elementary school

Rhizomatic is a way of thinking that disrupts the more traditional, hegemonic and linear approach that traditionally dominates the educational system and deals with the conceptual changes that can be derived from (creative) thinking. The purpose of the current research was to identify the bases and requirements for designing a curriculum model based on rhizomatic knowledge.The method was qualitative research (thematic analysis). The statistical population consisted of 12 professors and curriculum experts who were selected and participated in the study by purposive sampling method, the intended tool was interview, which validity was checked by triangulation and reliability by Kappa index. Data analysis was done based on the Brown and Clark model and three types of coding: basic themes, organizing themes, and pervasive themes. Results showed the foundations and requirements of designing a curriculum model based on rhizomatic knowledge in primary schools of the country under the influence of 176 basic themes and 23 organizing themes and 4 comprehensive themes (1- attention to the philosophy and basics of the rhizomatic approach 2- fundamental transformation in the planning system Lesson 3- Innovation in the goals and strategies of education and teaching 4- Considering the individual and functional characteristics of students. In order to have a curriculum based on rhizomatic knowledge, the bases and requirements that were identified in the design of the curriculum model based on rhizomatic knowledge should be taken into consideration by the educational system and curriculum planners.

The purpose of this research is to identify the factors affecting the occurrence and implementation of false evaluations in educational processes of schools.

The research approach is of a qualitative type and in terms of its objective, it is applied using the usual qualitative content analysis method, and the data analysis is also done in the form of thematic analysis. The analysis of the findings was done using open and axial coding.

which led to the identification of 100 primary concepts, 5 sub-categories (teachers' professional agency, planning and structure, facilities and tools, interpersonal interactions, solutions) and 3 general categories (individual factors, organizational factors and strategies).

It can be concluded that one of the main components of an educational system is evaluation, and it not only provides information about the level of knowledge or success of the student, but also provides feedback on the implemented educational program, and therefore the existence of original evaluation. And the absence of false evaluation is important. Based on the obtained results, false evaluations are influenced by various factors, and according to the presence of each factor, the necessary solutions should be used to reduce false evaluations.

To identify instructional issues faced by teachers a group of 40 elementary school teachers was given a questionnaire with open answer questions on issues that they are facing. Sixteen issues were identified among which “heavily populated classrooms” and “ways of dealing with parental expectations” ranked highest. The identified issues were discussed with a group of 16 experts with graduate degrees and teaching experience during individual interviews seeking solutions to the given problems. The analysis of the responses yielded a set of 43 general and 104 particular guidelines which were validated through participants’ feedback. Instructional empowerment for teachers, principals, and parents, review of the academic evaluation system, and reorganization of the educational spaces are among the yielded guidelines. Furthermore, the guidelines cover all aspects of the curriculum with “teacher” being the most crucial element in reducing the identified problems.

To identify the goals and necessity of blended learning in elementary school classrooms, in addition to a thorough literature search, a group of 15 experts in learning, technology, and teaching multi-grade classrooms was interviewed. Data analysis revealed 3 main goals, 11 objectives, and 44 concepts, the validity, reliability, transferability, and verifiability of which was established using Lincoln and Goya method as well as expert views. The three main goals are reinforcement of the educational system’s effectiveness and efficiency, expansion of educational justice all around, and adaptation to the developments in the world of technology.

