فصلنامه فرهنگ در دانشگاه اسلامی
سال دوازدهم شماره 4 (پیاپی 45، زمستان 1401)

The aim of this research is to evaluate the effectiveness of university education with an emphasis on the skills to enter the society. The research design is descriptive-analytical and the sample group is 200 students of Ilam State University. In the academic year (1400-1401), they were selected by quota method with proportional assignment. The tools used in this research were "Kirkpatrick" evaluation indicators at level one. The results using the method of factor analysis and convergent and divergent validity showed that the significant coefficient of the effect of university education on specialized skills (0.95) on technical skills (0.96) on general skills (0.96) and on individual skills (0.94). the author of the article conclude that  according to the impact of university education on the skills of entering the society based on the evaluation of the students, the university education has a significant impact on their readiness to enter the society by providing the necessary training in accordance with each of the skills required to enter the society

The purpose of this research is to investigate the role of being accustomed to Quran in creating social capital among students of University of Tabriz.

The current research is a descriptive-cross-sectional one with a survey method. The statistical population included all students of University of Tabriz with 378 students who are selected based on Cochran's formula and by simple random sampling.

Based on the findings of the research, the amount of social capital and familiarity with the Quran of the respondents was medium to high. The value of Pearson's correlation coefficient between the two variables of social capital and familiarity with Quran was (0.499), which was significant at the 99% confidence level.

The results of the research indicate that the value of Pearson's correlation coefficient between social capital variables and its dimensions with the variable of familiarity with the Qur'an was positive and significant at the 99% confidence level, also through the increase in the level of familiarity with the Quran among students, the amount of their social capital has also increased.

Studying the biographies of the martyrs and examining their personality traits has a significant role in the educative development of the society, especially among the young generation. One of the ways to get more benefit from the biographies of the martyrs is to find sources that had affected their personal growth during their lifetime.

The present article tries to point out the role of the components of the religious culture on the training of the Holy Defense warriors and is based on the book “The Light of our House “, the biography of Martyr Zabihollah Darijani, one of the commanders of the Holy Defense and the deputy commander of Qassem Soleimani in Sarallah Division.

  The current survey is prepared by the library research method and is based on the content analyses.

  the components of the religious culture affecting the life of the martyr in three levels of insight, character and action are examined.

The components of the religious culture studied in this research, which are based on   the biography of Martyr Darijani, are: theology, worship, ethics, guardianship, heresy, Mahdism, and hope for the future and martyrdom.

The history of education and educational institutions in Islamic society deserves to be studied from different aspects. In addition to the large-scale studies that have been conducted in this field, the history of Islamic education can be traced back by relying on the geographical territories of the urban region. If this information is obtained about all Islamic lands/cities, then it can be made more precise and obtained from the history of education in Islamic civilization. This article examines the process of establishing schools in Jerusalem during the Mamluk period (923-648) and aims to investigate the effects of the formation and expansion of schools in this city. The school-building movement in Jerusalem, which began in the time of the Ayyubids, accelerated during the Mamluk period, and the number of schools in the city increased. The Mamluk sultans and princes paid special attention to the establishment of schools, and sometimes scholars and merchants followed them. This research has been done by library method and based on historical documents. According to statistics, 35 schools were built in Quds during this period. Extensive school building had many social and cultural implications; among other things, it made Jerusalem one of the main destinations for Muslims, especially scholars and seekers of knowledge. The construction of schools and gatherings of Muslim scholars was one of the main factors in reviving the Islamic identity of this city. Jerusalem was filled with Islamic signs, values, traditions and rituals and the process of its Islamization was completed.

The current research sought to design a HR acculturation model for the realization of the modern Islamic civilization in Bu-Ali Sina University. The current research is applied-developmental in terms of purpose and it is descriptive and interpretative-survey in terms of nature. In addition, the research is a mixed type of research (qualitative-quantitative) in terms of data type and collection method. Data collection was done in the qualitative part through semi-structured interviews with18 scientific and executive experts and in the quantitative part through a questionnaire and a survey of 400 employees and faculty members of Bu-Ali Sina University. In the qualitative part, data analysis was done based on thematic analysis method, and in the quantitative part, based on the structural equation modeling technique. After implementing the interview texts,152 key phrases and 63 basic themes were extracted, which were categorized into11 organizing themes, and finally, by classifying these themes, two overarching themes were obtained. The dimensions of HR acculturation for the realization of modern Islamic civilization in Bu-Ali Sina University, including two dimensions of individual acculturation with 6 components(acculturation attitude, cultural identity development, cultural self-development, cultural resilience, cultural modeling, and cultural attachment)and social acculturation dimension with5 components(cultural capacity building, cultural flexibility, cultural socialization, cultural participation, and cultural discipline). It is necessary for the managers of Bu-Ali Sina University to pay attention to the dimensions and components of HR acculturation in their cultural planning and policies in order to realize the new Islamic civilization.

The purpose of this study is to rank the indicators of deterrence of administrative violations with the approach of Islamic teachings using the AHP technique among the employees of the Social Security Organization of Greater Tehran.

The research method is mixed (qualitative and quantitative) and exploratory type has been used. The statistical population in the qualitative part of the research includes Islamic texts (case study of Nahj al-Balagheh book) and in the quantitative part included managers, supervisors and experts in combating administrative violations of the Greater Tehran Social Security Organization, numbering 245 people. Morgan is set to include 150 people.

Based on the analytical findings, 348 sub-themes were extracted in three levels (prevention, excellence and exposure (treatment)) regarding the prevention of administrative violations, observing the principle of semantics. Finally, in collaboration with the seminary experts, due to the overlap of concepts, they were categorized into 7 main themes and 34 sub-themes.

In ranking the main criteria using AHP hierarchical analysis technique, the criterion of excellence of moral and spiritual virtues (0.358) in the first place, the criterion of solving mechanisms (0.215) in the second place, the criterion of mechanisms Evaluation and monitoring (0.137) in the third place, criteria of selective-employment mechanisms (0.125) in the fourth place, democracy and good social relations (0.062) in the fifth place, structural mechanisms (0.056) is in the sixth place and the criterion of avoiding specialization (0.047) is in the last place.

Throughout the wave of the digital revolution, online learning has continuously grown as a new and effective delivery method of contents and skills. Online learning tools to create richer learning environments than traditional learning are constantly evolving different forms of online learning, Moocs is one of them. MOOC stands for Massive Open Online Course and represents an instructional approach that permits hundreds of thousands of students to access online courses anywhere around the world and typically free of charge. The successful production, development and implementation of these courses require attention to educational, technological and cultural drivers.   The purpose of present article is to Identify Cultural and social drivers of Massive Open Online Course (MOOC) at Payam Noor University. The methodology used in this article is qualitative and the method of data collection was qualitative. The components used were based on the documentation and semi-structured interview tools. Inductive content analysis was used in three levels of open, axial and selective in order to review the documents. For a comprehensive identification of the dimensions and components of Cultural and social drivers of Massive Open Online Course (MOOC) at Payam Noor University in addition to reviewing studies conducted in this field, a semi-structured interview with 15 field experts in MOOC Course were conducted. The results showed that the drivers affecting the MOOC Course in Payam Noor University from a cultural and social perspective include three dimension: Psychological and social preparation of learners and staff, The Cultural and Social requirements of the MOOC Course And the cultural and social context of MOOC courses in Payam Noor University and community officials; and 17 components. The results of the research draw the attention of officials, specialists and those involved in the design and production of MOOC courses to the necessary cultural and social contexts at the level of the course, university and community in order to make these courses as successful as possible.