e- education

The environment is a shared space belonging to humans and the plant and animal species that live in it. Over time, this borderless place has faced numerous challenges and crises as a result of irrational interactions. Therefore, protecting this valuable habitat is essential. Based on this, the current research aims to identify the characteristics of green curriculum elements within the educational system. This study follows a qualitative case study approach. The research participants included curriculum experts, environmental specialists, and science teachers, with theoretical saturation reached through semi-structured interviews with 20 individuals. The reliability and validity of the research were confirmed based on the criteria of credibility, transferability, dependability, and confirmability. The collected data were analyzed using thematic analysis (basic, organizing, and overarching themes). The results were categorized into 126 basic themes, 4 first-stage organizing themes, 24 second-stage organizing themes, and one overarching theme. The first-stage organizing themes included goals, content, teaching-learning strategies, and evaluation. In the second stage, themes under goals and content included water, air, climate, biodiversity, natural ecosystems, waste, soil, and energy. The themes under teaching-learning strategies included teacher characteristics, student characteristics, materials and resources, educational environment, and teaching methods. The evaluation theme included assessment of knowledge, skills, and attitudes.

Sustainable architecture is considered one of the most critical research areas within the theory of sustainable development. It is expected that the overall educational content of architecture aligns with the principles of sustainable development. Therefore, this research aims to review the content of sustainability courses to ensure they meet the nation’s needs and to update the educational program in accordance with international standards. This is a development-oriented study with a qualitative approach. The primary research question is: “How can sustainability courses be taught in a way that assists architects during the design process?” To address this question, a comparative-interpretive method was employed, involving a comparative analysis of sustainability-related topics and courses in Iran’s undergraduate architecture curriculum from 1991 to 2023, as well as a comparison between domestic and international undergraduate architecture programs. Library research was used to obtain the necessary data. The findings indicate that a fragmented approach to sustainability courses—such as offering standalone classes, the extended duration of undergraduate studies with few sustainability-related courses, limited course hours, the absence of climate-related courses at the start of the program, lack of integration between workshop and theoretical courses, and greater reliance on written exams over class participation and projects in final assessments—are among the weaknesses of the current undergraduate architecture curriculum in Iran regarding sustainability education. The study concludes with recommendations for both architecture faculties and educational policymakers, drawing on the strengths of foreign architecture programs, to enhance the sustainability education component of Iran’s architectural curriculum.

The main aim of this study is to design a comprehensive model for the technological education of elementary school teachers, emphasizing psychological, pedagogical, and technical dimensions. This research employed a qualitative, interpretive approach using the meta-synthesis method. Data were collected through document analysis, reviewing 25 scholarly articles published between 2010 and 2025. The validity of the codes was assessed using the CVR index (0.85), and reliability was confirmed via Cohen's Kappa coefficient (0.69). The analysis revealed that technological education for elementary teachers consists of three core dimensions: psychological (including critical and creative thinking, innovative problem-solving, and ethical use of technology), pedagogical (involving knowledge transfer, creation of technology-based learning environments, and purposeful technology engagement), and technical (covering mastery of tools, development of technological solutions, and awareness of technological trends). A total of 10 key components and 32 subcomponents were identified, leading to the construction of a final conceptual model. The resulting model offers a comprehensive and integrated framework of essential competencies for teachers in the digital era and serves as a foundation for redesigning teacher training and professional development programs. It emphasizes the integration of cognitive, social, technical, and ethical capabilities in interaction with technology, thereby enhancing the quality of education at the elementary level.

The purpose of this study is to examine and test the model of entrepreneurial education and training at Islamic Azad University. In terms of its objective, this research is applied in nature, and regarding data collection, it follows a descriptive- survey approach. The data were collected using a researcher-made standardized questionnaire. The statistical population consists of educated entrepreneurs who graduated from Islamic Azad Universities in Mazandaran Province, with a total identified number of 1,318 individuals. The sample size was estimated at 302 participants and was selected using a stratified sampling method. Subsequently, the composite reliability and the reliability of each research component were calculated, with results indicating the reliability of the measurement instrument. Additionally, the divergent and convergent validity of the questionnaire demonstrated its adequate construct validity. For data analysis, the structural equation modeling method was employed using Smart PLS4 software. The findings indicate that contextual, causal, and environmental factors significantly affect entrepreneurial education and training. Moreover, entrepreneurial education and training have a significant and positive effect on strategies and outcomes. Given the coefficient of determination values, strong predictive power was estimated for the variables of entrepreneurial education and training, strategies, and outcomes.

