فاطمه پرسته قمبوانی

Recognizing and addressing students’ needs is a crucial step in designing effective educational programs (Levi, 2010, p. 88). To engage students and meet their requirements, curricula should be adaptable and evolve to align with their interests (Smith, 2009, p. 9). However, Iran's current centralized curriculum system is not adequately preparing students for real-life challenges (Ramzaninejad, Hemtinejad, & Benar, 2003, p. 107), as numerous studies have shown (Javanmard & Pour Garhami, 2014, p. 31; Aminon et al., 2015, p. 1021; Bagheri & Rahimian, 2016, p. 259; Al-Ahmadi & Sharfi Abqa, 2015, p. 111). High school students believe the current program does not meet their needs (Haj Hosseini, Shabeiri, & Farajollahi, 2015, p. 2315; Sarmadi, Ghanbari, & Talebian Sharif, 2018, p. 564), indicating a disconnect between the curriculum and students' and society's needs (Perrota & Keese, 2024, p. 2). Despite this, educational documents emphasize the importance of students being active, influential, and creative individuals who take ownership of their learning (National Curriculum Document, paragraphs 12, 4-3, and 12-8; Education Reform Document, paragraph 1-16). To enhance the education system's effectiveness, it is essential to create content that resonates with students' genuine needs, promote educational equity, and ensure equal access to resources (National Curriculum Document, 2011, p. 1; Education Reform Document, 2011, p. 1). This approach fosters lifelong learning, collaborative education, and a more inclusive environment. By designing flexible frameworks that transcend traditional boundaries, education can overcome time and place constraints, enabling conscious, voluntary, and engaging lifelong learning. Given the significance of understanding students' needs, this study aims to identify these needs and determine what students should be learning. Specifically, this research will evaluate the needs of junior high school students in Mashhad.

This study employs a survey methodology, utilizing a semi-structured questionnaire to gather data. The statistical population consisted of 79,000 junior high school students in Mashhad. The sample size was calculated using the Cochran formula to be 384 students. To select the sample group, four districts of Mashhad were chosen (east District 5, north District 6, west District 4, and south District 3), and then two boys' schools and two girls' schools were selected from each district. Students were randomly selected from these schools to participate in the sample group. A researcher-made questionnaire was designed to determine the basic needs of the junior high school students. The questionnaire consisted of general, demographic, and main questions based on theoretical foundations and research objectives. To establish the reliability of the instrument, 30 junior high school students were initially selected and asked to respond to the questionnaire twice, with a one-month interval. The reliability was then calculated using the correlation between the questions, which was 0.7, indicating suitable reliability. For data analysis, descriptive statistics, one-sample chi-square test, and Friedman test were employed. 

The research findings identified the top ten needs of junior high school students as follows:Introduction to cinema and music (293 responses) Methods for recognizing and analyzing political and social issues (266) Introduction to academic fields and entrance examinations (242) Introduction to famous stories and novels (234) Curricular and extracurricular materials (216) Teaching strategies for dealing with social issues (207) Teaching the art of storytelling (191) Developing problem-solving skills (188) Introducing methods for happiness and vitality (178) Introducing applied sciences, technical, and professional skills (176) In contrast, the least important needs, as perceived by students, were:Education on citizenship rights and duties (77 responses) Moral education (74) Addressing religious questions and doubts (72) Group education and decision-making (70) When categorized, the average ratings of high school students’ needs showed that Scientific and educational materials ranked highest with an average of 5.03, while political materials ranked ninth with an average of 1.459. The remaining needs, in order of importance, were:Religious and moral content with an average of 4.10 Spiritual and psychological needs with an average of 2.76 Social and cultural needs with an average of 2.35 Economic, job, and professional skills with an average of 1.92 Recreation and entertainment with an average of 1.97 Wellness, health, and safety with an average of 1.90 Artistic and literary materials with an average of 1.18 The results of the Friedman test indicate a chi-square value of 538.247, significant at a level of less than 0.05 (p < 0.05), demonstrating differences in the importance students attribute to various types of needs (0.001 > p, 5 degrees of freedom, 538.247 = chi-square value).