The aim of this research was to design and validate a media literacy curriculum for parents of elementary school students. The study employed qualitative and synthesis research methods, focusing on reference texts related to media literacy education for children. In order to verify the validity of the findings, 10 experts in curriculum planning, primary education and communication in Isfahan were selected purposefully. Lawshe's method was used to assess the content validity of the curriculum components (CVR> 0.6) and the developed program (CVR= 0.926). The results indicated that the program's overall goal is to enhance children's media literacy through parental involvement. This was pursued through the specific objectives of increasing parents' media literacy and equipping them with a model for teaching media literacy to children. The program content includes familiarity with various media, developing parents' media skills (Including critical understanding, ability to analyze, evaluate, group, infer, compare, combine and summarize), content production, media use, communication skills, and addressing issues like cyberbullying and Internet addiction. The program also provides a model for teaching media literacy to children. Learning-teaching strategies were identified as dialogue-oriented, cooperative/ interactive, and empathetic. The evaluation process consisted of assessing parents' prior media knowledge and children's media literacy which is done with a questionnaire. Grouping was based on parent-child pairs, primarily for evaluation purposes. The program also recommended media literacy-based films and books as resources. This curriculum is intended to be delivered over one semester in elementary schools for parents.

The purpose of the research was to design and validate the curriculum framework for reducing the risk of cyberspace harm for the elementary school. In the qualitative part, the theme analysis method was used and in the quantitative part, survey method was used. The participants of the qualitative section, in addition to the sources and texts, were specialists in educational sciences and cyberspace, who were selected in a targeted way and with the snowball technique. The research tools in the qualitative part were sandblasting and surveying along with semi-structured interviews with key informants. In quantitative section, the statistical society included elementary school teachers (264 people), 152 people were selected based on Morgan table using convenience sampling method. The research samples in the quantitative part were selected from elementary school teachers in Khorameh city based on Morgan's table in the available way. The research tool in the quantitative part was a researcher-made questionnaire, derived from the qualitative part. Thematic analysis was used to analyze the qualitative data and confirmatory factor analysis was used in the quantitative part. In the qualitative part, 554 semantic codes were classified in the form of 112 basic themes, 29 organizing themes of level 1 and 6 organizing themes of level 2, and the initial framework was formed. The results of the confirmatory factor analysis of the quantitative part showed that the goal with a factor load of 0.87, content with a factor load of 0.78, teaching-learning methods with a factor load of 0.77, logic with a factor load of 0.75 0, learning resources with a factor load of 0.69 and methods of evaluation with a factor load of 0.60 respectively were the explanations of the mentioned curriculum framework. Also, the Cronbach's alpha coefficient of 0.989 indicated the high validity of the elements of the curriculum framework for reducing the risk of harm from cyberspace in the elementary school.This framework has been designed and validated through a scientific and methodological process and can be used as a reference for policymakers, planners, and textbook authors, as well as teachers.

The purpose of this study was to examine the current state of student encouragement in primary schools. The research, which is applied in nature, was conducted using a qualitative phenomenological method within the interpretive paradigm. The research population consisted of educational system stakeholders (principals, vice-principals, counselors, teachers, and students) in Marivān city. Using purposive sampling, 20 participants were selected for in-depth semi-structured interviews. Data analysis was performed through inductive content analysis using coding, checklists, and MAXQDA software. During the process, concepts, themes, descriptive categories, and ultimately, the dimensions of the phenomenon of encouragement were horizontally mapped within the outcome space. According to the findings, the first dimension (conceptual explanation) includes two fixed elements. The first element, meanings and concepts, consists of two variable components: motivation-reward and feedback. The second element, goals and objectives, includes four variable components: feedback, autonomy, connection, and satisfaction. The second dimension (approach description) also comprises two fixed elements. The first element, methods and approaches, includes three variable components: token, emotional, and descriptive feedback methods. The second element, threats and drawbacks, encompasses three variable components: behavioral, emotional, and cognitive threats associated with existing methods. Finally, the third dimension (strategic formulation) includes the fixed element of measures and strategies, comprising eight variable components: eliminating token-based methods, continuing cognitive approaches, continuing emotional approaches, fostering enthusiasm for learning, providing challenging assignments, clarifying goals and responsibilities, enhancing intrinsic motivation, and transforming approaches within the educational system.

