حسین مومنی مهمویی

Based on the assumption of diversity of interest and ability among learners, a layered curriculum can meet the challenges of a diverse population of learners. To identify and prioritize the dimension and constituents of such a curriculum, a group of 20 curriculum planning experts was given a specially constructed questionnaire on the characteristics of layered curriculum and then the relative significance/importance of derived dimensions and constituents by the use of Fuzzy Delphi method, was determined using the AHP method. As a result a set of 9 dimensions of design, objective, content, methods, learning tasks, learning environment, learner, teacher, and assessment with 45 constituents were identified where in teacher ranks first in terms significance.

The main goal of the current research was to identify the current governance model of Islamic Azad University in the field of attention to industry and market. This research was conducted using a qualitative approach and the application of the data-foundation method. The statistical population included the members of the board of directors and the heads of faculties of Islamic Azad University in Khorasan-Razavi province, who were selected through purposeful criterion-based sampling. Data were collected through semi-structured interviews with 15 participants (until theoretical saturation). In order to analyze the data, open, axial and selective coding method was used. In order to ensure validity and reliability, Lincoln and Goba criteria were used. The results show 38 core concepts and 13 selected categories, which in the form of data-based theory include ineffective communication between universities, industry and the market as a central phenomenon, causal conditions (structural-organizational factors; communication-interactive factors; scientific-professional factors) e), strategies (tendency to traditional approaches in governance; lack of diversity in financing methods; communication gap between universities and industrial-commercial intermediate institutions), background conditions (environmental-infrastructural factors), intervening conditions for facilitation -Ger (necessities and competitive requirements; regional and global lessons learned; massification of higher education), limiting intervening conditions (politicization and social-cultural stimuli) and consequence (consequences individual; organizational and general-social) was organized.

The present study was conducted with the aim of identifying the components of streamlining higher education curricula. The approach of the present study is qualitative and its method is synthesis research. The scope of the study was all articles and scientific resources in the field of streamlining curricula in higher education. The research sample included 46 scientific works in this field. This number was selected based on thematic monitoring, theoretical saturation of data and purposefully. The research data were collected from qualitative analysis of the documents studied. The components of the streamlining model of higher education curricula have 11 components, which include: developing a curriculum based on the needs of stakeholders, achieving educational justice, reviewing content, science and technology, streamlining the curriculum based on future jobs, social justice, developing participation and sustainable development. The results of this analysis and then their combination identified a conceptual framework in this area through aligned programs, the importance of the role of human resources (students) adaptation, attention to the role of the university, and attention to the framework of social expectations and students' needs and its impact on their persistence and academic success in the country's educational system, reforming university functions, and the emergence of social justice and participatory development planning in university educational programs.

Paying attention to comprehensive quality management in universities is one of the most important approaches to improving the efficiency and effectiveness of higher education in recent years. Therefore, the aim of the present study is to identify the components of comprehensive quality management in higher education.

The present study was conducted with a qualitative approach and based on the meta-synthesis method based on the Erwin (2011) model. The research population consists of 214 articles and postgraduate theses on the components of comprehensive quality management in higher education centers that were presented between 2017 and 2024. The research sample includes 30 research articles that were collected purposefully and selected based on thematic monitoring of data. The research data were analyzed based on content analysis at three levels: basic, organizing, and comprehensive themes.

Based on data analysis, the components of total quality management in higher education centers were classified into 7 dimensions and 66 factors. These dimensions include contextual and infrastructural factors, process documentation, curriculum, human resources, customer-centricity, monitoring and evaluation, and leadership and management.

Comprehensive quality management is one of the necessities for improving the current situation in higher education. Considering the components identified in this field, the necessity of evaluating and monitoring the structural resources available in the university, information networking in the university, a transformational perspective in higher education, and professional development should be considered.