The findings indicate that students prioritize scientific and educational needs, followed closely by religious and moral content. The three categories of spiritual and psychological skills, as well as social, cultural, economic, and professional needs, are also important to students. However, entertainment, literary and artistic, health, safety, and political needs are less of a concern for students. The research findings of this study are in line with the research results of Diba Vajari, Hosseinian, and Qaedi (2011), Hamidi (2005), Akbari and Sharifi (2008), and Salimi (2003). The results can be explained by considering the significant impact of media, cultural-social changes, virtual interactions, and the evolving needs, attitudes, lifestyle, and cultural consumption of students. The fluidity and change that occur every three years in the lives of junior high school students necessitate continuous audience analysis for this age group. To cater to the diverse and varied needs of these students, it is essential to address the increasing trend of social harms that affect them at a younger age and extend into adolescence. The sensitivity and importance of the adolescent period, identity issues, independence-seeking, and conflicting attractions and interests during this period make education on topics related to mental and psychological counseling, strengthening resilience and life skills, marriage, and family formation crucial. Curriculum planners and educational content producers should seriously consider these essential needs. Furthermore, given the highly politicized society and the surge of political news and events, students are naturally drawn to these subjects. Developing a suitable program for political education, scientific understanding of issues, and systematic analysis of political matters is a necessity.

Education is the main basis for creating economic power in the knowledge-based economy. Meeting educational needs requires pursuing multiple forms of knowledge acquisition. Economics helps to predict the manpower needed by different social sectors, and education is effective in the quality of the population and their acquisition abilities. According to the type and quality of the content of education and research and its amount, it is effective in the speed of transforming the resource-oriented economy into an efficiency-oriented economy and finally into a knowledge-based economy as well as economic growth. The current research was conducted in terms of practical purpose, in terms of descriptive method and in terms of data collection. In this regard, the background of academic education and knowledge-based economy was investigated in an analytical way, and in the field part, a purposeful sampling method was used through a semi-structured interview of 15 experts, including professors and research managers of Azad of Tehran and Alborz, the collected data were analyzed by theme analysis method with Nvivo software after identifying and extracting at least ten main and effective components as contextual and driving factors, each with five components in three general categories. background factors; Driving factors and outputs and consequences of tertiary education based on knowledge-based economics were classified and finally quantitative method with smart.pls software was used in order to validate the research model made by the researcher, the prospects of knowledge-based economy have an effect of 0.677 on underlying factors. Background factors have an effect of 0.518 on driving factors. Driving factors have an impact on human capital by 0.551. Human capital has an effect of 0.336 on results and consequences. The results and consequences have an effect of 0.328 on the ideal goal (strengthening sustainable development). Also, obstacles and injuries have a moderating role of 0.346.

 The present study was conducted with the aim of meta-analysis of research leadership in educational development and knowledge creation in universities.

 This study in terms of purpose was practical and in terms of descriptive method with meta-analysis approach aimed to identify the components of research leadership in educational development and knowledge creation in universities.  The data collection has been done in a qualitative way, in such a way that first 160 articles were searched and categorized as a statistical population. Data collection has been carried out in a qualitative way, in such a way that first 160 articles were searched and categorized as a statistical population It was selected purposefully to count the frequency of keywords. In order to confirm, in the next step, a questionnaire was designed and sent to 60 university faculty members using the Delphi method in two stages, and it was determined using spss software and Kendall's consensus test.

 Using categorical coding with 8 categories including (motivations of research leadership), (intellectual development of research leadership), (behavioral development of research leaders), (development of professional identity in research leadership), (research leadership style), (obstacles to leadership research), (necessary field of research leadership), (development of team building skills). In the first part, by comparing the averages in the one sample T-test, the findings showed that the development of professional identity in research leadership with 0.28% and the development of team building skills with 0.15% and the motivations of research leadership and intellectual development in leadership. A research with 0.14 percent of the intensity of the effect has a role in research leadership.

