” had the highest frequency in graphic arts, performance arts, and literature while the axial code of “mixing craft arts with different lessons” had the highest frequency in crafts. Finally, the research findings implied that teachers did not place the same amount of importance for different types of art in multigrade classes. Therefore, it is suggested that principals of multigrade schools explain the importance of teaching and attending to different types of art to teachers through holding in-service training courses.

This study aims to identify the experiences that affect gender intersection with the emotional identity of female students during the doctoral course through a qualitative approach and hermeneutic phenomenology. One of the applications of phenomenological research is to study life’s evolution and the various courses of action in which a woman can experience the world as a woman. The participants of this research are four Ph.D. students of humanities and basic sciences in public universities. These women’s narratives regarding their emotional lived experiences in the university were collected through a phone interview and the additional steps were taken through WhatsApp Messenger. The data attained from identification and isolation of themes were analyzed using the interpretive analysis approach. Findings emerged in two themes: “gender-neutrality attitude of male professors” and “gender-specific attitude toward students” which indicates that “university culture in gender equality” and “the metanarrative of authority in female professors” affect the gender intersection with the emotional identity of these women.

 This present thesis has studied the causes and relationships of couples in post-pardon situations by examining the lived experience of women's betrayal. The objective is to identify the experience of forgiveness by betraying women. The current investigation is qualitative with a phenomenological approach. A comprehensive interview was performed with the ten women who visited three counseling centers in the 4th District of Tehran during the past year through targeted, accessible sampling. The women who had forgiven their husband's infidelity fulfilled the criteria for participation in this research. Data obtained from the interviewers were analyzed using the 7-step of Collazzi phenomenology method. After exploring the basic structure of the experience of the women interviewed, the significant statements became formulated and the results linked to the selection of twenty semantic units according to their six common points statements such as good quality relationship, women capabilities, stresses, and negative consequences of separation, religious beliefs, pleasant and unpleasant experiences after forgiveness and challenges for improving relationships. Finally, sub-topics were classified under two main themes, the reasons for the forgiveness of spouses and pleasurable experiences after pardon enhancing the quality of the couple's relationships. As a result, we might conclude that awareness of the lived experiences of betraying women and reasons for the forgiveness can assist therapists and counselors in providing more effective services so that their clients to cope with this issue more efficiently.

The present research aims to investigate and deeply analyze the challenges and strategies of the evaluation process in the student educational network(Shad). The current research is applied in terms of purpose and descriptive in nature, which was conducted using a qualitative method and using the phenomenological approach. The statistical population of all primary school teachers working in the academic year 2019-2020 in the central part of Mirjaveh city includes 120 teachers in 10 schools of primary school, using the purposeful sampling method, 3 teachers from each school and a total of 30 teachers as The statistical sample of the research was selected.The data collection tool is a semi-structured interview and it was conducted in person and in the form of 28 questions, After conducting the interview, in order to analyze the data, the seven-step Claysey strategy was used. The findings showed that the most important evaluation challenges in the happy network from the perspective of primary school teachers include; Weak infrastructure of Shaad network, low credibility of evaluation, problems related to students, lack of strict supervision of teachers, lack of participation of families, lack of two-way communication, high stress, anxiety and tension, and on the other hand, using the capabilities Other programs, the possibility of holding video evaluations, taking advantage of integrated evaluations, designing standard and quality questions, paying attention to the characteristics of students, careful and continuous supervision of the teacher, and attracting the participation of families are among the most important evaluation strategies.He is happy in the network.

In order to sketch a better view of factors affecting students’ resistance to school norms, the experiences of 15 teachers who were purposefully selected to the point of data saturation, were recorded through extensive and semi-structured interviews. The analyses of the responses lead to the identification of 181 elements within 6 major and 22 minor themes. Disregard for values, teaching competencies, behavioral disorders among adolescents, family role, adolescent’s interaction with peers, and the cyberspace harmful potential are the most important factors influencing students’ resistance to school norms according to the teachers interviewed.

