نشریه پژوهش های کیفی در برنامه درسی
پیاپی 15 (تابستان 1403)

The stock exchange is an organized and formal capital market and is one of the trading markets that plays an important role in economic growth. Students can invest with ease with the help of scholarship training in various fields. In this research, after stating the objectives of designing the scholarship education curriculum, we explained the history and definition of the scholarship and analyzed the research texts and documents in the field of scholarship education. Synthesis research method has been used to present this model. The purpose of the synthesis method is to combine experimental research to create generalizations. Generalizations in which the limits of generalization are also specified. The organized findings in this study are based on the design of Tyler's four curriculum elements, including: purpose, content, method and evaluation. Finally, based on this, we achieved 7 general themes and 52 basic themes. General topics include: history, joint stock companies, financial markets, factors active in the capital market, trading operations, common terms in the stock market, factors affecting stock prices. The field of study is all printed and digital sources written around the discussion of reputable scientific journals and sites such as magiran, sid and noormags, eric, irandocn. For content validation, the opinion of supervisors and curriculum experts has been used.

This research aims to investigate the valuable knowledge of the curriculum from the perspective of two ideologies of social efficiency and social reconstruction, which have always been in historical conflict with each other. The method of the current research was documentary-library and analytical-descriptive. The data collection method was through text analysis and the data analysis method was through content analysis. The knowledge in the curriculum of social efficiency is of the type of experimental knowledge and related to the group of properties and elites, which is based on technical rationality and creativity, progress, person-oriented (individual originality), process-oriented, current and retrospective, preserving the status quo, based on production culture and Consumption (supply and demand) is specialized and seeks cultural reproduction. This knowledge is popular from the point of view that public interests in the curriculum only increases the awareness of learners about the cycle of production, consumption and daily life, and strengthens public solidarity and rotates daily life. Knowledge in the curriculum of the ideology of social reconstruction and the schools that arose from it, such as the Frankfurt school, is community-oriented (social authenticity), result-oriented, forward-looking, transformative, revolutionary, and event-creating. Each of these two ideologies can work successfully according to the desired and needed time and place conditions

Given increasing environmental challenges, aligning curricula with sustainable education and environmental preservation is essential. This study aims to develop an innovative framework integrating green curriculum principles to provide an effective model for sustainable education. From a methodological perspective, this research falls within the category of developmental studies. Data collection was conducted using a qualitative approach and thematic analysis. The participants comprised scholars and experts in the fields of educational sciences, environmental studies, and social sciences from public universities in Tehran in the year 2024. Employing purposive criterion sampling, a total of 18 participants were selected. The data were gathered through semi-structured interviews and analyzed using a three-phase coding strategy within the MAXQDA software environment. The findings revealed that, at the open coding stage, 443 basic themes were identified, which were subsequently categorized into 40 organizing themes and 5 overarching global themes. The extracted dimensions of this study encompassed a focus on sustainable development, an interdisciplinary and holistic approach, localization and flexibility of curricular content, the reinforcement of environmental competencies, and the enhancement of cultural and indigenous awareness. Collectively, these findings highlight the potential of an integrated curriculum in preparing students to address environmental challenges while equipping them with the essential competencies to contribute to a sustainable future. Therefore, the implementation of such a curriculum could play a pivotal role in achieving both environmental and societal objectives

Iranian culture and civilization originate from the most complete and highest level of divine teachings, the educational system, especially the university system, even though has not been able to provide a suitable model in curricula that is appropriate to the cultural conditions throughout the country. Now the question is raised that: What approach is appropriate to use in order to have education with a local perspective, especially in humanities curricula of academic system?" In order to answer to this question, a descriptive-analytical method was used, and all available resources were studied that related to the subject. The findings indicate that to transform the humanities curriculum in university system, it is necessary to benefit from its own rich culture and civilization in curriculum planning, in addition to applying the experiences of other countries. Even take a step further and introduce a model arising from its own culture and civilization to the world. The results showed that the humanities curriculum planning in academic system should be carried out in a way that, while paying attention to and developing local knowledge, also taken advantage of accompaniment of global knowledge. In fact, a two-way development, which both protected our rich cultural heritage and reached the pinnacle of global knowledge. This can be possible by using the tree theory to expand our local knowledge in the context of globalization, and it is necessary for humanities experts and planners in Iran's academic system to pay attention to this important point.

The corona virus has affected educational communities, especially in terms of the widespread shift to online learning. This means quickly turning curricula and learning styles into a digital platform. Making changes to the curriculum without carefully examining and controlling all the factors influencing it can not lead to effective changes. According to the purpose, the present study has been carried out qualitatively and using the synthesis research method, based on Roberts’s model. In this study, the definitive field of study for synthesizing the challenges of changing teaching-learning styles has been about 13 relevant and available sources on specialized sites and foreign journals. For sampling, available print and electronic resources related to the purpose and subject of the research were used and continued to saturation. The data collection tool was fish recording and the materials related to the purpose of the research were recorded and prioritized by mentioning the specifications of the study source and in a logical order. The results show that we need a high level of preparedness to be able to quickly adapt to changes in the environment and to be able to adapt to different modes of presentation according to the conditions of the Covid 19 pandemic.

The main aim of this study was to identify different patterns of teachers' authority and qualitatively analyze its relationship with students' quantitative-qualitative academic performance.The research was conducted with a qualitative method and with a grounded theory approach, as well as with a purposive and theoretical sampling method and using a semi-structured interview technique with 32 secondary schoolboys, (7th and 8th grade).Data analysis was done with the "Strauss and Corbin" approach, using three stages of open, axial, and selective coding and 206 concepts, 45 categories and 14 main categories were identified.The findings and the paradigm model of the research show that the causal conditions for the emergence of teachers' authority patterns were: "teacher's teaching method", "teacher's communication and interaction method with students", "teacher's morality" and "class control method”. The context of the formation of the phenomenon was "the family context" and " dominant circumstances on school". "Group of friends","non-verbal behavior of the teacher" and "the general feeling of the students towards the teacher" were among the categories obtained that had an interfering effect on the phenomenon. Students had adopted two types of strategies "acceptance" and "resistance" in front of teachers' behavior and actions."Quantitative evaluation", "enthusiasm or lack of enthusiasm for lessons and classes" and "continuing learning" are among the consequent categories of the research.Finally, the core category of the research titled "teachers' authority patterns" was identified with three types of "authoritarian, formal and democratic patterns". The model of democratic authority of teachers can bring good quantitative and qualitative performance for students.