 Development of professional identity in research leadership and development of team building skills were the most important with 0.91% agreement. Comparing the results of the meta-analysis and the answers of the experts were the same and indicated that the development of professional identity and the development of team building skills are the most important components of research leadership.

the current research was conducted with the aim of identifying the set of executive mechanisms for empowering the managers of the Ministry Agricultural Jihad based on the results of the evaluation center. The research has been carried out in terms of practical purpose and qualitative data collection method (fundamental data method). Sample Size For interviews with experts in the framework of final theoretical saturation, 30 experts (middle managers of the Ministry of Jihad Agriculture) were selected using targeted sampling of the snowball type. The data needed for the research has been collected by library-field method (interview and questionnaire). Data analysis was done in the qualitative section using grounded theory and the Delphi method. From the results of the interview in the field of identifying the set of executive mechanisms for empowering the managers of the Ministry of Agricultural Jihad based on the results of the assessment center, 53 concepts, 16 semantic units and 7 categories (assessment categories, strategic development). From the empowerment of managers in the ministry, education and learning, development of organizational health, recruitment and hiring process, delegation of authority, financial nutrition of the organization, assessment were extracted as executive mechanisms in line with the empowerment of managers. Then, in three occasions, the extracted categories and semantic units were presented to the experts. In the first and third round of Delphi, semantic and categorical units were not removed. However, in the second round, semantic units (identification of managers' intelligence and capability, implementation of empowerment processes) were removed by experts.

Considering the importance of self-leadership in educational systems, especially in the higher education system, the present research was conducted with the aim of providing a selfleadership suitable model of the faculty members with an Islamic approach.

This study was a descriptive from type of correlation. The research population was faculty members of the Governmental, Azad Islamic and Payame Noor Universities of Karaj city in the academic years 2021-22 with number of 1120 people, which 300 people were selected as a sample by stratified random sampling method. The research tools were included a demographic information form and researcher-made questionnaire of self-leadership of faculty members with an Islamic approach (31 items), which its validity was confirmed by the opinion of experts and its reliability was evaluated as suitable. The data of the present research were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS-26 and Smart PLS-3 software.

The findings showed that the self-leadership model of the faculty members with an Islamic approach had 8 factors of selfknowledge, self-motivation, self-control, effectiveness, goalsetting, reform and transformation, ethical orientation and selfactualization, which the factor load and average variance extracted of all was higher than 0.60 and the reliability of all of them with combined and Cronbach's alpha methods was higher than 0.70. Other findings showed that the self-leadership model of the faculty members with an Islamic approach had a good fit and the effect of the self-leadership of the faculty members on all 8 factors including self-knowledge, self-motivation, self-control, effectiveness, goalsetting, reform and transformation, ethical orientation and selfactualization was positive and meaningful (P<0.001).

The findings of this study indicated the existence of eight effective factors (self-knowledge, self-motivation, selfcontrol, effectiveness, goal-setting, reform and transformation, ethical orientation and self-actualization) for the self-leadership of the faculty members. Therefore, to promote the self-leadership in them, it is possible to provide the basis for improving the identified effective factors

Higher education is expected to nurture more mature, ethical, and professional people in the community. As university professors can play an effective role in institutionalizing desirable ethical behaviors in students, the importance of a model for the professional ethics of university faculty members becomes more prominent. This study aims to design a model of behavioral and ethical codes of faculty members of Iranian universities.

This research is fundamental and Survey-based. In this research, a semi-structured interview consisting of 10 questions was designed. The study was implemented in 1400. Using the snowball sampling model, online interview sessions were arranged with university professors all over Iran. The researchers were saturated with 13 interviews, and 3 more interviews were conducted to ensure more. Each interview was analyzed through MAXQDA2020 software and extracted using the grounded theory method with the Glasser and Strauss approach, coding, grouping concepts, and final model of ethical and behavioral codes.

9 main categories of the model of behavioral and ethical codes of university faculty are: authenticity (central phenomenon), learner, determination and purposefulness (causal conditions), problem-solving skills, effective communication skills, Team Building Skills (strategies), scientific competence (mediating conditions), adherence to rules and normability (context) and learning leader (outcome).

The difference between this research and other previous studies is the attention to authenticity that is shown in the model as the main concept. Also in the designed model, the concept of a learning leader is considered as the main role of university faculty members. Designing The Code of Ethics & Code of Conduct Model for The Faculty Members of Iranian Universities Using Grounded Theory

Nowadays rapid changes affect the roles of higher education systems. Recent health, economy, and politics challenges made higher education change their structures, teaching methods, and all processes focus on ethical issues. Therefore, the Higher education institutions’ environments should be healthy and ethical to promote the ethical values in the societies. In other words, higher education is expected to nurture more mature, ethical, and professional people in the community. University professors & faculty members could play an important role in institutionalizing desirable ethical behaviors in students. They could teach the necessary skills for being ethical. The task of university professors is not only to develop students' skills; they must teach students the values that lead to professional and personal growth. Professors must be fair, not resistant to change, respect the uniqueness of students, and be sensitive to maintain a professional relationship with their students. As university professors can play an effective role in institutionalizing desirable ethical behaviors in students, the importance of a model for the professional ethics of university faculty members becomes more prominent. This study aims to design a model of behavioral and ethical codes of faculty members of Iranian universities.

