teaching

The aim of the present study was to examine the pathology of social-civic education in lower secondary school students in Iraq, based on content analysis of social studies textbooks with an emphasis on the standards of the National Council. This research, in terms of its objective, falls under developmental and applied studies and is categorized as qualitative in terms of approach. Regarding data collection method, it is a documentary research carried out using qualitative content analysis. In the content analysis section of this study, social studies textbooks of the lower secondary school level and the upper-level national documents of Iraq were analyzed. In the Delphi consultation section, 40 Iraqi education experts were selected as the research sample. The study employed a qualitative content analysis method and a researcher-made questionnaire for the expert opinion section. In this study, data reliability and confirmability were confirmed, and the qualitative analysis was performed by two coders. The inter-rater agreement for the conducted analyses reached 79.6%. The obtained data and information in the systematic review section were analyzed using thematic analysis, and in the Delphi section, descriptive statistics such as mean, median, and frequency, as well as the inferential Kendall’s W test, were used. The results of the thematic analysis, after categorizing the initial codes, identified four organizing themes (objectives [cognitive, affective, and skill-based], content, teaching and learning strategies, and evaluation), which together shaped the overarching theme of the social-civic education program for lower secondary school students. Among these, the level of expert agreement on the extracted indicators was reported as adequate. Accurate identification of the challenges and addressing them in Iraqi secondary schools requires the development of appropriate standards and strong enforcement mechanisms.

The aim of the current research was to investigate the lived experiences of (government) elementary school teachers in Shiraz about the technique of engaging expression. This research was qualitative and the method used was Husserli's phenomenology. The participants in the research were 10 teachers with teaching experience in the central and suburban areas of Shiraz, and were selected with a purposeful sampling approach. The data collection method of this research was a semi-structured interview. To measure the initial validity of the data, the criteria of acceptability (the alignment method was used and it has been tried to determine this credibility by collecting enough data from multiple sources) and reliability (this criterion actually refers to the stability of the results in refers to different times and conditions and is equivalent to reliability in quantitative research) qualitative data was used. After coding the data, the theme analysis method was used to form a network of interesting fan expressions. In the following, the exploratory pattern was formed in an overarching theme called the attractive art of expression. The organizing themes were 1) related to pre-performance (mastering the content, creating interest, summarizing,…) , 2) related to during performance (creativity, appropriate tone, speed of speech,…) and 3) related to post-implementation (popularity, power of apology, power of leadership,…) was divided and as a result, the exploratory model was formed in an overarching theme called the art of attractive expression.

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.

The present study was conducted with the aim of investigating the status of attention to the education ethics in high school. The method of this research was descriptive and survey type. The statistical population of high school students in Tabriz is 39,671 students (21,263 girls and 18,408 boys). The sample size was estimated to be 380 people based on the table of Karjesi and Morgan. The sampling method of the current research was in two stages: the first stage using the multi-stage cluster sampling method and the second stage using the proportional stratified sampling method, 204 girls and 176 boys randomly were chosen. The content and form validity of the questionnaire was approved by the relevant experts, and Cronbach's alpha coefficient was used to measure reliability, which was estimated at 0.96. Data analysis was done at two descriptive and inferential levels such as one-sample t-test, independent t-test in SPSS software platform version 26. The results showed that teachers pay enough attention to ethics in education in teaching and evaluation, and students reported it at a favorable level. But in the aspect of interaction between teachers and students, ethics in education has not been paid enough attention. Also, the results showed that there was a significant difference in the amount of attention paid to the ethics of education in terms of gender, and female teachers paid more attention to the components of ethics in education than male teachers. But no significant difference was observed in terms of the type of school(public& non-public).

Religious education plays a fundamental role in nurturing innate dispositions (fitrah) and fostering religious growth. This study investigates the lived experiences of elementary teachers regarding obstacles in teaching the second-grade Hadiyeh-ha-ye Aseman (Heavenly Gifts) textbook. Using a qualitative approach and descriptive phenomenology, the research focused on elementary teachers in Qom City during the 1403-1404 academic year. A criterion-based purposive sampling method selected 21 teachers, with semi-structured interviews conducted until data saturation (redundancy observed by the 19th interview, but two additional interviews were completed for validation). Inclusion criteria included at least three years of teaching experience in second grade and current teaching at this level. Data analysis followed Strabert and Carpenter’s (2003) method. Peer review and member-checking enhanced validity, while detailed note-taking and meticulous data review ensured reliability. Major obstacles were categorized into four themes: Teacher-related obstacles; Student-related obstacles; Parent-related obstacles; Textbook content-related obstacles, further divided into 21 sub-themes. Recommendations include restructuring the textbook’s chapters, making content more practical, employing active teaching methods, reducing teacher-centeredness, and increasing student participation in learning.

