فصلنامه توسعه ی آموزش جندی شاپور
سال چهاردهم شماره 2 (پیاپی 47، تابستان 1402)

The allocation of resources towards skill training is a fundamental determinant of a nation's equitable and enduring progress. It is very clear that the necessity of this investment in different conservatories, including art, agriculture, and technical and professional schools, which deal with a large number of students every year, is twofold. One of the most important parts of the education system of any country is the technical and vocational education system, and paying attention to it is one of the basic policies of the countries for training efficient human resources at the pre-university level. The appearance of some signs of the ineffectiveness of the secondary education system, the exponential growth of technology, and the need for skilled and semi-skilled workers in the industries, prompted the trustees of the educational system to make fundamental changes in the formal education structure of the society, to solve this basic need. (Gholipour et al., 2009). Today, the role of entrepreneurship in creating productive independence has caused many educational systems to include entrepreneurship education in their curricula to educate self-reliant people who are aware of opportunities and want to start independent businesses. Entrepreneurship education includes activities to develop entrepreneurial insight, attitude and skills and cover various aspects such as idea creation, startup, growth and innovation. Entrepreneurship education covers different types of audiences, objectives, content and education methods (Bernard et al., 2019). Therefore, according to the above explanations, the researcher in the current research is looking for an answer to the question: What are the antecedents or underlying factors for the curriculum planning of conservatories in the field of entrepreneurial education with emphasis on the curriculum?

The research conducted employed an exploratory qualitative method approach, which aimed at gathering comprehensive and in-depth insights into the subject matter. The data was collected through interviews with 18 academic and entrepreneurial education experts who were carefully selected for their expertise, knowledge, and experience. The theoretical saturation point was reached at the twelfth interviewee, ensuring that the data collected was sufficient and representative of the study's objectives. The qualitative data analysis method was exploratory and was done using theoretical coding. Theoretical coding is the process during which the data are analyzed, conceptualized and placed next to each other in a new way, and it is the main process during which the theory is compiled based on the data. This method has three main cores: concepts, categories and theorems. In this way, theories are formed based on raw data. Data analysis is the main axis of the theory arising from the data. In any study as a whole, data collection, data organization and data analysis are interdependent. To analyze the data obtained from in-depth interviews, three types of coding were used: open coding, central coding, and selective coding. In this research, MAXQDA software was used for coding.

After revising the core codes, the education and learning component was mentioned in the scientific and technological component and the financial and physical component in the economic and social education component, and six components were presented as the precursors of vocational education in technical and vocational schools. Finally, based on the opinion of experts and experts, the following components were approved as the precursors of vocational education in technical and professional conservatories: Financial and physical component; human resources; education and learning; scientific and innovation; economic and social education; management and evaluation, educational counseling; physical, mental and mental education.

One challenge facing different societies is graduates with the necessary personal abilities and skills to start a suitable business. Creating an entrepreneurial attitude in people is a necessary condition for the emergence of entrepreneurial behavior on their part. Entrepreneurship in education is a regular and continuous process that leads to the identification and effective exploitation of all internal and external resources of the educational system. On the other hand, it creates new opportunities for teaching and learning, and this process is realized by relying on the two axes of comprehensive entrepreneur education and providing the context for its emergence. Therefore, entrepreneurship in education is a regular and continuous process that leads to the identification and effective use of all the educational system's internal and external resources, creating new opportunities for learning and memorization. This process is achieved by relying on the two axes of comprehensive entrepreneurship education and providing the context for its emergence. Establishing and including skill training branches in the educational system is one of the results of this decision. Despite the importance of establishing these centers, it is very important to develop mechanisms to improve their quality. This research is limited to conservatories in Tehran and does not include other organizations in other parts of the country. This research has studied only managers, assistants, and teachers of technical and professional conservatories in Tehran. Therefore, it is suggested to conduct similar research in other educational organizations or in other industries and compare the present results. Variables such as educational information technology and knowledge management systems in the conservatories of Tehran should also be investigated. It is also suggested to conduct research to determine the infrastructure needed to implement the proposed model.

 With the increasing complexities of the 21st century and the numerous challenges of organizations, business, training programs, and the development of managers' capabilities at different levels of management, it is considered the most important and valuable goal of organizations (Tokzadeh and Ansari, 2014). With the growth of technology and the changes that have occurred, managers are always faced with new realities and conditions, to coordinate with them, they need to acquire special knowledge and expertise, and it is one of the useful and effective methods to develop the abilities of managers, is an improvement (Ludgard et al., 2016). According to Williams (2008), organizations that are capable of improving their managers will continue to improve and succeed (Moradi et al., 2020). The self-improvement of managers is so important and vital that it cannot be considered as a specific activity separate from daily work or simply focusing on knowledge based on current internal methods (Tabar and Zamani, 2019). Considering the decisive role of educational systems in the economic, social, and cultural improvement of society, the self-improvement of educational managers in schools, which is one of the main factors of the educational system, can lead to the improvement and progress of society. However, the necessary components in self-improvement management in the form of a conceptual model among the educational managers of Iranian society have not been determined, and until it is not determined, it is not possible to use Western models that are not completely compatible with our country. Therefore, the purpose of this research is to analyze the self-improvement of elementary school principals in the city of Isfahan, and the researcher is trying to answer the question, what is the analysis of the self-improvement of elementary school principals in the city of Isfahan?

This research is of a quantitative-qualitative type, and semi-structured interviews were used to identify, dimensions, indicators, and components and also analyze them. The statistical population of this research in the qualitative part is 20 scientific experts and experimental experts, including university professors and directors of education departments in Isfahan city, and 12 people were selected as a sample in a targeted way. To collect data in the qualitative phase, an open-ended questionnaire was used to record the information obtained from the interview process, and in the quantitative section, using the results of the qualitative phase, a researcher-made questionnaire in the 5-value range was used. For qualitative data analysis, the thematic analysis method was used and for quantitative data analysis, Pearson correlation test, Friedman ranking, and structural equation model were used using LISREL8 software.

