مژگان محمدی نائینی

In today's society, one of the growing problems that has disrupted life in urban communities is related to traffic problems and the behavior of citizens in this field. The aim of the present study was to determine the desired traffic behavior of Iranian students.
The research method according to the purpose, applied according to the type of data, qualitative, according to the time of data collection, cross-sectional and according to the method of data collection or the nature and method of the research in the first part, in order to analyze the documents and documents related to the research, the inferential analytical method was used and in The second part was evaluated in order to check the validity of the data and the model from the qualitative content analysis method to the data theme analysis method. In this research, according to the nature of the research, a non-random sampling method of the targeted type was used to select the interviewees. In this basic method, the selection of sample cases by the researcher is based on the objectives of the study and the nature of the research. In this basis, the selection of sample cases is based on the objectives of the study and the nature of the research. In this research, it continued with 16 interviewees until reaching the principle of theoretical saturation, that is, interviewees number 17 and 18 did not add new codes to the interviews and the interview was stopped. The method of data collection is documentary and field, and the data collection tool is through semi-structured interviews.
In this research, 92 sub-components were obtained from the semi-structured interviews used in the desired behavior of Iranian students.
Therefore, it is effective through teaching the desired traffic behavior in the form of theoretical training in the content of books and practical training in projects at different levels of students' education.

This study is aimed at synthesis research and effective  components on online project-based learning in higher education. The research follows a qualitative approach based on synthetic method. The statistical population of the study consists of the studies conducted during 2007 to 2023 in the field of online project-based learning in the national and external databases and the examined sample includes 39 documents. Data analysis of online project-based learning model in higher education in 163 open codes and 16 axial categories and grouping them into 5 dimensions were revealed. These dimensions include the learner dimension (learner's individual characteristics, learner's motivation, the relationship between learners, the relationship between learner and teacher), teaching-learning process dimension (teaching skills and  teaching styles, educational content, educational materials and media, learner-oriented process),  technology dimension (ability to share information, synchronic and a synchronic communication, support ability and easy access), skill dimension (communication skill, collaborative skill, metacognitive skill), and consequence dimension (educational consequence , emotional consequence) were classified. The results of data analysis identified a comprehensive model for the online project in higher education. Therefore, the extracted model provides a suitable framework for higher education to use online project-based learning.

The present research was conducted with the aim of evaluating the effectiveness of elementary schools based on the Fundamental Transformation of Education document in order to provide the ideal model in Qazvin province.

according to its purpose and nature, it is of a mixed type, sources of data collection were done in the qualitative part: document of fundamental transformation of education, national curriculum, executive approvals of schools using the sampling method. Research tools: A 99-question researcher-made questionnaire with a reliability coefficient (0.91), the research community of primary education colleagues in Qazvin province (1462 people), 300 people were selected using the Cochran sampling method. In the quantitative part, Cronbach's alpha was used for the normality of the data and for the reliability of the Kolmogorov Smirnov goodness of fit test, structural equation modeling analysis was used for the validity of the presented model, and confirmatory factor analysis with the t test in SPSS software was used for the validity of the model.

The results of the qualitative part: all the extracted components are effective. The results of the quantitative part: for all the components, the t-statistic with a significant level of 0.0001 has a significant difference with the average level of 3. The average of the components Educational leadership and management 4.39, curriculum component 4.36, teacher training component and provision of human resources 4.57, financial resource provision and allocation component 4.68, provision of space, equipment and technology 4.56, research component and The evaluation of 4.56 is higher than the average level of 3. It indicates the high effectiveness of the identified factors of elementary schools.

according to the results of the research: provision of space, equipment and technology, research and evaluation, teacher training and provision of human resources, curriculum, guidance and educational management, provision and allocation of financial resources have a suitable factor load for prediction The model of achieving effective primary schools is from the point of view of the document of fundamental transformation of education.