The purpose of the current research was to identify the application of integration and its methods in the educational activities of new elementary school teachers. This research was conducted with a qualitative and descriptive phenomenological approach. From graduates of Farhangian University of Mashhad 17 participants were selected purposefully. In order to collect the data, a semi-structured interview was used and the data were analyzed and validate by the Collaizi’s seven-step and the Lincoln and Guba method. In total, three dimensions (combination of different study materials, integration of study materials with living environment and integration of study materials with games), nine main themes and 29 sub-themes were identified. The results showed that new teachers combine different teaching materials by considering vertical and horizontal connections. By linking classroom teachings to everyday life, they provide the possibility of combining lesson objectives with the real-life facts, and by putting games as the focus of teaching, they present learning units in a combined form to facilitate the realization of educational objectives.

The basis of any transformation in society is defined in relation to the degree of transformation of the educational system. In this context, the teaching quality of the teacher, as the fundamental axis of development and progress, is considered the basis of transformation in education. For this purpose, the training of effective and efficient teachers is the starting point and one of the essentials of fundamental transformation.The problems of today's world demand authentic education from the teacher, but what we call "human education" does not always have the same meaning or occur at the same level. Perhaps the treatment of humans is similar to that of trained and domesticated animals, in that they are burdened without reaching the level of understanding and thinking, as if they are used as tools to achieve specific goals. With all this, we can truly talk about the education of man to reveal his human essence. From this perspective, true education is about drawing a person towards high human values so that he understands, accepts, loves, and uses those values. Thus, the transformation of a human being into a human depends on education, which means turning to true values.Therefore, this study seeks to understand what education is in the perceptual space of new teachers. Through this analysis, we hope to provide suggestions for policymakers and curriculum planners. Additionally, the results of this study can expand the attitudinal and intellectual dimensions of teachers as the most important level in the realization of reforms. Research Question: What is the understanding of new elementary school teachers about the concept of education?

This is a qualitative research study with a phenomenological design, conducted to critically analyze the understanding of new elementary school teachers about the concept of education. The research population in this study consisted of 15 individuals (7 women and 8 men) who were new teachers. The tool for collecting information in the present study was a semi-structured interview. The analysis of data was conducted using the Colaizzi method. Additionally, to achieve validity, four methods—credibility, dependability, confirmability, and transferability—were employed.

Based on the Colaizzi coding method, after compiling all the interviews, the findings were first categorized into codes. Then, by re-refining the findings, subcategories were obtained. To reduce the amount of data and provide a background for the meaningful concepts of the participants, subcategories were developed through constant comparative analysis. In the last step, the main category of participants' perceptions was calculated to identify the main dimensions of their understanding. The findings showed six ideas: religious education, ethical education, citizen-oriented education, conscious education, modern education, and discipleship education as subcategories. Finally, the main category of “Confusion in Theory - Anarchy in Practice” represents the understanding of new teachers regarding the concept of education. Discussion and Conclusions Various views, sometimes inconsistent with the real flow and original meaning of education, can be seen in the minds of new teachers; each of these views can lead to various speech and actions in the classroom. The fact is that we cannot expect correct methods of education from disturbed minds. If we accept that, in determining the teacher's educational policy, a kind of personal philosophy of education is formed in the teacher's existence, which may guide and determine the path of education, then we must consider the implications of incorrect ideas. If incorrect ideas exist in their minds, we can imagine the dangers that threaten the young generation of a country in the practical field of the classroom. Based on the findings of the present study, a lack of understanding of the meaning of real education may cause what is actually a means to be considered a goal in educational activities, halting growth along the way. Another idea of this study1 is to avoid simplistic thinking about the concept and practice of education. To prevent this damage, the subject of teacher training, both before and after starting teaching, requires a thorough and comprehensive approach