After content analysis of texts and interviews with experts and open, central, and selective coding, the final codes were: improving educational management skills, improving executive management skills, improving human resources management skills, improving financial resources management skills, improving skills Motivating and supporting and improving supervisory management skills. The final codes that had the highest frequency in response to the interview questions were: improving educational management skills with a frequency of 12, improving executive management skills with a frequency of 9, improving human resources management skills with a frequency of 10, improving financial resources management skills with a frequency of 10. 8, promotion of motivational and support skills with a frequency of 11, and promotion of supervisory management skills with a frequency of 9. Therefore, based on these final codes, a researcher-made questionnaire was designed to analyze the research hypotheses and provided to the samples. Finally, according to the structural model of the research, it can be stated that all the effective factors of the self-improvement pattern of principals of Isfahan elementary schools can predict the principals' self-improvement. As a result, it can be said that the research model has sufficient fit.

Today, management development as one of the strategic programs has been the focus of many countries in recent decades. One of the goals of managers' development is to improve their knowledge, skills, and abilities. Self-improvement is the conscious development of skills, self-initiation, direction, and control of leadership by managers over a long period. The results of the research data analysis showed that according to the values of the path coefficient and the coefficient of significance between the effective factors and the variable of self-improvement of principals, the effective factors can predict the self-improvement of elementary school principals in Isfahan city. Also, this result is consistent with the research results of El Abidine (2021), Gotlib and Yamini (2021), Klein and Schwanenberg (2022), Yu and Lee (2015), Kokbi and Nematpour (1400), Siadat and Taji (2018) and Salimi (2016). It is aligned. Therefore, according to this result, it should be said that school administrators are responsible for the success of their educational environment, and their self-improvement is necessary to ensure that they can manage effectively. The results and analysis of the research showed that six variables (educational management skills, executive management skills, human resources management skills, financial resources management skills, motivational and support skills, and supervisory management skills) effective in this self-improvement were identified and prioritized in terms of samples. According to the results of the research, it is suggested that the principals of elementary schools in Isfahan be diligent in acquiring the six skills mentioned in this research in promoting self-improvement, facilitate the problems of their educational environment by saving appropriate costs and prioritizing finances, and provide the necessary motivation for the self-improvement of their school teachers by self-improvement. Finally, it is suggested that the education managers of Isfahan City implement effective strategies in improving educational, motivational, and support skills through supervision and leadership.

Since tourism can play a significant role in the economy of any country, it can be used as a route to advance the economic goals of the city. Since the development of smart tourism is now dependent on the use of Information Technology, the use and dependence on information and communication technology is inevitable to achieve the prospects of the tourism industry and growth in this field, and the capabilities and resources that exist in this field must be used to the fullest. There are many areas in tourism where information and communication can be used the development of smart tourism is one of these opportunities. The branding model for developing smart tourism education is a strategic approach that can help improve the capabilities and experience of tourists in tourist destinations. This model is based on the principles of marketing and brand management and can help improve quality and improve the level of tourism education in destinations by using new and intelligent technologies. The present study was conducted with the aim of presenting a model for presenting a brand creation model in order to develop smart tourism education based on the Grounded Theory.

The research method is qualitative and based on the foundation's data theorizing. Semi-structured interviews were used to gather information, and the analysis was done by Strauss and Corbyn and the paradigm model. Sampling was theoretical sampling and was done using targeted (judicial) techniques. Data collection tools were interviews with experts. The participants were from automotive companies with the positions of CEO and board members and marketing managers. Using the interview protocol, interviews were conducted with a sample of tourism managers and the information needed for research was extracted from the interviews. In addition, the indicator of the usefulness of continuous comparison of data with the background and theoretical structure of the research was carried out, in this regard, the compilation of semi-structured questions at each stage of the interviews was covered with the usefulness of the research. According to the systematic model of the Grounded Theory, experts and managers with experience in the tourism industry were selected for the statistical University.

The results of the data analysis obtained from the interviews during the open, pivotal and selective coding process led to the creation of a model of urban branding in order to develop smart tourism destinations based on the foundation's data theorizing. Finally, a model was identified to provide a brand-building model to develop smart tourism education. The findings of this study indicate that in order to develop urban brand creation in order to develop the development of smart tourism education, managers should pay close attention to all the categories and sub-categories identified in this study and have sufficient information about each of them. The findings suggest that the emotional experiences of tourists affect the image of the destination, which in turn affects the behavioral goals. However, the results do not confirm the mediating role of the destination image between the emotional experiences of tourists and behavioral intentions. Review of research literature and theoretical foundations it is determined that despite the existence of various development models for the development of tourism destinations, there is no comprehensive model that can provide all the success requirements of branding processes for the development of smart tourism education, so given the research gaps in relation to branding and also given the material presented, the importance and necessity of research in relation to branding in order to develop smart tourism education is evident. So the goal of this study was to provide a brand model to develop smart tourism education.

Using the branding model to develop smart tourism education, it is possible to improve the experience of tourists, facilitate access to useful information and training, and strengthen the communication between tourists and tourist destinations. Also, by using smart technologies, the performance of the tourism education brand can be improved and the attraction of tourist loyalty can be increased. With the growing tourism industry and the importance of education and information in this industry, the use of the branding model to develop smart tourism education can help countries, cities and tourist destinations to be recognized as attractive and unique destinations, and as a result, contribute to the sustainable growth and development of this industry and the economy of the region and the country.In the future, with the advancement of technology and changes in the habits and needs of tourists, the brand creation model will also improve and evolve in order to develop smart tourism education. The use of artificial intelligence, augmented reality, the Internet of things and other new technologies will enable improvement and innovation in tourism education and will bring the experience of tourists to a higher level.