this dissertation has been conducted to aim identifying the arte of attention to empowering Lipman critical thinking skills in religious book of “heavenly message” in the seventh grade of high school. Research methodology, content analysis and research sample and population include all chapters of seventh and eighth grades. Data collection mean is researcher-made check list information based on Lipman skills which has been proved by training affairs experts and to analyze data, descriptive statistic indices such as table, frequency percentage, mean and chart have been used. Research results indicate that criteria of critical thinking have been addressed by 42.02% in the seventh grade book. Questioning skill has been assigned the highest frequency and skills of right judgment abut problems and interoperations have had the least frequency, respectively. In sum, it can be concluded that critical thinking place is fairly good in 2 aforementioned books. According to obtained results, it is recommended to regard developing critical thinking fitted with age and grade of students especially collectivity and reasoning in planning and editing content of religious lesson’s book.

This study aims to qualitatively examine education status in deprived areas, emphasizing elementary schools.

The research method is practical in terms of the purpose, and the necessary data was collected and analyzed with descriptive-qualitative methods, including library study, document analysis, and qualitative interviews.

In general, the results of input factors included centralized policies and programs, lack of experience, and lack of physical facilities and financial resources. Process factors included uniform training and lack of participation and constructive interaction between stakeholders. Outputs included poor academic performance, impractical literacy, and poor public awareness and information. Environmental factors have also included a lack of priority for education, poverty, remoteness, and dispersion.Conclusions and suggestions: In general, it can be said that education problems are related to human resources, education programs and facilities, uniform education, geographical conditions, poverty and lifestyle. Finally, suggestions are provided on the need for regional planning and equitable distribution of facilities, the use of applied vocational training, the creation of incentive mechanisms, the establishment of equipped educational complexes, need-based education, and the design and implementation of cultural programs and smart schools.

Innovation and originality: 

Studying and mapping the education situation in disadvantaged areas is expected to identify the current situation and provide solutions to improve the education situation in these areas.

Educational justice is the foundation of thought and culture in a society, forming a part of cultural justice, and facilitates individuals’ access to equal educational opportunities. The absence of educational justice slows the progress and development of human civilization and leads to the spread of class conflict, educational poverty, and school dropout. Therefore, this research compiles statistics on school dropouts and presents strategies to reduce poverty and dropout rates while maintaining educational justice.

This research adopts a descriptive methodology and documentary analysis approach. Data have been collected by card-indexing from documentary sources such as articles, books, and credible domestic and international websites, as well as high-level documents including the Fundamental Transformation Document of Education and Training.

One of the essential indicators of justice-oriented policies is ensuring the opportunity for educational growth and equity for all people, regardless of gender, race, class, ethnicity, or color.

The necessity of providing free and quality education and training for all individuals of school age is a fundamental concern referred to as educational justice. The existence of various challenges and obstacles in achieving this goal has led to inequalities and injustices.

Aesthetics training is known to be helpful in increasing effectiveness, efficiency, and self-actualization, and as a result, in progressive educational systems is considered as a means for achieving goals. To construct a framework for such training, a group of 13 experts in education, arts, and aesthetics was selected and interviewed to the point of data saturation. Data validation was done through Delphi method and t-test. The collected data were analyzed and categorized within a conceptual framework consisting of 14 main topics, 7 organizational topics, and a general topic of aesthetics training in teacher training. The main topics are: approach, objectives, logic and foundations, internal principles, external principles, theoretical content, activities, aesthetically-based methods, general methods, resources, media, observation, and evaluation. According to the experts the suggested framework has the adequate potential for use in teacher training centers in order to train creative and effective teachers. Furthermore, all involved in teacher training programs need to be aware of the importance, usefulness, and consequences of using such a framework and familiarity with it be considered as a competency, alongside other teaching competencies.