The present study was conducted to aims at investigate the necessity to pay attention economic education based on future studies in junior high school. The above research is descriptive and has been done in two parts: content analysis and Delphi technique. In content analysis section, the statistical population was the books of the junior high school in 2020-2021, which were analyzed by purposeful sampling of 20 books with the help of cataloging tools. The validity of the checklist was confirmed by 3 professors of educational sciences and its reliability was confirmed by Holste’s method (0.99). Then the results of content analysis by Delphi technique were confirmed by 27 experts in the field of futures studies, economics and curriculum planning who were selected by snowball method. Kendall's correlation coefficient was used to examine the degree of consensus and coordination of experts' opinions. Findings indicate that the current content of high school textbooks is insufficient in terms of addressing the components of economic education and needs to be reviewed. In this review, three components of economic understanding, entrepreneurial ability and professional understanding and skills are prioritized. The components of creating an economic attitude in the context of life, skills training and familiarity with jobs should also be included in the course content of this course. At the same time, training specialized teachers is effective in creating real experiences to better understand the concepts of economic education and educating families to institutionalize economic education in this course

In confronting the rampant violence in today’s world, peace education seems to be vital and hence, necessary, starting from the elementary school. To explore the philosophical, as well as educational, foundations of teaching peace through dialogue to elementary school students a number of related documents were reflectively content analyzed in order to identify the basic assumptions of peace education. The findings include the following: accomplishing peace requires dialogue; children of school age have the adequate propensity for peace education; both family and school can provide children with the appropriate learning environment required for making peace; teaching soft skills in order to reconstruct the role of dialogue in the relationships between teachers and students, as well as those of students with each other, and parents with teachers. As such the curriculum would pave the way for achieving peace and understanding.

The subject of mathematics teachers’ views and teaching skills is one of the important research fields among mathematics education professionals. The purpose of this research is to investigate the dimensions of the effects of teachers’ attitudes towards learning mathematics and their actions to create positive emotions in classrooms with their perceptions of academic participation and academic progress of students. The descriptive-correlation type research method and its statistical population were formed by mathematics teachers in the first and second year of high school, 261 of whom were selected by the convenient method and by sending an electronic questionnaire. To collect data, a researcher-made questionnaire was designed that measured the effective teaching skills of mathematics teachers in three components: “Reviewing prerequisites and expressing goals”, “Executing learning probes” and “Enthusiasm and humor”. The second and third parts of this questionnaire were designed with the aim of measuring the mathematical views and actions of mathematics teachers to create positive emotions and their perceptions of students' academic participation, respectively. Structural equation modeling showed that the research tool has content validity and construct validity. The findings showed that the constructive attitudes of mathematics teachers about learning mathematics as well as their efforts to create positive emotions in students can be related to their greater efforts to “review prerequisites and express goals”, “implement learning probes” and “enthusiasm and humor” in the classroom. It was found that an increase in the humor score is associated with a significant slight decrease in the academic progress of students in mathematics.

 Curriculum determines and specifies the path and goals of every educational system, so the importance of this program in the success of the educational system is inevitable. The purpose of this research was to evaluate the primary education curriculum of Farhangian University based on the Fundamental Transformation of Education document.

In terms of the purpose, the current research is of the type of applied research, in terms of the basis of data and its paradigm framework, it is of the type of quantitative research. The statistical population includes the professors of educational sciences, and these professors were selected from five provinces (Tabriz Farhangian University, Tehran Farhangian University, Mazandaran Farhangian University, Khorasan Razavi Farhangian University, and Qom Farhangian University). The statistical population was 420 people, of which 201 The use of Morgan's table was selected. The research tool included a researcher-made questionnaire. In order to determine the validity of form and content, the opinions of experts of educational sciences of Farhangian University were collected. Spss21 and Smart pls3 software were used for data analysis.

