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One of the most critical variables for the success of any organization is adherence to ethics. Professional ethics comprise a set of standard principles in human behavior that govern the actions of individuals and groups. The aim of the present study is to propose a model of professional ethics within the Social Security Organization. This research is classified as applied in terms of its objective, and survey-based in terms of strategy. The statistical population of the study includes managers of the Social Security Organization during the years 2023–2024. A cluster sampling method will be used to select participants from among the managers of the Social Security Organization. In this study, determining the minimum required sample size before collecting data related to structural equation modeling is highly important. According to Boomsma, the minimum sample size should be 200 cases, and based on Stevens' view—due to the similarity of structural equation modeling to multiple regression—fifteen cases can be considered for each predictor variable. This study is conducted in a survey format using a questionnaire as the data collection tool. Appropriate statistical methods, including structural equation modeling, will be employed for data analysis. The results indicated that the current research can serve as a practical guide for the managers of the Social Security Organization in designing and implementing a professional ethics model, thereby contributing to the improvement of organizational performance. By identifying the factors influencing professional ethics, suitable educational and developmental programs can be designed for employees and managers.

This study aimed to design a competency model for secondary school teachers based on experts’ perspectives. An applied, descriptive, qualitative research design using informed grounded theory was employed. Data were collected through semi-structured interviews with 25 experts and analyzed via open, axial, and selective coding. Validity was ensured through credibility, transferability, dependability, and confirmability criteria. Reliability was confirmed with a Cohen’s kappa coefficient of 0.876, indicating strong coder agreement. Sustainable development of teachers’ competencies depends on causal conditions (educational policy-making, motivation, justice, infrastructure), intervening conditions (trust, organizational culture, participation), and contextual conditions (educational infrastructure and technology). Key strategies include innovation and professional growth, while consequential factors involve teacher support, social relationships, and structural transparency. Experts emphasized reforming management, increasing teacher participation, removing political barriers, fostering research, elevating teachers’ status, and strengthening research culture. These findings form the "Sustainable Development of Educational Competencies" model, highlighting the interaction of these factors. Sustainable competency development requires a comprehensive, systemic approach involving policymakers, managers, and teachers collaboratively. The model moves beyond focusing solely on individual skills to create a dynamic, flexible system for ongoing professional development. Continuous revision of educational programs and assessments ensures alignment with evolving societal and student needs, enabling competency development to become a self-sustaining process that better prepares the education system for future challenges.

To discover how to improve pre-school teachers’ cognitive skills through designing a curriculum, a two track approach was taken. One track consisted of content analysis of 51 related articles published between 2001-2022, while the other included a set of semi-structured interviews with 20 experts on pre-school curriculum development, the data from which were also content analyzed. Findings show that designed curriculum with its six domains of principles, objectives, content, methods, environment, and evaluation can be implemented. Hence, it is suggested that both curriculum planners, as well as teachers, benefit from the findings.

This article discusses the dimensions and elements of leadership in quantum curriculum. It introduces a new revolution in which university professors act as leaders in designing, implementing, and evaluating quantum curriculum.

The research method is qualitative data-based with a systematic approach, and the study sample includes 17 professors in the field of educational sciences and educational officials of Farhangian University as experts. The data analysis method is thematic analysis (open, axial, and selective coding) that was conducted through semi-structured interviews with experts. The data analysis process was performed using MAXQDA 2020 software.

Leadership in quantum curriculum has two factors of dimensions and elements. The external conditions include planning in higher education system and evaluation of quantum curriculum. The consequences include two factors of learning and professional development. The strategies include management, practical training, and executive organization, which operate in an environment such as environmental, economic, scientific, and executive. There are obstacles such as technology, concentrated education, and structured organization.According to the identified factors, a systematic data-based model was presented using MAXQDA software.

University professors, as leaders in quantum curriculum, can imagine the class as an energy field and introduce a new unknown world in this era of exchange of knowledge by applying and changing the curriculum paradigm.