 This research was conducted with the aim of investigating the mediating role of organizational learning capability in the relationship between social capital and knowledge creation.

 The special situation of higher education and the necessity of dynamism have caused universities to continuously review the existing knowledge and create new knowledge. Therefore, in order to meet the needs of the society, they must provide the conditions and fields for knowledge creation. Knowledge creation is one of the important issues in modern organizations and especially educational environments that need special attention. This concept depends on different factors, the most important of which is the category of social capital; Because social capital, by creating a context for participation and cooperation among the members of the organization, causes the reproduction of knowledge, and also makes the productivity of organizational capitapossible. It seems that some factors can play a mediating role in the relationship between social capital and knowledge creation; and organizational learning ability is one of these factors.Organizational learning ability expresses the ability to create and generalize effective ideas in encounter with various organizational boundaries that operates based on specific management initiatives and methods. Employees increase their abilities in an organization with a high level of learning, to obtain desirable results permanently. Therefore, the mediating role of organizational learning capability in the relationship between social capital and knowledge creation has been investigated in this article.

 The type of research was applied and it was done with descriptive survey method. The random sampling method was stratified and the statistical sample included 343 managers, vice presidents and employees of universities and higher education institutions in Kermanshah province. Data collection was done using 3 questionnaires: Social capital questionnaire (developed by the researcher), organizational learning questionnaire (Onag et al., 2014) and knowledge creation questionnaire (Rahimi et al., 2011). The data was analyzed via the structural equation modeling method and with SMART PLS2 software.

 The results showed that in the structural equation model, social capital has an effect on organizational learning ability (t = β3.017, 0.146), and organizational learning ability has an effect on knowledge creation (t = β14.663, 0.684). Organizational learning ability also plays a mediating role in the relationship between social capital and knowledge creation.

 According to the results, organizational learning ability has the role of mediating variable between social capital (predictor variable) and knowledge creation (criterion variable) and is its explanation. It can be explained that knowledge creation is the most important issue in educational environments, which is always tried to achieve. One of the facilitating factors of knowledge creation in educational environments is the existence of constructive and positive relationships among university members. With the creation of social capital, these components can also be achieved. In other words, the existence of positive and constructive relationships in the shadow of social capital can help to improve knowledge creation in academic environments. Some factors can strengthen this relationship. Organizational learning ability is one of the most important of them. When learning is a priority in an academic environment and the organization is always learning, social capital and positive relationships in it can help and facilitate the necessary conditions for it. This can affect the improvement of organizational knowledge creation because by applying new knowledge in other aspects, it is possible to extract more new knowledge and information. Therefore, it can be concluded that organizational learning ability has a mediating role in the relationship between social capital and knowledge creation. According to these findings, if universities pay attention to social capital and strengthen organizational learning among employees, it can be expected that knowledge creation will grow significantly in universities.

 The present study was conducted with the aim of providing a conceptual model of the succession of managers of the four education districts of Karaj.

 The method of the present research is in terms of practical purpose, in terms of data, it is a mixed exploratory type (qualitative and quantitative), and in terms of the nature and type of study, in the qualitative dimension of the data, it is a self-emerging foundation, and in the quantitative dimension, it is a cross-sectional survey. The statistical population in the qualitative part of the present study includes all experts in the field of human resources. The quantitative part, includes all the education managers of the four districts of Karaj city, in the number of 850 people (500 men and 350 women). The tool of the qualitative part is a semi-structured interview form, which was obtained with the help of open, central, and selective coding. In the quantitative part, after the theoretical saturation of the experts regarding the interview form of the qualitative part, the said form was converted into a questionnaire by attaching the indicators and implemented on the sample group that was randomly selected. The reliability and validity of the measurement tool were done in two parts: A- Qualitative part: The reliability and validity of the measurement tool in the qualitative part was obtained with the help of three-way consensus (consensus of data, consensus of researchers, and community of theories and methodology). B- Quantitative part: In the quantitative part, reliability is calculated with Cronbach's alpha, and its total value is equal to 0.98. Data collection methods - Qualitative part: It includes the following steps: 1- First, the researcher has studied all the theories, patterns, models, and research findings, both national and global. 2- He calculated the indicators of step 1 with the help of open coding. 3- Then he categorized the calculated indicators with the help of axial coding in the form of dimensions, components, and indicators. 4- At this stage, the categorized indicators were prepared in the form of a semi-structured interview form and provided to Delphi and brainstorming experts, and this process continued until theoretical saturation was reached. 5- Dimensions, components, and final indicators were prioritized, and drawn in the form of a pattern and finally validated by experts. The quantitative part: This part includes the following steps: 1- A saturated interview form was developed for experts by weighting the indicators. 2- The aforementioned questionnaire was implemented in the sample group that was randomly selected. 3- The answers of the subjects were manually calculated and then analyzed in the Lisrel software package with the help of the confirmatory factor analysis test. 4- In this way, first, the components and indicators were measured by the sample group. 5- Then the quantitative and qualitative stage was compared. The method of data analysis was carried out in two parts: A- In the qualitative part, the data was analyzed with the help of open, central, and selective coding (interview, Delphi, and brainstorming with experts). B- Quantitative part: It consists of the following two

1- Data description: In this part, conventional methods of descriptive statistics such as drawing descriptive tables, drawing statistical characteristics, and drawing diagrams were used. 2- Data analysis: In this section, so-called confirmatory factor analysis tests were used. The data analysis of the current research was done in two parts, in the qualitative part, this part was done in four stages: A: Open coding: In this stage, 50 indicators were counted by the researcher with the help of global national studies and interviews with informants. B: Axial coding: At this stage, 69 indicators were counted by the researcher in the form of 11 components and 3 dimensions with the help of interviewing the informants. It should be noted that to avoid the confusion of the text of the article, the mention of the open and axial coding table has been avoided. C: Selective coding: In this stage, which was done by the experts, in total for the succession model of the managers of the four education districts of Karaj, in order of priority, 3 dimensions, 13 components, and 75 indicators which are given in table (2) for the succession model of the managers of the four education districts of Karaj city It was finalized.