The current research was conducted with the aim of designing and validating the teaching and learning clinic model in schools according to the Fundamental Transformation of Education document. The present research method was qualitative and practical in terms of purpose. In the first stage, a qualitative study with a grounded theory approach was conducted with semi-structured interviews with 25 experts in the field under investigation, and in the next stage, in order to validate the obtained model, a questionnaire was given to 18 experts in this field. The research tool was a semi-structured interview, which was used to validate the data using the criteria of reliability and validity. The validity of the interview was confirmed using the four criteria of Gaba and Lincoln  and the reliability of the questionnaire was confirmed using the Cronbach's test. To analyze the qualitative data, open coding, axial coding and selective coding were used to select and determine the category of the central phenomenon. In the qualitative analysis of the teaching and learning clinic model in schools according to the document of the fundamental transformation of education, the components of causal conditions with 1 main category and validity of 0.84, contextual conditions with 2 main categories and validity of 0.91, intervening conditions with 2 main categories and 0.94 validity, strategies are shown with 2 main categories and 0.89 validity, and results are shown with 2 main categories and 0.85 validity, based on which the findings show that the teaching and learning clinic model model In schools, according to the document of the fundamental transformation of education, it has had a good reputation. The results of this research showed that the structure of teaching and learning clinics in schools has been effective and quality of educational processes and facilitation in educational and educational affairs and enables students to adapt to environmental changes and intervening factors within the organization. It also causes the removal of obstacles and problems caused by defective structures and thereby improves efficiency, effectiveness and productivity in schools.

The goal of all companies, whether in products or services, is survival and prosperity. In order for a company to operate successfully, it is very important to select and develop a marketing strategy to meet the needs of customers (Kingsnorth, 2019). A marketing strategy is a set of integrated decisions and actions in which a business is expected to meet its marketing objectives and focus on the needs and values of its customers. Marketing strategy is related to decisions related to market segmentation, targeting, and developing a positioning strategy for product, price, distribution, and promotion decisions (Olson et al., 2010). In general, marketing strategies are the starting point for successful and large-scale production and customer engagement (Vanhuel et al., 2021). In recent years, marketing for the supply of other than goods has expanded greatly, including educational services marketing. Marketing managers, with the orientation of world activities towards services, should enhance their awareness of modern marketing methods of various services, including modern marketing methods of educational services (Tajabi and Sedeghiyan, 2015). Currently, many schools are facing a range of challenges, including declining enrollment (Aggarwal, Purushotham, & Sullivan, 2013). Schools are one of the providers of formal education that try to help the community meet its needs on their own. One of the important changes that the educational system of the country has experienced in the years after the Islamic Revolution is the operation of Private schools alongside public schools. These schools are administered under the Ministry of Education of the country and in accordance with its goals and policies, with the participation of the people (Abbaszadeh, 2018). Private schools have grown significantly in many developing countries alongside public schools in recent decades (Kitaev, 1999, Srivastava, 2007). Parents choose private schools for their specific features such as higher quality of education, religious courses or specific educational language (Marinede Talance, 2020). Today, the use of marketing strategies to create a public image of schools has occupied a more prominent place in the work of school managers (Avila de Lima, 2021). In general, non-governmental institutions, especially in education and training, want to think about their survival. They must pay attention to two basic principles, first, they must have a look at the market and its fluctuations, and then look at the issue of competition with their peers (Karimi nejad et al., 2021). Given the importance of finding private schools in the eyes of current families and public opinion, and with regard to the lack of studies related to marketing strategies in Private schools, this research gap is worth considering. Therefore, we intend to always answer the question of which are the effective strategies in marketing private schools?The present study is a practical research in terms of purpose. It is a qualitative research in terms of nature and deals with qualitative data. Qualitative research is a kind of research that produces findings that are not obtained by resorting to statistical operations or other counting methods. The major part of analysis in qualitative research is interpretive (Strauss & Corbin, 2011; translated by Afshar, 2013). The main data analysis method of the study is thematic analysis. Thematic analysis is a method that uses an appropriate and flexible approach for qualitative data analysis (Brown & Clarke, 2006). Thematic analysis is a method for identifying, analyzing, and reporting patterns within data. Each theme contains an important topic about the data that is related to the research question. To determine whether something is considered a theme in a research, the researcher's judgment is essential (Kermani & Tajik, 2014).The statistical population of this research includes experts in education, university faculty members, and informed managers of private schools. The selection of experts and opinion leaders for the interview was done by non-random snowball method. The snowball sampling method is a non-random method used to study small groups or groups that are not easily identifiable. In this method, the researcher first interviews a few people from the target population. Then he asks these people to introduce other people who may be interested in the research topic to him. The researcher continues to interview new people in the same way until no new concept is discovered and the research reaches theoretical saturation. Theoretical saturation occurs when the researcher no longer sees any new concepts in the data. In this case, the researcher ensures that his research is comprehensive and complete (Homan, 2016).Based on 12 interviews with experts in the field of research, 17 sub-themes and 5 main themes were identified. The main themes of the research include physical appearance, preferred promotional activities, human origins, effective communication, and core missions. physical appearance includes four sub-themes: transparency in costs, financial facilities, discount programs, and reasonable tuition. This section refers to the financial missions that are entrusted to the school principal or principals, who by considering these matters can attract the trust of families towards themselves and inform them of the costs and facilities of the school. They can also facilitate the payment of tuition for families by providing facilities and facilities to them. Physical grooming includes four sub-themes: sports facilities, cleanliness of the school environment, welfare facilities, and convenient location of the school. With these qualities, families and students will be satisfied with the appropriate facilities of the school and its appropriate environment. This can make the school a attractive place for students. Effective communication includes three sub-themes: providing transparent information about the performance of the school, appropriate communication with students, and appropriate communication with parents. Respecting students and their families, as well as providing transparent information about the performance of the school and their children, creates a space of trust between the school and families. Human source includes three sub-themes: modern teaching methods, grooming of the school staff, and professional staff. This section refers to issues such as improving the performance of teachers and teaching in new ways that lead to better learning for students, as well as the beauty of the school staff's attire and their professionalism in fulfilling their duties. Preferred promotional activities include three sub-themes: cultural-artistic activities, extracurricular classes, and extracurricular classes. These also help to improve the skills of students and also create an environment for the cultivation of students' academic and non-academic talents.

