طیبه تجری

Higher education through entrepreneurial teaching can create a competitive advantage for itself. Therefore, the aim of this study was designing an entrepreneurial teaching pattern in Iran's higher education.

The current research in terms of its purpose was applied and in terms of its purpose implementation method was descriptive from type of survey. The current research population includes six groups of business startups and establishment of knowledge-based companies, cooperation with entrepreneurial intermediary institutions, entrepreneurship education and teaching, authoring articles, books and guidance or counseling of dissertations and thesis in the field of entrepreneurship, specialist of curriculum and managers of planning higher education in Iranian universities in the academic years of 2020-21. The sample size based on the table of Krejcie and Morgan table was determined 322 people, who this number were selected by simple random sampling method. The instrument of the current research was the researcher-made questionnaire of entrepreneurship teaching in Iran's higher education with 214 items, that whose face and content validity was confirmed by the opinion of experts and its reliability with using combined and Cronbach's alpha methods was obtained above 0.70. The data of this study were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS and Lisrel software.

The findings of the present study indicated that entrepreneurial teaching in Iran's higher education had 214 concepts in 13 components and 6 categories. The category of causal conditions includes the components of the need to face transformations and necessity of creating capabilities (33 concepts), the category of background conditions includes the component of the internal environment or variables (36 concepts), the category of intervening conditions includes the components of the effective professors, universal support and protection and environmental barriers (28 concepts) ), the core category includes the component of entrepreneurial teaching (39 concepts), category of strategies includes the components of the improving the ability of professors, the use of new methods, interaction and rich learning environment (53 concepts), and the category of consequences includes the components of the changing values in higher education and economic dynamics of society (25 concepts); So that the factor load of all components was higher than 0.50, the average variance extracted was higher than 0.60, and the Cronbach and combined reliability of all of them was higher than 0.70. Also, the entrepreneurial teaching pattern in Iran's higher education had a good fit and in this pattern, the category of causal conditions had a direct and significant effect on the core category, the categories of contextual conditions, intervening conditions and core conditions d a direct and significant effect on the category of strategies, and the category of strategies had a direct and significant effect on the category of consequences (P<0.001).

The designed pattern in the present research about entrepreneurial teaching in Iran's higher education can be used by curriculum experts and planners, and they based on the results of this study can conduct to entrepreneurial teaching in higher education.

The main goal of this research was to analyze the elements of the Persian education curriculum based on the storytelling approach in the elementary school.

This research was conducted as a qualitative research based on the data theory of the foundation. The statistical population includes all faculty members and teachers specializing in storytelling and ancient Persian literature who teach at Farhangian University of Golestan province, whose selection method was purposeful, snowball type.. A total of 21 people were interviewed. The data were analyzed through semi-structured interviews during three stages in open, central and selective coding.

The research results were formed in the form of a paradigm model and a conceptual model. Objectives, Persian lesson content, teaching-learning methods, teacher's role, evaluation, specialized resources for Persian education with a storytelling approach, space, communication skills , Persian conceptual learning and educational results (The formation of students' identity in the process of storytelling, growth language skills, providing an active and creative learning experience along with academic progress, strengthening auditory and visual memory, strengthening speaking, increasing the general level of Persian learning and academic progress).

At the end, the findings and results obtained were analyzed and based on them, guidelines were presented for the implementation of the Persian education curriculum based on the storytelling approach in the elementary school.,