Teachers are main agents in education field. Their learning style can lead to actions differentiate their classroom from other classes. purpose of research is to identify opportunities and challenges of classroom process of teachers with a divergent learning style. qualitative approach and descriptive phenomenological method were used. participants of research were among primary school teachers of Markazi Province in 1400-1401, 15 of them were purposefully selected. In order to collect the data, a semi-structured interview was used, and to analyze data of research, seven-step Clause method was used. deep analysis of interviews resulted in representation of 8 themes and 20 related sub-themes. Based on findings, there are opportunities in six themes, including application of problem-oriented teaching methods, positive educational results, positive educational results, strengthening aesthetic capacities, evaluation as students' learning, flexible classroom management, and research challenges. They were categorized in two parts, including negative feedback of stakeholders to teacher and mismatched expectations of teacher with existing situation. According to results of research, it is recommended for teachers to control factors that cause dissatisfaction by being aware of their learning style and opportunities and challenges it creates in the classroom. Take an effective step to strengthen strengths and eliminate the weaknesses

The present research was conducted with the aim of studying phenomenological cognitive justice in virtual learning environment in higher education. The research approach was qualitative and the method used was phenomenology.

Purposive sampling is a combination of two methods of criterion collection and accessible with the theoretical saturation rule. The participants of the research were 30 graduate students pedagogy at  Bu-Ali Sina University in the years 1397 to 1399. The data were analyzed using MAXQDA 10 software.

The findings showed that students faced various issues in each dimension of educational justice. In the distributive justice dimension, issues related to planning and implementation, necessary knowledge and skills, evaluation, virtual learning infrastructure, media literacy, and interactive level were identified. In the procedural justice dimension, issues related to evaluation and justice in providing educational services were identified. In the interactional justice dimension, issues related to behavior, technical difficulties, and environmental stimuli were identified.

Based on the findings, success in virtual learning requires excellent communication skills, design and planning, and active participation of learners and teachers.

Visual impairment affects every person's quality of life, psychological well-being, and independence. To know the living conditions of people with visual impairment, their personal experiences can be examined. This study aimed to investigate the lived experience of students with visual impairment based on the phenomenological method in Isfahan City. The current research was based on a qualitative approach and descriptive phenomenological method, conducted in 1401. The participants were selected using the purposeful sampling method from among students with visual impairment at Isfahan University and the Service Center for Students with Special Needs (SSS) of this university, and there were 12 of them. A semi-structured interview was used to collect data, and the participants' life experiences were examined through interviews with them. The duration of the interviews was between 30 and 45 minutes. The Colaizzi method was used for data analysis. After thematic extraction, the interview results were classified into 6 main themes and 28 sub-themes. The main themes included physical adaptation, staff training, student training, assistive technology, social networks, and employability. Based on the findings, examining the lived experience of students with visual impairment showed that they need support services in different areas. Therefore, these themes can be used to design educational, rehabilitation, and psychological interventions for these students.

The main goal of the research is to study the experience of teachers of practical lessons that using synchronous and asynchronous electronic learning methods during the corona virus epidemic. This research is qualitative and phenomenological. The statistical population includes teachers of practical lessons in Tabriz city. Therefore, based on the purposeful sampling method, semi-structured interviews were conducted with 21 teachers of practical courses in Tabriz city regarding their experience of using synchronous and non-synchronous electronic learning methods. To achieve the validity of the questions, the experiences of experienced teachers were used, and to ensure the reliability of the data, the method of repeated study, continuous comparison of data, summarization and categorization of information was used without harming the data, and the data were used It was analyzed by the method proposed by Smith. After analyzing the data, 7 main themes including different perceptions of the necessity of prior familiarity with the e-learning environment, the weaknesses of synchronous and asynchronous e-learning for providing practical lessons, the strengths of synchronous and asynchronous e-learning for providing practical lessons , evaluation of practical courses in electronic education system, effective factors on the performance of teachers of practical lessons in electronic education, fraud in electronic education system and processing of requests were obtained, each of the main themes had several sub-themes.