One of the goals of the heavenly prophets in the education of man was to bring him to the stage of monotheism or some degrees of it. Monotheism is the basis of the calling of all divine prophets and the goal of every human being's path. Monotheistic nature is one of the fundamental concepts in Quranic teachings that needs to be explained so that with a clear explanation and understanding of it, its educational implications can be explained in the curriculum of different academic courses. In this article, an attempt will be made to explain the monotheistic naturalism approach, its implications in the primary school curriculum and provide it to practitioners, planners and teachers.The purpose of the current research was to explain the monotheistic naturalism approach and determine its implications in the curriculum of the elementary school based on the national curriculum of Iran. The research approach was qualitative and the method of analysis was deductive qualitative content analysis. The data collection method was documentary and the data analysis method was interpretative and inferential. In this research, an attempt was made to determine the monotheistic naturalism approach, its implications in determining goals, content, memorization-learning strategies and evaluation methods in the primary school curriculum based on the national curriculum. The findings showed that the general goal of education in this approach is to awaken and keep active the God-seeking nature of the learner and to achieve closeness to God. The educational content is the basis for having a deep and general understanding of the creation of man and the world, his origin and destination. Teaching-learning strategies focusing on the expression of natural tendencies, recognition of the learner's situation and its continuous improvement, and learning resulting from purposeful and active interaction of the learner with diverse learning environments. In this approach, evaluation, while maintaining the human dignity of teachers, is a ground for continuous growth of learner in terms of cognitive, emotional, tendency and volition.

This research is of qualitative type according to its title, objectives and questions. The researcher will answer the questions with analogical method. Comparative qualitative content analysis is done based on Meiring's (2000) model, in which the researcher first defines and how to collect data, and in the next steps, according to the theory, what the researcher is looking for. It is drawn from the heart of the data and then the research questions are answered according to the analysis. In this method, questions and patterns taken from theories must be clearly explained. This research sought to find the desired definition and explanation and the existing and determined criteria based on the document of fundamental transformation and national curriculum in the education system of the Islamic Republic of Iran. In order to explain what and how and why the approach of monotheistic naturalism, authentic Islamic sources as well as the upstream documents of the education system in the Islamic Republic were studied, pondered and analyzed. Data analysis was done in a comparative manner and based on the framework extracted from the national curriculum and the criteria and components mentioned in it. Creating a recognition path is the main validation factor of this research.

In response to the question "What is the approach of monotheistic naturalism and how is it explained based on the national curriculum?", with an anthropological perspective from the perspective of Quranic teachings, it can be said that nature is one of the fundamental concepts in describing is human. In this view, nature is a divine nature in a person's existence, that is, a person has a genuine knowledge and orientation towards the origin of the universe. Therefore, it is the nature of knowledge and desire that the consciousness of human existence exists towards God as the sole creator of the universe.With the monotheistic naturalism approach in the curriculum, man (in the role of a teacher) as the audience of education, has a divine nature. This nature, which is both a cognitive type and a tendency, has the ability to flourish and actualize, and is subject to oblivion.In response to the question "What are the implications of monotheistic naturalism approach in determining the goals of the primary school curriculum based on the national curriculum?”, based on the findings of the research, it can be said that the general goal of education in such a view is to continuously awaken and activate the God-seeking nature of human beings and achieve closeness to God. They say in the Qur'an, "And we created the jinn and the human except for worshiping" (Zariyat, 56). Partial goals are also determined by taking into account the individual differences of educators and the variety of talents and different existential capacities of educators, and different areas of education and learning, as well as different subjects.In response to the third question, "What are the implications of monotheistic naturalism approach in determining the curriculum content of the primary school based on the national curriculum?", it should be said that in this approach, the educational content is limited to scientific details. And it is not specific knowledge and skills, but in addition to dealing with the necessary details and necessary knowledge of life, it is the basis for having a deep and general understanding of the creation of man and the world, and his origin and destination.In response to the question, "What are the implications of monotheistic naturalism approach in determining memorization-learning strategies in the elementary school curriculum based on the national curriculum?" It should be added that the memorization-learning strategies focus on creating the context for the expression of innate tendencies, recognizing the learner's position and continuously improving it. In this approach, learning is the result of creative, purposeful and active interaction of the learner with diverse learning environments, considering different aspects of communication with oneself, God, others and other creatures.In response to the question "What are the implications of monotheistic naturalism approach in determining evaluation methods in the curriculum of the elementary school based on the national curriculum?" It can be acknowledged that in this approach, evaluation is a basis for continuous and continuous growth of people in terms of cognitive, emotional, tendency and volition. Taking advantage of the self-evaluation method and its context, while preserving the human dignity of individuals, helps to understand the individual's position and self-knowledge. Considering this anthropological basis that humans have different capacities while having basic commonalities and everyone is obligated according to his ability and capacity; Various levels and methods can be considered for evaluation, suitable for any size, and different levels of homework. In the analysis of the results of the research, it can be stated that in education with the view of monotheistic naturalism, the goal of man is to achieve closeness to God, which is done through sincere servitude in the light of the flourishing of man's divine nature.