Educational and research institutions, as the most critical subsystems of the scientific macro-system, play a vital role in developing a country by training and preparing competent, skilled, and efficient human resources to address the real needs of society in various fields. Therefore, it is essential to use desirable, precise, and systematic methods in designing, implementing, and evaluating the activities of these institutions. Islamic science institutions, as structured systems of Islamic education, have consistently emphasized "the strategy of nurturing innate talents, realizing Allah-given potentials, and shaping the epistemic, spiritual, skill-based, and identity-based framework of learners within the main criteria of an ideal educational system" (Rashad, 2016, p. 116).Among Islamic sciences’ various educational, research, promotional, and propagation systems, research is considered the driving and system-building component. Consequently, effective training of researchers requires designing and using effective educational models. Today, various models are employed in Islamic science institutions to train researchers.Effective educational systems must consider context, input, process, and product factors to achieve desired outcomes. The existence of effective models for training researchers highlights the importance of agency in enhancing the effectiveness of research.According to the reviews, no comprehensive and precise study has yet been conducted that examines all dimensions of existing educational models and directly relates to Islamic sciences.This study identifies, analyzes, and measures the effectiveness of models for training researchers and answers the question: What are the most critical existing models for training Islamic science researchers in Islamic science institutions in Iran, and what are their components, strengths, and weaknesses?

This research is qualitative in nature and involves the collection and analysis of non-numerical data to understand concepts, perspectives, and experiences, as well as the analysis of unstructured data. In terms of execution and data collection, it falls under phenomenological research.Since the outcomes and results of the study provide a framework for action, enabling Islamic science institutions to address a significant portion of the challenges in training researchers, it is considered applied research.Exploratory methods such as documentary and library studies, as well as semi-structured interviews, were used to collect non-numerical data. The models for training researchers were identified using thematic analysis based on the Attride-Stirling (2001) method, including basic, organizing, and global themes.Following the exploratory phase, the CIPP (Context, Input, Process, Product) evaluation model was used in the analytical phase to assess the effectiveness of existing models, evaluating the four dimensions of the model: context, input, process, and product.The research population consisted of experts and researchers from Islamic science institutions whose models were examined. Sampling was done through purposive and available sampling, and 15 experts and participants, each representing one of the identified models, were invited for interviews to gather insights on the dimensions of the researcher training models. Furthermore, face and construct validity were used to assess the research variables’ validity.

According to the thematic analysis, the studied models for training researchers share four key characteristics in the "context" dimension. These characteristics help training centers select models that consider influential factors in researcher training and adopt appropriate and effective approaches to address surrounding issues while aligning with researchers’ cognitive and personality traits.In the "input" dimension, the studied models share nine key characteristics under organizing themes. These characteristics help centers choose models that combine educational and research approaches, emphasize scientific methodology, and align values, attitudes, needs, and scientific plans with the institution’s human resource capabilities.In the "process" dimension, the studied models share six key characteristics under organizing themes. These characteristics help centers select models that can apply context and input factors in training and achieving organizational goals. This dimension enables centers to mobilize research capabilities, including laws, regulations, and motivational resources, for evaluating and promoting researchers.In the "output" dimension, the studied models share three key characteristics under organizing themes. These characteristics help centers choose models that use evaluation methods, standards, and tools to assess the outcomes of training programs and revise and improve the methods and tools used in researcher training based on the institution’s promotion system.

