covid-19

With the spread of the Covid-19 virus, a wave of anxiety and concern swept across families, especially mothers. Therefore, the present study aimed to investigate the effect of a researcher-made self-soothing package with an integrated monotheistic approach on reducing anxiety caused by the COVID-19 pandemic in Tehrani mothers. The research method was a quasi-experimental type with a pretest-posttest design and a control group. The statistical population of the study consisted of mothers living in Tehran. 30 eligible individuals were selected using convenience sampling and randomly assigned to two experimental and control groups. The data collection tool was the Corona Anxiety Scale, which was administered to both groups before and after the educational package was provided. Covariance analysis of the data showed that the anxiety level of the experimental group decreased significantly after the intervention (F=44/303, P< 0/01). Based on the above findings, the effect of the self-relaxation training package with an integrated monotheistic approach in improving anxiety caused by the COVID-19 pandemic in mothers was confirmed. Therefore, counselors and psychotherapists can use this educational package to help people who are struggling with anxiety of this type.

The objective of the present research was to examine the impact of the use of social networks, source control, and academic skills on the academic achievement of students after the COVID-19 pandemic. This research was descriptive and employed a correlational method. The statistical population consisted of the students of Islamic Azad University, Qom Branch, in the academic year 1402–1403. Sampling was conducted using a voluntary method, and 90 students of Islamic Azad University, Qom Branch, responded to the questionnaires on academic skills, source control, and social networks. The students’ grade point average was adopted as the indicator of academic achievement. Ultimately, 82 respondents were analyzed using multiple regression analysis. The reliability of the questionnaires on academic skills, source control, and the use of social networks was evaluated, yielding reliability coefficients of 0.902, 0.765, and 0.884, respectively. In the present study, a significant relationship was observed between academic skills and academic achievement after the COVID-19 pandemic. Moreover, no significant relationship was found between the use of social networks, source control, and academic achievement. Academic skills exhibited a direct and positive relationship with academic achievement; however, the extent of the use of social networks and source control were not direct predictors of academic achievement. The findings of this research have practical implications for university administrators and educational policymakers. In view of the importance of academic skills in academic achievement, the design and implementation of educational programs to enhance students’ academic skills is imperative

To determine the quality of TV programs teaching math and science to fifth graders during COVID-19 era, a sample of seven sessions was selected for observation by a team of 13 experts that included instructional technologists, curriculum planners, and teachers. The instrument used was assumed to be valid and reliable since the inter-rater agreement was calculated to be 0.78. The data analysis revealed that the quality of teaching in all areas of concern (content, instructional design, and technology) was above average and hence, adequate in both subjects. However, in the design of both courses attention to motivating learner to think, and materials’ summation and conclusion was rated inadequate.

The aim of this study was to identify the instructional challenges in the e-learning management system during the COVID-19 pandemic from the perspective of professors in University of Tabriz.

The method of this research is descriptive-survey. The statistical population of the research included of all professors of University of Tabriz in the second semester of the academic year 2020- 2021, of which 211 professors were selected as a sample size based on Krejcie and Morgan Table and using the cluster random sampling method from four groups of technical-engineering, humanities, basic sciences, and agriculture. Data collection tool is researcher-made questionnaire that assess the views of professors on the challenges of instruction in the e-learning management system. The face validity of questionnaire was confirmed by professors and experts in the field of educational sciences, and its construct validity was also determined through confirmatory factor analysis. Cronbach's alpha was used to determine the reliability of the research tool, and its coefficient was calculated as 0.907. The data were analyzed using one-sample T-test and Friedman's test.

The results showed that dimensions of infrastructure, support, attitude, and access are the most important instructional challenges in the e-learning management system of University of Tabriz from the perspective of professors.

It is recommended that University of Tabriz maximize the professors’ desirable use of the electronic learning management system by providing the necessary infrastructure. Furthermore, the University of Tabriz to overcome barriers and challenges in learning management systems, with actions such as establishing technical, instructional, and human support groups to provide necessary assistance to professors in urgent situations, preparing programs to change professors’ attitudes towards electronic learning, and facilitating professors’ access to the electronic learning management system.

