فصلنامه مطالعات آموزشی و آموزشگاهی
پیاپی 32 (پاییز 1401)

The aim of the present study was to design and validate the model of visual-spatial competencies of students in mathematics lessons for virtual education. This research was one of the mixed method researches of consecutive exploratory type and classification model which was performed in two qualitative and quantitative stages. The qualitative part was transformed using the Meta Synthesis method and performed in six stages of Sandloski and Barroso (2007). The students' visual-spatial competence model in mathematics was designed in the form of two competencies related to students and teachers. Afterward the quantitative section was defined to validate the model. The quantitative part was performed using the descriptive survey method and the researcher-made scale. The statistical population of this section was primary school teachers, and the relevant tools were distributed among 65 primary school teachers in Shiraz. In order to determine the validity of the scale, the content validity method and the calculation of the content validity and content validity ratios were used. The reliability of the instrument was also calculated by the internal consistency method. Quantitative data were analyzed using the confirmatory factor analysis method. Based on findings, the visual-spatial competencies of elementary school students were classified in two main themes of "Student-related competencies" include seven sub-themes: "Cognitive skills", "Mental function", "Learning power", "Making space of mind", "Perception" "Template", "Visual memory", "Simulation" and "Teacher-related competencies" include three sub-themes: "Appropriate content", "Teaching skills" and "Educational design", which are valid.

Educating reflective teachers is one of the basic missions of Farhangian University. This can only be achieved through practicum, which are in fact teacher training. In this regard the curriculum as an effective tool for these courses is more effective. Considering this importance, the present study has designed and explained the model of the practicum curriculum for teacher training in Farhangian University. The present study is qualitative and in terms of purpose, it is applied research. The statistical population of this research consists of experts, planners and policy makers of Farhangian University. Purposeful sampling method (desirable cases) was used to interview experts in Farhangian University. In this regard, theoretically saturated data were obtatined by semi-structured interviews with 14 people. Findings showed that the practicum curriculum pattern of reflective teacher training is developed in the form of four elements: purpose, content, method and evaluation in the form of feedback. In general, the practicum curriculum pattern based on the training of reflective teachers in Farhangian University is a holistic and comprehensive approach and the reflective training of teachers is a priority of this model.

The aim of this study was to predict the academic adjustment of undergraduate students of Fars Farhangian University based on academic optimism and perceived self-efficacy. The statistical population of the study included all undergraduate students on the campuses of Fars Farhangian University who were studying in the first semester of the 1397-98 academic years. For this study, 300 students (128 boys and 172 girls) were selected by cluster random sampling and completed the Morris Self-Efficacy Questionnaire, Tschannen-Moran et al.'s Academic Optimism Questionnaire, and Students’ Adjustment to College Questionnaire (Baker & Siryk). Data were analyzed by Pearson correlation coefficient and multiple regression analysis. Findings showed that there is a positive and significant relationship between academic optimism and perceived self-efficacy with students' academic adjustment. The results of regression analysis also revealed that academic optimism and perceived self-efficacy have the ability to predict 0.33 of academic adjustment changes in a positive direction; therefore, to increase the degree of academic adjustment, we can pay attention to the variables of academic optimism and perceived self-efficacy.

The outbreak of COVID-19 has forced millions of people around the world to stay at home, and governments have been forced to take various measures to address the threat posed by COVID-19 and cut its expansion chain, including temporary closures and include inclusive primary education institutions to higher schools and universities across the country. In such circumstances, for the continuation of formal educational activities and learning, professional and skillful use of the mechanism of virtual education and e-learning has been proposed as the only practical option around the world, including Iran, and has led to the expansion of virtual space in the country's education system is in corona period and may continue to do so. Therefore, the purpose of this study was to analyze the consequences of virtual space development in education and learning in corona and postcorona conditions. The present research is based on the purpose of development-application, in terms of the nature of data, qualitative and based on data collection methods and information. Also, the research method was analytical-descriptive and qualitative data were collected from the Meta-Synthesis qualitative research method. Preliminary results after selecting and evaluating domestic and foreign articles and research showed that the consequences are divided into two categories: positive and negative; Also, after evaluation and summarization, 51 topics were identified about the consequences of the expansion of virtual space in education and learning, of which 30 were positive and 21 were negative. At the end, according to the content analysis and the meaning of codes and concepts, the main outcomes were formed into 5 categories and the components into 16 categories.