This research is fundamental and Survey-based. In this research, a semi-structured interview consisting of 10 questions was designed. The study was implemented in 1400. Using the snowball sampling model, online interview sessions were arranged with university professors all over Iran. In order to protect privacy and confidentiality, it was ensured that the information remains completely confidential. The researchers were saturated with 13 interviews, and 3 more interviews were conducted to ensure more. Each interview was analyzed through MAXQDA2020 software and extracted using the grounded theory method with the Glaser and Strauss approach: coding, grouping concepts, and final model of ethical and behavioral codes. In the open coding phase, the content of the interviews had been read many times. The data had been broken up and labeled with codes. Here, we analyzed the data line by line and word by word. There is no limitation in the labeling while coding and finally 975 codes were extracted. Then, the codes were analyzed. Researchers have tried to find the core concepts by finding the similarities within the codes and creating the categories. In the first step, 46 categories have been defined. By finding the similarities between the codes, 9 main categories were selected. For reliability, two assessors were asked to label the contents of the interviews individually. The agreements between the two assessors have indicated the reliability.

The results were compared with the researchers’ codes.  The agreement percentage was 92%.  Nine main categories of the model of behavioral and ethical codes of university faculty are authenticity (central phenomenon), learner, determined and purposefully (causal conditions), problem-solving skills, effective communication skills, Team Building Skills (strategies), scientific competence (intervening conditions), adherence to rules and norms (contextual conditions) and learning leader (outcome and result). In axial coding, authenticity was selected as the central phenomenon in the research. This category was selected as the central phenomenon and the main idea of the research because it was mentioned in many interviews that authenticity is the most key and important concept in the professional behavior of university faculty members. Authenticity in this research is derived from some cultural concepts in which authenticity is mentioned as inherent qualities such as honesty, conscientiousness, integrity of words and speech, confidentiality and reliability, nobility, and honor. Being kind to himself and others, justice-oriented, and liberal are also the characteristics of an authentic person. What makes a person authentic is to be an effective learner, curious, truthful, and flexible. These are known as causal phenomena. On the other hand, self-awareness, the meaningfulness of life, purposefulness, and trying to achieve the meaning and purpose of life are the concepts that affect authenticity. University faculty members, by adopting skills such as problem-solving, effective communication, and team building as strategies, can lead and direct learning in the academic environment. The platform in which learning leadership takes place by using appropriate strategies is the rules and regulations of the academic environment, teaching, and researching rules. Therefore, normativity has been chosen as a contextual category. Scientific competence has been introduced as a mediating factor.

The findings of this research state that university faculty members can play a role as learning leaders in the culture of higher education when they are purposeful, determined, serious, and authentic and can work within the rules and regulations of the academic environment with scientific qualifications by using communication, team building, and problem-solving skills. The difference between this research and other previous studies is the attention to authenticity that is shown in the model as the main concept. Also in the designed model, the concept of a learning leader is considered as the main role of university faculty members.

Self-leadership plays an important and effective role in improving the performance of faculty members. Therefore, the current research was conducted with the aim of identifying the dimensions and components of self-leadership in faculty members with an Islamic approach.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the faculty members of Azad and Governmental universities of Karaj city. The research sample according to the principle of theoretical saturation was calculated 12 people who were selected by purposive sampling method. The research tool was a semi-structured interview with 11 questions, which the interviews were conducted individually and its validity was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient method between two coders 0.86. Data were analyzed by open, axial and selective coding method in MAXQDA software.