One of the missions of educational groups is to improve the knowledge and professional skills of teachers. Therefore, in addition to subject expertise, teachers must also have professional and practical skills. Professional skill is the result of connecting teaching methods with subject knowledge in the context and conditions of students' learning. For this reason, educational groups’ focus on this dimension of teacher competence can play a special role in realizing teachers' competence and improving their professional knowledge. The research method of this article is done in a review form using library studies. This article, using the descriptive method and document study, introduces educational groups, aims and explains the functional dimensions of educational groups and the role of each of them (IT development and new technologies in the form of digital literacy plan, supervision and guidance of group leaders Education has focused on the educational activities of schools, the institutionalization of process-oriented evaluation. This article aims to study the way of holding educational meetings and workshops, implementation of teachers' lesson research plan and students' scientific projects, criticism and analysis of the content of lessons in order to promote the professional growth of primary school teachers. Based on the findings from the analysis of various sources, it is suggested that in the field of effective implementation of the new evaluation approach, special attention should be paid to holding in-service courses with the use of experienced instructors and in the form of workshops.

The present research was conducted with the aim of explaining the effectiveness of elementary schools based on the document of fundamental transformation of education in order to provide an ideal model in Qazvin province.
Its research method is mixed. In the qualitative dimension, the exploratory method and thematic analysis have been used, and its tools are: open, theoretical and selective coding, and its statistical population includes: the document of fundamental transformation of education, executive approvals of schools, and the national curriculum. In the quantitative aspect, the descriptive and descriptive survey method was used, the research tool is a questionnaire whose validity was checked and confirmed by experts and reliability by Cronbach's alphabet. Using proportional stratified method and Cochran's formula, 300 people from the available statistical population were selected as a sample. In the quantitative part, Cronbach's alpha was used for the normality of the data and for the reliability of the Kolmogorov Smirnov goodness of fit test, and the validity of the measurement model was used from the confirmatory factor analysis with the t test in the SPSS software, and structural equation modeling analysis was used to estimate the validity of the presentation model.
The results showed: the average of educational leadership and management components is 4.39, curriculum is 4.36, teacher training and provision of human resources is 4.57, provision and allocation of financial resources is 4.68, provision of space, equipment and technology is 56 4.4, research and evaluation is 4.56 more than the average level of 3 and has a suitable factor load for predicting the pattern of achieving effective primary schools based on the document of the fundamental transformation of education.
In order to move towards more effectiveness, elementary schools need a change in management and leadership, up-to-date and efficient curriculum content, and trained human resources.

Higher education is considered a key component in the education system and human resource development in any country. The functioning of the educational system is a tool to respond to the problems and needs of the society. Special educational needs are different in different age groups, which determines the special logic of the educational process in higher education. Since the higher education system is responsible for the important task of training specialized human resources, it is necessary to use appropriate, precise and systematic methods in the design, implementation and evaluation of its activities.This research seeks to design a unified model of curriculum components and aesthetic education in higher education. The main goal is to achieve components of aesthetics that can be used in the university curriculum along with other curriculum components from the field of humanities. For this purpose, with the qualitative and exploratory method, these components were extracted from the literature sources of curriculum studies, the opinion of experts in this field as well as the opinion of experts in the field of art and aesthetics, and after the consensus of opinion and the possibility of using them by the public universities of Khuzestan province, those components were used in the design of the model. suggestions were used and then the suggested model was designed.The findings of the research showed that art and aesthetics as a perspective and paradigm in the curriculum contains many components, inspirations and components. These components can be used in the design, development and implementation of curricula, focusing on the important components of the curriculum such as goal, content, method and evaluation.

In today's society, one of the growing problems that has disrupted life in urban communities is related to traffic problems and the behavior of citizens in this field. In fact, living in an urban society, due to the emergence of various centers such as administrative, commercial, and residential, has led to the increase of countless intra-city trips for each member of the society and has brought with it a problem called traffic. In general, traffic can be considered a phenomenon that is the result of interaction between human actions, nature (natural environment) and machine (technology). Among the factors affecting traffic, human actions, which are known as traffic behavior, is an issue that refers to the individual skills, perceptual and cognitive abilities of the driver, and shows how the driver reacts to traffic laws and warnings. Is. Therefore, traffic behaviors play an important role in traffic accidents. So that unpleasant traffic behaviors cause more accidents, and on the other hand, positive traffic behaviors promote the creation of a safe traffic environment. Therefore, the education of any country, considering that it covers a significant level of society and citizens, can be successful in teaching traffic behavior in various aspects, and through training desirable traffic behavior in the form of training The theory in the content of the books and practical training can be effective in projects such as: police assistant, etc. at different educational levels and to some extent guarantee the health of the citizens. The research method of this article is the descriptive method of analysis with library technique.