The present research aimed at studying the moderating role of academic buoyancy in the relationship between the students' intrinsic motivation and their academic engagement in the Farhangian university of Zahedan city. This study was a descriptive correlational research. The statistic population included 2410 students of Farhangian University of Zahedan city. 330 students were selected as the sample by applying simple random sampling method. To collect data, McCallie et al(1991) Intrinsic Motivation Inventory, Academic Engagement Questionnaire of Schaufeli et al. (2002) and, Martin and Marsh's (2006) questionnaire of Academic Buoyancy were applied. The questionnaire content validity was confirmed by 8 connoisseurs based on the content validity index and content validity ratio. Moreover, by applying Cronbach's alpha, the internal consistency of the questionnaires was estimated 0.907, 0.723 and 0.720, respectively. Furthermore, the results of correlation coefficient and structural equation model showed that the intrinsic motivation has direct influence on the academic engagement and buoyancy. In addition, the academic engagement has direct effect on the academic buoyancy. Moreover, the indirect influence of intrinsic motivation on the academic engagement by the moderating role of academic buoyancy has been a little more than its direct effect. Therefore, regarding this matter that the students' academic buoyancy leads to their academic engagement, the planning for the creation of academic buoyancy in the students of Farhangian University is suggested to be noticed.

One of the functionalities in the student education network (Shad) is the existence of a section called formal content, in which all educational content for teachers and students is available in all subjects and at all levels of education. In this regard, the present study has evaluated the formal content section of the elementary school in Shad Network, from the perspective of elementary school teachers. The research method was qualitative phenomenology (lived experience). The study population was all primary school teachers in Mirjaveh city in the academic year 1399-1400 including 120 teachers and the sample size included 40 teachers who were purposefully selected for interview. After observing the principle of diversity and reaching theoretical saturation, finally, the interview of 34 teachers participating in the interview was recorded. The data collection tool was the use of semi-structured in-depth interviews. The qualitative data analysis tool from the interview was the use of coding process. By performing all three coding steps on the interview receipts, the most important advantages and limitations of the official content of Shad Network were identified from the perspective of elementary school teachers. As a result of data analysis, seven categories for the benefits of Shad network content include: content appropriate to the age and needs of learners, availability and persistence, attractive and effective, provided by experienced and top teachers in the country, quality content, providing the same content training at the national level, motivating and increasing the confidence of learners was achieved. There are also seven categories for the limitations of Shad network content, including: the high level of some content and its ambiguity, lack of attention to detail in the content, lack of two-way interaction, reduction or lack of focus of learners, lack of attention to individual differences, slow download speed and lack of content The existence of useful content in the lives of learners was obtained.

The main purpose of this research was to study the quality of primary-school teachers` teaching in the Ilam province. The study was applied in terms of purpose, and quantitative in approach. Statistical population of this study consisted of all elementary teachers of the province of Ilam in the academic year 2018-2019, of which 62 teachers selected from stratified random sampling method. Also two third and sixth grades and two math and Persian lessons selected for observation. Required data collected via an observation checklist. Observers trained to use the checklist and used it during their observations and evaluations. Findings showed that third and sixth grade elementary school teachers in Ilam province taught mathematics and Persian, the components of "safe and stimulating learning atmosphere" and "effective organization" at desirable level and "structured teaching" "active teaching methods" at the relatively desirable level. The highest mean related to the component of "safe and motivating learning atmosphere" and the lowest was related to the component of "teaching and learning strategies". Also, there was no significant difference in the quality of teachers' teaching according to demographic factors (gender, grade of teaching, type of lesson, area, history of teaching and degree).

Preserving the dignity of teachers and the role of education in the promotion and development of human societies, the establishment of a comprehensive model of recruitment, retention and empowerment in the teacher education system is essential. The purpose of this article is to design a model for attracting, retaining and empowering and identifying its elements and components in the teacher education system of the country. The approach in this study was a qualitative and the method used was based on the data theory of the foundation. The statistical population included managers, experts and experts in the field of teacher training who had valuable experiences in the field of research. The selection of participants has been done using a purposeful approach and snowball sampling method and using the theoretical data saturation criterion and using semi-structured interviews and studying texts containing their opinions on websites and media. Semi-structured interviews and review of related sources and texts were used to extract the framework of dimensions and components of student teacher recruitment, retention and empowerment. Using thematic analysis method, the initial framework, consisting of 122 basic themes and 18 organizing themes, was organized around the overarching theme of teacher student student recruitment, retention, and empowerment, which were interconnected, intertwined, and dynamic. In such a way that a student-teacher, if he wants to be included in the framework of professional qualifications of teachers of the Islamic Republic of Iran, must have these competencies together and grow and develop them together. Provide.