According to the evaluation of Islamic science researcher training models, the most significant strengths of the basic themes and components at the "context" level include the importance of an integrated and formal curriculum in the Islamic seminaries, a motivation system aligned with the seminary system and the position and lifestyle of Islamic seminary students, the importance of motivational factors in environments closely related to research production, presence in real scientific arenas, simultaneous attention to practical and applied issues and needs, attention to common elements of research methods in humanities and Islamic sciences, methodology, content mastery over the subject, and the ability to identify problems, and research needs assessment.At the "input" level, the most significant strengths include developing stage-specific research methodologies, belief in the ability to produce religious science, product- and output-oriented evaluation, creating an interactive critique environment, emphasis on theorizing in Islamic humanities, admitting postgraduate students with an emphasis on value chains, addressing and solving issues in the Islamic system with a religious and problem-oriented approach, attention to infrastructure and support systems for Islamic science research, and emphasizing the integration of research, education, and propagation in researcher training.At the "process" level, the most significant strengths include skills in case-building and direct writing in data collection, proficiency in foreign languages for using primary sources, attention to motivators and intrinsic and religious motivation systems, scientific visits with experts and successful exemplars, scientific and skill-based empowerment of researchers, skill-, discussion-, group-, and model-based evaluation, and the ability to achieve precision and a qualitative approach in theorizing.Finally, at the "output" level, the most significant strengths include skill-based evaluation over memory-based evaluation, process-oriented evaluation in Islamic science issues, evaluation based on the intrinsic motivation of divine proximity, promoting trained and employed talents in organizations and institutions, and opening new horizons and proposing innovative perspectives for Islamic science researchers.

 This research aimed to investigate the impact of the educational management model on the attitudes and academic achievement of student teachers in primary education. 

This study employed a quasi-experimental design with a pre-test and post-test, including a control group, to examine the changes in attitudes and academic performance of student teachers. Quantitative data were collected using attitude and academic achievement questionnaires and analyzed using ANCOVA (Analysis of Covariance). Qualitative data were gathered through semi-structured interviews with student teachers and primary education professors. The study sample comprised student teachers from the Primary Education program at the University of Teacher Education, Kerman (Shahid Bahonar Campus). One class was purposively selected from six active classes in the first semester of 2023-2024. The educational management model was implemented with this group.

The results revealed that the educational management model led to a significant positive change in the attitudes and academic achievement of student teachers. The ANCOVA analysis showed a significant effect for the teaching method (F = 19.87, p < 0.001), with the experimental group demonstrating significant improvements in both attitude and academic performance compared to the control group. Additionally, qualitative findings indicated an increase in motivation and satisfaction among the student teachers concerning the teaching process and the use of active teaching methods.

This study confirms the positive and significant impact of the educational management model on the attitudes and academic achievement of student teachers. The findings suggest that the model can be effectively implemented to improve student teachers' educational experiences. Based on the results, recommendations for better implementation of the educational management model in educational settings are provided.

This study aimed to develop a conflict resolution model for interpersonal relationships based on Islamic sources using a mixed-methods approach (qualitative and quantitative). The textual community of the research included all Quranic and Hadith documents from grade "A" and "B" books available in the Jami' al-Hadith software. The data were filtered in two stages based on the weakness of the books and the lack of conceptual relevance. In the qualitative part of the study, Islamic sources were analyzed using content analysis and semantic analysis methods. From 63,648 propositions, 8,134 were selected based on the principle of saturation and data filtering (weakness of the books and lack of conceptual relevance). Through the analysis of these propositions, 512 open codes, 80 axial codes, and 23 selective codes were identified. In the quantitative part, using the Delphi method, the degree of correspondence between selective and axial codes with open codes and the findings, as well as the relevance of concepts at three levels, were confirmed by experts (CVI=0.90). The comparison among core categories and their reference to documents indicated that conflict resolution in interpersonal relationships consists of four components. The validity of the conflict resolution model was also evaluated as favorable by experts (CVI=1). The research findings showed that the conflict resolution model comprises four levels: foundations, facilitators, strategies, and outcomes, with the hypothetical relationships among them examined. The resulting model can be translated into educational and psychological protocols.

Therefore, the aim of the current research is to identify the components and indicators of the physical education curriculum of exceptional schools. The approach of the present research is qualitative and its meta-combination method is based on the model of Irvin et al. (2011). The research community consists of 256 scientific-research articles published in reputable scientific journals between 2009 and 2009 in the field of physical education curriculum for students with special needs and providing role models in this field. The research sample includes 32 researches that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents. Based on the data analysis, the dimensions and components of the physical education curriculum of students with special needs were classified into 7 dimensions and 27 axes. These dimensions included individual dimensions, trainer characteristics, goals, content characteristics, educational approach, evaluation and environment. By considering these axes, educational policy-makers can provide the basis for improving and designing the native model of physical education for students with special needs.