Designing and applying a model for psychological well-being, especially with a resilience approach can play an important role in improving health and quality of life. As a result, the aim of this study was to explaining the psychological well-being model of counselors and psychologists with a resilience approach. The current research in terms of purpose was applied and in terms of execution method was qualitative. The research population was counselors and psychologists of members of the Counseling and Psychology System Organization of the country, which 13 people of them were selected as a sample with using the purposeful sampling method and according to the principle of theoretical saturation. The research tool was a semi-structured interview, which its validity was confirmed by triangulation method and its reliability was calculated by the agreement coefficient method between two coders 0.86. The data of this study were analyzed by the coding method based on the grounded theory in MAXQDA software. The findings showed that the psychological well-being model of counselors and psychologists with a resilience approach based on grounded theory had 35 sub categories and 12 main categories; So that training and promotion of specialized and cognitive abilities and self-acceptance were identified as a causal conditions, adaptation to job conditions were identified as a central category, client-related factors were identified as a contextual conditions, support resources were identified as a intervening conditions, awareness of one's emotions, energy restoration, time budgeting, spirituality skills and communication skills were identified as a strategies and development of problem solving skills and effective conflict management were identified as a outcomes. Finally, the psychological well-being model of counselors and psychologists with a resilience approach based on the grounded theory was drawn. According to the results of this study, it is necessary to plan to improve the psychological well-being of counselors and psychologists with a resilience approach according to the identified categories.

The present study was conducted to determine the effectiveness of possibility language teaching on cognitive avoidance and philosophical thinking of gifted schoolgirls. This study was an experimental study with pre-test-post-test design and control group. The statistical population of the study consisted of 388 female students of gifted schools in Golestan province.To determine the sample size, according to Krejcie-Morgan table and random sampling method, 185 people were selected for initial screening and answered the cognitive avoidance and philosophical thinking questionnaires.Forty-five people had high cognitive avoidance and low philosophical thinking, of which 30 were selected by simple random sampling and divided into experimental and control groups. The experimental group underwent language training for 10 sessions weekly and online through Shad Education Network (25 minutes per session).Covariance statistical method was used to analyze the research data.The results showed that there was a significant difference between the post-test means of the experimental and control groups; This means that the possibility of language teaching reduced the rate of cognitive avoidance and increased the philosophical thinking of students in gifted schools in Golestan province.

Considering the role of entrepreneurship in the growth of society, every country is expected to persuade its citizens regarding entrepreneurship. The main goal of this research was to identify and analyze the psychological elements involved in the pattern of persuasion regarding entrepreneurial behaviors based on cognitive and emotional approaches.

This research was a qualitative and exploratory research based on grounded theory. Data collection method included semi-structured interview, and statistical population includes entrepreneurs of Mazandaran's agriculture and transformation industries and entrepreneurship and management professors. The sample included those who could give expert opinions in relation to the objectives of the current research, and their sampling method was determined in a purposeful and snowball manner. Considering the principle of theoretical saturation, the sample number was 21 including 13 entrepreneurs (organizational experts) and 8 university professors (theoretical experts). 

Findings of this research by conducting semi-structured interviews, 982 codes related to the concept of persuasion were identified.Then, these codes were analyzed in three stages by open, central, and selective coding methods, and based on the qualitative method of category analysis, the codes were classified into 27 subcategories, 12 main categories and in 5 axes, including motivational factors (needs-oriented motivation, cognitive motivation, emotional motivation), contextual factors (personality type, knowledge, skills, experience), intervening factors (entrepreneurs' values), strategies (ways self-oriented coping, environmental strategies) and consequences (material and organizational achievements and spiritual and individual achievements), around the central category (behavior persuasion). 

The research results were formed in the form of a paradigmatic model and a conceptual model. The findings of this study can be effective for persuading students and those interested in entrepreneurship.

 Paying attention to entrepreneurial teaching is very important in curriculum elements, and accordingly, the purpose of this study was to analyzing the curriculum elements of entrepreneurial teaching in the field of humanities sciences in Iran's higher education.

This study in terms of purpose was applied and in terms of execution method was qualitative. The population of this study includes six groups of business startups and establishment of knowledge-based companies, cooperation with entrepreneurial intermediary institutions, entrepreneurship education and teaching, authoring articles, books and guidance or counseling of dissertations and thesis in the field of entrepreneurship, specialist of curriculum and managers of planning higher education in Iranian universities in the academic years of 2020-21. The samples were selected according to the principle of theoretical saturation and with the purposeful sampling method, which their number was 25 people. The tool of the current research was a semi-structured interview which whose validity and reliability were checked and confirmed. The data were analyzed by the coding method based on the grounded theory in MAXQDA software.