One of the problems of every society is the neglect of happiness and cheerfulness, which causes an increase in mental illnesses such as anxiety and depression. Life becomes meaningful with happiness and in the light of that, students can build themselves and climb the peaks of conduct and the steps of progress. The present research was conducted with the aim of extracting and identifying the components of the necessities of designing a happy school model in elementary school. This research was conducted with a qualitative approach and qualitative content analysis method. The statistical population was all specialists in the field of psychology and educational sciences, and the data collection method was a semi-structured interview, and 20 experts in the field of educational sciences were interviewed. In order to analyze qualitative data, inductive qualitative content analysis method was used. The research findings consist of 26 categories, which include 3 main categories and 6 subcategories. The results showed that happy schools are associated with enthusiasm, excitement, and with students playing. Studies have shown that when children leave a school that is not happy, they vent their energy outside. What is better, that the atmosphere of the school is happy and is accompanied by games in the environment and cheerfulness of the class so that the atmosphere of the school is accompanied by intimacy. . We know that happiness affects the mental, psychological and physical health of a person. Proper nutrition plays a significant role in better learning and student vitality

The purpose of the present study was to impact the components of critical approach on academic achievement of the fourth grade female students in Tehran.

The present research method is causal-comparative. The statistical population of all female students was the fourth grade elementary school in Tehran, with a total of 5,000. The research sample was selected based on the multi -stage cluster sampling method. The sample size of the research was determined by 381 people based on the Karaji Morgan table. The tool used in the present study was the California Critical Skills Skills Test and the Testing Examination Test of Science. Research data were analyzed using dependent T test and variance analysis.

Research Findings showed that critical thinking components (analysis, inference, evaluation, deductive reasoning and inductive reasoning have a significant positive effect on the academic achievement of student science at 95 % reliability.

The results show that the coefficients of critical thinking are positive, in fact indicate that by increasing them, the academic achievement of empirical sciences also increases. Using the formulas and methods of critical thinking, learners are learning that the power of reasoning and the power of avoidance enhances the extent of a problem, which is due to the cognitive development of individuals. In other words, by using critical thinking, one gradually increases the power of understanding.

The purpose of this research is to design an art curriculum model based on the interaction of students with the police,as well as to identify effective learning activities to increase these interactions.

This research has used a mixed method and a qualitative approach of grounded theory and a descriptive-survey quantitative approach.The scope of the research in the qualitative part was26expert and experienced teachers were purposefully selected in a snowball type, and in the quantitative part,there were310teachers and educational officials of the elementary school in Shiraz, were selected randomly.The tool of the quantitative part of the researcher-made questionnaire was27questions,the validity of which was confirmed by9subject experts and its reliability was confirmed with alpha(0.96).In the qualitative part Data analysis with Strauss-Corbin method and in the quantitative part Friedman test and one-sample t-test were used.