The Islamic Republic's Navy force in Persia needs new resources to develop the power of the country from the seastrategy for the most part, and in the most unusual and unusual changes, she was able to bring about worthy and important work in order to improve and improve the country.In the meantime, a major military force is the existence of a submarine which has to be replaced by Rubim to the upkeep of the organization's talents and is not available for its purpose, so that it is now a necessary test to select, and so it is now a taskmaster who has taken in the form of a master and a master of the high body of a whale. The research had been made with the purpose of identifying and manipulating, in the form of design and capitulation, of the sternericalism, of the design, and of the study, which, from the point of view of which, to the point of view, had been, in point of view, from the point of view of design and capacity of love.The statistical society, the youth's commander, is the forerunner and the naval power of the Islamic Republic in Persia.The collected tools were stored away in the department of show study, halfcached interviews, and in a certain part of the research department.so that at the first round there was not a test to be omitted, and at the second range there was no standard which proved that this was a sign for the end of the sorry driver. This, then, was a research to become the successor of the Rangers of the 80 and that it was only seven dimensions.

The current research has been conducted with the aim of designing and evaluating the model of professional ethics of principals of the first secondary schools of Fars province. The method of this research was carried out by adopting a mixed approach and using a sequential exploratory method of the instrument-making type. The statistical population of this research in the qualitative part included all principals of the first secondary schools in Fars province. Among them, 17 people were selected by purposive sampling and using the theoretical saturation method.In the quantitative part of the research, the statistical population of the research included 1020 principals of first secondary schools in Fars province, of which 302 were selected as the sample size, based on Morgan's table, using stratified random sampling. In the qualitative part of the research, the data collection tool was a semi-structured interview, and in the quantitative part of the research, the questionnaire of the components of the professional ethics of managers was used in the quantitative part of the research to evaluate the principals of the first year of high school in Fars province. The reliability of the questionnaire is 99/ through Cronbach's alpha. The findings were obtained based on the network of themes of the components of professional ethics of the principals of the first secondary schools of Fars province, in the qualitative section including 4 inclusive themes including individual-personality factors, professional competences, organizational factors and environmental factors and 14 organizing themes including They were value, attitude, disciplinary, technical knowledge, responsibility, empathy, interpersonal relations, managerial-strategic, managerial-specialized, managerial-operational, managerial-communicative, political-legal, social-cultural, and information technology. The results showed that the factors affecting the professional ethics of managers have a significant impact on the behavior of school managers. It is necessary to seriously consider this matter by those involved in the educational system.

This research was carried out with the aim of providing a model of the objectives of the Persian curriculum of the elementary school based on critical thinking. The research is qualitative and a combination of content analysis and theoretical method. In order to collect research data, semi-structured interviews and document review were used. Due to the non-approval of the Persian curriculum guide, the Persian teacher's guide for the first to sixth grades and the non-final version of the Persian language and literature curriculum guide for 2019 along with the Persian language and literature curriculum guide for 2014 were reviewed and Interviews were conducted with 47 primary school teachers, Persian language and literature professors, and curriculum experts, and open and axial coding was used for data analysis. In the next step, by applying theoretical research and doing selective coding, the paradigm model of the Persian curriculum of the elementary school based on critical thinking was presented. According to the results obtained, among the objectives of the Persian curriculum of the elementary school, the development of social and communication skills, the coherence of thoughts and systematic thinking, and deep thinking and insight are based on the approach of critical thinking, among which the goal of deep thinking and insight is most related to The components of critical thinking.