To extract the educational implications of student-teachers’ experiences of empathy and cooperation among people during the COVID-19 crisis, a questionnaire with open response questions was constructed by the researcher and then validated by ten experts at Farhangian University. 37 student-teachers who were among the top achievers and were selected by their professors, completed the questionnaire. The findings show that the respondents learned not only about the disease and ways of treating it, but also learned through observation how to be self-sacrificing. Behaviorally speaking, they became more patient, altruistic, group oriented, and verbally communicative. Attitudinally, religious beliefs, as well as a sense of social responsibility, commitment, and positive affects were strengthened.

This study explored the lived experiences of elementary teachers during the implementation of descriptive evaluation in the virtual education period of COVID-19.

Using a qualitative phenomenological approach, data were collected through in-depth interviews with 15 elementary school teachers in Birjand during the 2021-2022 academic year. Participants were selected via purposive criterion sampling, and data saturation was achieved. The Colizzi (2002) method was used for data analysis, with MAXQDA11 software as the tool.

Data validation was ensured using Guba and Lincoln's (1985) four criteria. Seven main themes emerged: "Learning assessment tools," "Monitoring the educational process," "Parents and evaluation," "Virtual feedback," "Educational and behavioral consequences," "Justice in evaluation," and "Electronic portfolio."

Teachers employed various tools and methods to assess and support students’ learning in the virtual context, revealing both opportunities and challenges. Virtual evaluations fostered innovative practices and provided insights into students' progress. However, disparities in access to resources, variations in parental involvement, and perceptions of injustice in assessments created significant obstacles. These findings underscore the need for equitable and effective strategies to enhance the virtual education process, emphasizing the critical role of comprehensive support for both teachers and students in overcoming these challenges.

The outbreak of COVID-19 led to fundamental changes in all dimensions of personal and social life worldwide. Countries closed schools, and education continued in virtual settings to control the spread of the disease. The absence of students from schools had adverse effects on their skill development as schools are places where children can enhance their social skills (Tarkar, 2020). Social isolation (Ingram et al., 2021), loss of friendships, feelings of stress and anger (Akdoğan & Ergin, 2022) were among the other consequences of the COVID-19 pandemic. These changes raised concerns among parents, teachers, school principals, and educational policymakers about a decline in students' social competence (Çelik, 2021) for parents, teachers, school principals, and educational policymakers. Furthermore, there has been a growing interest in the concept of social competence as an important determinant of students' mental health in recent years. Therefore, investigating the physical, psychological, and behavioral changes in children and adolescents after the end of quarantine conditions is essential for a better evaluation of their mental health and for planning potential interventions.

This study employed a qualitative type and was conducted with a postphenomenological approach. The research population consisted of all teachers in Mashhad during the academic year 2021-2022. The sampling method was purposive and homogeneous. Ultimately, 20 teachers from the research population were selected as the sample, determined based on the theoretical saturation of the data. Data were collected through semi-structured interviews and analyzed using qualitative content analysis with Krippendorff's method (1980/2013). Validity and reliability were ensured through 1) member checking, and 2) triangulation (researcher consensus). To ensure transferability, a comprehensive description of the participants and the methodology was provided so that users could determine whether there were sufficient similarities between the new conditions and those under which this study was conducted, allowing them to decide whether to generalize the results. Efforts were made to increase confirmability by ensuring that the researchers' prior assumptions did not affect the results and the data were systematically coded.

Based on the analysis of the interviews, teachers indicated that changes in students' social competence encompassed areas such as social-communicational skills (110), cognitive strategies (105), behavioral skills (56), motivation (36), and emotion regulation (20). Interpersonal communication emerged as a significant change in students after the COVID-19 pandemic. Teachers mentioned issues categorized as "reduced interpersonal skills", "non-compliance with class and school rules", "reduced respectful relationships", "diminished teamwork skills", and "increased isolation". Interviewees also reported that student interactions with classmates and parents increased after the COVID-19 pandemic, which was classified under "increased academic interactions." According to the participants, students' cognitive skills also changed after the COVID-19 pandemic. During the post-pandemic period, students' knowledge and technology skills increased, along with improvements in self-regulation, selfawareness, adaptability, and appreciation for teachers. However, teachers, noted that learners exhibited inappropriate academic behavior, and lower critical thinking and creativity since the COVID-19 pandemic. Behavioral skills represented another outcome in this study. According to the interviewees, students tend to be more assertive, exhibited daring behavior, become more dependent on mobile phones and virtual spaces, and relied on parents for class exams during the post-pandemic period. They appeared are more self-centered, less resilient, and more likely to choose lying over honesty. Motivation was another component reflecting changes in students' competence. Interviewees reported that learners displayed less motivation for learning, experienced low self-esteem during the post-pandemic period. Additionally, there was a noticeable decrease in motivation for social interaction and communication. Altered emotion regulation was another finding of this study. According to participants, students could express various emotions but struggled to control their emotions well in the post-corona period.