The findings of the present research showed that the curriculum elements of entrepreneurial teaching in the field of humanities sciences in Iran's higher education had 216 concepts in 47 components and 6 categories. The category of causal conditions includes 8 components and 33 concepts, the category of background conditions includes 8 components and 36 concepts, the category of intervening conditions includes 9 components and 28 concepts, the core category includes 5 components and 39 concepts, the category of strategies includes 12 components and 54 concepts, and the category of consequences includes 5 components and 26 concepts.

Based on the findings of this study, experts and planners curriculum can take an effective step towards improving the curriculum elements of entrepreneurial teaching in the field of humanities sciences of higher education.

The present study aims to analyze the content of primary school textbooks in the Iranian educational system based on the psychological components of the elderly and how these books have reproduced the psychological components of the elderly.

The research method was descriptive-content analysis. The statistical population of the study included primary school textbooks. The statistical sample of the desirable cases purposefully included the content of all primary school textbooks in 2020. Research components included self-acceptance, autonomy, personal growth, communication with others, environment mastery, and consciousness in life, as well as a content analysis unit.

The results showed that primary school textbooks have addressed the problem of aging from a psychological perspective to some extent, but the texts and images have been at a low level in terms of content and quality of effect in primary school children, which is the period of their personality formation, and has indirectly introduced an elderly person disable and impressible. Therefore, these textbooks do not strongly reproduce the psychological characteristics of the elderly. Their presentation focuses more on the quality of communication with others and neglects other psychological components.

Iranian primary school curriculum requires a thorough review based on the psychological components of the elderly. Texts, activities, and elderly images are included in the textbook to pay more attention to the area of vitality and life expectancy. This practice creates an attitude and a sense of purposefulness in aging.

The main goal of this research was to design a psychological well-being model for counselors and psychologists, with a resilience approach. This research was conducted as a qualitative research based on the data theory of the foundation. The statistical population includes psychologists and counselors who are members of the country's psychology and counseling system organization with at least 5 years of experience, whose selection method was purposeful, snowball type, and the data were obtained through semi-structured interviews with 13 experts (11 academics). , 2 experts) were analyzed in three stages by open, central and selective coding methods. The research results were formed in the form of a paradigmatic model and a conceptual model as follows: causal conditions (education and promotion of specialized and cognitive abilities, self-acceptance), contextual conditions (factors related to clients), intervening conditions (supportive resources), measures and Strategies (categories of awareness of one's emotions (regulation of emotions), energy restoration, time budgeting (time management), spiritual skills, communication skills) and consequences (development of problem solving skills, effective conflict management). At the end, based on the findings and results, guidelines are provided for the implementation of the program.

Having a futurology approach in curriculum designing can create a competitive advantage for higher education. As a result, the current research was conducted with the aim of presenting the workplace curriculum model with a futurology approach in the Iran's higher education system.

This study in terms of purpose was applied and in terms of implementation method was descriptive-survey. The current research population was all managers, professors and experts in the fields of higher education management, educational management, knowledge management, curriculum planning and future studies of Farhangian University of Mazandaran province, totaling 452 people, who were selected by total sampling method. The data were collected with a researcher-made questionnaire of the workplace curriculum with a futurology approach in the higher education system which its validity and reliability were evaluated as appropriate and were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software.

The findings showed that the workplace curriculum model with a futurology approach in the Iran's higher education system had 42 indicators and 22 components in 6 categories. The category of causal conditions includes the components of the need to pay attention to environmental factors, the need to pay attention to organizational factors, the need to pay attention to individual factors, the need to pay attention to social and cultural factors and the need to pay attention to technological changes, the category of main phenomenon includes the curriculum component of the workplace curriculum with a futurology approach, the category of contextual conditions includes the components of the curriculum fit with environmental, organizational and individual goals and characteristics, the correct evaluation process, the creation of a learning organization, the expansion of the inclusion of workplace curriculum and the organizational discipline, the category of intervening conditions includes the components of policies, incomplete understanding of the concept of workplace planning and educational technology, the category of strategies includes the components of the application of virtual education in the development of workplace curriculum planning, environmental science and future-oriented needs statistics in the development of curriculum planning for the workplace, creating flexibility in programs and customizing the workplace curriculum, developing a collaborative learning mechanism with an emphasis on decentralization and strengthening organizational culture and adaptability among the different levels of identity and the category of the outcomes includes the components of developing employees' competencies, realizing educational effectiveness and realizing educational satisfaction. The factor loading of all the categories and components was higher than 0.70, the average variance extracted was higher than 0.50 and the combined reliability of all of them was higher than 0.70. In addition, the workplace curriculum model with a futurology approach in the Iran's higher education system had a good fit and, in this model, the causal conditions on the workplace curriculum with a futurology approach, contextual conditions, intervening conditions and the workplace curriculum with a futurology approach on the strategies and strategies on the consequences and each of the categories on their components had a direct and significant effect (P<0.05).