The present research aims at analyzing the structural relationship between perception of knowledge-oriented leadership and innovative operation with the intermediate role of knowledge-management operations using correlation. The research statistical population includes 810 primary school teachers of Isfahan City. Two hundred and sixty-one of them were selected using Cohen, Manion & Morrison (2000) sample size table. Then they were selected based on share-based, stratified random sampling method. Donate & Jesus. (2015) knowledge-oriented leadership questionnaire with 6 items, Zahra & Das. (1993) innovative operational questionnaire with five items, Davenport, DeLong & Beers. (1998) knowledge management treasury questionnaire with 13 items, Alavi &Lidner. (2001) knowledge management transference questionnaire with 8 items, Alavi & Tiwana. (2003) knowledge management application questionnaire with 5 items, Zahra et al. (1999) knowledge management creation questionnaire with 4 items were used to collect the data. Findings of the research have shown that there is a significant relationship between knowledge management creation variables, knowledge management transference, and the application of knowledge management with the employees` innovative operation. Also, there is a significant relationship between knowledge-oriented leadership and knowledge management activities (P> 0.05). The structural relationships between knowledge-oriented leadership and innovative operation with intermediary role of knowledge management functions are From a favorable fit according to the degree of freedom indexes, Chi-Square was fitted to fit.

The purpose of this study was to investigate the learned experiences of student-teachers from the narrative inquiry curriculum. This research was carried out in a qualitative way and through the phenomenological method. The main question of the study was “What experiences did the student-teachers learn from the narrative inquiry curriculum?” The statistical population included the student-teachers of Farhangian University at Shahid Bahonar Campus in Hamadan (4th semester of elementary education) that during the implementation phase of the project, a group of 42 student-teachers were selected purposefully as the research sample and were trained for one semester using a narrative-based curriculum. At this stage, the learned experiences of student-teachers was studied through observation, interview, and review of their narrative projects. Data analysis using thematic analysis method showed that, through a model of narrative inquiry curriculum, the student-teachers learned diverse experiences in the knowledge domain (content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological-pedagogical content knowledge), and in the skills domain (content knowledge in practice, pedagogical content knowledge in practice and technological-pedagogical content knowledge in practice) Furthermore, in the attitude domain, their attitude toward teaching, learning, and learner improved. In general, student-teachers gained valuable experiences in three areas of knowledge, skills and attitudes. The findings of this study can be used for planning the professional development of student-teachers at the Farhangian University.

The aim of this study was to investigate the quality of the components of the new academic guidance plan based on the Kano model from the perspective of stakeholders (parents, students), relevant (secretary, principal, school counselor) and competent (education experts). The research method is applied research in terms of purpose and evaluation in terms of nature. The statistical population consists of high school students and their parents, teachers, principals and counselors of Tabriz high school and education experts. The sampling method was a multi-stage cluster random sampling method to select students and their parents, teachers, administrators, counselors from the five districts of education, districts 1 and 3 were randomly selected and from the schools of these districts several schools. According to Morgan's table, the sample size was 370 students, 366 parents, 243 teachers, 44 principals, 57 counselors and 34 experts. Researcher-made questionnaires were used to collect information and paired t-test, Kano matrix, one-way analysis of variance and Tukey test were used to analyze the data. The research findings showed that the expectations of students, parents, counselors, teachers, administrators and education experts in the six components of the new academic guidance plan are higher than their perceptions; That is, the project in question could not satisfy the relevant group, stakeholders and competent. So it is far from its goals; Therefore, its components and features and the implementation process of this project need serious attention and reconsideration Therefore, it is necessary to take corrective measures in the way of scoring and its coefficient and the share of points of each factor in academic guidance, as well as the criterion for calculating academic achievement scores and paying attention to the required needs.

The purpose of this study is to compare the human resources, collections and space of libraries in Farhangian University with the standard of Iranian university library. The present study is an applied study that has been done using a descriptive survey method. Data were collected by a researcher-made questionnaire based on the university library standards. The statistical population consists of 64% of campus libraries and 34 libraries of Farhangian University. A total of 69 libraries responded to the questionnaire and the analysis was based on their data. Findings showed that Farhangian University libraries were 29% in terms of human resources, 23% in terms of collection and 54% in terms of space, according to university library standards. Farhangian University libraries are quantitatively far from the standards of university libraries in terms of human and information resources. But in terms of space, libraries are in a relatively good position compared to the other two indicators. Employing enough experts and allocating the necessary funds to standardize the collection and space of libraries are serious decisions that should be at the forefront.