In examining the research question, teachers outlined changes in students' social competence in the post-pandemic period, which were classified into five themes. These themes are consistent with the findings of global studies. The "interpersonal communication skills" theme is an important change in students after the COVID-19 pandemic. According to the results, there has been a decrease in interpersonal relationships among students. This finding alighn with research conducted by Lee and Son (2021). Teachers attributed this decrease to insufficient school attendance and reduced eye contact and fewer conversations with teachers and peers, whichdiminished opportunities for communication. The "cognitive strategies" theme correspond with the findings of Felner et al. (1990). Furthermore, Panda et al. (2021) report that mobile phones became the primary means of acquiring and transmitting information during the COVID-19 pandemic, leading to an increase in students' technological knowledge and skills beyond the curriculum. Although academic performance has declined, learning has shifted towards various content fields. The "emotion regulation" theme, as another component of social competence (Felner et al., 1990), aligns with the category of emotion dysregulation (Rogowska et al., 2020). Undoubtedly, contracting the virus and losing loved ones have evoked various emotions in children. The fear of contracting the virus has created anxiety in children (Imran et al., 2020). Teaching students to manage these emotions to mitigate potential effects on learning is a post-pandemic challenge. The "behavioral skills" theme represents another dimension of social competence, as reported by Felner et al. (1990). Di Pietro et al. (2020) argue that the shift toward remote learning has resulted in behavioral changes among students and exacerbated the unequal distribution of behavioral problems. In the "motivation" theme, academic demotivation is the most significant change among students, as noted by Di Pietro et al. (2020). Many learning activities that used to be conducted in groups have been eliminated or carried out only with family members, leading to a lack of motivation among first to third-grade elementary students who have not experienced preschool or the early years of schooling in a traditional setting. The "emotion- regulation" theme, as another component of social competence (Felner et al., 1990), aligns with the category of emotion dysregulation (Rogowska et al., 2020). Undoubtedly, contracting the virus and losing loved ones have evoked various emotions in children. The fear of contracting the virus has created anxiety in children (Imran et al., 2020). Teaching students to manage these emotions to mitigate potential effects on learning is a post-corona challenge

The aim of this study was to investigate the effect of the filliped learning approach in the virtual class on the academic engagement of the sixth - grade students. The statistical population of the study was female elementary school students in the academic year 1300-1400 in the 15th district of Tehran. The sample size of this study consists of 30 sixth grade students in the 15th district of Tehran province which was available. 15 of them were randomly assigned to the experimental group and 15 to the control group. Due to the prevalence of Covid 19 disease, education was conducted in cyberspace. In this study, the educational file of the selected topics of the experimental science course was provided to the experimental group and they learned the topic of changing the means of personal communication from the past to the future of the experimental science course at home. The control group did not receive any teaching. The study also uses the Shuffle and Becker (2002) Academic engagement Questionnaire to collect information. Multivariate analysis (MANCOVA) were used to analyze pre-test and post-test data. The results showed that the filliped learning in the virtual learning has an effect on academic engagement .