 As a result, the research findings in the quantitative part confirm the results of the qualitative part. In this way, all the sample people confirmed the findings obtained in the qualitative section. It should be noted that during this process, interviews, Delphi technique, and brainstorming were used. In the quantitative dimension, the saturated form was applied by the experts by giving weight to the indicators based on the criteria extracted from the qualitative stage, the Weber-transformed five continuum questionnaire on the sample group. were randomly selected and implemented. The validity of the measurement tool was measured and confirmed by CVR (CVR) and its validity by Cronbach's alpha. Data analysis was used in the quantitative section in descriptive statistics (drawing tables, statistical characteristics, and graphs) and inferential statistics (confirmatory factor analysis, T-test, one-way analysis of variance, and also K-S test to ensure the normality of the research population). The research in the qualitative part showed that the mentioned model consists of three dimensions in the order of priority: 1- the dimension of individual competencies 2- the dimension of managerial skills - the dimension of talent management, 13 components and 75 indicators were finalized. In the quantitative part, the indicators of AGFA, GFI, RMSEA, and two all indicate that the dimensions identified in a homogeneous structure support the structures of a concept model under the title of a conceptual model of a succession of managers of the four educational districts of Karaj city.

 Based on this, the current research aims to provide a suitable model for the succession of directors of the four education districts of Karaj City, and in this way, this model can be used as a practical guide for the establishment of the succession program in this ministry and other government ministries and educational organizations. Be used similarly.

 In recent years, the role of education in enhancing efficiency, productivity, and sustainable development has become more important than ever before. Education and the training of the human workforce are essential pillars in a country's sustainable development, and attention to quality in educational management in schools and colleges is considered fundamental and vital, with a significant impact on the nation's destiny. Educational management indicators play a crucial role in improving the quality of education. These indicators assist school administrators in evaluating and enhancing the performance of educational institutions. Performance assessment, quality improvement in education, resource management, motivation enhancement, and stakeholder satisfaction are among the primary objectives of educational management indicators. The presence of more than one hundred Sama schools in the country demonstrates the significance of educational management in these institutions. This research aims to identify, present, and prioritize these indicators concerning the educational management of Sama schools in Tehran Province, with the goal of enhancing and improving the quality of educational activities.

 The research method, in terms of purpose and application, falls within the category of mixed research (quantitative and qualitative). The qualitative part of the study included experts in the field of education and research from universities and policymakers in the planning of Sama schools in Tehran. In order to select the samples and determine this group of experts, purposive non-random sampling was used, with a total of 14 individuals. The second group, the statistical population of this research, included all teachers, managers, and educational and research experts of Sama schools in Tehran, totaling 734 individuals. From this population, 273 individuals were selected as participants using stratified random sampling. The data collection tools consisted of a Delphi method in the qualitative section and a researcher-developed questionnaire based on a 5-point scale in the quantitative section. The validity and reliability of the research were confirmed. For data analysis, confirmatory factor analysis was conducted using the SmartPLS3 software.

 The initial qualitative model of educational management with 5 dimensions and 33 components was analyzed. Ultimately, the dimensions and components related to interaction with the environment (utilizing environmental conditions to achieve educational goals, creating or providing a suitable environment for educational activities), the realm of relationships (developing individuals' communication skills, fostering collaboration between the educational staff and learners), defining the elements of the educational process (creating spaces for apprenticeship and monitoring task performance, organizing and coordinating educational plans, aligning individual talents with societal needs, outlining the educational vision), defining the elements of change in the educational institution (controlling and evaluating educational plans, skill development, integrating theory and experience in the field of education, coordinating educational plans), and the domain of staff (synchronizing educators and professors with new professional development methods, mobilizing human resources for educational activities, controlling and evaluating active human resources in the education sector, fostering unity among active human resources in the education sector) were identified in order of priority. These are defined as the elements of the educational process, the staff domain, interaction with the environment, the realm of relationships, and the elements of change in the educational institution, respectively.

