education

This study aims to examine the role of the educational system in realizing environmental rights and sustainable development from the perspectives of educational stakeholders and environmental experts. This qualitative research employed thematic content analysis. Data were collected through semi-structured interviews with 21 teachers, experts, and education managers in Tehran. Participants were selected using purposive sampling, and interviews continued until theoretical saturation was achieved. Data were analyzed using NVivo software through open, axial, and selective coding. Thematic analysis revealed four main categories: environmental awareness-raising, environmental responsibility and participation, educational policymaking and planning, and challenges to environmental rights in education. Across these categories, 23 subthemes and over 100 key concepts were identified. Participants emphasized teacher training, integrating environmental content into curricula, leveraging educational technologies, and promoting environmental education equity. The findings indicate that education plays a central role in achieving sustainable development and safeguarding environmental rights. However, to fulfill this role effectively, the system must undergo structural reforms, adopt justice-based environmental policies, and support participatory, experience-based learning models.

Given the importance of complexity theory and its application within the educational system, the primary aim of this study is to conceptualize the core elements of technical and vocational high schools from the perspective of the Fundamental Transformation Document of Education and its subsystems, in accordance with the components of the complexity paradigm. To achieve the research objectives, expert interviews and the Delphi method were employed in the qualitative phase, while the Analytic Hierarchy Process (AHP) was used in the quantitative phase. The statistical population consisted of experts in the field of technical and vocational education, from which 14 individuals were selected for interviews using the snowball sampling method. After consulting with experts and refining the insights, it was determined that the framework of educational leadership in the complexity paradigm within technical and vocational schools comprises 7 components and 41 subcomponents. The main components include: teacher, content, learning environment, teaching-learning, macro-environment, management, and evaluation. Based on the AHP results, the teacher, with a score of 0.242, was identified as the most critical component of the curriculum from the standpoint of complexity theory. Following the teacher, the next priorities were macro-environment (0.225), content (0.149), teaching-learning (0.125), learning environment (0.116), management (0.092), and evaluation (0.051). Furthermore, a comparison between the Fundamental Transformation Document and the model derived from this study indicated that although the goals presented in the Fundamental Transformation Document do not entirely align with the components and definitions of complexity theory, they do show a high level of correspondence in many dimensions. Finally, based on the findings of the study, several recommendations were proposed.

Educational transformation is increasingly influenced by emerging technologies, offering unique opportunities to redefine the learning process. The aim of this study is to critically analyze the body of scientific literature related to the use of emerging technologies in the educational domain, with a focus on their impact on teaching and learning processes. A systematic review of scholarly literature was conducted, and a total of 58 articles published between 2023 and 2025 were analyzed. The findings indicate that while there is growing interest in integrating technologies such as artificial intelligence and augmented reality, concerns about their implementation and effectiveness have also emerged. Additionally, identified research trends suggest a multidimensional approach to the use of these technologies, emphasizing the importance of teacher training and the educational context in which these technologies are applied. The results demonstrate that to maximize the positive impact of these technologies, an informed pedagogical approach that accounts for both their advantages and challenges is essential. This analysis provides a foundation for future research and offers guidance for educators and policymakers in effectively integrating emerging technologies into educational settings.

In this article, with the aim of better understanding the various topics examined in scientific productions in the area of gamification in education, articles published in prestigious international journals, the extent of scientific collaborations between researchers, and the affinity of scientific topics based on vocabulary were evaluated. Accordingly, a systematic study of all research articles published in the Web of Science database between 2012 and 2024 was conducted, and data analysis was performed using VOS viewer software version 11.6.1. For data analysis, the selected studies were examined in terms of the year of research, most prolific authors, co-authorship of authors, and use of keywords. Based on the results, the year in which the most research was conducted, was determined. In addition, the authors who conducted the most research were identified and introduced. In the section on frequently used keywords, word gamification was identified as the most frequently used word in the articles. A comprehensive review of articles published in the Web of Science database, as well as a review of the most important authors, articles, and keywords in this field, provides significant assistance to researchers who need this information to conduct new research.