The findings showed that the curriculum of elementary education of Farhangian University has 6 components, including the main goal of the curriculum, content of the curriculum, teaching-learning strategies, evaluation methods, intervention factors of the curriculum and the main theme of outcomes in the curriculum model of the field of effective elementary education.

It can be concluded that the curriculum designers of Farhangian University can use effective factors in the curriculum for its quality.

This research was carried out with the aim of identifying teachers' attitudes towards the curriculum of individual ethics education of second year high school students. Descriptive survey research method was conducted based on quantitative data. The statistical population was composed of secondary school teachers with ten years of teaching experience in the fields of curriculum planning, Islamic education and theology in the cities of Khomin and Arak in 1400. According to Morgan's sampling table, the sample size was 103 people who were selected by random quota method. The data collection tool was a teachers' survey questionnaire, which had validity and reliability with coefficients above 0.70. The method of data analysis was the use of descriptive statistics, Friedman test and SPSS software.The results of the research indicated that for the design of this curriculum, they considered the age, individual needs, monitoring of individual behavior, belief in moral values ​​and grooming the moral traits of the learners. In order to design educational goals, teachers considered it necessary to pay attention to the sociological components of cultural heritage, national experiences, present and future needs, current realities and answer to educational environment issues. They had reflected on the elements of the curriculum and its priorities.

Spiritual education is one of the main elements of religious education, emphasizing a rational approach to religious content and expressions in the religious education process. The purpose of this study was to identify the characteristics and competencies of teachers for the spiritual education of students.

The present study employs an exploratory mixed-method approach. In the qualitative phase, participants included experts and secondary school teachers in District Two of Bandar Abbas. Interviews continued until theoretical saturation was reached with 15 participants. In the quantitative phase, the statistical population consisted of all junior secondary school teachers in District Two of Bandar Abbas, from which 181 individuals were selected using Morgan’s table. Data collection tools included a semi-structured interview and a researcher-made questionnaire with 74 items.

The results revealed that the characteristics and competencies of teachers for the spiritual education of junior secondary school students in District Two of Bandar Abbas include: teachers' use of a spiritual education information database, necessary actions at the time of teacher recruitment, employing retired teachers, essential training, challenges and obstacles, proposed plans, encouragement and recognition, necessary actions for maintaining and strengthening teachers’ spiritual education competencies, prerequisites for spiritual education, the final characteristics and competencies of teachers for students’ spiritual education, proposed recommendations, organizing competitions, and continuous in-service training for teachers.

Implementing the proposed recommendations in this research can enhance teachers' professional and spiritual competencies, elevate the level of spirituality in the educational system, and contribute to developing a new generation of informed, responsible, and spiritually conscious students. Collaboration among teachers, administrators, and policymakers is essential to achieving this goal.

This study was conducted by comparing the effectiveness of inquiry-based teaching and flipped teaching in social studies lessons on self-awareness skills, test anxiety, and educational self-concept of female first-year high school students in the city of Abdanan.

The applied research method was an experimental type and a quasi-experimental design with a pre-test-post-test design. In this study, the statistical population consisted of all female students of the first high school in Abdanan in the academic year 1402-1403in the social studies course, and using simple random sampling method, 45 students in this course were placed in three groups: experimental group 1: exploratory training, experimental group 2: flipped learning, and control group, and questionnaires were distributed for the pre-test. The research tools were the 33-question self-awareness questionnaire of Grant et al. (2002), the 23-question test anxiety questionnaire of Friedman (2002), the reverse training protocol of the 20-question educational self-concept questionnaire of Liu and Wang (2005), and the exploration training sessions. Data analysis was performed at the statistical level (0.05) using SPSS software.

The results using the analysis of covariance test showed that there is a difference between the effectiveness of inquiry-based teaching and flipped teaching in social studies lessons on self-awareness skills, test anxiety, and educational self-concept of female first-year high school students in Abdanan.

