مقالات رزومه دکتر فاطمه نارنجی ثانی

The objective of the current investigation is to utilize a descriptive phenomenological qualitative research methodology to identify the components of the electronic platform at the University of Tehranthat are involved in the teaching and learning process. The statistical population of the current research consisted of all students and professors at the University of Tehran during the academic year 2021-2022. Purposive sampling was employed to select 18 students and 25 lecturers, who subsequently participated in a semi-structured interview. In three phases, the questions were developed and revised in accordance with the theoretical framework of the research. Also, the seven-step Colaizzi method was implemented to analyze the data. The participants’ components can be classified into three fields: institutional, technological, and pedagogical. The most significant field is pedagogy, which is the science and practice of teaching and learning. In general, the research indicated that the teaching-learning process can be facilitated by the experiences and skills of students and lecturers in teaching and learning, as well as excellent content and intuitional and technical support. Dissatisfaction can result from the delay and inaccuracy of the teaching-learning process, which can be caused by a lack of knowledge. Therefore, in order to enhance the teaching-learning process on the electronic platform at the University of Tehran, it is necessary to be cognizant of people, appropriate content, and tools for proper technical and institutional background.

The present study was conducted to identify the training needs of new teachers. The research method was applied in an objective and systematic review of the data collected. To achieve the purpose a regular review of the research was conducted based on the model of Sandelowski & Barroso (2006), after reviewing the 650 documents in the first stage, 22 were selected . The Critical Appraisal Skills Program(Glynn,2006) has been used to determine the validity, and the reliability was assessed by Cohen's kappa coefficient ) 73%(. Analysis of the documentation findings led to identifying 24 main concepts. The identified concepts were categorized into 4 components include; knowledge needs (mastery of course content, ICT literacy, knowledge pertaining to pedagogy, learning approaches and performing arts), skills needs (application of ICT, analysis of course content, social communication ,time management, and research-based evaluation), ability needs (ability to express ideas clearly, motivate students, problem solving and critical thinking, establishing justice in dealing with students, and self-management needs) and attitude needs (positive attitude to the use of ICT , valuing the teaching profession, interest in acquiring knowledge and updating, commitment to the teaching profession, positive attitude to cultural and religious differences, humor and believe in lifelong learning).

Blended learning approach uses a face-to-face learning environment with the capacities of an electronic environment. This approach has attracted the attention of researchers for more than 15 years due to the significant advantages it brings by compensating for the disadvantages of both face-to-face and e-learning environments. However, today, after the spread of the epidemic of Covid-19 in the world, it has become a necessary choice not only for researchers but also for managers and business owners, including educational systems. Therefore, researchers worldwide are increasingly trying to provide the best ways to benefit from the advantages of face-to-face and e-learning approaches in the form of blended learning models for the educational system, including universities. Therefore, the current research was conducted to explain the dimensions and components of the model of the blended teaching-learning system in the university.

The qualitative research method was grounded theory and of emergent type. The research field included 15 university instructors selected through purposeful sampling based on predetermined criteria. The selection criteria of experts included "member of e-learning association and more than five years of active presence in this field" and "authors of outstanding scientific works and operational experience in e-learning". In order to collect the findings, a semi-structured interview was used and continued until theoretical saturation. Then, the findings were analyzed using the content analysis method in three stages open, axial and selective coding. Finally, the validity of the research findings was evaluated using Lincoln and Guba's four criteria, including credibility, confirmability, transferability, and reliability; its reliability was checked by re-coding and two coders.

The results of the analysis of the findings led to the identification of 219 key phrases, then in the form of 29 principal components including change management, support from senior management, strategic plan, action plan, attracting, developing, retaining, technical resources, financial and physical resources, information and knowledge resources, teaching strategies and scenario writing, interaction, educational package, evaluation of students, required beliefs and attitudes for stakeholders, required skills for stakeholders, required knowledge for stakeholders, common attitudes, shared values, common meanings and concepts, psychological support, process and pedagogical support, technical support , intra-university communication, extra-university communication, evaluation, monitoring, protection of intellectual property, respect for privacy were categorized and finally 11 factors including transformational leadership, planning, human capital management, resource provision, teaching-learning process management, required competencies stakeholders, culture-building regarding new approaches, support system for main and internal stakeholders, internal and external university communication, university assessment and quality assurance system, and ethical considerations were obtained in order to implement a blended approach in the university.

The results of this research can be a practical guide for senior managers of universities and higher education institutions in order to implement the blended learning approach in the said institutions, especially first-level universities; in this way, they can keep themselves aligned with the latest changes, especially the new developments in the approaches of the teaching-learning system, and have an effective performance in the direction of educating students with the qualifications and competencies required for the society, and turn the threat of using the electronic environment into an opportunity to transform educational approaches and establish a blended learning system using the online environment.