This study aims to design and evaluate a comprehensive ontology for occupations related to children. Given the crucial role of this field in developing children's cognitive, emotional, and social skills, there is a need for a standardized framework to identify and analyze these occupations. This research seeks to establish a structured model to categorize occupations, essential skills, and relevant educational curricula based on labor market analysis and expert evaluations.

The study employed content analysis and expert evaluation methods. Data were collected from job advertisements in employment platforms and the review of recruitment regulations. A panel of five experts in educational sciences, child psychology, pedagogy, and labor market analysis were formed to assess the accuracy and relevance of the extracted data. Statistical methods, including mean, standard deviation, and Kendall’s coefficient of concordance, were used for data analysis.

The results identified 19 key occupations in the child-related sector, with their required skills categorized into nine main groups. Expert evaluations revealed that play-based learning and child behavior analysis received the highest consensus, while classroom management had the lowest agreement. In terms of educational curricula, emotional regulation in children and educational game design received the highest approval, whereas child psychology theories had the lowest acceptance among experts.

The findings emphasize the importance of establishing standardized criteria for child-related occupations. Continuous updates of occupational ontologies, the development of specialized training programs, and the formulation of educational standards for essential skills are among the key recommendations of this study. The results can serve as a foundation for policymakers and employers to define career pathways more clearly and optimize skill requirements in the child-related job sector.

This study examines human influence with an emphasis on human agency and its implications for education. An analysis of the concepts of free will, agency, autonomy, and authenticity shows that free will not only carries moral responsibility, but is also essential for moral value and self-governance. According to Islamic anthropology and Quranic evidence, human agency plays a fundamental role in shaping one’s identity and destiny. In contrast, the network perspective sees humans not as independent agents but as members of an interacting system. However, agency theory analyzes human behavior in terms of collective and social actions and emphasizes the role of consciousness and will in distinguishing them from other beings. This combined perspective has implications for education, including: 1) emphasizing respect for individuality and free will as the basis for moral education without coercion; 2) fostering independent learning and critical thinking through active interaction with the environment and information networks; 3) Cultivating decision-making and self-regulation skills in the context of social and cultural networks. Finally, this research suggests that educational systems adopt a comprehensive and dynamic approach to education by realistically integrating individual agency and network structures.

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.

Medical universities, as one of the largest management systems in the country, face numerous challenges in the field of education that can be recognized as ‘educational black holes’. The damages caused by black holes are multidimensional and serious, which can prevent universities from achieving long-term goals. Therefore, empowering medical universities as a key solution can be very helpful in dealing with these black holes. The purpose of this study is to determine components of empowering medical universities in dealing with educational black holes.

A qualitative approach was used to explain the dimensions and components of empowerment. The sampling was purposive and the data collection tool was interview. To this end, 20 semi-structured interviews were conducted with faculty members and education managers at medical universities. The duration of the interviews was between 30 and 90 minutes. The data were analyzed using qualitative content analysis by the use of MAXQDA 2020 software.

After conducting interviews and implementing and analyzing the data, 293 initial codes were obtained, which were formed by merging these codes into 48 subcategories. After combining and merging items with similar meanings, 16 categories and finally, 6 themes were extracted. The components obtained from the interview process include "Culture Engineering", "Infrastructure Planning and Strengthening", "Education Development Measures and Knowledge Management", "Organizational Structure Organization", "Effective Management", and "Governance in the Policymaking and Legal Affairs".

Medical Universities consist of educational, therapeutic, and health units, all three structures have an impact on education in some way, and separating these units from each other creates many challenges and problems in the field of education. The findings of the present study indicate that many factors are effective in the process of empowering medical universities to deal with educational black holes. Therefore, a holistic approach and adopting comprehensive and well-documented policies by policymakers and education managers to identify and deal with these black holes are important steps toward empowering medical universities.