The aim of this study was to identify the components influencing the flourishing of the education system from the perspective of experts. The research was conducted using a qualitative approach and a case study method. The statistical population included experts in the field of educational flourishing and senior managers of the Education Department of Semnān Province in 2023. A total of 20 participants were selected through purposive sampling based on the principle of theoretical saturation. The research instruments consisted of semi-structured interviews and analysis of the documents related to this topic. The data were analyzed using thematic analysis. The data analysis resulted in the identification of 323 basic themes, 63 first-level organizing themes, and 15 second-level organizing themes related to the flourishing of the education system. These were categorized into four overarching themes:1. Flourishing at the ministry of education level: This included four organizing themes: policymaking and leadership, human resource management, economic conditions, and organizational structure, 2. Flourishing at the provincial education department level: This encompassed three organizing themes: leadership, professional development centers, and administrative staff and experts, 3. School-level flourishing: This included four organizing themes: individual flourishing, professional flourishing, organizational flourishing, and literacy of principals and teachers, and 4. Curriculum-level flourishing: This consisted of four organizing themes: skill-based curricula, future-oriented curricula, curricula based on the citizenship rights, and curricula focused on global citizenship education. The collected data were validated using the participant feedback method, and their reliability was assessed and confirmed based on the quality criterion (trustworthiness). Using the research findings, a model for the flourishing of the education system was proposed. It is hoped that by moving toward this model, the education system, as a cohesive whole, can bring about fundamental changes to establish and sustain flourishing at the levels of the Ministry, provincial education departments, schools, and curricula.

Teachers are regarded as the most crucial pillar of the educational system. In our country, their performance must align with Islamic values. Therefore, the purpose of this study was to identify and validate the expert teacher model based on Islamic values.

The research method was a combination of sequential exploratory types. In the qualitative phase, the statistical population included relevant texts and studies, and in the interview phase, there were experts from Farhangian University and education office in the western provinces of the country, who were selected according to purposive sampling until theoretical saturation (N=16). The statistical population of the quantitative phase consisted of all first and second-grade high school teachers in Sahneh City (N=220), of whom 136 teachers were selected using the purposive sampling method (available) and answered the questionnaire. The data collection instrument in the qualitative phase was a semi-structured interview, and in the quantitative phase, a researcher-made questionnaire with 50 close-ended items. Thematic analysis method was used in the qualitative phase and confirmatory factor analysis in the quantitative phase to analyze the data.

The results of the semi-structured interviews showed that the expert teacher model based on Islamic teachings has 50 indicators and 15 components in three dimensions: knowledge, attitude, and behavior. Additionally, the proposed expert teacher model was validated using confirmatory factor analysis methods.

Given the urgent need for an elite and influential workforce for national development, the presence of expert teachers who are knowledgeable in contemporary science, possess deep beliefs about Islamic foundations, and serve as effective role models are essential.

The main objective of this study was to present a conceptual model for evaluating and monitoring research institutions in the country. This research was qualitative in nature. The strategy of Grounded Theory (systematic version of Strauss and Corbin) was employed, consisting of open, axial, and selective coding to achieve the research-derived model. Participants included experts in policy-making or those with executive backgrounds in higher education, as well as specialists in the monitoring and evaluation of higher education. In this study, semi-structured and in-depth interviews were conducted with 30 experts and scholars in higher education, who possessed knowledge and lived experience regarding the studied phenomenon (policy-makers, senior managers, heads of research institutions, and faculty and professional members of institutions). Using a qualitative design and purposive and snowball sampling, the interviews were analyzed. Initial codes or concepts were identified after the content of the interviews was transcribed and preliminarily analyzed, and similar codes were grouped into specific categories to achieve the main themes. Titles encompassing all codes within each category were then selected. Findings indicated that the central theme of this study was the national model for evaluating and monitoring research institutions in the country. Strategies were developed based on causal conditions, contextual conditions, and intervening conditions, and the final model was presented accordingly. Subsequently, precise indicators based on the model were developed and organized into 51 indicators and 156 sub-indicators.

Life skills are essential in most educational systems, as they assist individuals in navigating daily challenges and improving personal and social well-being. This research aims to develop an effective model for enhancing students' life skills.