The aim of this research was to investigate the relationship between electronic content-based teaching on creative thinking and the mediating role of emotional intelligence in elementary school.The statistical population of the research includes all primary school teachers in Nowshahr city who were teaching in the academic year of 1402-1403, and their number is 345, and finally, based on Morgan's table, a sample of 181 people was used to conduct the research. They are randomly selected. The method of this research is descriptive and correlational. collecting information with the help of three questionnaires; Teaching based on electronic content from Khizrulu (2013), Welch's Creative Thinking Questionnaire (2002) and Schering's Emotional Intelligence Questionnaire (1996) have been accepted, and the validity and reliability of all three questionnaires have been confirmed by other researches. The results of the research showed that the direct effect of teaching based on electronic content and creative thinking is equal to 0.246; Also, the indirect effect of teaching based on electronic content and creative thinking with the mediating effect of emotional intelligence is equal to 0.467; In addition, according to the Sobel test, the effect of the mediating variable of emotional intelligence on the variable of teaching based on electronic content and creative thinking is equal to 7.21 and it is confirmed because it is greater than 1.96. The results showed that teaching based on electronic content is effective on creative thinking with the mediating role of emotional intelligence. Accordingly, teachers who use electronic content-based teaching will clearly witness that the electronic environment provides an environment where students can ask questions with an open mind, think creatively, and listen to their views and perspectives. New motivation is that the mentioned items are in fact the central part of emotional intelligence which also forms the basis of creative thinking.

The rapid penetration of technology has transformed all aspects of life and caused tremendous changes. Education, teaching, and learning, important aspects of people's social lives, have been greatly influenced by these developments and have developed with the growth of technology. Despite extensive research on the benefits and capacities of the e-learning environment, the teaching and learning process in this new environment is still challenging. This research gap prompted the researcher to study the framework of the teaching and learning process of elementary schools in the electronic platform. Therefore, the purpose of this study was to identify the dimensions, indicators, and markers of the desirable teaching and learning process of the elementary school in the e-learning environment with a meta-synthesis approach.