The primary goal of this research was to examine the dimensions and components of coaching training for school managers. This study employed a systematic review method. A total of 61 articles were retrieved, and after evaluation, 40 articles were selected for final inclusion. The literature review was conducted using domestic databases for the period from 2011 to 2024, using keywords "human resource training, organizational coaching, coaching, training managers," which resulted in 21 documents being retrieved. Additionally, searches were conducted in international databases for the period from 2010 to 2024 using keywords "coaching, training, school, managers," and 40 documents were retrieved. In the end, 11 articles from domestic sources and 29 from international sources were chosen for study and analysis, based on criteria of relevance and direct relation to the topic. Altheide's (1996) qualitative content analysis strategy was utilized for the document analysis. According to the findings regarding the dimensions and components of coaching training for school managers, skills accounted for the highest percentage at 21.97%. Following that, the use of psychological techniques was ranked second with 19.78%. The third rank went to management-related factors at 15.38%, the fourth rank to flexibility at 9.89%, the fifth rank to human resource-related factors at 8.79%, the sixth rank to motivational aspects, teamwork, and individual competencies at 6.59%, and the seventh rank to work ethics at 4.39%. Based on the results, the most significant dimension was skills at 21.97%, and the least significant dimension was work ethics at 4.39%.

The present study aims to examine the relationship between the foundations and principles of the National Curriculum of the Islamic Republic of Iran and the concept of monotheistic self-knowledge among students. This examination seeks to propose an optimal curriculum that facilitates scientific, rational, faith-based, practical, and ethical connections between students and themselves, ultimately leading to self-knowledge, the recognition of God, self-purification, a virtuous life, and divine closeness. Accordingly, through the method of documentary content analysis, the study first defines the concept of monotheistic self-knowledge and the National Curriculum. It then analyzes the extent to which the principles and foundations of the National Curriculum overlap with the concept of self-knowledge based on the Qur'an and hadiths. Furthermore, recommendations are provided for an optimal curriculum from the perspective of monotheistic self-knowledge for students. Given that the National Curriculum document states that "the National Curriculum, as one of the main subsystems of the Fundamental Transformation Document and as a comprehensive learning roadmap, paves the way for a holistic, extensive, and profound transformation in educational concepts and content," it is therefore essential to create opportunities for moral flourishing. This can be achieved by guiding students through stages of action imbued with heartfelt faith, inspired by profound reflection on the self and immersion in the knowledge of their Creator. It is crucial to foster the acquisition and mastery of authentic criteria of monotheistic self-knowledge within the hearts of children, adolescents, and youth so that these principles manifest in their real lives.

The aim of this study was to examine the effects of the Six Thinking Hats program on moral judgment and critical thinking in children aged 12 to 15 years. This study employed a quasi-experimental pre-test-post-test design with a control group. The sample included 60 children aged 12 to 15 years, randomly assigned to experimental and control groups. The experimental group underwent the Six Thinking Hats program for eight weeks. The Critical Thinking and Moral Judgment scales, both validated and reliable, were used for data collection. Data were analyzed using Analysis of Covariance (ANCOVA). The results indicated that the Six Thinking Hats program had a significant effect on critical thinking in the experimental group (p < 0.05), while no significant effect was found on moral judgment. The experimental group performed better on critical thinking tests compared to the control group, but no notable changes were observed in moral judgment. The Six Thinking Hats program can be an effective tool for enhancing critical thinking in children aged 12 to 15. However, its impact on moral judgment was not significantly evident. These findings suggest that the program may need to be combined with other educational interventions to improve moral judgment.

Considering the issue of development in education and the phenomenon of generational gap, as well as the necessity of adopting educational methods compatible with new generations, the present study, using the method of textual analysis and data description and interpretation, investigates narratives aligned with this issue. It maximally utilizes the implications of the narrative "Do not impose your manners on your children" and the statements concerning the punishments of Hell to address the contradiction between the meanings of these two methods. The study reaches the conclusion that in explaining Hellfire punishments to students, one should initially employ the missionary and reward-oriented aspects, as well as the merciful language of religion. Once the merciful dimension is well-established in the student's mind, then, employing a blended method of authoritative-soft approach and according to the temporal, spatial, and audience-related conditions, the punishments of Hell and the coercive aspect of religion should be communicated. Additionally, when articulating these punishments—despite their diversity and multiplicity—there should be a hierarchical order, from mild to severe, so that the new generation can engage with the language of threat regarding Hellfire. Both the missionary and the threatening aspects can be considered as contributing to their path toward happiness and well-being, and they should not view these statements with a dismissive or even anti-religious perspective.