The research aimed to develop a model using an exploratory mixed-methods approach to enhance students' life skills. In the qualitative phase, semi-structured interviews were conducted with 16 researchers and experts through purposeful sampling until theoretical saturation was achieved. For the quantitative phase, a sample of 424 students was selected from a population of 139,701 at the Islamic Azad University of Tehran in the 2023 academic year, using Cochran's formula and simple random sampling. Qualitative analysis involved inductive content analysis and coding at three levels: open, central, and selective. The quantitative component utilized a researcher-made questionnaire based on qualitative findings. Content validity was assessed by professors, and construct validity was confirmed through confirmatory factor analysis. The tool's reliability was determined using composite reliability. Quantitative data were analyzed through factor analysis and structural equation modeling using Smart PLS software.

The qualitative findings revealed that improving students' life skills involved four main dimensions with 14 components. By integrating these findings with prior research and expert insights, an initial conceptual model emerged. These dimensions include the educational environment (supportive structure, intellectual and motivational settings, and supportive rules), professors' characteristics (scientific and practical expertise, and professional interactions), teaching and learning skills (knowledge, specialized skills, general skills, spiritual skills, cognitive skills, and metacognitive skills), and the development of individual skills (personal, thinking, emotional, cognitive, and social skills).

The model for enhancing students' life skills encompasses four dimensions: the educational environment, professors' characteristics, teaching and learning skills, and individual skill development. It is recommended that this model be considered in educational, student, and cultural planning regarding students' life skills.

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.

The word agency implies a kind of sense of responsibility toward the path of one's own life. The acceptance of human agency depends on the explanation of the origin of action, which is called "I". This study aims to present a counseling model based on Allameh Mohammad Taghi Jafari's view. In the first part, an attempt has been made by the hermeneutic qualitative method to identify the indicators and components of the agency of "I". Then, by the grounded theory, explanatory model of the agency of "I" was drawn. In the third part, the content, process and counseling techniques derived from this model were presented through thematic analysis. In the Delphi validation, Kendall's correlation coefficient was reported as 0.87. The main counseling content of this approach can be found in cases such as the nature of "I" (differentiator, agent, meta-agent, authorized, etc.), the areas of "I" (the essence and activity of "I"), the levels of "I" (the disability of "I", the agency of "I"), the elements of "I" (involuntary, voluntary, and perfectionist), and so on. Counseling processes were presented in harmony with purposeful universe, acceptance of self-ownership, honesty and harmony with oneself, use of capabilities, strengthening of love for humans, and strengthening of self-awareness and self-improvement. In order to achieve these therapeutic processes, practical methods were also extracted based on Allameh's point of view. The distinguishing aspects of this counseling model can be considered in its integration, the presence of the determining component of perfectionism and attention to the relationship between human and his creator.

The present study was conducted with the aim of designing and validating the curriculum model of art mixed with humor in Iran's public education system using the data theory strategy of Strauss and Corbin (1990). The field of research included the professors and elites of Tabriz and Tehran universities, who were selected by purposeful sampling method and based on the principle of theoretical saturation, 11 people were selected from among the top experts with experience in the field of research. The research tool is a semi-structured interview, and the 4 criteria of Lincoln and Guba were used for the reliability of the data. The findings of the research in the form of the dimensions of the foundation's systematic design model, including causal conditions (2 main categories and 7 subcategories); Core category (1 main category and 5 subcategories); contextual factors (2 main categories and 4 subcategories); Intervening conditions (2 main categories and 7 subcategories); Strategies (3 main categories and 10 sub-categories) and consequences (2 main categories and 4 sub-categories) were categorized. Structural equation modeling and importance-performance matrix analysis were used to validate the desired model. In the importance-performance matrix, it was observed that the strategies are more important than the consequences of the art education model mixed with humor. Considering the results of the present research, it is recommended to formulate and approve a strategic plan regarding the teaching of art mixed with humor in the formal education system at the school level, as well as the holding of in-service training courses in the field of teaching art mixed with humor.