The purpose of this research is to investigate researches relatedto the blended teaching-learning approach in Iranian universities. The research method is applied, and data collection was conducted using a qualitative approach through a systematic review method. For this purpose, resources were searched from databases(sid, noormags, magiran, civilica, ganj.irandoc) by using related keywords.Then the found documens were analyzed based on Sandlowski and Barroso seven-step model.Based on a comprehensive and systematic view, the research results indicate that the previous researches on the subject of the blended teaching-learning system in Iranian universities have examined the three dimensions of the input(competencies related to students with 5 subdimensions, competencies related to instructors with 2subdimensions), the process(teaching-learning process with 3subdimensions) and the ouput(student-related output with 3subdimensions, instructor-related output with 2subdimensions) as the main dimensions of this approach.Based on the findings, the role of university management and leadership has been neglecte in the studied researches,while it is one of the main dimentions of the teaching-learning system.The results of the present research can be a model for university managers and instructors to effectively implement a blended approach in the teaching-learning system,and a guide for researchers to conduct further research in order to eliminate research deficiencies in this field.

This study aimed to study the related components of the effectiveness of m-learning in higher education.

The research method applied in terms of purpose and data collection is mixed (qualitative-quantitative). The study's statistical population includes; All students studying (1068 people) at Mehr Alborz Institute of Higher Education. Using a simple random sampling method and the Cochran formula, 282 people were selected as the sample. First, the existing and relevant literature review is examined to achieve the purpose. Then by studying and combining existing models in the field of related components to m-learning effectiveness on the one hand and selecting the components mentioned by most researchers, the component was identified, and based on it, the conceptual model of the research was represented. The mentioned components are; Students' attitude towards mobile learning, intention to continue mobile learning, ICT literacy, support system(financial, technical, educational, and student), flexibility, interaction in mobile learning, quality of electronic content, understanding of the usefulness of mobile learning, ease of using mobile learning, Independence, self-efficacy and mental norms of the learner, the existence of infrastructure and access to the software and hardware required for mobile learning. Then the identified components are based on the degree of semantic and content relationship in three more general components, including; Components related to the teaching-learning process, individual characteristics of the learner, and technology. In the next stage, to validate the conceptual model and review the current situation of the institution, a questionnaire with 60 closed-ended questions was prepared and implemented. The validity of the questionnaire was calculated and confirmed by experts, the validity of the structure using factor analysis, and its reliability was calculated using Cronbach's alpha of 0.97%.

The results of the data analysis show: 1. The designed model has a good fit. 2. From the students' point of view, the current situation of all components related to the effectiveness of m- learning is lower than the theoretical average (2.5). 3. Finally, students state that among the identified components, the learner's mental norms are the most important in the effectiveness, and appropriate infrastructure is of the most minor importance.Executors and policymakers of Mehr Alborz Higher Education Institute (electronic) Before implementing the m- learning system and when developing a strategic and operational plan, it is necessary to pay attention to issues such as; the intention of continuing mobile learning, information, and communication technology literacy, understanding the usefulness of mobile learning, ease of using mobile learning and providing the appropriate infrastructure for its implementation. In this regard, to continuously improve the quality and increase the effectiveness of mobile learning, it is suggested that operational mechanisms be designed, implemented, and continuously evaluated based on the most critical identified challenges.

The purpose of this study is to identify and determine the related components to mobile learning within the Iranian higher education system. The research method was applied in terms of objective and by using a qualitative approach, has been used systematic review method for data collection. To achieve the purpose of the research, a regular and extensive review of the research background (between 2010-2021) was searched in internal scientific databases. After reviewing based on criteria such as; research topic, abstract, and content of documents, among 543 research, 32 items were selected and analyzed. In addition, the Critical Appraisal Skills Program (Glynn,2006) has been used to determine the validity, and the reliability was assessed by agreement between two raters (Researcher and specialist in the field of e-learning and mobile learning in higher education system) with a Cohen's kappa coefficient of (73%). Results from the systematic review extracted 17 concepts and 5 components. Findings showed which related components to the teacher (knowledge, attitude, and required skills), learner (knowledge, attitude, and required skills), classroom leadership (interaction, learning methods, teaching methods, evaluation, content), organization and management (resources Finance, information resources, organizational culture) and technology (software, hardware, and infrastructure) have been received more attention in these studies.