After analyzing the text of the interviews and coding its components,43open codes,13central codes, and5 selective codes were extracted.In addition,27learning activities were identified,which were used for the purpose of quantitative tools.The results of the quantitative part showed that from the teachers' point of view,all the identified learning activities are important in increasing these interactions. performing the show and embodying the sacrifices,using poetry and music,inviting the police to attend the class they were ranked first to third.

The results of the quantitative part of the research indicate that the activities that require sufficient budget,infrastructure and time are ranked last.In addition,the curriculum model presented in this research shows the effective factors in the implementation of the curriculum and its expected consequences.

EThe current research aims to design a model. The model will develop the emotional intelligence of primary school students.

The research method is the qualitative method of grounded theory. The participants were child psychology and counseling specialists. They were familiar with elementary schools. Theoretical sampling selected 21 people for in-depth interviews. They continued until they reached theoretical saturation. Members validated the findings by using the matching method. They also did test interviews. To analyze the data we obtained, we used open, axial, and selective coding. The results of data analysis show 796 main ideas.

The results of data analysis show that 796 primary conceptual propositions with 70 sub-categories and 20 main categories in the form of 6 dimensions of the paradigm model include: causal conditions (intra-individual factors, interpersonal factors, family, educational system), phenomenon main (education of emotional intelligence), strategies (educational strategies, strategies related to family, strategies related to education and upbringing, game strategy), contextual conditions (awareness, creating opportunities, home and school alignment, attention to individual characteristics, internalization of social skills), Environmental conditions (social environment-economic environment, cultural environment, political environment) and consequences (individual excellence, social excellence, economic excellence) were identified.

The integration of categories based on the relationships between them, around the focus of developing emotional intelligence, forms a paradigm model that shows the model of developing emotional intelligence of elementary school students. As a result, the development of emotional intelligence of primary school students can lead to the development of their healthy social personality.

The purpose of this research was to investigate the effect of motor skills development on self-esteem and physical activity.

This research is a semi-experimental method and has an applied purpose. The statistical population of this research was made up of all male students aged 7 to 10 in the elementary school of Mazandaran province in the academic year of 2021-2022, and a simple random sampling method was used to determine the sample size. In this study, 30 students were selected in two groups of 15 control and  experimental group. Data collection tools included the Cooper Smith Self-Esteem Questionnaire - Short Form (1967) and the International Physical Activity Questionnaire for Children and Adolescents (IPAQ). The experimental group was trained for 36 sessions and each session lasted 30-45 minutes with the selected training program. Descriptive statistics and two-way analysis of variance were used to covariance.

The results showed that the development of movement skills had an effect on the self-esteem and the amount of physical activity of the students, but the research groups in the pre-test had lower scores in the variable of self-esteem compared to the post-test, but no significant difference was observed between the groups (05 P < 0.00) and this effect was not significant on the variable of physical activity (P < 0.05).

The authorities in charge of education and school administrators must strive to design guidelines for creating a healthy and suitable environment for education and developing health-oriented programs.

The aim of the present study is to validate the life skills curriculum based on the game-based learning approach in primary schools. This study was carried out with a sequential exploratory approach using a combined method. The selection of participants in the qualitative section was done using purposive sampling method and theoretical saturation criterion. the statistical population of this study includes all primary school teachers in Mazandaran province (n=11760). The research sample contained 372 individuals who were selected via multi-stage relative cluster sampling. The data collection tools were semi-structured interviews and in the quantitative section the researcher-made questionnaire. Content validity was used to determine the validity of the questionnaires and composite reliability was used to determine the reliability of the questionnaires, which indicated appropriate indexes. Exploratory and confirmatory factor analyses were used to analyze the data using SPSS and AMOS software. The results showed that the components of purpose, content, teaching method and evaluation are effective in explaining the pattern of life skills curriculum based on the game-based learning approach. The current status of the target variable, content, teaching method is below average and the evaluation variable is above average. And the model has a good fit.