According to the purpose, a qualitative research design of the meta-synthesis type was used. Research data were collected using the seven-step model of Sandelowski and Barroso (2007). Therefore, the studies were searched in the desired time range in the databases (2010-2023). After screening the identified studies according to the inclusion and exclusion criteria, among the 673 studies related to the research field, 40 studies, that directly examined the teaching and learning process of elementary school in the electronic platform, were selected in a purposeful way using the Critical Assessment Skills Program (CASP) and entered the analysis stage. At this stage, the data were analyzed through the thematic content analysis (TCA) method. To check the validity and reliability of the findings, the researcher's self-review criteria and the peer review method (the agreement coefficient of the evaluators) were used.

The in-depth analysis of previous studies resulted in the representation of 9 dimensions, 12 indicators, and 41 markers. Based on the research findings, the proposed model of the current research includes structured goals (setting goals based on the SMART model, setting goals based on Bloom's classification, defining goals by considering educational design components); standard content (compliance with SCORM model) and optimal content (personalized content, multimedia content, simulated content, categorized content, content with appropriate difficulty, relevant and coherent content); interactive teaching method (method based on digital storytelling, method based on digital game, collaborative virtual teaching, online questioning); empathic interactions (active conversation, establishing an emotional relationship, use of humor) and purposeful interactions (educational interactions, social interactions, supportive interactions); developmental assignments (zone of optimal confusion, scaffolding and assignments based on real issues); effective feedback (positive and encouraging feedback, corrective/interpretive, personal and immediate, fast feedback); quality time (planning and management of the time, special time for learning, flexibility in time); user-friendly technical platform (visual appeal, easy to use, proportional, interactive graphics) and the technical platform based on pedagogical principles (possibility of personalization and independence of learners, competences and technical qualifications of teachers and learners, providing opportunities for interaction and cooperation, appropriateness of educational platforms) and finally comprehensive evaluation (formative evaluation, e-tests, class survey, e-portfolio, peer evaluation). In this study, the highest frequency of extracted codes is assigned to the dimension of interactions, and it indicates that how to communicate in an e-learning environment is the most challenging issue in previous studies. Finally, this study emphasizes the importance of considering appropriate criteria and indicators in the process of teaching and learning the elementary school in the electronic platform, and its proposed model with the provided coordinates could be used as a guide for planners and teachers to enrich their education with the requirements and requirements of the new environment and to take steps towards improving it.

The present study was conducted with the aim of representing the teaching process through the lived experiences of Iranian students studying in master's and doctorate courses in Australian universities who completed their undergraduate courses in Iranian universities. The qualitative research method was phenomenology. The scope of the research included Iranian students who have master's and doctorate courses in technical and engineering fields in Australian universities (Melbourne, Manash, Swinburne), who were selected by the purposeful snowball sampling method and collected information through semi-structured in-depth interviews became. After the interview, the sample size continued to be analyzed by thematic coding method until complete saturation and finally it reached 10 people, and the validity of the findings was done by the method of reconstructing the reality and using people outside the scope of the research. From the total findings, 167 conceptual codes in 10 main categories (characteristics of the teacher, teaching activity, content of the curriculum, structure of the curriculum, interaction between the teacher and students, evaluation of the curriculum (beginning, formative, final), learning environment , learning activities, educational and research facilities, attention to individual and social life needs) and 35 subcategories were extracted in line with the lived experiences of Iranian students in Australian universities.

Social constructivism, both as a philosophy and a theory, provides us with the most advanced perspective on learning and teaching. To identify the characteristics of a constructivist approach to teaching, a systematic perusal of major data banks (Eric, Science Direct, Elsevier, SID, Noormags & Magiran) was conducted. The result was the identification of 5 general factors, 11 criteria, and 91 indicators. To validate these findings experts’ opinions were sought and a review of the findings conducted. Based on these a framework is proposed in which the following constituents are fundamental: teacher as a facilitator, self-regulated student, safe, open, and flexible environment, and reforming and advancing community. Undertaking a constructivist approach to teaching would lead to responsible learners whose interest in learning makes them lifelong learners.

This research aims to investigate the importance of learners' educational needs in the process of lesson planning and teachers' teaching. 

 The approach used in the current research is qualitative and of the synthesis type, which is carried out in 6 stages, and an attempt is made to combine the results and findings of various research regarding the title of the current research. The geographical area the researcher considers in order to investigate the problem includes studies on all continents. Also, the researcher has reviewed Persian and English articles related to the research title to conduct this research.

 The research findings showed that Inclusive education is a complex issue and that lack of comprehensive understanding of their educational needs can create significant challenges for the educational community. Enough about the importance of needs assessment, which is the basis for starting any education. Objectives are determined based on identified needs. The effectiveness of planning depends to a large extent on this. Getting to know the educational needs of students can be fruitful in the direction of educational programs at different levels and ages.