The aim of this study was to investigate the education status of deprived areas it has been done by case study of Musian region and using quantitative and qualitative methods. The statistical population included management, deputies, administrative experts, leaders and primary school teachers in Musian district and the sample size determined through Morgan table and census methods (quantitative part) and also using theoretical saturation criterion (qualitative part). The content validity of the questionnaire was confirmed by experts. Also, the reliability of the questionnaire was determined by calculating Cronbach's alpha coefficient through SPSS software, 0.79. Data validity and data based results Approved by participants and peer review after corrections. also given that after retesting and re-coding and determining the degree of agreement of the identifiers, the total reliability has been above 0.70, it can be said that the codes have good reliability. In general, it can be said that the problems of education are related to a range of external and internal aspects such as manpower, educational programs and facilities, culture and geographical conditions, poverty and lifestyle.

The purpose of this study was to evaluate the experienced curriculum of entrepreneurship and production of the second grade of high school in Isfahan from the perspective of students in the academic year 1399-1400. The present study is a survey research that examines the eight components including: (creativity, motivation for progress, independence, risk-taking, teamwork, tolerance of ambiguity, foresight and internal control). In order to conduct research that was based on students' attitudes about the curriculum. A researcher-made scale was designed and used. Validity and reliability were confirmed by face validity method, Cronbach's alpha. In order to collect data by simple random sampling method, a sample of 384 students from a population of 4071 people was taken. The data collected from the respondents were statistically analyzed by one-sample t-test with a 5-point reference. The experienced curriculum of the entrepreneurship and production course in the second secondary school is in a lower than average position from the students' point of view.

The purpose of this study is to study and compare freedom and education from the perspective of Shahid Motahari as one of the most important Islamic philosophers of the present age and Sartre as a representative of existentialism.

The method of this research is library in terms of theoretical purpose and library and documentary in terms of data collection.

The research findings show that according to Shahid Motahari, which is derived from the Islamic point of view, serving God is the same as freedom. The spirit of selfconfidence is among the learners and these principles are in harmony with human nature and have used the methods of reason, reverence, worship, etc.

Therefore, from Sartre's point of view, man is obliged to be free and independent, and the educational goals derived from this view of relativism in education are active learning, free thinking and fostering creativity, and his most important educational principles are freedom, responsibility, creativity and relativity. It has used conversational training methods and an open classroom.

The main purpose of this article was to examine the relationship between religious anthropology and Western anthropology and to find answers to the corresponding questions. The research community included books, journals and scientific-research articles. The sample group was purposefully developed during the study and continued until saturation. The research method is qualitative and the author has criticized the research findings and answered the research questions with a theoretical approach and based on documentary and library study (real and digital). Data collection was performed using fish taking tools and their analysis based on the underlying theory approach. The results showed that the superiority of religious anthropology is proved by considering the doctrinal principles of monotheism, prophecy and resurrection, which are the faith goals of every Muslim and with which anthropology has a strong connection in the religious view. Western anthropology, meanwhile, has degraded man's place in the universe by depicting an incomplete form of explaining man's identity, limiting him to material life and worldly life, and deviating from the divine straight path.