 The quality of education in Sama Schools holds significant importance, and achieving educational management indicators can play a crucial role in enhancing the quality and productivity of these educational institutions. In this study, educational management indicators in these schools were examined using a mixed-methods approach, incorporating expert opinions and statistical methods. The results have led to the development of an initial qualitative model of educational management with 5 dimensions and 33 components, which can shed light on the critical aspects of educational management.For a more detailed comparison of these findings with prior research, it should be noted that the proposed changes in educational management within the institution are aligned with the concepts of organizational cooperation and economic development (Adams et al., 2017). The components obtained in this dimension include: controlling and evaluating educational plans, skill development, integrating theory and experience in the field of education, and aligning educational plans with the findings of previous research.Furthermore, the results obtained in areas such as improving the academic level of educational centers, industry and labor market connections, academic responsibility, communication and interaction with learners (building confidence), skill enhancement, allocation and increase of research resources (exploration and invention), and ultimately organizational commitments align with the findings presented by Moezzi, Mohammadi, Delavar, and Mohammadi Davoodi (2018). The final effectiveness model indicators and the implementation mechanisms of the model, as well as the key effectiveness components encompassing the comprehensive employee training system, are also compatible with the results introduced by Razmi and colleagues (2019). Extracting indicators related to environmental factors, customer orientation, technological facilities, and leadership insight in terms of effectiveness and efficiency in management aligns with the research by Najafi Hezari Jebi and Koopaei (2017), Berman et al. (2018), and the interaction with the environment, including the two indicators of using environmental conditions to achieve educational goals and creating or providing a suitable environment for educational activities, is consistent with Westa's study (2019). The definition of the components of the educational process is based on content analysis conducted by the researcher, representing an innovation in this study. Its subset indicators, including educational project planning (Samadi, 2018), setting educational goals, resource procurement and allocation (Ali, 2017; Saitis and Saitis, 2018; Westa, 2019), and the execution of educational plans and programs (Alvani et al., 2018), are in line with previous research. In the realm of relationships in educational management, components related to developing individuals' communication abilities (Fokina et al., 2016) and fostering collaboration between the educational staff and course participants (Sadeqi et al., 2018; Kalir-Mik, 2019) are compatible.Regarding personnel-related aspects of educational management, components such as synchronizing educators and instructors with new professional development methods (Adams et al., 2017), motivating human resources for educational activities (Pafko, 2016), controlling and evaluating active human resources in the education sector (Samadi, 2018; Yuselliani et al., 2018), and creating unity among active human resources in the education sector (Westa, 2019) are in alignment with prior research. Based on the results obtained, recommendations include creating spaces for apprenticeship and monitoring of work quality, organizing and coordinating educational plans, aligning individual talents with societal needs, outlining an educational vision, assisting in the execution of educational processes, acquiring resources for educational goal achievement, resource allocation for educational objectives, control and evaluation of educational plans, guiding and supervising educational plans, and implementing educational programs to foster the development of individuals' talents.

 This research was conducted with the aim of synthesizing the religious and moral components of Iranian Islamic lifestyle for the education of the Islamic Republic of Iran.

 Choosing the appropriate method for the research topic helps the researcher to find the correct answer to the research questions and achieve correct results by using scientific principles and methods. For the current research, the researcher has chosen the synthesis research method among the qualitative research methods in order to be able to explain, describe and interpret the problem by examining the scientific texts and articles related to the research topic. The synthesis research approach is a combined methodological approach based on which "combines different approaches in all stages of the study (such as problem clarification, data collection, data analysis, and final conclusions) and includes converting data and analyzing them into another approach." (Flick, 2014, p. 37). Synthesis research is a meta-combination method that is associated with inductive content analysis and then meta-composition of the analyzes performed. Research synthesis is sometimes used equivalent to qualitative meta-analysis, in this case, research synthesis is the combination of certain characteristics of research literature. The goal of synthesis is to combine empirical research in order to create generalizations. Synthesis research pays attention to relevant theories, covers a research, analyzes it critically, and tries to identify the main topics for future research by solving the conflicts in the research literature (Cooper and Hedges, 2009; quoted by Azazi et al., 2017). In the first step, in order to identify the religious and moral components of the Iranian-Islamic lifestyle in Islamic texts, the researcher, while examining first-hand sources related to the research topic with a targeted selection, and examining second-hand sources including articles and theses regarding lifestyle, Islamic lifestyle and Iranian-Islamic lifestyle reviewed, analyzed and combined the contents. In the second step, in order to identify the religious and moral components of the Iranian-Islamic lifestyle in the theoretical foundations of the fundamental transformation in the official public education system of the Islamic Republic of Iran, the researcher studied and examined the Islamic Iranian lifestyle in the theoretical foundations of the transformation document. In the third step, the researcher presented the proposed model in the religious and moral aspect of the Iranian-Islamic lifestyle, based on the content analysis of the studied texts, and considering the results of the first and second steps, the researcher presented the Iranian Islamic lifestyle model in the moral and religious dimension. In this research, the method of collecting information is to study texts and articles related to the research subject in a library method using a file scanning tool. For sampling, the texts and articles and researches related to the research subject were purposefully selected and examined, and the selection of researches continued until theoretical saturation. The reliability and believability of the research based on the qualitative method was realized in this way that the results of the research in the qualitative part were given to the supervisors and advisors and in addition to three experts, and after studying and checking by them, the necessary changes were made and in The final research results were approved by him.

 Islam is the last religion and the most complete religion of God and contains all the instructions and laws needed for the guidance and happiness of mankind in the lifestyle that is derived from the religion of Islam. has it. Therefore, anyone who takes the path and custom of believing in God and obeying and worshiping Him in life will also act morally because all moral values exist in religion and God commands to do it, and since based on the belief dimension, God's orders must be obeyed, so one must also act ethically. Based on the findings of the research, the following components are obtained in the belief dimension: 1- knowing the principles of the divine worldview and believing in God, 2- knowing God and following his orders and gaining God's pleasure, 3- acting on the responsibility of man before God and worshiping and Obedience to him, 4- Sending prophets to guide mankind and following the lifestyle of divine prophets, 5- Tests and exams to know good and bad people, 6- Necessity of knowing the Quran and following its instructions, 7- Trying to know the religion of Islam. and following the orders of Islam, 8- Choosing a lifestyle that is in accordance with divine dignity, 9- Striving for a good life, 10- Worldly knowledge and avoiding worldly worship and knowledge of the world and striving to benefit from this world for the hereafter, 11- Striving for God's pleasure, 12- Jihad in the way of God, knowing the resurrection and striving for salvation in the hereafter. Based on the findings, the components of the moral dimension extracted from the texts and articles are: 1- teaching and learning and respecting the teacher, 2- being content, 3- telling the truth, 4- trustworthiness, 5- recognizing justice and benevolence and acting justly and benevolently decent face Based on the results of the first question of the research with the results of the researches of Kharstani and Seifi (2018), Ashtrifard et al. (2017), Benayan Sefid et al. (1394) and Ayauzhi (1386) are consistent. The close and two-way relationship between religion and ethics has caused them to be placed in the same field in the document of fundamental transformation, and the education and training that is considered in the document of fundamental transformation of education and training is formed under the title of moral religious education. According to the educational goals of this field, the components of the religious and moral aspects of worship are: 1- Teaching and training to achieve a virtuous life, 2- Achieving a virtuous life by doing righteous deeds, 3- Religious and moral education of students, 4- Knowing God and relationship He created the world; The results of the second question of the research are in line with the results of the researches of Azizi Alavijah et al.
Based on the findings of the third question of the research, it is concluded that what is stated in the transformation document entitled religious-ethical sphere is in accordance with the two dimensions of belief and morality in the religion of Islam and since this document is based on localization and It fits with the Iranian culture, so the existing components are suitable for the luxurious Iranian lifestyle. And the education of people in the moral and religious dimension is the reason for achieving good life and closeness to God.