The aim of this study was to present a structural model of individual development of exceptional teachers in Hamadan province. The research method was descriptive-correlation and structural equation modeling. The statistical population of the study included all teachers in exceptional schools in Hamadan province, about 240 people, of whom 144 people were selected by simple random sampling. A researcher-made questionnaire with reliability (α = 0.98) was used to collect data, which examines 6 dimensions of individual development in 89 questions. The results of structural equation modeling using LISREL software showed the structural model of individual development of exceptional teachers includes six dimensions: individual factors, organizational factors, process, individual development strategies, as well as personal development and professional development. Based on the analysis of the relationships between these dimensions, it can be said that individual factors with path coefficient (γ = 0.36) have influenced the individual development process of exceptional teachers. Organizational factors with path coefficient (γ = 0.60) have affected the individual development process of exceptional teachers. The process of individual development of teachers has also affected individual development strategies with a path coefficient (β = 0.82). Finally, individual development strategies have affected personal development with path coefficient (β = 0.68) and professional development with path coefficient (β = 0.58).

The aim of this research was exploring the implementation challenges of the educational guidance program (promulgation: 2017) in secondary schools in Khorasan Razavi Province. Adopting the qualitative approach, 52 key informants (including managers, staff, target group, and parents) were interviewed in order to explore stakeholders’ lived experiences. Semi-structured in-depth interviews were transcribed, then a thematic analysis was conducted. Implementation challenges and obstacles of the educational guidance program were classified into 11 main categories including challenges of the nature and performing online tests, the inadequacies of the balanced development of disciplines, the unbalanced distribution of demand for enrolling in various disciplines, parents’ attitudes and practical orientations, student’s attitudes and practical orientations, the obstacles to counselors’ effective function, school administrators function, teachers' weak cooperation, inconsistence implementation of the program in different schools, limitations and inefficiency of field visits, and informating deficiencies. It seems that the educational guidance program has deficiencies in practical aspects and hardware settings. Furthermore, its agents and target group have deficiencies and contradictions in terms of cognition, belief, motivation, and behavior. In order to reduce implementation challenges and obstacles, the following are suggested: Using workshop format for promoting the program, employing volunteers and social diffusion process, involving teachers, emphasizing the benefits and individual consequences of choices, matching up the content of messages with the students’ socio-economic status, informing the target audience about technical problems and humbly recognizing related concerns, documenting experiences and receiving written feedback from stakeholders.

The purpose of this applied study is providing a comperhensive model of nurturing roles of primary school teachers. Qualitative-documentary and inductive content analysis methods were used to achieve the research goals. The research population consisted of all related documents to specialized terms of the nurturing domain within validated scientific databases, scientific-research websites, and publications inside and outside the country; and two methods of sampling were performed. First, a few samples were found with initial exploratory studies using snowball sampling, referring to the content sources and announcing in similar research, the researcher was directed to further research the 4356 documents which were obtained, and later reduced by targeted sampling to 108 documents. Finally, 169 subcategories were categorized into 16 intermediate categories, and then the intermediate categories were categorized into four main categories: Teacher’s Self-nurture, nurturing of the mind, nurturing of social, and nurturing of emotional-behavioral. The Holstein coefficient was used to assess the reliability (89%). Furthermore, to validate the model from the point of view of experts who were purposefully selected by 14 people; numerical value of CVR (above 51%) and mean numerical value of judgments (equal to or greater than 1.57) were performed. At the end, the findings and applications were reviewed by teachers using a conceptual model.

The aim of the current research is to identify the methods of induction for new teachers at the global level. In this research, the theme analysis method, Atride-Sterling style, has been used to analyze the themes emerging from English articles related to induction of the "initial service period" of new teachers. First, using the systematic text review model, researches in the period of 2010-2020 from three databases Springer, Taylor&Francis Group and sciencedirect were selected, refined and then using MAXQDA software in the form of 3 overarching themes, 14 organizing themes and 58 The basic theme was analyzed. The results show that induction for new teachers during the "initial period of service" includes three components: "organizational (administrative) support", "mentoring" and "school support" which complement each other. induction programs for the initial period of service have made new teachers more durable and efficient. Based on this, it is suggested that the education of Iran use this global experience to develop and implement a "native curriculum of induction for the initial period of teaching service".