The findings showed that self-leadership in faculty members with an Islamic approach had 53 open codes or indicator, 14 axial codes or component, and 8 selective codes or dimension. The dimensions of self-leadership in faculty members with an Islamic approach were included personal development (with two components of self-management and self-guidance), professional development (with two components of professional strategy and professional and social skills), ethics (with three components of professional ethics, relational ethics and critical thinking skills) ), performance improvement (with two components of effectiveness and efficiency), transformational (with two components of behavior-oriented strategy and self-motivation), program-oriented (with one component of purposeful), self-awareness (with one component of recognizing own motivation and behavior) and corrective and synergistic (with one components of self-monitoring and self-control. Finally, for self-leadership in faculty members with an Islamic approach were identified 29 sub-categories in 8 main categories including self-knowledge, self-motivation, self-control, effectiveness, goal-setting, reform and transformation, ethics and self-actualization.

According to the identified dimensions and components for self-leadership in faculty members with an Islamic approach to improve self-leadership in faculty members can be provide the ground for realizing the identified dimensions, components and categories.

The purpose of this study was to design and develop a self-learning framework for university students. The research was applied in terms of purpose and sequentially exploratory in terms of mixed method. The statistical population of the study includes three sections: a- 120 professors of educational sciences and psychology of Tehran and Gilan universities who were selected by sampling in two stages, b- Students of public and free universities of Tehran, Gilan and Alborz provinces, sample 450 The person selected using G-Power, c- 31 subject matter experts and experts who participated in the study to assess the appropriateness of the self-learning framework. The research tools were three researcher-made self-learning questionnaires based on research background and literature, the standard student self-learning questionnaire and the degree of appropriateness of students' self-learning framework. Descriptive statistics (frequency, percentage and mean) and inferential statistics of Kolmograph-Smirnov test, Camus test, Bartlett test and exploratory factor analysis, one-sample t-test, structural equation analysis, path analysis and framework fit test are used to analyze the data. The findings indicated that the dimensions and components of students' self-learning include six components of self-leadership in learning, self-regulatory skills, critical thinking, adult education, learning environment and learning styles. Also, the standard questionnaire of students' self-learning with 5 components and 67 questions was developed after three field performances. The extractive framework of students' self-learning includes the philosophy, goals, dimensions and components of self-learning, implementation and evaluation of the framework, which was evaluated as desirable by experts.

Th coefficient of the extracted components from the perspective of faculty members of the Azad University. This research has been done in terms of applied purpose and in terms of mixed method (quantitative and qualitative). The statistical population in the qualitative section was the published articles on the subject under discussion, which initially searched and categorized 160 articles in this field. After reviewing, 50 domestic and foreign articles between the years of 1391 to 1399 (2012 to 2020) were studied using content collection tools. First the main dimensions were identified, then the components related to each dimension were categorized. The statistical population of the quantitative section is 35 faculty members of universities; whose criterion of expertise is the experience of guiding at least 10 university dissertations. A questionnaire with 69 questions was prepared and provided to experts through Delphi technique. The reliability of the questionnaire was confirmed using Cronbach's alpha coefficient of 0.78% and the content validity was confirmed under the supervision of the scientific committee. It was processed using Kendall coordination coefficient test and SPSS software. The results showed that the final coefficient of weighted average for the final coefficient of agreement of the research leadership was (W = 0.88). Also announcing the final opinion on the main dimensions of research leadership including, motivations of research leadership (W = 0.85), intellectual development of research leadership (W = 90), behavioral development of research leaders (W = 0.89), development of professional identity in research leadership (W = 0.91), effective styles in research leadership (W = 0.87), barriers to research leadership (W = 0.90), essential field of research leadership (W = 0.85), skill development Team building was research leadership (W = 0.91).e purpose of this study was to identify, analyze the components of research leadership and measure the agreement

The present study was conducted to aim at investigating the necessity to pay attention environmental education based on futures studies in elementary school. This study is a practical and descriptive research has been done in two parts. Content analysis and Delphi technique. In content analysis, statistical sample, all textbooks of elementary school in the year 98-99 were done through descriptive statistics and with checklist tool through Excel. The checklist consisted of 7 main components and 30 sub-components, the validity of which was confirmed by experts in educational sciences and its reliability was calculated by to Holste’s method be 0.92. In the second part, the results of content analysis were provided to 30 experts in the field of futures studies, environment and curriculum through Delphi technique, who were selected by snowball method. This technique was continued in three rounds until the maximum information was reached. The agreement in the second and third rounds of Delphi in SPSS 26 was calculated by Kendall as 0.584 and 0.787. Finally, the results of the Delphi showed that, in the opinion of experts, the content of elementary school textbooks in terms of environmental education need to be revised and modified. And the two issues of waste and air should be given priority due to the crises that they will create in the future. It was also suggested that in reviewing the environmental content of textbooks, in the first period of elementary the skill-based approach and in the second period the research-based approach should be considered.