This study examines the role of conflict of interest in the efficiency and good governance of the educational system in the city of Urmia. A conflict of interest, which arises when personal or group interests interfere with social or professional responsibilities, can negatively affect decision-making and organizational transparency. In the education system, this phenomenon can lead to a decline in the quality of educational services, corruption, educational inequality, and a weakening of public trust. Using structural analysis methodology and MICMAC software, the present study identifies the main drivers of good governance and analyzes the influence and dependence relationships among these factors. The results show that variables such as social trust and transparency in policy implementation act as strategic and independent drivers that play a key role in shaping good governance. Moreover, strengthening variables such as collective participation and increased social interaction can contribute to the realization of improved governance. This study emphasizes the necessity of transparency, accountability, and managerial reforms within the education system and suggests that policymakers can enhance governance by reinforcing transparency and effectively managing conflicts of interest.

Creative thinking means the ability to generate new and innovative ideas, solutions, or concepts. Students' inclination towards creative thinking skills is of great importance, because this skill can have positive effects on their intellectual, social, and even professional development, and prepare them to face future challenges. The present study aims to explore the factors underlying students' lack of inclination towards creative thinking skills and to provide solutions to strengthen and develop its use. The research is of a qualitative-descriptive type; and it was conducted using a meta-study method of a meta-composition type, using library resources and examining written documents and scientific texts using a systematic review method based on the rule of theoretical saturation, and for data analysis, using a research strategy of grounded theory and a three-stage open, axial, and selective coding method. The results showed that the factors underlying students' lack of inclination towards creative thinking skills include: existential, family, educational, ecological, subconscious, disorders, and emotional factors. Also, the consequences of not being inclined towards this skill will include identity conflict, academic conflict, harmony and solidarity, motivation and focus, psychological functions, and the central structure of behavioral management. Finally, to strengthen and develop this skill, family solutions, individual management, education, emotional support, development of skills and abilities, and cultural activities were obtained.

Riḍawī literature for children and adolescents, as a branch of literary studies, plays a pivotal role in the education and socialization of the youth. However, it appears to be underrepresented in textbooks and school curricula. Understanding the conditions, causes, and influencing factors for its expansion can facilitate the attainment of various educational dimensions and the ideal of perfection in this process. Accordingly, the present study aims to propose a paradigmatic model for the proliferation of Riḍawī literature for children and adolescents within textbooks and educational institutions. The research adopts a qualitative methodology grounded in the grounded theory approach. Data were collected through theoretical and purposive sampling via in-depth semi-structured interviews with university professors and teachers in Kermanshah Province. The data were then conceptualized and analyzed through three coding processes: open, axial, and selective coding. The research findings encompass 285 initial concepts, 104 sub-themes, and 17 main themes, culminating in the core category of "expansion of Riḍawī literature for children and adolescents in textbooks and schools." The resulting paradigmatic model delineates the necessary conditions, causes, factors, and imperatives. To achieve the desired outcomes, it is imperative to accord greater attention to the influencing components by adopting appropriate measures and strategies to enhance this process.

Addressing an educator’s qualifications is of particular importance and priority; hence, our efforts in this study are due to this significance. On the other hand, utilizing effective and up-to-date research methods is essential and undoubtedly highly beneficial. Grounded theory is one of the methods we use in this study to derive a competent educator's most fundamental components from the Qur’an and hadiths perspective. This study aims to employ the grounded theory method to develop a conceptual model of an educator’s qualifications based on their importance and frequency in Islamic teachings and to introduce a theoretical framework. Through this method, we seek to extract data and propositions from previous research, examine efforts made in this field, and carefully analyze other necessary educational propositions for educators in the verses of the Qur’an and the hadiths. This will enable us to generate a theory and discover results from the data, presenting a conceptual framework for a competent educator from the perspective of Islamic teachings. Using the grounded theory method in this study is innovative and unprecedented, as no research has been conducted in this area before.

This research, conducted using the text-based ‛grounded theory’ method, involves the extraction and qualitative analysis of a comprehensive collection of religious texts, including the verses of the Qur’an and the Hadiths from the Infallibles (ʿa.), regarding the characteristics of a competent educator.