The aim of this study was to identify the psycho-social and behavioral effects of Covid-19 on the lifestyle of adolescent students using a qualitative method. Research data from upstream documents that include all valid articles published in the last 3 years (2020-22) in and outside the country, with 5 keywords (psychosocial effects, behavioral effects, Covid-19, lifestyle and adolescent students) Has been collected in SID, Civilica, Noormagz, Magiran, google scholar, science direct and academica databases and has been examined in the framework of MAXQDA software. Inclusion criteria for research were applicable content for research questions, studies related to the target variable, exclusion criteria were abstracts, lack of access to the full text of the article. Validity was assessed using content validity and data reliability was estimated using Holstie method. The results showed that out of 69-themes identified from the coding of upstream documents and texts, 3-organizing themes were identified. The first was the organizer of psychological effects, of which 30 were sub-themes, the second was the organizer of social effects, of which 17 were sub-themes, and the third was the organizer of behavioral effects, covering 22-sub-themes. According to the findings, among all the identified sub-themes, the themes of stress, anxiety, depression, quarantine, social isolation, sleep disturbance and self-harm were the topics that attracted the most attention in the research. Therefore, there is an urgent need to plan longitudinal and developmental studies and implement an extensive evidence-based plan to meet the psychosocial and behavioral needs of adolescents during and after the epidemic.

To explore the psychosocial experiences of students preparing for the university entrance exam while home quarantined during the COVID-19 pandemic, a group of 25 Sabzevari 12th graders who had been quarantined during the previous two months was selected through saturation method and interviewed individually over the phone or online. The qualitative analyses of the data yielded 27 concepts within two main categories of socio-cognitive skills development and psychological stress and six sub-categories of life skills, moral intelligence, academic and economic anxiety, fear of death of oneself/relatives, feelings of loneliness and missing friends, and obsession. These findings show that the home quarantine has had both positive and negative consequences for the 12th graders. Hence, both the parents and school counsellors need to give effective guidance to these students while emphasizing the positive aspects of their experiences.

system of education, especially Vocational branch, one of the important trends to develop and grow individuals entrepreneurial skills in people. The purpose of this study is the contents of the book of the visual arts of technical and Professional branch in 2020-2021. The instrument was a content analysis form consisting 7 main components, i.e. success-seeking, risk-taking, accountability, creativity and innovation, tolerance for ambiguity hardworking, and internal control. To confirm the validity and formal and content reliability of the study, the views of experts in educational planning and specialists of entrepreneurship were used. Reliability is calculated 0/81 by using Holsty reliability formula .Content analysis have been analyzed using Shannon entropy method. The results showed that among the seven components studied. The tolerance for ambiguity with the information load is 88.5 and the importance factor of 0.17 is the most attention And the success seeking factor with the amount of information load is 60.42 and the importance coefficient of 0.11 has the least attention. Considering the distribution of entrepreneurship components in the content of the book, in addition to tolerance for ambiguity, it creates a good context for success seeking , riskiness, accountability, hardworking, innovation and creativity, and internal control

the main purpose of this study was to analyze the lived experiences of elementary teachers in virtual education during the covid-19 pandemic.which was conducted by using the phenomenological method. Data were collected using semi-structured interviews. The participants were 16 elementary teachers in Ahvaz, who were selected through targeted sampling of the maximum difference type, and the interviews continued until theoretical saturation. The interviews were analyzed using the Colaizzi method.The analysis of teachers’ experiences initially identified 55 basic themes.then they were categorized into two categories of first and second organizing themes(positive and negative experiences related to educational content, teaching method, educational equipment, students' learning activities, evaluation, grouping, time and space, parents and teachers). The deep analysis of the interviews led to the identification of positive experiences suchas the promotion of media literacy, providing the possibility of quick feedback,,using multimedia content, and some negative experiences suchas the difficulty of producing content,, the lack of equipment, the decrease in student motivation and the reduction of their participation in activities. Considering the different experiences of teachers from facing virtual education, It’s necessary to pay attention to various aspects of these experiences in order to improve performance and more effective activity inthe field of virtualeducation.

The aim of the present study was to discover the lived experience of children and teenagers from online storytelling in the Institute for the Intellectual Development of Children and Young of Kurdistan province during the corona crisis. This study with a qualitative method and a phenomenological approach and the research field included all children and teenagers who are members of the Institute for the Intellectual Development of Children and Young and members of the Storytelling Association of Kurdistan Province in the year 2021 and the participants included 22 members of online storytelling workshops during the Covid-19 pandemic. They were selected based on the purposeful sampling method. The data was collected through semi-structured interviews and the Attride-Stirling approach was used to analyze the interviews. Based on the results, a total of 18 major themes including positive attitude; Familiarity with proverbs and folklore stories; filling free time; learning storytelling skills; optimal use of corona restrictions; Ability anytime anywhere; strengths of online storytelling; development of interactive features; Self Confidence; less stress than the face-to-face course; Satisfaction with trainers; Weakness in interactive communication; Weaknesses of online storytelling; The stress of live storytelling; low interest and enthusiasm; conditional interest; The superiority of face-to-face storytelling and the superiority of online storytelling were identified and named. By using storytelling techniques and by stimulating the audience's imagination and mutual influence, the art of online storytelling can be used to fill the free time of teenagers and young people.