Inquiry-based and flipped learning have had an impact on self-awareness skills, test anxiety, and educational self-concept of first-year female middle school students in Abdanan, and this impact has continued in the follow-up phase.

Ergonomics is a science designed to create equal opportunities by employing and optimizing scientific processes. It ensures that products, places, and procedures align with the physical, cognitive, cultural, and emotional capabilities and limitations of users.  It involves optimizing the interaction between humans and other elements of a system. Ergonomic interventions can occur at three levels: Micro, Meso, and Macro. Macroergonomics, the broadest level, considers the entire system, including its social, organizational, and technical aspects. Microergonomics is about a specific goal and Mesoergonomics is an intermediate point of view that considers the relationships between people, organizations, and socio-technical systems. Numerous studies have explored Macroergonomics in various sectors, with a particular focus on the structural dimensions of systems. Macroergonomics, with its systems-oriented approach, examines work analysis, productivity estimation, and tool design. It is implemented on a larger scale by integrating into broader environments such as organizations or institutions. A Macroergonomic approach emphasizes organizational structure, human-organizational interaction, and motivational aspects of work. Currently, in addition to students, all academic staff are facing challenges that create new demands on management. They are confronted with changes in their workplaces, job duties, and the student body. The simultaneous decrease in hiring and increase in the average age of staff and faculty have led to increased physical and psychological workloads, resulting in decreased capacity and productivity. A Macroergonomic framework can address these issues by providing a structured approach to higher education reform. By identifying and describing the various components of a socio-technical educational system, such as social, organizational, technical, and external subsystems, we can improve teaching and learning efficiency. One of the hallmarks of a modern higher education institution is the extent to which it adheres to the principles and foundations of ergonomics. This leads to improved quality of teaching and learning and, in advanced countries, specific ergonomic standards have been designed and implemented. Attention to educational ergonomics, as an action-oriented framework, improves teaching and learning processes by controlling and designing or redesigning factors that affect learners and instructors in higher education institutions. The use of Macroergonomics leads to the synergization of systemic processes, meaning that by considering common technical and social factors, it can provide greater performance than what can be achieved through ergonomic intervention alone. The shift from first-generation to higher-generation universities has led to a transition from educational challenges to ergonomic challenges. Ensuring the quality of higher education across all dimensions requires a long-term commitment to ergonomics. The aim of the present study is to identify the dimensions of Macroergonomics in higher education (with an emphasis on teaching and learning) based on identified studies in this field, and to provide necessary guidelines for conducting more objective and interventional studies using a mixed (qualitative) synthesis research approach. This research is fundamentally applied, employing a qualitative approach and specifically a synthesis research method. The strategy used is a meta-synthesis approach, involving inductive content analysis followed by meta-synthesis of the analyses. The population of the study includes research conducted in the field of ergonomics in higher education.In this research, studies in this field were used as the population and sample. An initial search yielded 43 relevant articles on Macroergonomics in higher education from various Persian and English databases. A systematic review of the selected documents was then conducted. At this stage, the abstracts of the documents were examined, and 27 relevant articles were purposefully selected. Subsequently, the findings, methods, and research tools were jointly reviewed and examined.The data and results of the research findings were categorized and analyzed into three dimensions: concepts, categories, and main codes. The data and resources used were refined and extracted through several stages and, after analysis and synthesis of the results, were incorporated into a comprehensive conceptual framework or model. Through the classification of the results presented in the extracted theoretical model, 36 key Macroergonomics components in higher education were identified. These categories were grouped into seven main codes, which in fact represent the primary indicators and components of Macroergonomics in higher education, with a focus on teaching and learning. The first main code identified was learning Macroergonomics, which includes categories such as teaching methods, curriculum and classroom design, and the alignment between educational processes and student abilities. The second main code is educational Macroergonomics, which includes categories such as educational facilities, educational technology, educational equipment, educational software, educational research, educational reform planning, and the learning environment, including classrooms and buildings. The third identified main code is individual and social factors, which includes categories such as race and native language, gender, anthropometric dimensions, health, nutrition, substance abuse, academic aptitude, mobility, communication and interactions, and social and family factors. The fourth main code identified is organizational design and management, which includes categories such as commitment of management levels to implementing Macroergonomics, effective Macroergonomics in periodic management evaluation, Macroergonomics in knowledge transfer, macroergonomics in linking the organization or system with its external environment, Macroergonomic organizational design, and Macroergonomics and the design of organizational dimensions (centralization, complexity, and formalization). The fifth main code identified is Macroergonomics education, which includes categories such as Macroergonomics education in schools, teacher training centers, and other universities (as a course, short-term courses), recruitment of ergonomists at various levels, formation of education, evaluation, and ergonomics intervention committees, formation of green university committees with the participation of ergonomists, and the establishment of ergonomics training centers at universities. The sixth main code identified is Macroergonomics and graduation standards, which includes categories such as the quantity and type of skills and knowledge, the duration of the educational program, and the type and number of courses.The findings suggest that implementing Macroergonomics principles in higher education can lead to long-term benefits, such as addressing the needs and expectations of all stakeholders, improving resource utilization and coordination, protecting the environment, enhancing the quality of life and services, and promoting equity in educational opportunities for generations to come. Ultimately, this can contribute to the overall well-being and success of higher education institutions.