Financial experts have a key role in the informed decision-making of managers in the strategic plans of banks, therefore, the performance of this group of experts is particularly sensitive. With this in mind, this article identifies the competencies of financial experts in the field of banking. According to the nature and purpose of this research, its approach is qualitative and has been done with the method of Grounded Theory and Charms structuralist design. The statistical population of the research includes all financial experts working in the financial department of Bank Day Total: liquidity management and management accounting). Research tools include semi-structured interviews, notebooks and tape recorders. The data of this study are the result of interviews with 30 financial experts who were selected by snowball sampling method (sampling was continued until the theoretical saturation stage in the collected information). The text of the interviews, which included 33 hours of individual interviews with the research sample, Implemented and analyzed by theme analysis method. A total of 79 competencies were identified as required competencies for Bank Day financial experts in the form of 12 sub-categories and 4 main categories with individual, interpersonal, basic and general knowledge titles. Job, technical and key job knowledge and finally in two dimensions of specialized and general competencies were determined and defined.

Entrepreneurship of faculty members is one of the important issues and necessities of the academic community. The purpose of this study is to identifying and explaining the dimensions, components of entrepreneurial competencies of faculty members.

This is a qualitative study based on Strauss and Corbin’s Foundation Data Theory, has been done in 1399 and the opinions of the interviewees about the components of entrepreneurial competencies of the faculty members (specialists and entrepreneurship faculty members) were analyzed. The research tool was in-depth and exploratory interviews. Findings were validated through member matching, peer review, and pilot interviews. Data analysis was performed using open and axial and selective coding.

After completing the interviews, open, axial and selective coding process were identified in the form of six dimensions of the paradigm model  including : Causal conditions (components of university entrepreneurship central resource for entrepreneurial professors and gaining entrepreneurial capabilities ) the main categories consist of  ( entrepreneurial competencies of faculty members), strategies (managerial, competency, cultural), contextual characteristics such as  (alignment with macro goals, characteristics of competitive environment, entrepreneurial insight of officials), intervening factors such as (Defective support system, existing research system, inefficient structural system and consequences at individual, academic and national levels) .

The findings of this study provide the dimensions and components of the development of entrepreneurial competencies of faculty members in the form of a paradigm model and allow universities to use more professors of entrepreneurship.

The purpose of this study was to investigate the role of passing preschool period (based on educational and emotional factors) on the emotional intelligence of primary students.

The research method is descriptive, comparative casual one within two groups of students. The statistical population of the study included students in District 1 of Karaj and the research sample size according to ochran formula were 261 that were selected by using stratified random sampling. The data gathered by Schutte and et.al (1999) Standard Emotional Intelligence Test. The results were analyzed by using the descriptive and inferential statistics obtained from Kolmogorov-Smirnov Test, Levene’s Test, Independent T-Test and (ANOVA) with SPSS 23-v software.

Findings of the research showed that the mean emotional intelligence of students who passed pre-primary courses had a significant difference with the emotional intelligence of students who had not completed those courses. Meanwhile there was no significant difference between emotional intelligence of male and female students and students of different educational backgrounds.

Note that children who had passed the pre-school period in kindergartens received much more attention, education, proper nutrition, aesthetic point of view, physical health care, emotional care, and had more parent-educator relationships and communication with nature and animals. The results showed that preschool education had an effect on emotional intelligence and its components (that is emotional regulation, emotional expression and emotional exploitation) and had increased students' emotional intelligence.

The study is aimed at a philosophical analysis of the five mindsets of higher education administrators in Islamic Azad University. The statistical population of the study includes the directors of the Islamic Azad University of Tehran and Alborz Provinces, in two higher and middle levels and in three areas of activity including educational, executive and research activities and the sample was selected by purposeful (judgmental) method. The method of data collection is mixed (qualitative and quantitative), where semi-structured interview tools were used in the qualitative part and the data obtained from the qualitative part of the structural self-interaction matrix was used in the quantitative part. To make the matrix consistent, the Boolean rule was used to discover the relationships between the indicators and determine their status, and finally to discover the relationships between the indicators and determine their status, and finally the ISM graph was presented. Findings from the present study indicate that top managers have a pragmatic mindset, middle managers have an analytical mindset, managers in the field of education have a participatory mindset, managers in the field of execution jointly have global and pragmatic mindsets, and managers in the field of research have a reflective mindset.