Teachers play a crucial role in the educational environment, serving as the backbone of educational systems worldwide. The quality of education relies heavily on teachers, highlighting the importance of effective teacher training for improvement. This research aims to explore the competencies of effective primary school teachers from the perspectives of both teachers and students.

This qualitative study utilized an interpretive paradigm and theoretical sampling. Data were collected through semi-structured interviews with 15 primary school teachers and 18 students in Chaharmahal and Bakhtiari province. The interviews were transcribed, coded, and analyzed. Initial codes were generated, followed by focused coding to identify more frequent and comprehensive codes. Ultimately, research categories were extracted through constant comparative analysis.

The findings identified three main categories of personality competencies, environmental perception competencies, and professional competencies are effective aspects of a teacher's existence.

The study shows that students value teachers' caring and supportive qualities, while teachers prioritize scientific and technical skills. This research suggests a need to reassess teacher training methods.

The major challenge faced by novice teachers is their inability to maintain classroom control, and the most common request from teachers for more help is related to classroom management. The main objective of the present study was to develop a conceptual model of effective classroom management using the metasynthesis method for elementary schools. This study was conducted with a qualitative approach and using the metasynthesis method. The research population included all studies and research reports, including Persian and English articles and theses, related to the field of effective classroom management. For sampling, 140 articles were selected using relevant keywords and through reputable scientific databases and a review of research findings from 1970 to 2023. Sampling initially began with the study of 350 studies. In the first stage, after reviewing the titles of the studies, 97 studies that were unrelated to the present study were eliminated, leaving 253 studies. In the second stage, the abstracts of the studies were reviewed and 73 studies unrelated to the present study were excluded, leaving 183 studies. Then, in the last stage, after reviewing the content, 43 studies unrelated to the present study were excluded, and finally 140 study units were selected and reviewed. To gain credibility, all initial codings and categories were sent to experts who were faculty members of the University of Tehran, and their confirming and supplementary comments were used in all stages of the work to implement, code, and compile the conceptual model. Strauss and Corbin's (2016) 3-stage coding was used for qualitative analysis of the data of the present study. Based on the findings obtained in this study, a conceptual model of classroom management in elementary schools was drawn based on effective principles and strategies. The results showed that the model includes 4 categories of effective management principles and 2 categories of effective management strategies: Effective principles include: personal development (self-efficacy, self-monitoring, self-control, communication skills, self-confidence, self-management, independent decision-making); meeting psychological needs (ability in human relations, independence, capabilities and competencies); individual and collective rights (commitment, respect for individual and others' rights); promoting academic success (encouragement, academic growth and success, equal educational opportunity, feeling of attachment); and effective management strategies were classified as (creating a supportive atmosphere, stress management, delegating classroom management, recognizing students and paying attention to them, tendency to participate in learning, designing to achieve success, teaching practical skills, setting goals, voting and choosing); and reinforcement strategies (motivation, discussion and debate, knowledge-enhancing class meeting, behavior assessment, participatory decision-making). Based on the findings, it can be concluded that by strengthening teachers' effective classroom management strategies, students' growth and success are provided. By applying the results of this study, a better understanding of the principles of effective classroom management in schools can be achieved and ultimately help students' development and progress.

Given the global experience of the COVID-19 pandemic, educational systems worldwide have transformed in recent years with the emergence and expansion of hybrid learning alongside traditional and virtual learning. Accordingly, this study aimed to qualitatively elucidate the aspects of expanding virtual education in primary education and to design a hybrid learning model, seeking answers to the following questions: According to teachers, parents, and primary school principals and vice-principals, what factors affect the quality retention of virtual education opportunities and the transition to hybrid education? What factors play contextual and intervening roles? What are the strategies and consequences of implementing these strategies to achieve the central phenomenon of developing hybrid education? Research