Academic engagement means the interaction of a person with the academic environment and the active, enthusiastic and knowledge-based participation of the learner in learning activities. According to the opinion of the experts in this field, academic engagement is a multidimensional structure and consists of four cognitive, emotional, behavioral and agency components. This variable is one of the important constructs related to the academic progress of students, and therefore, investigating the factors affecting the quality of academic engagement has always been one of the favorite research fields of researchers. Academic emotions refer to a broad category of positive and negative emotions that students experience specifically in the fields of learning, classroom, and exams, which are directly related to the activities or outcomes of academic progress. Henceinvestigating these emotions has become one of the important concerns of educational research nowadays. The "control-value" theory of academic emotions as the theoretical basis of these emotions states that the occurrence of these emotions in educational situations are mediated by two categories of "personal" and "social" antecedents.In this regard, the activities of the teacher and his teaching methods are one of the social antecedents ? effective in the emotional state and academic engagement of the learners, and the use of active and innovative teaching strategies in the classroom can be one of the important factors affecting the emotional output and academic engagement of students. The previous research has also shown that the teacher's teaching style has a significant effect on the level of students’ involvement in academic activities in terms of supporting students' sense of independence, competence, and communication, and therefore, it can be considered as one of the important external factors affecting the prediction of students' perceived academic emotions.One of the active approaches of science teaching is the STSE integrated approach, which is based on the experts in this field. Its goal is to teach scientific concepts by focusing on issues in the real world with social, environmental or technological aspects. In other words, learning knowledge and matching it with the surrounding environment, through emphasizing on the three fields of society, technology and environment, is the main feature of this approach. The research results confirm the positive effects of science teaching through this approach on various educational variables, and based on this, these studies recommend the implementation of science teaching courses through this approach in order to encourage teachers toapply this approach in their classrooms and facilitate effective science teaching. However, studies on the effectiveness of this approach in science classes on academic variables have rarely been conducted. No study has ever been carried out this field in Iran. In addition, the current research is innovative in terms of examining the academic emotions of elementary school students. Based on this, the present study aims to examine the following two research hypotheses:1. Teaching science with the STSE approach has a significant effect on improving the academic engagement of students in the classroom.2. Teaching science with the STSE approach has a significant effect on improving students' academic emotions in the classroom.The research method is a semi-experimental pre-test-post-test design with a control group. The statistical population included sixth grade male students of public schools in Sanandaj in academic year 2022-2023. A multi-stage cluster random method was used to select the sample, and finally, one class with 32 students as the experimental group and another class with 34 students as the control group were selected using the random replacement method. The research tools included Rio and Tseng's academic engagement scale (2011) and academic emotions scale (AEQ-ES), which students answered as a pre-test. Then, by teaching and practicing the design of the learning and teaching unit with the STSE approach in 12 sessions to the teacher of the experimental group, teaching based on this approach was implemented in the experimental class for 5 months, and during this time, the control group did not receive relevant training. At the end, the research tools were implemented as a post-test for the students and the data were statistically analyzed by multivariate covariance analysis with the help of SPSS22 software.The results of this research showed that science teaching with the help of STSE approach is effective in increasing students' academic engagement in the dimensions of agent engagement, behavioral engagement and cognitive engagement. Specifically, 63% of post-test changes in agency involvement, 59% of behavioral involvement changes, and 67% of cognitive involvement changes were due to the effect of STSE approach training. Another finding of the research indicates the effect of education with the STSE approach on strengthening the positive emotions of pleasure and reducing the negative emotions of anxiety and fatigue. Specifically, 61% of post-test changes in class enjoyment, 44% of class anxiety changes, and 58% of class fatigue changes were caused by the effect of teaching with the STSE approach.To explain the findings, it can be said that the STSE approach, as one of these integrated and innovative student-centered approaches, can make students build concepts in their cognitive structures based on what they have already learned and what they have experienced by engaging in activities related to society, technology and their living environment. The STSE model can open the individual insights of learners about the nature of science and education based on society and environment issues by examining the role of technology in general, and while increasing the level of motivation of learners, it can increase participation and involvement of students and encourage their conscious choice in related activities. As the experimental findings have also shown, the use of student-centered teaching approaches with high levels of structuring of activities result in an increase in the cognitive perception of control as well as the internal value of the activity in the students, and in accordance with the control-value theory, it is positively related to the improvement of their emotional perception.Based on the findings, it is suggested that in addition to the need to update the knowledge and skills of elementary teachers from new teaching approaches in science classrooms, effective awareness should be given to the teachers with effective methods about students' academic emotions in the classroom and the importance of this emotions in the academic status of learners, including their involvement in academic activities. further studies are suggested to be conducted in order to investigate the state of Iranian teachers' emotions and their relationships with students' academic emotions.