According to the workplace curriculum model with a futurology approach in the Iran's higher education system, planning based on it is necessary to improve the curriculum situation.

The present study was conducted with the aim of investigating the relationship between emotional intelligence and educational linguistics in the curriculum of elementary student teachers of Farhangian University of Golestan province, considering the mediating role of communication skills and personality types. The research method was descriptive-correlation. The statistical population of the research consists of all male students and teachers of the elementary school of Farhangian University of Golestan province, numbering 210 people. In order to collect data, a questionnaire made by a researcher in educational linguistics (Tajari,2022), Golman's emotional intelligence questionnaire (1995), Queen Damm's communication skills questionnaire (2004) and Friedman and Rosenman's (2004) personality type questionnaire were used. To analyze the research data, the structural equation model was implemented. The results of data analysis showed that emotional intelligence has a significant relationship with educational linguistics, communication skills and personality types of primary school student teachers, and communication skills have a direct and significant relationship with personality types and educational linguistics. Also, emotional intelligence indirectly through communication skills and personality types has a significant relationship with educational linguistics of elementary student teachers. As a result, the presented conceptual model has a good statistical fit; This means that the model of educational linguistics in the curriculum of elementary student teachers of Farhangian University based on emotional intelligence, communication skills and personality types fits with experimental data.

The purpose of the present study is to analyze the content of Nahj ol-Balāghah based on the components of managerial skills. The method of study is descriptive-analytic and the components of developing managerial skills including science and knowledge, good policy, qualification and sufficiency, gentleness and tolerance in the 1st to the 100th sermons of Nahj ol-Balāghah were studied. The results indicated that the book of Nahj ol-Balāghah has had an explicit effort to develop managerial skills and has reproduced managerial themes. Therefore, the study and analysis of this book is suggested for students-teachers of Fahangiyān university who are the future managers of classes and schools. The performance of the efficient educational principles of Tarbiyat Mo’allem would be effective on the transformation of the sentiments and values of students-teachers and can be considered as a component in the implicit curriculum of Tarbiyat Mo’allem.

The aim of this study was to design a poisonous leadership model with an interpretive structural approach in the disciplinary command of Golestan province. Therefore, this research is based on purpose, developmental-applied and based on method, descriptive-survey, which has been carried out as an exploratory mix. For this purpose, in the first step, the constituent elements of the poisonous leadership model were identified from the theoretical literature (by systematic review method) and interviews with experts (10 people). The output of this step was 47 components in 6 dimensions. Interpretive structural modeling was used to design the model. After analyzing the data, the results showed that the foundation of the poisonous leadership model is primarily (psychological characteristics of the leader), second (narcissism), third (authoritarian leadership - offensive leadership) and fourth (unpredictable behaviors - ambition) and The dimensions (authoritarian leadership, narcissism, and psychological characteristics of the leader) are in the independent cluster and the dimensions (ambition and unpredictable behaviors) are in the dependent cluster and the dimension (offensive supervision) is in the cluster. According to the results, it is suggested that the necessary measures and mechanisms be taken to prevent the emergence of a poisonous leadership style in the police command.