The purpose of the current research is to investigate the current situation of professional development of Islamic Azad University professors. This research was conducted with a qualitative approach and a data-based method. The statistical population includes all agents involved in the professional development of Islamic Azad University professors, who were selected through purposeful criterion-based sampling. Data were collected through semi-structured interviews with seventeen professors of Islamic Azad University and nine directors of educational departments of Islamic Azad University. In order to analyze the data, the coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show fifteen core concepts and five selected categories, which in the form of a paradigm model include individualistic professional development based on totalitarianism as the central phenomenon of the current situation of professors' professional development, professional development challenges (including Components such as lack of professional development factors, tasteful performance and quantification in professional development programs), professional development procedures and processes (including axes such as strategic knowledge management, attention to Knowledge competences and creation of interactive networks), platforms for the formation of the existing situation (including axes such as extra-organizational, organizational and individual factors) and the consequences of the existing situation (including the components of cultural, educational and managerial consequences) are organized. took

The current research was carried out with the aim of combining the components of the model of in-service training based on Mock. For this purpose, the qualitative research approach and meta-composite method were used. The scope of the research is all the articles (140 articles) that have been presented in specialized and scientific databases in the last decade about the components of in-service training based on Mock and related concepts. The sample of the research is 22 articles, which have been selected based on thematic monitoring, theoretical data saturation and purposefully. The research data were collected from the qualitative analysis of the studied documents. By analyzing the data, platforms and requirements of the mock-based in-service training model in four selected codes and 12 axes, web-based (technological) learning culture (media literacy, network interactions, technological ethics), mock-based educational design (including on needs assessment, definition of educational approaches (access, content and resources), web-based management of in-service processes (including management of learning systems, monitoring and evaluation, foundation of knowledge management); Support and updating (software support, hardware support) was organized. Therefore, according to the results of the research, it is suggested to pay special attention to the mentioned dimensions in the design of in-service training programs based on Mock.

The purpose of the current research was to identify the requirements and curriculum bases of the economic training of Islamic Azad University students. This research was conducted with a qualitative approach and phenomenological method. The scope of the research includes all agents involved in the curriculum of economic training, who were selected through purposeful sampling. Data were collected through semi-structured interviews with twenty-three professors of  Islamic Azad University- Razavi Khorasan branches. In order to analyze the data, the theme analysis method was used in three levels of basic, organizing and selected themes. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show 5 main dimensions, including programmatic requirements of economic training, socio-university requirements, strategic requirements, contextual requirements and platforms of economic education (including axes such as skill creation and empowerment of students, attention to existing resources and capacities and economic knowledge of students) was organized. According to the findings, it can be concluded that individual, academic, social and cultural factors play a role in the economic training of students.

In educational organizations, human resources are considered as the main indicator of the efficiency and performance of the organization, and knowing the current situation of human resources management is the basis for the implementation of future developments in the organization. Therefore, the purpose of this research is to investigate the maturity requirements of human resource management in schools.

This research was conducted with a qualitative approach and with the Foundation's data method. The statistical population includes the study population of this research, all the main agents involved in the management of human resources of education in the province of Sistan and Baluchistan, including; They were teachers, school principals and human resource managers. which were selected through purposeful, criterion-oriented sampling. Data were collected through semi-structured interviews with fourteen teachers, six school principals and six human resource managers. In order to analyze the data, open, axial and selective coding methods were used. Lincoln and Cuban criteria were used to ensure validity and reliability.

The research results were organized in ten main dimensions and twenty one axes based on the Roberts model. These dimensions include organization capabilities, human resource management requirements, staff professional development requirements, talent management process requirements, recruitment process requirements, performance management, reward and recognition, health and safety, internal and external communications, and data and system management. you are

According to the results, it can be concluded that various human, organizational and managerial factors play a role in the maturity of human resource management.

Higher education as the highest educational level of the society is of considerable importance; Because it plays an essential role in the growth and development of society in various technological, scientific, cultural, economic, social and political dimensions. In this regard, paying attention to the social and political needs of students is one of the most important steps of higher education to achieve its educational goals. Because students are an important part of citizens in the field of political and social activities, and the educational system plays an essential role in socio-political developments. Islamic Azad University, as a large university in the country, which is responsible for educating a large number of students in the country, has many programs in the field of political education of students, therefore, in this research, we decided to identify the current state of political education among the students of Islamic Azad University.

Research questions: 

What is the current status of the political education curriculum in Islamic Azad University?

The results of the research show twenty-four core concepts and nine selected categories, which in the form of a paradigm model include educational disruption in the political education program as a core category and causal conditions (skill weakness, attitude weakness, environmental challenges), contextual factors (university management factors and environmentalcontextual factors), facilitating intervention conditions (professional training and development of professors, accessibility, support and foundation of the university), limiting intervention conditions (organizational, environmental challenges, political interference and individual and executive obstacles), strategies (renew the approach to curriculum planning, designing a strategic plan in the field of FAVA application, use of incentive policies and assigning responsibility) and consequences (failure to achieve the intended curriculum goals and improper acquisition of the political education curriculum) were organized.