 The results of the research showed that the components of the Iranian-Islamic lifestyle in the dimension of moral belief are: education and upbringing to achieve a good life, achieving a good life by doing righteous deeds, knowing God and his relationship with the world of creation, knowing The principles of the divine worldview and belief in God, knowing God and following His commands and gaining God's pleasure, acting on the responsibility of man before God and worshiping and obeying Him, the need to know the Qur'an and follow its commands, worldly knowledge and staying away from the world. Worship, Jihad in the way of God, contentment, truthfulness, trustworthiness, etc. The general conclusion of the research showed that the application of religious and moral components of the Iranian-Islamic lifestyle is one of the requirements in the field of education of the Islamic Republic of Iran.

 This study aimed to investigate the impact of the national test on the intended curriculum in high schools and propose a model for understanding this relationship. The research followed a consecutive exploratory mixed methods design, combining qualitative and quantitative approaches. The qualitative stage utilized a data-driven method, employing semi-structured interviews, while the quantitative stage employed a descriptive survey. Curriculum, as one of the basic elements in education, provides the means of education, which includes two categories open curriculum (including intended curriculum, implemented curriculum, and acquired curriculum), and hidden curriculum. The planned curriculum pays attention to the aims, goals, content, teaching-learning methods, and tools provided in the curriculum, which are suggested and prescribed by the planners in an educational system. The implemented curriculum is a set of teaching-learning actions and activities that are implemented in real classroom environments based on the intended program and what the teachers have learned from it.

 The qualitative phase involved 12 university experts specializing in educational sciences and psychometrics. Sampling was conducted using the principle of saturation and purposive sampling. In the quantitative phase, all secondary school teachers in the cities of Tehran province were included as the statistical population. The sample size was determined based on the Morgan table, resulting in a sample of 400 participants. Stepwise random sampling was used for participant selection. Data collection tools included semi-structured individual interviews in the qualitative phase and an Intended Curriculum Questionnaire comprising 16 questions based on identified components in the quantitative phase. The collected data were analyzed using content analysis in the qualitative part and descriptive statistics (mean, standard deviation, skewness, and kurtosis) as well as inferential statistics (exploratory factor analysis, analysis of covariance, and dependent t-test) in the quantitative part. SPSS software version 22 and Lisrel-88 were utilized for the data analysis. In this research, ethical standards including obtaining informed consent, and guaranteeing privacy and confidentiality were observed. Also, at the time of completing the questionnaires, while emphasizing completing all the questions, the participants were free to withdraw from the research at any time and provide personal information. They were assured that the information would remain confidential, which was fully respected.

 The findings indicated that the national test had a significant impact on certain dimensions of the curriculum. Specifically, it was found to be effective in shaping the objectives, content, and evaluation aspects of the curriculum. However, its effectiveness in organizing the content was not as pronounced. Regarding the indicators and components of the intended curriculum based on the relationship of the national exam, 12 experts in this field were interviewed based on a semi-structured interview with 5 questions. This question was answered using the grounded theory approach and MAXQDA software. Table 1 shows the checklist related to the results of interview content analysis using open, central, and selective coding.

 This study demonstrated that the national test had a noticeable impact on the intended curriculum in high schools. The objectives, content, and evaluation dimensions were influenced by the test, indicating its role in shaping these aspects. However, further attention and exploration are required to address the potential shortcomings in organizing the curriculum. These findings contribute to the understanding of the relationship between the national test and the intended curriculum, providing insights for educational policymakers, curriculum designers, and teachers to enhance the alignment between testing practices and the desired educational outcomes. According to several years of experience in education, the need to examine the relationship between the national exam and the intended curriculum by presenting a model in secondary school is one of the most important issues of the day in education. It includes all the families and educational institutions that are mostly directly related to the test so that we can investigate the issue scientifically and by presenting the solutions resulting from the results of this research, the professionals in the field of education are included. Curriculum planners can take steps for this concern and students can act with the provided solutions in choosing their favorite fields in the national entrance exam. Dangerous exams can have positive and negative consequences. Among its negative consequences, we can mention changing the curriculum, emphasis on special subjects, and control of the educational system both in terms of teaching and learning. Various research has shown that these types of tests have upset the balance of this system in different ways, including the financial and economic pressures imposed on families for private classes, and the one-dimensionalization of knowledge. students or the limitation of their skills, class control, changing the learning method, changing the teaching method, creating unhealthy competition between schools and learning centers for more profit, test anxiety, and psychological pressures, and marginalizing cooperative methods. And teaching activists pointed out. Common sense tells us that the social and educational pressures that tests such as entrance exams bring are significant. Unfortunately, due to the inadequacy of different measurement systems in different countries, it is not easy to modify this type of measurement system. Various aspects of the measurement system of the countries have been investigated, reported, and criticized. On the other hand, Vandernest, Long, and Engelbrecht (2018) emphasize that the curriculum can be measured and its intended outputs shape the type of assessment. They say that even though teaching for the exam is temporary; It threatens all curricula and the consequence of such complications is the weakening of curricula, the important point is that studies since 1998 show that the weakening of curricula also weakens the position of teachers. Follows Teaching for the test leads to students' superficial understanding of concepts. In short, the weakening relationship between the test and the curriculum depends a lot on the importance of the test. When there is no feedback system of test results on curriculum, teaching is usually shaped by tests. The lack of connection between the curriculum the tests and the evaluation system leads to the weakening of both systems and minimizes the innovation of the curricula (Research and Innovation Center of the Economic Cooperation and Development Organization, 2008).