The present study was conducted to determine effectiveness of teaching self-regulatory learning strategies on academic procrastination and self-compassion of student athletes participating in sport Olympiad. The research method was semi-experimental with pretest-posttest design with control group, in which among 388 student athletes participating in Golestan sport Olympiad, 185 participants were selected a study sample by random sampling. 45 participants with high academic procrastination and low self-compassion were selected among which 30 participants were included by simple random sampling and were divided into experimental and control groups. The experimental group received self-regulatory learning strategies training for 10 sessions weekly. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the data. Results showed a significant difference between the two study groups of experimental and control meaning that teaching self-regulatory learning strategies reduces level of academic procrastination and increases self-compassion of the student athletes participating in sport Olympiad.

The present study was conducted with the aim of "analyzing the elements of the aesthetic education curriculum model in elementary school based on the teachings and miracles of the Holy Quran.This research was a qualitative research based on data theory of the foundation. The statistical population included teachers and faculty members specializing in the field of Quranic sciences, whose method of selection was purposeful, such as snowballs. A total of 21 people were interviewed, including 15 teachers and 6 faculty members. Data were analyzed through semi-structured interviews during three stages of open, axial and selective coding.The research results were formed in the form of a paradigm model and a conceptual model.Objective (proving the legitimacy of the Qur'an), content (content selection priorities: using concrete themes to have a greater impact on learners), teaching-learning methods (storytelling, visual method, role-playing, question-and-answer method), teacher role (characteristics and Teacher responsibilities), evaluation (evaluation methods and evaluation tools), underlying factors (Qur'anic literacy of the teacher, family, school) and educational outcomes (cultivating human dignity, strengthening the relationship with the Qur'an, gaining a monotheistic attitude). Lincoln and Guba methods, participants' review method and review of non-participants in the research were used to obtain data validity and validity.

The main purpose of this study was to Analysis of elements curriculum based on the ethics of caring: the continuation of maternal role in primary education of Iranian educational system. This research was a qualitative research based on grounded theory.The statistical population consisted of female teachers and married faculty members with children who were specialists in primary education, and were selected purposefully through snowball method.In total, 37 individuals were interviewed, including 25 teachers and 12 faculty members.Data were analyzed through semi-structured interviews during three stages By way of open, axial and selective coding. Research results that was formed as a paradigmatic and conceptual model kike the following: Needs and goals (general and specific goals), content (priorities of organizing and content selection), learning-retention methods (selection priorities and methods of teaching), teacher`s role (teacher`s indicators and responsibilities), evaluation (evaluation priorities and assessment methods), communication skills (communication awareness and continuation of maternal communication), implicit learning (classroom atmosphere), and educational outcomes (ethical-emotional education, mental health, self-esteem enhancement, knowledge development, skill and attitude).To obtain the data validation, two methods of participant review and review of non-participating experts were used.Finally, based on the findings and results, some guidelines were provided for the implementation of the program

The purpose of this study was to investigate the relationship between cognitive knowledge and linguistic literacy with regard to the role of mediator of social intelligence and understanding based on student's analysis of science in education at Ferghana University of Golestan Province. The research method is descriptive correlational. The statistical population of the study consisted of all students of the science of education (male and female) of the Farhangian University of Golestan province with 849 students. From the statistical population, 265 people were selected according to stratified sampling method as Morgan table. To collect data, a researcher-made aesthetic knowledge questionnaire, linguistic literacy, an understanding based on analysis, and a social intelligence questionnaire of Silura (2001) were used. In order to analyze the research data, the model of structural equations was used. Data analysis showed that aesthetic knowledge has a significant relationship with linguistic literacy, social intelligence and perception based on student's analysis of science in education, and social intelligence has a direct relationship with understanding based on linguistic analysis and literacy. And it is a matter of concern. Aesthetic knowledge is also indirectly related through social intelligence and perception based on linguistic analysis of the student of science. Consequently, the proposed conceptual model has a suitable statistical fit; this means that the model of linguistic literacy model of students of educational sciences of Farhangian University is based on the aesthetic knowledge style, social intelligence and analytical based on empirical data.