 In general, considering that educational needs assessment is mandatory for both students and lesson planning by teachers and can have significant effects on the learning and teaching process, it is necessary to take necessary measures regarding the importance of studying the learning needs of learners in the process of lesson planning and teaching. Teachers to increase the efficiency of teachers in teaching and achieving educational goals and to see students' progress with appropriate lesson plans.

In rural schools and multi-grade classes, children with special needs are educated with other students in a school and multi-grade class. For this reason, in this research, we are trying to represent the experiences of teachers who taught in multi-level classes in the academic year of 1402-1401, who taught students with special needs at the same time in these classes with knowledge. Other students have taught. Qualitative research and its strategy is phenomenological. The teachers were selected purposefully. A semi-structured interview was used to collect data. Data collection and interview process continued until theoretical saturation. After recording the interviews, their text was prepared and then using Max Kyuda software, open codes, sub-themes and main themes were extracted. 120 open codes were extracted from the interviews, and after the second round of coding, these codes and sub-guarantees were placed in eight main themes. The main themes of the research are: teaching strategies, challenges, administrative-organizational, teacher characteristics for this teaching, university education and environmental conditions. The results of the research showed that due to the special conditions of these classes and the presence of special needs students with other students in a multi-grade class, it has brought special challenges for the teacher and students, and it is necessary to provide training in special needs students should be given to these teachers, points and incentives should be considered for these teachers and also special facilities should be provided to these multi-level schools according to the conditions of students with special needs.

The purpose of the current research was to explain the current and desirable state of the element of teaching and learning methods in the curriculum to provide virtual and online education in technical and professional centers. This applied research was conducted with a descriptive-survey method, and due to the use of qualitative and quantitative methods and tools, it is classified as a hybrid research. Based on this, the research was carried out in two separate parts and methods. In the qualitative section, 20 expert professors and trainers were selected in a purposeful manner and interviewed with them in order to determine the optimal status of the element of teaching and learning methods in the curriculum for the implementation of the online education plan and the proposal of the desired curriculum. The interviews were conducted in a semi-structured manner. In the quantitative part of the research, the statistical population includes two groups. The first group includes teachers and trainers and the second group includes trainees of technical and professional centers of the province, from which 50 teachers and 80 trainees were selected as samples by random sampling and the questionnaire was distributed among them. From the point of view of the respondents, the curriculum in the desired state should have the characteristics that these characteristics are presented in five categories regarding teaching and learning methods. The results of the quantitative part showed that in the analysis of the current state of teaching and learning strategies, the mean of the lesson plan development variable has the highest value, and the lowest mean is related to the variable of using synchronous-asynchronous teaching and using a suitable educational platform. Therefore, the two characteristics of using a suitable educational platform and using synchronous-asynchronous teaching are not favorable. Also, there is a difference between the views of teachers and trainees regarding the compatibility of the elements of the teaching and learning methods of the curriculum in the current situation with the desired situation.

Teaching English as a mediating and widely used language worldwide has always been necessary. In the current situation and considering the advancement of education technology, designing a suitable space for learning using modern education methods, as environmental factors and components, is an essential matter in education. Active teaching methods significantly improve students' academic performance, and students' interaction, participation, and motivation will be more in such methods.

The qualitative research method is a synthesis research using six stages. The keywords active teaching, English language, and secondary school were used to find sources. Also, 46 articles and two books were used from the databases of comprehensive humanities portal, scientific information database (SID), ScienceDirect, doormats, Google Scholar, civilian, IEEEexplore

The purpose of this research is to investigate active teaching methods for English language courses in secondary school. The results show that five items were found as central themes among the extracted components, and eight were obtained as secondary themes. 

According to the findings, it can be concluded that active teaching methods for English language lessons in secondary school are effective and improve the classroom teaching process.

This research has investigated the constructivist approach to the teaching of location-based course with a descriptive-explanatory research method with an applied nature. The sample of the research was 3rd and 4th year geography students of Zanjan universities with sample size of 100 cases. The indicators used in explaining the constructivist approach are derived from Lebo's five-value theory with eight main indicators, which are characterized by the spatial-spatial diversity of the class. The method of data collection using questionnaires and data analysis mainly descriptive tests (mean, standard deviation and variance) and inferential statistics based on t-test of paired samples (dependent or correlated), multivariate linear regression, direct effect model It is a structural and trend average chart (with coefficient of determination). The results of the study show that the use of the constructivist approach compared to before its use, has a significant average difference (with a value of 0.8) in favorability. Also, the indicators of collectivism and participation have had the greatest impact on the constructivist approach of place-based courses. The constructivist approach of place-based geography courses in the classroom based on workshop tools open space (field) and combined space have the greatest effect on the constructivist approach of the aforementioned subjects.