The purpose of this study is to design a formal and experienced curriculum model for sixth grade elementary mathematics course. In this study, through literature review and exploratory interview, to identify the components of formal and experienced curriculum for sixth grade elementary mathematics course through analysis The theme and content analysis method (analysis unit coding, categories and registration unit) were discussed. For field interviews, formal curriculum research participants include curriculum faculty members and math faculty members, top math instructors, math curriculum planners, and researchers in the field of curriculum planning education familiar with math and curriculum education. They were curricula, and in terms of the curriculum experienced, the community includes experienced and specialized teachers in the sixth grade of elementary school. To analyze the data, continuous comparison method was performed during three stages of open, axial and selective coding using MaxiCode software of Pro version. Data analysis showed that the components of the formal curriculum in both practical and rational dimensions include problem solving, creativity, activities, intellectual skills and comprehension and reasoning; And the components of the curriculum experienced in both theoretical and practical dimensions including problem solving approach, purposeful teaching, teaching principles, practical teaching, research-based teaching method, exploratory teaching method, teaching in departments, modern teaching method and method Teaching is motivating. The results of the present study can be a good guide for the planners of the sixth grade elementary mathematics curriculum to determine the educational topics.

This study aimed to investigate the effectiveness of aesthetic-cognitive training on critical thinking and creative teaching of Farhangian University students and teachers in the academic year 2020-2021. The research method was quasi-experimental in a pre-test and post-test design and was performed as a case study on 60 students of educational sciences of Qom Farhangian University who were randomly selected in clusters. A 90-minute session was taught based on the constructivist approach (E5). Measurement tools included two standard questionnaires, California Critical Thinking (1994) and Chaoyang Creative Teaching (2005). The reliability of the California Critical Thinking Questionnaire in this study was 0.91 and the reliability of the Chaoyang Creative Teaching Questionnaire was 0.89. Multivariate analysis of covariance and SPSS software version 25 was used for data analysis. The results showed that the educational package of aesthetic education has been significantly (with 99% confidence) effective in improving the critical thinking and creative teaching of students and teachers. Therefore, based on the results of the present study, aesthetic education can be considered as an appropriate and effective strategy to improve critical thinking and creative teaching of students and teachers of Farhangian University.

 The elements of lesson planning and, accordingly, the content of textbooks must be consistent with the identity of students and knowing the current identity of students is necessary and obvious in order to improve lesson planning and the content of textbooks. Therefore, the aim of the current research is to Identifying and presenting the ideal curriculum model with a phenomenological approach, appropriate to the identity of adolescents.

 The research method is qualitative and with a phenomenological approach. The statistical population of the research includes the students of the second year of high school, 36 people were selected by non-probability targeted sampling. Data collection was done using semi-structured interviews. The researcher analyzed the propositions obtained by using Claisey's seven-stage method.

The results showed that 40, 58, and 47 sub-themes were selected for the interview in three fields of technical, professional, academic, and theoretical in coding, which were effective factors in the formation of identity. In the coding of the main themes for the professional technical field, 13 themes are included, which include, practical education, attention to spirituality, attention to materials, lessons for the future job, comprehensiveness in education, attention to human values, comprehensiveness of lessons, observance of educational justice, school and class atmosphere, social identity development, intellectual development, moral nature development and teacher leadership were identified.

Based on the results of the research, it can be said that the selected main themes can be suitable for the identification of adolescents with the curriculum and the chosen model is desirable.

The present paper aims to provide a combined quality evaluation model of higher education in higher education based on the CIP evaluation approach. In terms of purpose, this study is a basic research that has been done with cross-sectional survey method and with an approach based on mixed research method. The statistical population of this study includes experts active in the electronic unit of Azad University, who have been selected by targeted sampling method. Data collection tools are interviews and questionnaires. To achieve the objectives of the research, by analyzing the interviews with the experts, a set of applied indicators of combined education quality assessment were identified. The main categories of combination education quality assessment are: context, input, process, and output. Sub-categories also include expectations, opportunities, goals, faculty members, e-unit managers, students, facilities, equipment and "educational aids, process management and monitoring methods, product". According to the leveling done, the final model for evaluating the quality of combined education was designed in the electronic unit of Azad University. Based on this model, proper selection of infrastructure managers is the most important element in implementing a combined education evaluation system.