Leadership has always been a basic need in human societies and organizations. The purpose of this study was to identify and analyze the factors that cause poisonous leadership in the Disciplinary Command Center of Mazandaran Province. This research was applied in terms of purpose and in terms of implementation method, it was descriptive-survey and correlational. In the qualitative stage, the statistical population consisted of ten university experts who were selected by purposeful and snowball method. In the quantitative stage, all employees of the police command center of Mazandaran province were 480 people. Simple random sampling method was used. The Delphi method was used to identify the factors and the structural equation method with SmartPLS3 software was used to analyze the relationships of the variables. The results showed that the factors that create poisonous leadership in the police command center of Mazandaran province include 47 components in the form of six dimensions (psychological characteristics of the leader, narcissism, authoritarian leadership, offensive supervision, unpredictable behaviors, ambition). The results of structural equations also showed the psychological characteristics of the leader (0.390), narcissism (0.362), authoritarian leadership (0.401), offensive leadership (0.337), unpredictable behaviors (0.315) and ambition ( 0.418) has a positive and significant effect on the creation of poisonous leadership. Finally, it is suggested that through meritocracy, reforming the incentive and punishment system, and monitoring and removing ambiguity from jobs, efforts be made so that if the management shows a desire for poisonous leadership, it will not have a chance to fulfill its demands.

The purpose of this study was to design a causal-structural model of entrepreneurship education with an emphasis on the views of the scientific-academic elite. In order to identify the initial dimensions and indicators and to generate the initial model, models and theories on the effective factors in creating entrepreneurship were examined followed by exploratory interviews with experts in the field. Then a Delphi panel consisting of 20 experts was formed. Questionnaires were distributed among the participants, and their opinions were analyzed. The results showed that entrepreneurship education for micro and intermediate educational activities consists of the dimensions of: IT skills, technical skills, entrepreneurial skills, and management skills. These dimensions consist of 47 indicators. The reliability of the questionnaire was assessed using PSSS software and a Cronbach's alpha of 0.89 was obtained. To determine the priority of the dimensions and constituent indices, the pairwise comparison technique was used in X-Press Choice software. The results showed that entrepreneurial skills play the most important role in creating small and medium educational jobs. To determine the effectiveness of the model, a sample of 384 graduates was selected and the final questionnaire was distributed among them. Then the difference in scores before and after the training was considered as a dependent variable. Using SPSS software and multiple regression analysis, the positive relationship between entrepreneurship education and the above skills was confirmed. The results of modeling using Amos software also showed a significant positive relationship between these skills and entrepreneurship training.

The main objective of this research is providing an entrepreneurship education model for small and medium-sized businesses. To this end, the dimensions and indicators were identified and the initial model was developed by examining the models and theories related to the factors affecting the creation of entrepreneurship and exploratory interview with some experts. Then, the Delphi panel consisting of 20 experts was formed. The questionnaires were distributed and their opinions were analyzed. The result showed that entrepreneurship education for small and medium enterprises consists of the skill dimensions of IT, technical, entrepreneurial, and management. These dimensions consist of 47 indicators. Reliability of the questionnaire was obtained equal to 0.89 using SPSS software and Cronbach's alpha. Express Choice Software was used to determine the priority of each of the dimensions and indicators of the paired comparison technique. The results showed that entrepreneurial skills play the most important role in creating small and medium-sized businesses. In order to determine the effectiveness of the model, 384 samples were selected from the graduates and the final questionnaire was provided to them. In this case, the difference between the scores before and after training was considered as a dependent variable. Using SPSS software and multiple regression analysis, the positive relationship of entrepreneurship education was confirmed with IT, technical, entrepreneurship, and management skills. The results of modeling with Amos software also showed a positive and significant relationship between skills and entrepreneurship education.

The purpose of this study was to identify the components and characteristics of a new model of academic guidance: applied to the social well-being of high school students in Iran by Fuzzy Delphi method.

The research method was descriptive. According to the purpose defined it is of the applied type. And based on its method, it was survey research. The population of the study consisted of experts, teachers and selected advisors and experts in the field educational guidance in high schools. Data were collected using interviews and questionnaires and Fuzzy Delphi technique was used. The statistical sample of the study consisted of 26 people who were selected by non-random sampling method.