Objective:

The present study was conducted with the aim of evaluating the quality of teaching of receptive teachers and the interface of inclusive education of students with special needs in normal schools in the country.

The present study is a mixed descriptive-survey research with and of evaluative type. Using a multi-stage cluster method for sampling, as a criterion, five representative provinces throughout the country were selected, and then supportive 15 schools were selected and 75 accepting school were selected. The sample size corresponding to the society in the quantitative part included n=1132 parents, who had children with special needs studying in the inclusive education plan (in the primaries, and first and second high schools). The quantitative tool was a researcher-made questionnaire on the quality of teacher teaching. In the qualitative section, a semi-structured interview was conducted with 27 parents and 14 provincial experts (measurement, counseling and generalization) until achieving theoretical data saturation. The data obtained from the implementation of the content of the interviews were analyzed and coded in the qualitative section with the Strauss and Corbin method.

Based on the obtained results, from the parents' point of view, the teaching quality of the contact and receptive teachers tends to be positive and relatively desirable, but it is far from the acceptable and desirable level. The three primaries, first and second secondary courses had a significant difference in all four components of teaching quality, i.e., acceptance and teachers' motivations (F=28.76, p<0.001), teaching performance (p=26.26, p<0.001) F), teaching evaluation (F=40.17, p>0.001) and interpersonal relationships (F=25.43, p>0.001). The results of Tukey's post-hoc test showed that in all four components of teachers' teaching quality, the average scores of primary schools were significantly higher than those of the first and second high school groups, but there was no significant difference between the scores of the first and second high school groups.

The lack of transparency in the duties of liaison teachers, selective treatment of inclusive students, lack of liaison teachers, lack of sufficient information and the absence of a written program in normal schools are among the factors of the dissatisfaction of families and the continuous efforts and follow-ups and the high quality of teaching of some liaison teachers and In person and virtually, the provision of free and even private services by some liaison teachers has been a factor in the satisfaction of families.

The purpose of the present research is the descriptive study of the books of the Qur’an education and Hedyehāye Āsemāni in the 1st to the 6th grade of elementary school with respect to their consideration to teaching religious lessons. The research method was the analysis of quantitative-descriptive content and the statistical population consisted of all books taught for the Qur’an Education and Hedyehāye Āsemāni in the elementary school in 2022-2023. In this regard, 21 books, 289 lessons, 1869 pages, and 979 pictures were analyzed by survey method. The field unit in this analysis was page and the registration units were pictures and content. The coding procedure was conducted by comparative method based on components of religious lessons (belief, moral-value, ritual-practical/prayer, emotional0. The results showed that from among 5169 observed frequencies, the component of belief with 1720 content and 130 pictures (1850 cases, 35/79%) had the highest frequency. Then, with a trivial difference, there were ritual-practical/prayer lessons with 1406 content and 394 pictures (1800 cases, 28/69%) and then emotional lessons with 34 content and 2 pictures (36 cases, 0/69%). As a result, belief and ritual-practical instruction had the highest frequency and emotional instruction had the lowest frequency and the education was mostly content-centered. Therefore, it is suggested that based on the needs of students at this stage, the experts pay more consideration to the emotional instruction and more usage of pictorial potentials in books of the Qur’an Education and Heyehāye Āsemāni.

In the present study attempts are made to investigate the effect of interactive AR-based education on biology education. The study is actually conducted using a quasi-experimental pre-test-post-test design in which both control and experimental groups are subjected to retention test. A sample of 54 students of Shahed school selected from the population (11th grade female students of experimental sciences in Pakdasht city), were randomly assigned to control and experimental groups. The control the experimental groups was trained traditionally and using the AR technology respectivelly. Research questionnaires include Kolb'd Learning Style Inventory (LSI) and researcher-made learning-retention evaluation questionnaire. In control and experimental groups, the difference between pre-test and post-test scores was significant and the higher mean score of the experimental group distinguished it as the better learning group; However, the non-significance of the difference between posttest and retention test scores indicated acceptable retention in both groups. In addition, a lower drop in the score of the experimental group confirmed the consolidation of learnings in this group. Analysis of Learning Styles Questionnaire also confirmed the effectiveness of the educational method. The results obtained from the researcher-made questionnaire also showed embracement of this method by students.