The purpose of this study was evaluation physical education curriculum of elementary school according to the Seven Eisner model. The research method was descriptive and survey that was conducted in the field. The statistical population of the study included all physical education teachers in Kerman, 342 people, which was selected as a statistical sample based on Morgan table, 181 people. The research measurement tools included a curriculum evaluation questionnaire according to the Eisner seven-point model, which was based on the objectives of the curriculum and the table of elementary school curriculum approved by the 852 Higher Education Council (2011), the book of physical education teacher (2010) and the standard questionnaire of Sheikhi Hidden Curriculum (2009) was designed. The reliability and validity of the questionnaire were 0.903 and 0.776, respectively. Findings showed that the elementary physical education curriculum is in a relatively good condition and its dimensions include the objectives of the elementary physical education curriculum in a relatively good condition, the content of the elementary physical education curriculum in a moderately favorable condition, learning opportunities Elementary Physical Education Curriculum in Optimal Condition, Organizing Content of Elementary Physical Education Curriculum in Intermediate Situation, Evaluation in Elementary Physical Education Curriculum in Intermediate to Favorable Condition, Presentation Method in Elementary Physical Education Curriculum in Intermediate Condition and Method Answers in the elementary school physical education curriculum are in a moderate to weak state.

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.

One of the most effective areas affecting the educational system of Shiite communities is the benefit of the doctrine of waiting, as one of the fundamental and main doctrines that can influence the guidance and growth of the scientific community. The aim of this study is to extract the principles and methods of Mahdavi education and explain its characteristics in educational and training centers. The qualitative research method is phenomenological. The participants of the study were eight faculty members of the Islamic Azad University of Zanjan Province with academic majors related to educational sciences, who were selected using purposive sampling. To collect data, a semi-structured individual interview method was used until theoretical saturation was reached. The obtained data were analyzed using thematic coding method and the findings were organized in the form of open, axial, and selected codes. The findings from the faculty members' experiences were identified in two main and general themes (principles of Mahdavi education and training and methods of Mahdavi education and training) and 15 subcategories (principle of monotheism, principle of reason, principle of dignity, principle of moderation, principle of learner-centeredness, principle of love-centeredness, principle of supervision and imitative education method, inductive education method, gradual education method, indirect education method, model education method, practical education method and test and trial method). Next, the researcher extracted and collected the characteristics of each sub-theme by using the method of studying and examining the text and works of primary and secondary sources regarding education and guidance.