The results showed that, out of 18 identified components, 13 components included: regional preparation (9.35), media-social network (9.35), job market futures (10.82), interest (9.36), student internal control (10.41), attitude components (10.41), persistent personality traits (9.9), valuable system (10.44), counseling power (10.44), teacher power (14/61), standardized test power (11/90), parental management and skill (11/36), and organizational factors empowerment (11/36), all of which were significantly higher. than (8.94) and has been selected as the main components in the formation of three indicators of personality, social, technical and skill of the new model of high school educational guidance.

Realizing the goals of the research, using the Fuzzy Delphi method, it is possible to identify 13 components out of the 18 main components of high school educational guidance and in three indicators of personality, social, technical and skill.

This article seeks to recognize and explain the concept of the language of possibility in the curriculum and education with an emphasis on the primary school level. This is a Philosophical research: Conceptual analysis. Therefore, firstly, by means of the conceptual interpretation method, the recognition of the concept of language of possibility was considered and its various meanings were briefly investigated. This preliminary discussion made it clear that recognizing the concept of language of possibility as a human capacity is not an easy task and it should be addressed as an unfinished project for educators, especially, policy makers who are thinking about innovation and transformation in this field. Following this discussion, by means of the conceptualization method, the use of language in the curriculum and education is discussed. This implies the adoption of a new principle in the educational design to focus on how responsive is teaching to the power of language as a mental tool and a valuable resource in the teaching-learning process. In the next section, by means of the conceptual structure assessment method, the necessity of nurturing the language of the possibility of teachers in the educational systems from different dimensions was discussed. Among these dimensions, one can mention the role of the curriculum in acquiring the potential mental capacities or "building the mind" using the voice and views of students and teachers, the role of language teachers' ability to nurture the creativity, problem statement, and the development of multiple literacy in students. In the last part of the paper, as a conclusion, some solutions were proposed to get out of the current unfavorable situation.

Keeping up with future developments and making positive changes in keeping with it is one of the major goals of educational systems including teacher training centers. The main purpose of this study was to design a paradigmatic and conceptual models for future teacher training in the Iranian educational system.

This research is a qualitative research based on the grounded theory. The statistical population includes faculty members, teachers and experts in the field of teacher training whose method of selection was purposeful and snowball type. In total, 31 individuals were interviewed, including 10 teachers, 12 faculty members and 9 experts.

Data were analyzed through semi-structured interviews during three stages of open, axial and selective coding which was done in the form of a paradigmatic model and a conceptual model. Causal conditions (explicit and implicit expectations), focal category (human resources, interactions in effective learning, Future-based curriculum), strategy (individual, participatory, educational), contextual factors (optimal timing and Thoughtful content, Extended evaluation system), confounding conditions (organizational and psychological dimensions) outcomes (Educational, organizational and evaluation competence).

The model obtained, the process of innovation, and useful changes in current teacher training and future teacher training reflection. To obtain validity of data, two methods of participant review and review of non-participating experts were used. At the end, based on the findings and results, guidelines for model implementation and excellence of future teacher training centers are presented.

One of the important tasks of the educational system is to adopt appropriate policies to promote multiple literacies in order to improve students’ social welfare. Achieving social welfare requires nurturing citizens who are literate. The development and prosperity of any society without the development of multiple literacies is not possible as a basis; therefore, the strategy of the country’s education system should be focused on promoting the multiple literacies among students. Given that the educational environment is based on cultural, administrative, political, technological, and educational complexities, it is essential for the teacher to understand and direct them in a profound way in their practice and experience in order to be able to act on its assumptions as an active and responsible interventionist in this regard. In the current condition of the country’s educational system, we are witnessing the usual language and speech training of teachers. What can have a profound effect on students is “language of possibility”. This concept has been introduced with features such as ‘uncertainty’, ‘possible states’,’ possible worlds’ and ‘probabilities’ in specialized sources. In the language of possibility words and combinations such as are likely, may, perhaps, etc. are used. Through language of possibility questions are raised that demonstrate the feasibility and can help spread the truth. The purpose of the present study was to investigate the effect of teachers’ language of possibility on the nurturing of primary students (6th grade) multiple literacies. In other words, the use of language of possibility as a central theme in the “education-centered approach”, which is the ultimate goal of the fundamental reform document of education, is that the setting for its use by teachers and students should be one of the goals of education throughout the curriculum, and attempts should be made to apply it in curricula.