Through online learning is a suitable solution to meet educational standards using information technology. This research was conducted with the aim of investigating online learning during quarantine, related challenges and opportunities due to COVID-19. In this study utilized relevant articles from the field of online learning and education that closely align with its objective. These articles were searched in scientific data bases of Scopus, ScienceDirect, Web of Science and Google Scholar. The findings of this study indicate that the global COVID-19 pandemic has resulted in an increase in the utilization of electronic education. This has brought about a range of challenges and opportunities. Although the pandemic faced criticism due to the weakness in student evaluation and its negative impact on interpersonal communication, it had a positive impact on the world of education. It is recommended to modify and upgrade the educational structure, provide educational opportunities to become familiar with e-learning systems, increase knowledge in the field of creating content and presenting them digitally, and prepare for any educational program in emergency situations in the future.

The Covid-19 pandemic closed schools and other educational centers, and virtual education replaced face-to-face education. The sudden transfer of education from school to home created many challenges for teaching and learning. Therefore, the present study was conducted with the aim of analyzing the challenges of virtual education during the covid-19 pandemic from the perspective of parents of elementary school students. The research method was qualitative and phenomenological. The statistical population of the research was all the parents of students in South Khorasan province in the academic year of 2021-2022, in the number of 91,874 people, and the data obtained by the purposeful snowball sampling method and by conducting semi-structured interviews with 51 of the parents of the students were saturated. They reached an opinion. To analyze the data, the seven-step strategy of Colizzi (2002) and MAXQDA11 software were used. To validate the research data, the four criteria of Guba and Lincoln (1985) were used. Finally, 88 open codes were extracted. By examining the interviews of the participants and analyzing the codes, the experiences of parents of elementary school students were categorized in the form of four main themes, including challenges related to the environment and infrastructure, students, parents and teachers. The results, while explaining the necessity of paying attention to virtual education and its basic challenges, make this important to education administrators to take fundamental steps in order to solve these challenges.

This study aimed to analyze the lived experiences of physical education teachers of implemented curriculum challenges during the COVID-19 pandemic through qualitative phenomenological analysis. Participants were 32 physical education teachers selected based on a criterion-based purposive sampling method from different provinces of Iran. Unstructured interviews, used as the research tool, continued until reaching theoretical saturation. Each interview lasted between 20 and 70 minutes. The seven-step Colaizzi model was used for collecting and analyzing the data, which yielded eight main themes, 19 sub-themes and 84 concepts. The main themes include learners’ inattention, the extent of abilities and psychological problems; proportion of learning environment and teaching materials to the curriculum objectives; characteristics, role and functions of the family in the implementation and assessment of the curriculum; teachers' abilities and competencies; physical education curriculum content; assessment of academic achievement; policy-making and educational management, and finally technology and communication platforms in virtual classrooms. Holding educational courses based on virtual education for teachers, supporting appropriate hardware and software from communication platforms and modifying and updating the COVID-19 curriculum can be mentioned as the main suggestions extracted from this research.

Following the changes in education after the covid-19 pandemic, teachers of students with mental disabilities received different experiences. The aim of the present study was to investigate the lived experience of educators of intellectually disabled students from electronic education during the Covid-19 era.

This study was of qualitative type using phenomenological method. Data were collected through unstructured interviews and analyzed by Smith's method. The population of this research was all teachers of exceptional schools in Karaj city. Sampling was done purposefully and with 20 people.

An in-depth analysis of the teachers' views led to the identification and classification of 11 main themes, 27 sub-themes and 55 primary codes, some of which are considered strengths (parents being informed about the educational process, constant access to students, easy communication between students and the promotion of instructors) and some others as weaknesses (decreasing student and instructor concentration, student inability to use teaching tools, lack of special educational requirements for students with mental disabilities, energy-consuming virtual education, difficulty in measuring learning, communication problems with parents and problems personal and family for the coach) were introduced.