 In today's world, entrepreneurship and its tendency play an important role in the survival and development of organizations in turbulent and dynamic environments. Today, the development of entrepreneurship in order to strengthen innovation, initiative and risk-taking in organizations is one of the topics of interest in management literature. Organizational entrepreneurship is a process in which organizations recognize opportunities for growth and development and create new values for their stakeholders through innovation and reallocation of resources. Entrepreneurship is a type of behavior that includes initiative, organization, economic mechanisms to transform resources into opportunities, and accepting the risks of failure. This redistribution of resources and the use of economic mechanisms in organizations such as educational organizations is very important. The distribution of education, the limitation (and reduction) of the government budget, global competition and the changing demands of the knowledge-based economy have caused higher education institutions to pay more attention to economic development and entrepreneurial activities; But doing entrepreneurial activities spontaneously does not make the university an entrepreneurial university. It can be said that the university is an entrepreneur only when it adds value to education and research and vice versa. (Hosseini et al. 2017) Academic entrepreneurship refers to the actions and efforts that universities and university industry departments make in order to commercialize the outputs and results of their academic and scientific research. (Nasrasafhani and Ghaffari 2013) In other words, an entrepreneurial university is a university where scientific entrepreneurship can create a force for economic growth and cause competition in global markets. This study was conducted with the aim of identifying the factors affecting the development of entrepreneurship in universities.

 The research method is applied from the objective point of view and content analysis from the data collection point of view. The statistical population included experts and experienced people in the field of management and entrepreneurship with academic and managerial experience. The statistical sample in a targeted and judgmental way includes experts who have a master's or doctorate degree or doctoral students who have at least 10 years of service and are among the selected entrepreneurs in the University of Medical Sciences. Based on this, 20 elites were interviewed according to the law of data saturation. The method of data collection was interviews and the means of collecting in-depth and semi-in-depth questions from the interviewees. Although getting concepts from the data is the main characteristic of the interview analysis strategy, in this strategy the creativity of the researcher was also a fundamental component. Simultaneously with data collection, free coding was done. This means looking at the data line by line and knowing the processes in it. For this purpose, each interview was reviewed several times by the researcher and the paragraphs with integrated and coherent meanings that resulted in a category were separated from each other. Then, in each paragraph, the concepts were discovered and named using the words used by the interviewees. To measure the validity and reliability of the qualitative research, reliability was used, which consisted of four more detailed concepts: credibility, transferability, verifiability, and reliability.

 According to the findings of the research, it can be said that the factors affecting the development of entrepreneurship in universities include the structure of the university, including the components of decentralization, knowledge sharing, independence, agility, and professionalism; The dimension of innovation and social innovation, including the components of innovation culture and networking and communication capabilities; The dimension of higher education strategy includes the components of organizational structure and university governance, support tools and entrepreneurship drivers, the dimension of support and encouragement includes the components of university attitudes towards entrepreneurship and positive market attitudes towards entrepreneurs, the dimension of development infrastructure factors including components of entrepreneurial competencies, curriculum planning and teaching-learning process; The dimension of social values factors includes the components of society's potential, expectations from the university, society's policy, the dimension of systemic education including the components of context, input, evaluation and development, and consequences; Next, innovative financial sources include the components of financing institutions directly from the government, financing students and families/indirect financing from the government, the financing system based on the pre-purchase of products and services, the financing system based on the order of products and services, The financing system is staff-oriented and the financing system is input-oriented.

 This research was conducted with the aim of identifying the factors affecting the development of entrepreneurship in universities. In the last decade, there has been a significant emphasis on the public policies of universities in the field of knowledge transfer, both in developed and developing economies. In the modern era, the social environment of the university has been significantly enriched and new agents have entered the system. Concepts such as competition, production, quality and effectiveness have entered the short-term and daily activities of universities, and the long-term functions of universities as independent institutions have been questioned, and universities have been exposed to economic and political pressures. The activities of the university have crossed the traditional borders due to the connection with the level of economic-social development and expands new ways to develop this interaction between each other. Perhaps the most important of this interaction is business, which is playing the role of an economic engine and at the same time is the most important consumer of knowledge. The findings of the researchers and the consensus on the effective factors in the development of entrepreneurship in universities show that the entrepreneurial attitude is one of the possible solutions for combining universities with the complexity of economic mechanisms.

Experimental science is one of the most important fields of learning, and it means the ability and capacity to use scientific knowledge, to raise scientific questions and extract answers, and the results based on experimental evidence, to understand and understand the natural world, and to help make correct decisions about its facts. It is against the changes made by human activity. On the one hand, the primary science curriculum tries to introduce students to scientific fields and provide conditions for further study and learning in the future and at higher levels, and on the other hand, by informing students and teaching them ways of thinking, it prepares them for living in a society. prepare scientifically (Zarghampour et al 2014). In the meantime, learning in the classroom in a reversed manner is a reliable method that facilitates the work of teaching and learning in the educational system (Otero-Saborido 2018). The reverse learning method is one of the student-oriented methods (Goudarzi, Nikyar & Arjomandi 2019). In flipped learning classes, educational programs are integrated; and students collect the content to be learned from multiple scientific sources and bring it to the classroom. Several researches show that the reverse learning method is more efficient than the traditional method (Al Mulhim 2021, Dong 2021, Gholami, Zare & Fallah 2023; Dobakhti, Zahrabi & Masoudi 2023, Samiee Zafarghandi & Abdi Navideh, 2022). Considering that the reform and restoration of the educational system due to the development of technology and new methods requires a change in the traditional teaching method, it seems that the reverse learning method can be a suitable solution for such educational changes to improve the learning and teaching environment, therefore The purpose of the present research was to design the role model of the learner based on the reverse learning approach in the experimental science course of the elementary school.