The results of the research show twenty-one core concepts and eight selected categories, which in the form of a paradigm model include the neglect of vitality in school curricula as a core category and causal conditions (weakness of school management, Weakness in educational culture of schools,weakness in social relations of students), contextual factors (social-cultural factors, organizational factors and educational factors), facilitating intervention conditions (personal and individual factors, content attractiveness of textbooks, Paying attention to individual differences and qualitative evaluation), restrictive intervening conditions (individual challenges, cultural challenges and school challenges), strategies (students' interactions and communication, making the classroom atmosphere intimate by teachers, paying attention to active teaching methods, dynamism of the atmosphere physical) and the result (increasing depression and academic frustration) was organized.

According to the results, the participation of all interested groups should be considered in the design and development of the political education curriculum. Pay attention to the combined approach in the curriculum planning of political education instead of the separate approach; The implementation approaches of the political education curriculum should be modified and turned to the approaches that students practice in the field of political education. Attention should be paid to the training and retraining of political education curriculum implementers and influential factors (teachers) and more attention should be paid to extraordinary programs in the field of political education for
students.

The purpose of the current research was to investigate the current pattern of integration of well-being in the curricula of second year elementary students. This research was conducted with a qualitative approach using a data-based method. The statistical population included all the teachers of the second period of primary school who were selected through purposeful criterion-based sampling. The data was obtained through semi-structured interviews with sixteen teachers of the second year of primary school in Isfahan Education Department. In order to analyze the data, open, axial and selective coding method were used. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research revealed twenty-seven key concepts, which in the form of a paradigm model include the weakness of the scientific view of well-being in the curriculum as a central category and causal conditions (improper curriculum design and compilation, non-scientific view of well-being in curriculums and weak needs assessment), contextual factors (family and social background, school cultural context, peers and friendship groups and communication and interaction platforms), facilitating intervention conditions (leisure opportunities, vitality in school and hope for the future), limiting intervening conditions (family, organizational and individual challenges), strategies (renew planning approach, proper implementation of curricula, improvement of acquired curriculum areas, curriculum school-oriented and parents' curriculum) and consequences (academic boredom and lack of attention to well-being) were organized.

The purpose of this research is to investigate the current state of maturity of human resource management in schools. This research was conducted with a qualitative approach and a data-based method. The statistical population includes the study population of this research, all the main agents involved in the management of human resources of education in the province of Sistan and Baluchistan, including; They were teachers, school principals and human resource managers. which were selected through purposeful, criterion-oriented sampling. Data were collected through semi-structured interviews with seventeen teachers, eight school principals and eight human resource managers. In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability. The research results were organized in ten main dimensions and nineteen main axes based on the Roberts model. These dimensions include the process of human resources strategy, organizational capability development, recruitment, employee development, talent management, performance management, reward and appreciation, health and safety, internal and external communications, and data and systems management.

Information and communication technology plays an important role in advancing educational goals, this is important for hearing impaired students to advance educational goals, so the purpose of the current research is the indicators and components of the use of Information and communication technology in the program. A lesson for students with hearing impairment.

The approach of the current research is qualitative and its method is synthesis research. Research community 186 articles on the indicators and components of the use of Fava in the curriculum of students with hearing impairment have been presented in specialized and scientific databases. The sample of the research is 36 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on the Scott method (2012) and the agreement coefficient between the evaluators was calculated to be 79%.

After examining and analyzing the data, components and indicators of the curriculum model based on well-being in 6 dimensions, 25 axes and 85 categories, including the goals of using Information and Communication Technology in the curriculum of deaf and hard of hearing children, Functional principles of Information and Communication Technology, methods, fields of Information and Communication Technology application, features of the program and challenges were organized.

Based on the findings, it can be concluded that in order to use Fava for learners with hearing impairment, attention should be paid to individual, organizational and program dimensions.