The research methodology was quasi-experimental with pre-test and post-test design with control group. All the sixth grade female students of Aliabad Katol (a city in Golestan province) who were enrolled in the academic year of 2018-2019 constitute the statistical population of this study and there were 457 students based on the statistics of Aliabad city education. A sample of 40 students was selected through multi-stage sampling from the all sixth grade female students in Aliabad. For this purpose, from all the primary schools (7 schools), 2 schools (girls’ schools of Qods and Mehr) were randomly selected. In order to prevent the effect of educational interventions for the experimental group in the control group, in the next step it was decided to randomly assign one school to be the experimental group and the other one  to be the control group. Finally, from the experimental group, 20 sixth grade female students were selected randomly as the experimental group, and from the control group, 20 sixth grade female students were randomly selected as the control group. The mean age of the experimental group was 11 years and 6 months, and the mean age of the control group was 11 years and 5 months, with a standard deviation of 1 month.

The use of language of possibility in the experimental group increases the students’ multiple literacy compared to the traditional method in the control group. The social, cultural, and political literacy of the language of possibility-educated students was significantly higher than that of the traditional students, but the difference between the information literacy and media literacy of the students in the two groups was not significant. There was a significant difference between the rate of multiple literacy of students who were educated in social studies with the language of possibility of teachers and students who were trained in traditional speech, and those who were educated in the language of possibility were more likely to have multiple literacy. There is a significant difference between the level of cultural literacy of students who are trained in language of possibility and those who are trained in the usual way. The  language of possibility-educated students were found to be able to have a higher cultural literacy. There is also a significant difference between the level of cultural literacy of students who are trained in language of possibility and those who are trained in the traditional way, and the language of possibility-educated students were able to have a higher social literacy. There is a significant difference between the level of political literacy of students who are trained in language of possibility and those who are trained in the usual way, and the language of possibility-educated students were able to have a higher political literacy. There is not a significant difference between the level of information literacy of students who are trained in language of possibility and those who are trained in the usual way. There is not a significant difference between the level of media literacy of students who are trained in language of possibility and those who are trained in the usual way.

The findings of this study showed that students who were trained in language of possibility were more successful in multiple literacies than the students who were trained in the usual way. In other words, the language of possibility of teachers in teaching has fostered the multiple literacies of sixth grade students. By providing the opportunity for critical pedagogy of language of possibility, the possibility of separate disciplines collapsed and new forms of knowledge were created by the creation of interdisciplinary knowledge. By using language of possibility, teachers developed curriculum in a way that the cultural resources that their students brought to school was accounted so that they thoughtfully acted on their actions. Curriculum development stakeholders, Farhangian University campus centers, initial and in-service teaching for new teachers, and departments on the usefulness of language teaching and the use of language of possibility for academic faculty, teachers and lecturers are required tomake more efforts in this regard.

Authors’ contributions
All authors contributed in producting of the research.
Funding
In the present study, all expenses were borne by the author and he did not have
any sponsors.
Conflicts of interest
The authors declared no conflict of interest.
Acknowledgments
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The purpose of this study was to investigate the role of cognitive strategies in relation to academic stress and motivational beliefs with academic procrastination. The research method was descriptive-correlational and the statistical population of all athletic students in Golestan province in the academic year of 2018-2019 was which 388 people were selected by simple random sampling method. Data were collected using questionnaires of academic stress, motivational strategies, academic procrastination and cognitive strategies and was analyzed using Pearson correlation coefficient and path analysis. The results showed that cognitive strategy plays a mediating role in relation to academic stress and motivational beliefs. Based on the results, it can be said that familiarity with cognitive strategies that play a key role in the relationship between stress and motivation with procrastination can play a role in reducing the procrastination of athletic students.