The purpose of the study was to investigate the effect of writing skills training on students’ intuitive learning style and problem solving based on MDP& MLP in Alborz Province. The research method was Quasi-experimental by using a two-group design with pre-test and post-test. Sample size was 120 students who were randomly selected as clusters from among a statistical population consisting of 4154 fifth-graders and 4237 sixth-graders in the academic year of 2017- 2018. Sixty students of sample group were randomly put in the experimental group and the others into the control group. First, both groups took the pre-test. The experimental group was trained in 10 sessions of writing skills training based on MDP& MLP and the control group was exposed to routine school education. Then both groups received post-test. Data were collected by a researcher-made questionnaire with Cronbach's alpha reliability coefficient of 0.90. The data were analyzed by SPSS software. The results of multivariate analysis of variance showed that there was a significant difference between the mean scores of the components of intuitive learning style and problem solving in both groups. There was also a significant difference in the pre-test and post-test of the experimental group (P≤0.01). Conclusion Teaching writing skills based on MDP& MLP has a positive and significant effect on the intuitive learning style and problem solving (P≤0.01). 

The purpose of this study was to identify and predict the factors affecting learning transfer to the workplace. The research method is descriptive-analytical carried out by exploring studies which were related to learning transfer based on meta-analysis method. Documentation included 85 scientific articles and research projects from 1390 to1397 solar and from 1988 to 2018, of which 27 documents were selected through a checklist of research with intrinsic criteria owing to their conformity with the main purpose of the study and the indicators were selected through purposeful sampling.Data analysis was performed using Comprehensive Meta-Analysis Software (CMA-2) and results were interpreted using Cohen's interpretive system. The results of measuring the effect of factors affecting learning transfer showed that "Individual factor (ES = 0.578)", "Educational factor (ES = 0.520)" and "Organizational factor (ES = 0.448)" had the most effect on learning transfer.Also, individual talent, transfer design and performance feedback components were reported with the most effect size were noticed as the most important.However, performance self-efficacy, training contents and resistance to change showed least effect size, and revealed the least important effect on the learning transfer to the workplace. The results showed that attention to individual and educational factors would have a positive and strong effect on increasing learning transfer to the workplace.

The book of "Human and the Environment" base on curriculum general approach (Flourishing divine nature) and according the five elements (Science, Thinking, Faith, Ethics and Practice) in four areas (self, people, creation and almighty creator) have been compiled to teach in the eleventh year in all disciplines. Since this lesson has entered to the country's educational system for the first time as an independent course and attend on the environmental issues seriously and with specific plans, the aim of this study is analysis of the internal aspect and the dimensions of appearance and content. This research was carried out using the descriptive analytical – survey method. The research sample includes three sections: the book of Man and Environmental (whole content), eleventh grades students (1931 person) and the teachers who taught the book (185 person) that participated randomly in this research of 11 provinces and 29 cities. In the book analysis section, the dimensions (categories) obtained from the content analysis are: text, assignments, questions, pictures, tables, charts, discussions, verses, know more and impact of content on the promotion of skills and individual interests. These dimensions are evaluated less than the hypothetical average for students and more than the hypothetical average for teachers with ranking and grade of importance differ from students. Accordingly, correction and alignment of dimensions with details in each of items has been suggested to remove the disadvantages and also ease of student learning and teacher training.

This study aimed to predict teachers’ organizational health via social health in Abeyek city in the academic year 1394-95. The statistical population included all primary school teachers, grade 1 and grade 2 high school teachers numbered 961. The sample consisted of 278 teachers based on Krejsi & Morgan’s table and Kokran’s formula. Data gathering instruments were: Kiyez social health, and Holy and Fieldman’s organizational health questionnaires (Cronbach’s alpha 0.77 &0.92 respectively). To analyze gathered data SPSS was used. Results indicated that there was positive significant correlation between social health components and organizational health (p<0.05, r=0.143). Results also showed a significant share of social health components in predicting organizational health of Abeyek city. This indicated improvement of organizational health through social health.