The purpose of this research was to investigate the effect of moral intelligence training on psychological capital, social capital and altruism of male student teachers of Farhangian University. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population consisted of all students of male teachers studying at Farhangian University of Ahvaz in the academic year of 2012-18; Using random sampling method, 40 individuals were selected and randomly assigned to two groups of experimental and control (20 experimental and 20 control group). The educational intervention of moral intelligence was performed for the experimental group, while the control group did not receive any training. After completion of the sessions, the post-test was performed on two groups. Data collection tools were Lutans psychological capital (2007) questionnaire, Delaouis social capital (2007) and desirable social tendencies of Carlo et al. (2003) their reliability was 0.87, 0.88 and 0.89, respectively. Multivariate analysis of covariance test was used to analyze the data. There was no significant difference between the mean scores of psychological capital, social capital and altruism of the experimental and control groups before training. After training, there was a significant difference between the two groups in the above variables, so that the mean scores of these variables increased in the experimental group compared to the control group (p <0.01). Therefore, it can be said that teaching moral intelligence increases psychological capital, social capital and altruism.

The aim of this study was to investigate the effect of strategic thinking on the effectiveness of decision making in public organizations by considering the moderating role of high performance work systems. This research is descriptive-survey in terms of applied purpose and in terms of data collection method. The statistical population of this study includes 200 experts and managers of the administrative and Recruitment organization, who were selected by relative random sampling method. The data collection method in this study is three standard questionnaires of Liedtka (1998) for strategic thinking variable, Sun et al. (2007) for high performance systems variable and Dean and Scharfman (1996) decision effectiveness questionnaire, which are reliable These questionnaires were approved using Cronbach's alpha coefficient of 0.845, 0.882 and 0.891, respectively. Structural equation modeling by LISREL software was used to analyze the collected data. The results showed that strategic thinking has a significant effect on the effectiveness of decisions (β = 0.54). Also, the moderating role of high performance work systems in this regard was confirmed. According to the findings of this study, when the strategic thinking skills are current in the organization, the effectiveness of the decisions made is enhanced, also with high-performance work systems, this effect will be strengthened. Therefore, in order to increase the effectiveness of decisions, government organizations, beside reinforcement of strategic thinking skills, should pay more attention to the establishment of high-performance work systems in the organization.

The purpose of this study is to identify and rank strategies to improve the effectiveness of sports teaching methods in schools in Kermanshah province and provide the desired model. In terms of applied purpose, the present study was descriptive-survey and mixed (qualitative-quantitative) in terms of data collection method. In the first part (qualitative) for field interviews, the statistical population of the research, prominent professors in the field of sports management specializing in school sports as well as elite sports teachers were the country that these people were purposefully selected for qualitative interviews on research (13 interviews With 13 people and continued to the point of theoretical saturation) and in the second part (quantitative) after collecting information from qualitative research, made a questionnaire and this questionnaire (22 items in the form of three educational strategies, individual strategy and organizational strategy) Was distributed among sports teachers in Kermanshah province. The number of statistical population is 1100 people and the number of statistical samples according to Morgan table is 873 and the number of questionnaires that were returned correctly is 795 questionnaires. The sampling method was stratified-random. Use elongation and skewness indices to check the distribution of data (normal or abnormal) and to review and answer research questions and draw and develop a measurement model and structural model of SPSS software, SmartPLS and MaxQDA softwares were used. The results showed that each of them was determined that educational (0.875), individual (0.844) and organizational (0.801) strategies, respectively, are the most important strategies to improve the effectiveness of sports teaching methods in schools in Kermanshah province.

E-learning considered as advanced educational method in today's world. Because attitude toward an educational method can be influenced by the learning styles and epistemological beliefs of individuals, so that purpose of this study is investigate relationship between epistemological beliefs and learning styles with students' attitude toward e-learning. The method of this study is correlational. Sample include of 328 students from PayameNoor University in 2016-1017. The research instrument included demographic characteristics questionnaire, standard Mishra attitude questionnaire, Kolbe's learning styles questionnaire and Schumer epistemological beliefs questionnaire. Analyzing is based on descriptive statistics and t-test and Chi-square test in SPSS software. Based on analysis, there is no correlation between learning styles and epistemological beliefs within attitude of e-learning. In general, the results of this study indicate that students' attitude toward e-learning is positive, regardless of their epistemological beliefs and their learning styles, which indicates a high degree of flexibility in this type of education.