Religious education forms an important part of students' curricula, besides its role in establishing the religious identity of learners, this important role leads to the realization of other educational goals in the higher education system. Knowing the components and indicators of the religious education curriculum provides the basis for designing a comprehensive model in the field of religious education. Therefore, the aim of the current research is to identify the dimensions and components of the religious education curriculum model. The approach of the current research is qualitative and its method is synthesis research. The research community is all the articles (124 articles) that have been presented in specialized and scientific databases since 2009 and 2015 so far about the curriculum model of religious education. The sample of the research is 25 articles, which were selected based on thematic monitoring, theoretical saturation of data and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on Scott's method (2012) and the agreement coefficient between the evaluators was calculated as 81%. The components and indicators of the religious education curriculum model in 4 dimensions, 13 axes and 53 categories including knowledge components (including indicators such as knowledge of religious concepts, cultural-belief knowledge and media literacy), Structural components (including components such as paying attention to the culture of religious learning, creating religious communities and structural-oriented ethics), pedagogical components (including components such as cooperative education, use of research approaches, evaluation and analytical and argument-oriented methods) and programmatic-process components (includes axes such as the application of knowledge management in the cycle of religious education of students and university support and attention to social values)

Efficient human resource is a major indicator of the superiority of an organization over other organization. One of the indicators of retention, empowerment and development of employees in organizations is to pay attention to the replacement of people for the future positions of the organization. This is of special significance in educational organizations considering their goals, hence the aim of the current research was to identify the indicators and components of the replacement of managers in schools and educational centers. The approach of the current research was qualitative and the method was synthetic. The research corpus included all the articles published in the last decade (2006-2023), of which 24 articles were selected as samples based on thematic content monitoring. The research data were collected by qualitative analysis of the studied documents. By analyzing the data, key factors in 4 dimensions, 11 factors and 54 categories including the dimension of succession management (components such as competence-oriented, knowledge management, transformational and creative leadership, strategic planning); cultural organizational dimension (components such as strengthening the culture of cooperation and teamwork, delegating authority, maintaining talented human resources), approaches and strategies of parenting dimension (components such as approaches based on self-development and approaches based on cooperative learning), and monitoring and evaluation dimension (components such as program monitoring and evaluation of individual competencies) were classified. The results showed that in order to design succession planning patterns, in addition to the personal components of the succession, organizational culture, attention to effective approaches in education, proper management in succession planning, and appropriate evaluation should be considered.

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 purpose of the research is to investigate the factors affecting electronic learning; The method of this research is qualitative and synthesis research, the statistical population, numerous researches that have been conducted in domestic and foreign articles, and the database was 162 articles in the time period (1402-1389) and (2023-2010) . All the received articles were categorized and dominated during the content analysis and 73 articles (23 external sources and 50 internal sources) that were eligible for the research were examined and finally the articles were extracted for re-reading, coding of their indicators and concepts and were selected and examined as a statistical sample with purposeful sampling . In order to collect the required information, the checklist made by the researcher was used to report and record the primary research information, which was collected through searching with different key words and related to the purpose of the research. In order to analyze the findings, the 6-step model of Roberts' research synthesis was used, And in checking the trust of data from the provided framework, from 4 criteria; Believability, transferability, reliability and confirmability were used and the result of the inductive and combined content analysis of the categories was the extraction of a conceptual framework in the field of technology-oriented, motivation-oriented, content-oriented, organization-oriented, service-oriented, design-oriented, community-oriented.

 Given the importance of empathy in caring for patients, this study investigated the level of empathy and its associated factors among medical residents at Ahvaz Jundishapur University of Medical Sciences (AJUMS). Electronic education is a type of educational program that stems from the impact of technology, utilized to facilitate the learning process. Its purpose is to use this educational technology and its effects on the learning process, and the present research seeks the main factors affecting electronic education.

The method of this research is qualitative and synthesis research, the statistical population, numerous types of research that have been conducted in domestic and foreign articles in the period(1389-1402 SH) and (2010-2023 AD), and analyzed the 6-step model of Roberts' research synthesis was used and in the data reliability check from the provided framework, four criteria; believability, transferability, reliability, and confirmability were used.

The findings in this research showed that the effective dimensions in electronic education include technology-oriented, need-oriented, learning-oriented, communication-oriented, program-oriented, obstacle-oriented, motivation-oriented, and development-oriented dimensions, respectively.

In this study, we found that given that e-education is used in all sciences, this research is a suitable model for    learners.

Considering the visual nature of mathematical concepts in elementary school, the learning process of these topics is different for visually impaired students and normal children.

The present research seeks to discover and identify the lived experience of visually impaired students and their mothers from encountering a math curriculum with a student-centered approach.