 The current research was a mixed exploratory (qualitative-quantitative) research method. In the qualitative part, the thematic analysis method was used to answer the research questions and model design, and in the quantitative part, structural equation modeling was used to check the fit of the model. In the theme analysis, Attride-Stirling (2001) suggested method was used. In the process of analysis, primary codes related to the reverse approach in experimental science education were extracted from the texts (interview texts and selected articles), the data were summarized and consolidated by examining repeated cases, and the basic themes were formed. In the following, the organizing themes were determined by combining and summarizing the basic themes, and then the overarching themes (curriculum elements in the reverse approach) were determined. To check the validity of the results, Cohen's kappa coefficient was checked. In the qualitative part, the participants in the research were in two parts: the participants of the interview part (including experts in the field of curriculum, specialists in the field of educational sciences, and teachers with high experience in elementary school) and the participants of the content part of the texts (including the documents published in reliable scientific databases in The last 5 years leading to the time of analysis and adjustment of the fourth chapter (2017 to 2022 AD). In the sampling of the interview section, the purposeful sampling method of the snowball type was used. The number of samples reached saturation with 14 people. In the sampling of the texts section, the purposeful sampling method was used. was used based on the purpose of the research. In the quantitative part, the statistical population included all primary school teachers in Khoozestan province with a sample of 186 people, which were selected by multi-stage cluster random sampling method. Also, the content validity of the model presented by 6 experts and experts was checked. To check the validity of the data collected in the qualitative part, the Laushe coefficient was used. Finally, Amos software was used to draw the pattern and determine the contribution of the factors.

The results showed that the learner element (overarching theme) includes four organizing themes of learner self-determination (basic themes: 1) active learning, 2) creative learning, 3) responsible learning, 4) continuous learning, 5) self-enthusiasm for learning), learner participation in class Reverse (basic topics: 1) academic involvement in reverse processes, 2) responsibility to implement the reverse method, 3) repetition and practice of reverse learning activities, 4) use of learning strategies, 5) implementation of research activities in the classroom, personalization of learning (topics) Basic: 1) self-directed learning, 2) questioning for learning, 3) time planning, 4) learning process management), and cooperation in group activities (basic topics: 1) carrying out class learning activities, 2) purposefulness in learning activities, 3) Performing group activities were 4) research-learning group, 5) formation of classroom learning group, 6) interactive cooperation of group members) which had 20 basic themes in total. Regarding the fit of the final model of the learner element, the values obtained for the GFI index were equal to 0.852 and the IFI and CFI indices were above 0.9. Also, the value of RMSEA was equal to 0.05 and the PCLOSC index showed no significance with the value of 0.363. In total, the values obtained in the study of the structural model of the learner element indicated the optimal fit of the model.

 Therefore, the learning element is one of the main elements identified for the reverse approach in elementary experimental sciences, and by implementing the reverse approach in elementary experimental science classrooms, students can be helped to thoughtfully follow the learning and laboratory processes.

 The purpose of this research is to analyze the constituent elements of the culture of primary schools in Saveh city using thematic analysis.

 The research method was applied according to the purpose, applied according to the type of data, mixed (qualitative-quantitative) of the exploratory type according to the time of data collection, cross-sectional and according to the nature and method of implementation in the qualitative part of thematic analysis and in the quantitative part descriptive survey. Sociostatistics of the qualitative part, the experts included university faculty members and administrators with experience in education and school administrators. The socio-statistics of the quantitative part was 336 people from all administrators and elementary teachers of Saveh city.

 The findings were as follows: 3 comprehensive themes, 14 organizing themes and 85 basic themes were identified for the culture of elementary schools in Saveh city, which according to the prioritization are: cultural infrastructures with 5 organizing themes and 22 basic themes; culture-creating factors with 4 organizing themes and 20 basic themes; And the school with the level of Iranian-Islamic culture with 5 organizing themes and 43 basic themes.

 The results showed that the overall fit criterion for the structure of cultural infrastructure is equal to 0.627, the structure of culture-creating factors is equal to 0.661, and the structure of the school with the level of Iranian-Islamic culture is equal to 0.674.

 The purpose of this study was to investigate the effects of enhanced expectancies and external focus of attention on learning a medical motor skill.

 Participants included 80 medical students in the preclinical phase and were randomly divided into four groups: external focus, internal focus, social-comparative feedback, and control group. The motor task included vertical suturing. After the pretest, all participants practiced suturing for five days. During the training phase, the external focus group was told to focus at the rupture site on the mannequin while performing the skill, while the internal focus group was told to focus on the fingers. The social-comparative feedback group received positive feedback at the end of each day and were told that they performed better than the previous day. The control group did not receive any feedback or instructions. The retention test was performed one week after the acquisition stage. Suturing quality, self-efficacy, and focus of attention were measured as dependent variables.

 The findings of the present study supported the optimal theory and showed the components of external focus of attention and enhanced expectancies can be effective in optimizing performance and learning motor skills in the field of medicine.

 The results showed that the external attention focus group had the best performance compared to the other groups in the acquisition phase and retention test;   and also, the social-comparative feedback group performed better than the control group. In addition, social-comparative feedback improved the level of self-efficacy. Finally, the instruction for external focus of attention led participants to focus on the goal of the motor task while performing the skill.