In this study, a thorough examination of the research background was conducted first to identify the components of a competent educator in religious teachings. A sample group of studies related to the main research question was then selected and compiled. This collection includes eight books, 15 theses, and 38 research papers meticulously studied and analyzed during the data collection phase. The verses of the Qur’an and the hadiths cited in these texts as the basis for describing the characteristics of a competent educator were collected. Additionally, during the data collection process, the hadiths mentioned in these studies were searched in the original hadith sources, and their references were noted alongside each hadith. Furthermore, while precisely examining these sources, any verse or hadith relevant to our research topic was also utilized. Subsequently, following the steps of the grounded theory method, open coding was performed to extract concepts from the data. Codes obtained from the verses of the Qur’an were marked with "Q," and those from the hadiths were marked with "T." In this phase, 119 codes of the Qur’an and 527 codes of the hadiths were identified.

The research findings indicate that the primary concern of religious texts in introducing a competent educator can be classified into two overarching domains: qualifications and competencies. In the domain of qualifications, five categories were identified in order of frequency and priority: ethical, doctrinal, emotional, epistemic, and psychological. In the domain of competencies, four categories were identified in order of frequency and priority: behavioral-operational, educational-educative, scientific-instructional, and teaching. The details of each category and the paradigmatic model of a competent educator based on religious teachings are introduced in this study. According to the results, a competent educator from the perspective of Islamic teachings should possess qualifications and competencies in two fundamental domains: value-based and professional. Based on the grounded theory method, out of 449 data points of the Qur’an and the hadiths, 646 concepts were coded during the open coding phase, with value-based categories accounting for 417 codes (65%) and professional categories accounting for 229 codes (35%). In axial coding, within the domain of value-based qualifications, the main categories identified were ethical qualifications (192 codes), doctrinal (131 codes), emotional (38 codes), epistemic (36 codes), and psychological (20 codes). The subcategory "the educator should possess moral dignities" under ethical qualifications, with 62 codes, had the highest frequency among subcategories in this domain. The subcategories "kindness and compassion toward the learner" (26 codes) under emotional qualifications, "the educator’s adherence to the Qur’an and Ahl al-Bayt (ʿa.) and enabling the learner to benefit from these two weighty things" (32 codes) under doctrinal qualifications, "the educator’s educational strategies regarding Imam Mahdi (ʿa.)" and "the educator's awareness of the value and blessings of teaching" (each with 13 codes) under epistemic qualifications had the highest frequencies among subcategories.Conflict of Interest: This research was financially supported by Shahid Rajaee Teacher Training University under notification number 4929.

 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..

Design literally means inventing, thinking or setting up a mental theory, drawing, making and preparing a draft of a plan, allocating or using resources to achieve a goal, and finally preparing a work plan to achieve what has been predetermined. Educational design can be defined based on the above definitions as preparing specific plans on how to achieve educational goals; the aim of the present study, which was developed using a qualitative and descriptive method; is to examine educational design based on the fundamental transformation document of education. The results of this study indicate that in general, in an educational design, the learning unit must first be selected. Then the goals should be written in the form of competence. After that, we specify the evaluation and measurement criteria. There are 12 other components remaining, and according to the desired educational scenario, how many of these components we use in each learning unit in educational design.

Due to its significant importance in drafting the “Fundamental Transformation Document in Education” and, consequently, its impact on organizing and reforming the education system in the Islamic Republic of Iran, the “Theoretical Foundations of Fundamental Transformation” requires continuous scrutiny and revision. This article reviews the definition and objectives of education outlined in this document—framed as the "quiddity" (nature) and "reason" (rationale) of education—and highlights the deficiencies that need re-evaluation and correction. The study employs both internal and external critique as its methodological approach. The key shortcomings in the "quiddity " of education include ambiguity and methodological flaws, overlap in key conceptual definitions, and vagueness in the concept of identity. In the "reason" for education, major deficiencies are the use of inappropriate terminologies, ambiguity in the ultimate goal of education, lack of clarity in the overall objective, absence of criteria for articulating intermediate objectives, failure to document sources and reasons for intermediate objectives, unclear linkage between intermediate objectives and the overall goal, and the incompleteness of intermediate objectives.