This research was conducted with a qualitative approach and interpretive phenomenology method. The participants included 12 mothers with visually impaired or blind children and 14 visually impaired primary school students (7 girls and 7 boys) studying in the second to sixth grades. The data collection tool is in-depth exploratory interviews, which were analyzed using Van Menen's thematic analysis method.

The experience of the participants shows that the content of the current math curriculum for this group of students has two major modes: 1) the ability to mentally calculate, manipulate and apply in real life and 2) the ability to learn in case of adaptation. visual In line with the types of adaptations, the themes of adaptation of books, tools, teaching methods and evaluation are also included. The participants stated that learning most of the mathematical topics is associated with difficulty and is rarely used in daily life.

According to the findings of this study, it is suggested that adaptations of content, textbooks, tools, teaching and evaluation methods in the design and implementation of mathematics curricula for visually impaired students. To be considered by the planners.

The professional development of university managers is one of the important tools to achieve superior educational, research, cultural, and technological quality, which directly and indirectly increases the productivity and development of human resources. The main purpose of this research was to investigate the concepts and categories related to the process of professional development of managers at Farhangian University. This research is applied in terms of purpose and is the type of qualitative research, which has been completed based on the foundation's data theory (systematic design). The statistical population included managers of regions one, two, and nine of Farhangian University, the purposeful and snowball sampling method continued until the data reached theoretical saturation using semi-structured interviews with 18 members of the sample. The data were collected by semi-structured interviews and validated by participants’ review and expert judgment. The results of data analysis during three stages, open, central and selective coding was indicate of 13 general categories, which in the framework of the Paradigmatic model in the form of six inclusive classes include: causal conditions (internal and external motivations); the central phenomenon (participation in professional learning); Professional growth strategies (individual, collaborative and educational); contextual conditions (duration, educational content and managerial competencies); Intervening conditions (individual and personality factors, organizational factors) and consequences (failure to meet expectations, change in knowledge and attitude, development of performance and transfer of learning) reflect the process of professional growth of managers at Farhangian University. The results of this research can provide a model for policymakers, planners, and agents of the educational system at Farhangian University and higher education institutions in order to improve the quality of education and make changes and review the professional development of managers.

The purpose of the current research was to design the model of agileization of books and curricula of higher education. For this purpose, the foundation data method and the Strauss and Corbin approach were used. The field of research was the professors and students of Islamic Azad University. The research data was collected using semi-structured individual interviews, the statistical sample included 14 students and 10 teaching professors of the Islamic Azad University, Torbat Heydarieh branch, who were selected in a theoretical manner. The data were analyzed using the three-step coding method of Strauss and Corbin (1990). The findings of the research show that the acceleration of innovation in the creation of books and curricula based on constructivism acts as a central phenomenon and individual, academic and extra-academic fields have an influence in this sector. Also, the causal conditions included the increase in complexity and environmental dynamism, the weak qualification and competence of graduates, the systematic decline of universities (degradation o and status). The intervening factors include the level of maturity and development of human resources, the level of innovation and technology of books and curricula, the level of participation of stakeholders, and the considered strategies were participation in the design of curricula, improvement of programs in the direction of agility, passing from theoretical knowledge to practical knowledge of statistics. became Finally, the consequences of making books and curricula more agile, improving the quality of the educational content of books and curricula with the help of competency-based and employability were mentioned.

The purpose of this study was to investigate the competency model of the undergraduate curriculum of Teacher Training University. The approach for the present study was qualitative and the method was a systematic review based on the model of Wright et al. (2007). The research community consisted of 326 articles on the competencies of consultants published in prestigious scientific journals between 2010 and 2022. The research corpus included 36 articles that were purposefully collected and selected based on thematic monitoring of data. The research data were collected from qualitative analysis of the studied documents. Based on the data analysis, consultants' competencies were classified into 3 dimensions and 20 factors.These dimensions included individual competencies (including personality traits, religious commitment, emotional intelligence, beauty, adaptability, perceptual skills, personal responsibility, motivation, communication skills), professional competencies (including factors Professional expertise, familiarity with professional plans, consulting process management, attention to professional development, professional organizational components, pedagogical knowledge management, professional commitment, professional ethics, skills and socio-cultural competencies (including factors; cultural insight and attention to social norms).