The field of art and education is so close that some thinkers of art and aesthetics consider the foundation of education (Karami and Abedi, 2017). The purpose of aesthetic education is to create aesthetic experiences. This type of experience indicates the presence of the element of pleasure in various human experiences (Sharifzadeh, Baezat and Jalalian Rad, 2016). Broudy (1994) also considers the development of pleasure and satisfaction capacity of "aesthetic satisfaction" as one of the reasons for justifying and confirming aesthetic education. He considers aesthetic knowledge as a unique kind of knowledge in which decoding takes place. This type of knowledge can be used in educational systems when, in addition to paying attention to the cognitive and intellectual field, it also pays attention to other fields, including the field of aesthetics. This attention in the teacher education system is doubled due to the artistic characteristics of the teacher (Emam Jomeh and Mehr Mohammadi, 2006). Due to the fact that aesthetic education has been marginalized for reasons such as having priority in the field of cognition, lack of attitude towards aesthetic education, lack of awareness of its importance, consequences and benefits, lack of attention to applied art, etc. Necessary reforms should be made to recognize the importance and application of art curriculum in order to eliminate the shortcomings and needs of student teachers (Kian and Mehr Mohammadi, 2013), therefore, teacher training is a good place to understand and be aware of these principles and based on the program Formal and non-formal education provided the basis for teacher training with desirable professional competencies. In the meantime, the competence of aesthetic educators, which indicates having diverse and attractive strategies based on aesthetics and innovation, and considering different cognitive, social, emotional and skill areas, has a higher priority and is used wisely. They facilitate the achievement of educational goals in Farhangian University, in accordance with the time and place requirements. Educational strategies are one of the important factors in educational design; Because it determines the form of teacher and student activity in the classroom. Aesthetic-based educational strategies, in addition to being diverse, are enjoyable, productive, innovative, and exciting, and the learner tends to repeat them, so when subjects are presented in schools with strategies such as storytelling, drama, imagination, and the use of artistic symbols, The emotional relationship between the speaker and the audience is strengthened, learners follow the subjects with interest and a positive attitude and have a better performance in understanding the relationships of existence (Kharazi and Talkhabi, 2017). Wilcox (2019) emphasizes the creation of a safe psychological art class in which learners can discuss, produce, discover, test, "fail" and succeed in the social, emotional nature Therefore, this research intends to identify the educational strategies of aesthetic education in teacher training system and provide new insights based on aesthetic education. Therefore, while critically analyzing the prescription curriculum of aesthetic education in teacher training system, educational paths of aesthetic education have been identified and presented. This research has a qualitative strategy. To answer the first question, the descriptive-analytical method was used and according to Aisener, the method of "educational expertise and educational criticism" was used. The statistical and sample population in this section was the undergraduate curriculum at Farhangian University. To answer the second question, using the fundamental theory method and purposive sampling method, semi-structured interviews were conducted with 13 experts in the field of educational sciences, art and aesthetics to reach theoretical saturation. The collected data were analyzed by Strauss and Corbin method in three steps (open, axial and selective coding) and Delphi method was used for validation and component approval At present, little attention has been paid to aesthetic education in all undergraduate disciplines of Farhangian University (on average, nearly 2% of the units in each field) and the skill fields of article 28 students were deprived of it, but this amount, with the view of educating the general aesthetics to the curriculum and the mission of the student teachers in the implementation and presentation of aesthetic content that should lead to valuable and meaningful learning and deep understanding and understanding It is insignificant and expandable and can be extended to at least 5 units (two theoretical units of three practical units) in all disciplines. In addition, the professors who teach these courses should have scientific, practical, ethical, artistic and aesthetic competencies and these aesthetic activities are tailored to the teaching profession. One of the most important and practical aesthetic skills in all fields of education and disciplines is orly art and calligraphy. The art of ore can be included in the curriculum of all disciplines (except elementary education) by increasing the number of language courses in education, and calligraphy can be included in the curriculum of all disciplines (except elementary education) by increasing the course of art application in the following education. Also, all the fields of Article 28 can have at least one workshop of three-hour aesthetic training. The courses related to aesthetic education need to be reviewed in number and content. In the meantime, increasing the number of aesthetic training units in the field of exceptional children's education, and including them in the curriculum of different majors of 28 provision of apprentices is a priority. Based on the findings of the data analysis, the educational strategies of aesthetic education are: physical aesthetics, micro-aesthetic skills, aesthetic-based methods, aesthetic teaching, student-centered aesthetic strategies, echnology-based aesthetic methods, aesthetic experiences, master aesthetic literacy, general aesthetic strategies, as well as the core category of "aesthetic strategies" and the most important component of educational strategies "integration and diversity". The identified strategies in this study have two sides. In the first aspect, it covers aesthetic education in teacher training, and secondly it is used in teaching other courses and disciplines. Although it is not possible to introduce a specific strategy or approach as the best method in all educational situations, but aesthetic strategies have capacities and elements that, on the condition of proper design and implementation, can pave the way for mechanical, dry and free classes of innovation, participation and interaction and develop the scope of teacher training strategies. In addition, it should be emphasized on the aesthetic teacher and his continuous support and empowerment in this type of strategies which plays a key role, because the developments in the teacher's education system can only be followed by the role of the teacher's model and transformational role. Using aesthetic guides, it can be expected that future teachers will make a change in school educational strategies and students will experience new and enjoyable experiences.