By combining the strengths of face-to-face and online education, an effective step can be taken in improving the quality of learning of intellectually disabled students. In addition, when necessary, it is necessary to design a special electronic system for this category of students.

The Covid-19 pandemic has affected various aspects of human life and changed many systems and practices of the past. Since the beginning of the pandemic, technology is among the fields that have received serious public attention. It's expected that technology has a significant impact on overcoming the Covid-19 crisis and resolving the challenges posed by it. However, the effects of Covid-19 on technology and technological innovation systems have received less attention. Using the futures wheel method, this research identifies and visualizes the direct and indirect consequences of Covid-19 on technology. The input of the focus group discussions for the design of the futures wheel is derived from the qualitative content analysis of existing studies and reports on the effects of Covid-19 on technology. After the first version was designed by the focus group, the results were presented to fifteen experts with different specialties to modify the wheel in addition to confirm the validity of the research. Comments were reached consensus in two rounds of interviews and the final version of the wheel was drawn. The research findings represent the pattern of Covid-19 effects on technology under four main consequences: recession and economic problems; the need for fast, efficient, and effective solutions to deal with the crisis; lockdown policies; and the environmental impact of Covid-19. The most important policy proposals to deal with the identified consequences are: supporting the development of crisis-related technologies; supporting the continuation of companies' activities; supporting innovation competitions; removing obstacles to the export of technological products; Expediting patenting and licensing processes; Applying demand-side innovation policy tools; Investigating the risks of emerging technologies; regulation of emerging technologies; Designing a dynamic business atlas; and removing restrictions on access to materials and equipment needed for research and development

The current research was conducted with the aim of analyzing the lived experiences of Farhangian University instructors on virtual education classes during the Covid time using a qualitative approach and phenomenological method. The participants of this research were faculty members teaching in ten regions of Farhangian University across the country, and they were closely involved in virtual education. The selection of the research sample was done using a "purposive" approach and the method of selecting "key" experts and using saturation criteria and in-depth interviews with 17 people. The obtained data were analyzed using thematic coding method and the findings were organized in the form of open, central and selective codes. From the total findings of this research, 102 open coding, 23 central coding and 6 selective coding were categorized in the context of Farhangian University instructors' lived experience of virtual education classes in the Corona situation. In general, the results of the research showed that based on the lived experiences of the instructors of virtual education classes during the Covid time, there were challenges in the components of the level of competence and technical skill of the instructors, the way of presenting the content, the management of the class, the way of evaluation and the emotional interactions between instructor and students.  Some of these challenges and obstacles were related to the Farhangian University, some were related to instructors and some were related to students. In general, it can be concluded that holding virtual education classes in the Corona time in Farhangian University was faced with such challenges as poor class management, seriousness and lack of real evaluation, lack of student participation, weak social interactions and weak infrastructure. In addition, the opportunities of holding virtual education classes can reduce stress, flexibility of time and place, saving time and money, more familiarity with technology and flexibility and dynamism in holding classes.

Resilience is the process, ability, or consequence of successful adaptation to threatening conditions. One of the most important issues is resilience in the field of education and training; Therefore, this study was conducted to investigate how students' resilience was created during the e-learning course during the Covid-19 epidemic.

The present study is a qualitative cross-sectional descriptive study that is also applied from the perspective of the purpose. Participants were 18 students and faculty members who were interviewed in a semi-structured manner. The samples were purposefully selected using the technique of maximum diversity, taking into account their degree and field of study. A semi-structured interview guide with reference to resilience theory was also developed and the data were analyzed using theme analysis method.

Finally, 97 codes, 20 sub-themes and five main themes were obtained, which include: 1- Individual and internal planning and preparation 2- Technology factors 3- Content factors 4- Agility factors and 5- Evaluation and support factors. Each of the components is composed.

According to the results of the research, it seems necessary to promote and empower students by strengthening resilience. Resilience also allows students to manage adverse conditions by accepting challenges and improve their academic performance by having a positive view of change. In this context, it is necessary to consider infrastructure, hardware, software, and academic aspects along with individual, behavioral, and personality factors together as a comprehensive basket of educational factors involved in resilience.