The purpose of this research was to explain the effect of citizenship skills training on the attitude of first secondary school girls towards social harms. The method of conducting this research was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of the present study was female students of the first year of high school in Shiraz in the academic year of 2023-2024. Using a random cluster sampling method, two classes of the same grade from the same school (one of the classes as the experimental group and the other as the control group) were selected from the girls' first secondary schools of education in Se Shiraz district. A researchermade questionnaire was used to collect information, which covers components such as aggression, suicide, sexual issues, drugs, theft and running away from home. The content validity of the questionnaire was obtained and confirmed based on the opinion of experts in the field of psychology and its reliability according to Cronbach's alpha coefficient. The collected data were analyzed by covariance analysis. The findings showed that the training of citizenship skills based on the compiled educational package had an effect on the attitude of female students of the first year of high school towards social harm and its components, including theft, aggression, drugs, suicide and running away from home, but it had little effect on The target group has no attitude towards sexual issues.

The present study was conducted with the aim of the effectiveness of reverse education on the self-confidence of third grade elementary students in Behshahr city. The methodology of this research was applied research, and in terms of data collection, it was semi-experimental with a pre-test and post-test design with a control group. . The statistical population of the research includes all third grade elementary students of Behshahr who were studying in the academic year 1403-1404. 64 people were randomly selected from the target population as a statistical sample and randomly replaced in two experimental and control groups (15 people in each group). The data was Cooper Smith's standard self-esteem questionnaire (SEI) in this research. . Data analysis was done using parametric tests including Shapier and Wilk tests to check the normality of the distribution of the scores of the sample group in the community and variance analysis tests using SPSS-21 software. The results showed that the self-confidence scores of the test group subjects increased in the post-test compared to the control group. Therefore, it can be concluded that reverse education has increased students' self-confidence, 86% change, which according to the squared value of eta, reverse education has caused students' self-confidence scores.

 One of the key responsibilities of policymakers is the evaluation of curricula. This study evaluated the pilot implementation of the sixth-grade Work and Technology learning package.

This research employed a mixed-methods approach (quantitative and qualitative). Data were collected using classroom observation, interviews, questionnaires, and focus groups involving 46 teachers, 92 students, 46 administrators, 94 parents, and 44 classrooms from settings across seven provinces. The research tools focused on assessing the curriculum's objectives, alignment with students' physical and cognitive abilities, feasibility of the proposed teaching-learning methods, applicability of the planned evaluation methods, quality of the learning package components, teachers' competencies and training needs, and the effectiveness of the teacher training package.

The results revealed that students achieved the 70% benchmark in 9 objectives (sensory reception, generating ideas skills, completing projects tailored to students' abilities, adhering to project requirements, empathetic and responsible behavior, acquiring basic learning skills, proper utilization of technologies, and product presentation), while they didn’t reach in three other objectives. The learning curriculum materials has shortcomings in terms of specialized and technical vocabulary, activity complexity, conceptual level, and gender dependency. Regarding the feasibility of teaching-learning methods, deficiencies or flaws in instructional design by teachers were observed. In terms of the feasibility of assessment methods, tools such as behavior observation checklists, self-assessment, peer assessment, and work reports were the least utilized among teachers. Concerning the book's appearance, there were issues related to font size, book cover, book volume, and textual design and writing. Regarding teachers' competencies and training needs, suggestions such as providing tools, equipment, and resources, time scheduling and time management for implementation, and content revision were proposed.

The evaluation of the pilot program revealed design flaws that need addressing. The findings of this study can contribute to improving the quality of the Work and Technology curriculum and designing effective training programs for elementary school teachers..