Today, e-learning is known as an efficient method in personal development and organizational training. However, it is very important to pay attention to the aspects of self-actualization and individual choice in electronic learning. Therefore, the aim of this research was to achieve the components of electronic learning based on self-following. For this purpose, qualitative approach and research synthesis method were used. The research community included all the articles published in the last decade (2012-2022), of which 28 titles were selected as samples based on thematic content monitoring. The research data were collected by qualitative analysis of the studied documents. By analyzing the data, key factors in 4 dimensions, 13 factors and 53 categories including self-management of e-learning (including recognition of individual potentials, control of learning flow, self-regulation in e-learning); Educational self-management (including cognitive and meta-cognitive skills, identifying and searching for resources and databases, collaborative and cooperative learning, central research in e-learning); Self-motivation in e-learning (including attraction to the learning environment, intrinsic motivation, extrinsic motivation); E-learning self-evaluation (personalized evaluation, comprehensiveness in evaluation, self-reflection) were classified. According to the research findings, it is suggested that in the design related to electronic learning and education, individual abilities and individual learning capacities should be taken into account and special attention should be paid to the personalization of learning and its evaluation.

The purpose of this study was to analyze the ontological content of Masnavi Stories based on the content approach of teaching thinking and its relevance to religious education in primary school. To this aim, the theoretical foundations of teaching thinking and religious education are presented via the method of qualitative content analysis. Then, given the criticisms of memory-based education, among the existing approaches, the content approach is explained and the ontological themes in this approach are introduced. Finally, the stories from Masnavi related to the philosophical ontological fields (theology, cosmology, and anthropology) are introduced and it is shown which of the philosophical fields is inside each story and whether they are suitable to be utilized in the religious education program of the elementary school. It is also stated that the anecdotes in Masnavi need to be rewritten based on a content approach so that these stories, which have a high literary richness, should be simplified to provide the ground for reflection and thinking in the class and meet the religious education objectives of the elementary school _ mainly familiarity with the topics of theology, cosmology and anthropology_ in more appropriate form.

Attention to new approaches in education plays an important role in solving existing educational challenges. The combined teaching approach is a new model in education that combines virtual and traditional approaches in education. On the other hand, the reverse teaching method is considered as a new model in education. Therefore, the purpose of this study is to identify the dimensions and components of the combined education curriculum model based on reverse teaching method. The approach of the present study is qualitative and its method is synthesis research. The research population is all articles (124 articles) that have been presented in the specialized and scientific databases since 2005 and 2011 on the model of combined education curriculum based on reverse teaching method. The research sample is 34 articles, which are purposefully selected based on thematic monitoring, theoretical data saturation. Research data were collected from qualitative analysis of the studied documents. analyzing the data, components and indicators of the combined education curriculum model model based on the reverse class method in 10 dimensions, 42 axes and 136 categories including the dimensions of learners' characteristics, teacher's characteristics, teaching-learning approaches, Content, environment, contextual factors, evaluation characteristics, advantages, requirements and challenges and barriers were identified

The purpose of the research was to design and validate the supplementary curriculum model compatible with the brains of ADHD students. This research was a mixed, exploratory type in the qualitative part of document analysis, qualitative content analysis and interviews with 17 experts, and in the quantitative part, a questionnaire with 10 components and 180 sub-components were designed and implemented with 40 experts in curriculum planning, psychology, and brain sciences. Based on the feedback, the questionnaire was modified and given to 419 experts in curriculum planning, psychology, brain science, education experts, counseling and elementary school teachers in Mashhad. The validity of the questionnaire was confirmed by experts, and the validity and reliability of the data were confirmed by means of member checks and Cronbach's alpha (0.83). A qualitative, targeted sampling method was used in the quantitative part of the multi-stage cluster sampling method. Structural equation modeling analysis was used to validate the model and it was confirmed by first-order factor analysis. The results of the second-order confirmatory factor analysis showed that the 11 components (logic, goals, content, learning teaching strategies, evaluation, learning environment, materials and resources, teacher's role, learning time, grouping, and inclusive characteristics) have sufficient factor loading. To predict the brain-compatible supplemental curriculum pattern of students with ADHD. Also, the indexes (CMIN/DF = 0.842), RMSEA = 0.000, CFI = 1.000, TLI = 1.005, IFI = 1.003) and RFI = 974 Was. The results showed that the designed model has a very favorable fit.