This qualitative study used a grounded theory approach based on the causal paradigm model. Data were collected using structured interviews and focus group discussions and were analyzed using Corbin and Strauss's systematic approach. Participants included two groups: teachers, school staff, and parents, who had at least one year of virtual teaching and activity in the second stage of primary school during the COVID-19 era. From the volunteer parents, contact was made with 22 parents, of whom 12 were unable to participate in the study due to their or their family's illness with COVID-19 or due to life and work commitments. Ultimately, eight parents participated in focus group sessions, and two parents were interviewed semistructurally by phone. Parent focus group sessions were held in two 90-minute sessions, one in person and one virtual. The researchers then formed a focus group of teachers, in March 2021 to gather new experiences from teachers and parents in the second year of virtual education, six months into the academic year. Both sessions were held in person and virtually. The in-person session lasted 180 minutes, while the virtual session lasted 75 minutes, with education experts and teachers in attendance. The organization of focus groups and interviews continued until theoretical data saturation was achieved after four focus group sessions with teachers and mothers and eight qualitative interviews, which took nine months to reach theoretical saturation.

The data collected from the interview texts were analyzed using the MaxQDA software for greater accuracy and speed of data analysis. Initially, open coding was performed, then primary concepts and core codes were extracted by aligning the initial codes, and finally, the main categories were formed in selective coding from the relationship between the core codes of the previous stage. From the systematic analysis of the interview data, 833 open codes and 192 primary concepts (core codes) were extracted. Of these, six main categories were identified as causal factors that participants considered to affect the retention of virtual education opportunities and the transition toward hybrid education. According to the study's participant groups, professional, skill, organizational, human-communication, and family factors were identified as intervening conditions in maintaining and expanding virtual education opportunities toward hybrid education. Infrastructure and socioeconomic factors formed the contextual conditions. The central phenomenon in this study is the retention and expansion of virtual education opportunities towards hybrid education in primary school. Strategies, actions, or counteractions taken to control, manage, confront, and respond to the central phenomenon were also identifed.

This research aimed to design and present a developmental model for maintaining and expanding virtual education opportunities toward hybrid education in primary school. In this study, five key strategies were mentioned by participants for expanding and utilizing hybrid education while preserving the advantages of traditional and virtual education: 1- Infrastructural and technological development; 2- Training of hybrid teachers; 3- Proficiency enhancement in class management and hybrid education design; 4- Improving technological and media literacy of parents and students; and 5- Enriching hybrid education with human communication. Practical suggestions from this study include designing and implementing special educational programs and packages for teachers and school staff that help improve their communication, educational, and technological competencies. The primary goal of these programs is to encourage teachers not to limit themselves to reproducing the traditional face-to-face instructional model in virtual and hybrid education and to apply educational innovations in line with the new educational scenario based on their acquired competencies. Additionally, designing and implementing programs, educational packages, courses, and group sessions specifically for parents can help improve their communication, educational, and technological competencies. These actions aim to create opportunities for active and effective parental involvement in their children's academic progress and constructive interaction with schools and teachers in the new hybrid education scenario.

The purpose of this study was to investigate the effectiveness of teaching media literacy curriculum for parents on  mothers’ harmful use of the Internet and their children’s critical thinking skills. The present quasi-experimental research was conducted with a pre-test-post-test design and a control group.  The statistical population consisted of primary school students in Isfahan, Iran, in 2023, along with their mothers. Of these, 30 mother-student pairs were selected by convenience sampling and randomly allocated into an experimental and a control group. The mothers were asked to complete the Critical Thinking Questionnaire (CTQ) about their child and the Internet Abusive Use Questionnaire (IAUQ) about themselves. Then, the mothers from the experimental group were trained based on a special media literacy curriculum for parents with elementary school children, while the control group did not receive any training for a semester. The data were analyzed in SPSS software version 26 using ANCOVA.  The results showed that offering a special media literacy curriculum to parents over one school semester can significantly reduce the harmful use of the Internet by mothers and increase critical thinking skills in their children (p<0.05). Therefore, it is recommended that parents be trained on media literacy.