Purpose of present research was to identify the factors affecting the effectiveness of educational leaders in multi-grade schools in Guilan province. The research is applied in terms of purpose and descriptive-correlation method. The statistical population of the study includes all teachers of multi-grade primary schools in Guilan province with 1945 people. Based on Morgan table, a sample of 322 people was selected by stratified random sampling method. The data collection tool is a researcher-made questionnaire whose validity was confirmed by experts and reliability was obtained using Cronbach's alpha of 0.91. SPSS software and exploratory factor analysis were used to analyze the data. Based on the results, the factors affecting the effectiveness of educational and training leaders were summarized in eight factors, respectively: the personal and personality traits of the leader; Supervision and guidance; Technical knowledge and skills of the leader; Constructive and participatory atmosphere of the school; Motivate and support colleagues; effective communication; Growth and empowerment of colleagues; Environmental and contingent conditions of the school. Which in total explain 73.32% of the total variance. Among these factors, the personal and personality traits of the leader with 11.15% have the largest share in the effectiveness of educational leaders. Therefore, those who seek effective supervision and leadership in education should consider these factors.

The purpose of this study is to design and validate an educational model with a combination (qualitative-quantitative). In the qualitative part, the Grounded theory strategy was used, The statistical population was researchers in the field of education. First, a sample of 21 people from this statistical comprehensive were selected by theoretical sampling method. Data were collected by semi-structured interview method. Research in MAXQDA software has become a model for combining educational equipment. Fuzzy Delphi technique was used in a small part to screen the most important identified indicators. The statistical population of this section was education experts, from which 18 people were selected by snowball method. At this stage, a questionnaire was designed based on the pattern of educational activity elements and the experts completed it, thus obtaining quantitative data. It was analyzed by exploratory and confirmatory factor analysis approach by SPSS and Lisrel software. The results showed eight factors affecting students' academic engagement, which include academic motivation, student effort and responsibility, student confidence, purpose and academic planning, academic self-regulation, self-awareness, study strategies, and group learning.

The purpose of the current research is to survy adaptation of the Intended, implemented and Experienced physical education curriculum in the fifth grade of primary school in Birjand. The research is practical and has been carried out in a descriptive-survey method. The statistical population of the research was the fifth-grade students of public schools in Birjand, whose number was 3690 which was determined based on Morgan's table with a sample size of 300 people and the target sample was selected by cluster random method. To collect data, 2 researcher-made questionnaires of the implemented curriculum and the Experienced curriculum of fifth grade physical education were used. Checking and verifying the validity and reliability of the questionnaires was done through content validity, factor analysis and Cronbach's alpha. Data analysis was done using one-sample t-test in SPSS software. The results indicated that there is no necessary compliance between the implemented curriculum and the intended curriculum, and the experienced curriculum with the intended curriculum.

The aim of this study is to identify the neglected topics in the curriculum of Farhangian University. This research was conducted quantitatively (descriptively) and qualitatively. The research tools in the qualitative part are semi-structured interviews, and in the quantitative part are researcher-made questionnaires derived from the qualitative part. The research population consisted of 68 professors and teachers of primary education in Farhangian University, in the academic year of 1997-98, of which a number of samplings in the qualitative section were done in a purposeful manner by snowball method, with the presence of 12 professors. In a small part, out of 68 faculty members and officers of educational sciences of Mazandaran University, Golestan, Tehran, Fars, Zanjan, due to the low size of the population, all 68 people participated as a sample by census method. To analyze the data in a qualitative part of the seven-step method, which finally is the findings of this study, in the form of 4 themes include: organizational structure and university output, attention to learner needs, curriculum elements, professional skills of the teacher. The contribution of each neglected dimension was determined through regression. Given that the negligence and ignorance of curriculum planners in some areas of new scientific needs and achievements, the main reason for the formation of the curriculum is neglected, so it is suggested that curriculum planners at Farhangian University to review such research, Take action and consider the results obtained in the curriculum of Farhangian University.

The purpose of study was to design and explain the model of aesthetic education curriculum in Farhangian University. The type of research is qualitative and in terms of purpose, it is applied research. The statistical population of the present study consists of administrators, policy makers and curriculum planners of Farhangian University. Among them, using purposive sampling and semi-structured interviews with 14 people, theoretical saturation was obtained in the data. The face and content validity of the interview was reviewed and confirmed by five experts from Farhangian University. Its reliability was also tested and confirmed through reliability between coders. Findings showed that in the model designed in the objectives section into cognitive, emotional and psycho-motor domains; In content to knowledge, attitude and skills; In the field of teaching-learning methods, the individual differences of learners, and finally in evaluation, the use of various evaluation methods in the curriculum of aesthetic education has been considered.