The purpose of this article was to study the comparative principles of freedom from the perspective of Islam and existentialism and its educational requirements. In terms of qualitative approach and in terms of analytical-comparative method, with reference to scientific documents, including articles and books of thinkers in the field of Islamic sciences and existentialism, which continued in the field of freedom in relation to education and training in a purposeful manner until reaching saturation. The results of the comparison showed that one of the common features of the two schools is the responsibility of freedom. However, the basic differences, including freedom, are the only human value and the inherent perfection of man, which is in conflict with the acceptance of Wajib-ul-Wujud (God) and other values. In the school of Islam, freedom is understood only by looking at man from a divine perspective, and any belonging is against freedom, but belonging and dependence on God Almighty considers belonging to God to be the same as freedom. Considering the absolute meaning of freedom, existentialists believe that the teacher He does not have the right to provide a definite solution to the student. The teacher is the only one who proposes solutions and topics, and it is the student who ultimately chooses or rejects the solutions. In contrast to Islam, despite the belief in the freedom of the teacher and support And your guidance makes them responsible for their decisions and subject to accountability and impeachment.

Today, higher education has a special place in society as an institution that cultivates specialized human resources. One of the important factors influencing the quality of the output of the higher education system is the educational policies of the universities of that system, and using the experiences of developed countries and comparative studies in this field can be one of the reliable information sources for developing educational policies and increasing The quality of education in developed and developing countries. Our country, Iran, which is one of the developing countries today, needs to get acquainted with other educational systems and comparative studies in this field in order to succeed in its educational programs and increase the quality of its education. Therefore, considering the importance and necessity of this issue, the present study in a comparative study compares the higher education system of Iran and Germany and seeks to examine how to provide educational services, similarities and differences between the higher education system and how to obtain top academic rankings. It is one of the German universities in the world.

The study with the goal of identifying the role of the professors in the international sculpture curriculum higher education of Iran with the use of the analyze qualitative content of the category analogy from the standpoint of the professors and experts curriculum and with the purposeful, a plug of the textsThe results indicate that the presence and authority of the higher education system require efforts to internationalize the curriculum isAnd in this regard professors as key players this great movement to factors such as beliefs and attitudes, enrichment Professional professional qualifications, knowledge, scientific-technological, economic, political, cultural and reducing the barriers to political, economic, management in line with international higher education curriculum is the most important role of faculty development strategies, should be considered..