One of the most crucial objectives of education systems is to respond to students' learning, social and emotional needs, particularly in critical situations. Over the past two years, the coronavirus pandemic (COVID-19) has been one of the most significant recent crises in education systems. As a result, most educational institutions are temporarily locked out, and many turn to e-learning. Although e-learning for some reasons such as; easy access at any time and place and reducing stress in the Covid-19  are gaining popularity; however, criticisms such as weaknesses in student evaluation,  harm interpersonal communication and its reduction, have been caused that receiving opinions, lived experiences and stakeholders' perceptions about the quality of teaching-learning in universities and evaluating its effectiveness has become one of the essential concerns for core stakeholders of education systems. If the teaching-learning process is not practical, it may affect students' sense of belonging to the university, their sense of worth, and even their mental and physical health, so evaluating the effectiveness of teaching-learning (especially in the electronic environment) situations is more important.  It can reduce some of the challenges we have today. Therefore, to evaluate the effectiveness of the process in the electronic environment, it is necessary first to define the concept and then identify the primary and critical factors affecting its successful implementation. At the same time, we live in an age where we deal with a huge bulk of knowledge and information. Everyday technological advances are increasing; consequently, teacher-centred education systems are no longer able to meet the learning needs of students. Therefore, paying attention and reinforcing the individual skills of learners such as self-monitoring, self-assessment, self-directed learning leads the individuals to pursue and learn what they need to know. Therefore, given the problem and its importance, this study was conducted to explain how effective e-learning based on self-directed learning was in the pandemic Corona crisis.

The research methodology is applied in terms of objective, and representations of data collection are descriptive-correlational. The study population consisted of all graduate students from the University of Tehran who studied between 1399 and 1400. Using the Cochran formula and stratified random sampling, 377 persons were selected as the statistical sample. The tools for collecting the required data included the elf-directed Learning Questionnaire and the e-learning effectiveness questionnaire. Content and construct validity were used to evaluate the e-learning effectiveness and self-directed learning questionnaire. The results showed that the model had a good fit. Finally, to analyze the data in the present study, t-test (to determine the status of research variables), Pearson correlation coefficient (to examine the simple relationship between research variables), stepwise regression, and finally confirmatory factor analysis (for validity), Structure and explanation of the role of variables) were used.

The results showed that 1) the self-directed learning and effectiveness of e-learning status are higher than average from the students' point of view. Among the components of self-directed learning, learning, motivation has the highest value, 2) self-directed learning and its components have a positive and significant relationship with the effectiveness of e-learning. Among the components of self-directed learning, learning motivation, planning, and executive abilities are the most related ones to the effectiveness of e-learning, and finally 3)  the result of stepwise regression indicates that self-directed learning and its components can explain about 30% of the effectiveness of students 'e-learning.

Therefore, since self-directed learning is an essential factor in learning effectiveness and improving the quality of students' learning in e-learning, students' self-direction programs can be strengthened in the form of strategies such as self-management training, self-regulation, increasing learning motivation, management, and planning in the implementation of teaching-learning activities in the e-environment and interpersonal communication skills and student interaction and participation. Learners who regulate their learning with specific targeting, monitoring, and planning strategies are better developed and more effective, but this seems more important in the e-learning environment. Perhaps this is because, in the e-learning environment, the learner is more responsible for his learning than in any traditional learning environment and should have more self-control and management.

The present study aimed to identify accreditation dimensions and criteria, emphasizing the teaching-learning process in e-higher education institutions.

The research method is applied in terms of purpose and also in terms of data collection; the descriptive phenomenological is used using a qualitative approach. Participants in this study included; Experts and specialists in e-learning, evaluation, and quality assurance in the higher education system. In order to achieve the objectives of the research, first, literature, theoretical foundations, and scientific documents related to the research topic were studied. Then international accreditation agencies in the field of e-learning were examined. Information was purposefully collected using a semi-structured interview method with 14 experts and then analyzed using the content analysis method.

Based on the results of the research findings, the accreditation model with emphasis on the teaching-learning process are in four dimensions include: Classroom management in e-context, Technology and e-learning systems required in the teaching-learning process, the support system in e-context and Transformational technologies in education (augmented reality and virtual reality - mobile learning - artificial intelligence - machine learning - intelligent assistant - video-based learning - micro-learning - educational games).

The designed model can be used as a model for evaluating the e-learning process.

The current research was conducted with the aim of identifying the challenges of the electronic learning system in higher education. The method of the present research has been carried out in terms of practical purpose and from the point of view of gathering findings using a qualitative approach and applying the descriptive phenomenological research method. The field of research includes all full-time and affiliated faculty members who have been working in Mehr Alborz Higher Education Institute as the first electronic higher education institution in Iran, who, in addition to expertise in the field of electronic learning, have more than 5 years of teaching experience in the electronic environment.. The findings of the research were collected through semi-structured interview tools and after ensuring theoretical saturation, they were analyzed more deeply using the content analysis method. The results of the analysis of the findings have led to the identification of 12 challenges related to the electronic learning system, which are: Challenges related to lecturer, learner, teaching assistant, teaching method in electronic environment, electronic content production, evaluation method in electronic environment, support system in electronic environment, interaction in electronic environment, education system and empowerment of key stakeholders, goals and strategies of the university, culture E-learning and finally challenges related to technology were presented.

In recent decades, quality improvement approaches in higher education institutions have facilitated and continuously improved processes. Nevertheless, it has failed to meet the expectations of key stakeholders and academic suppliers in practice. However, some quality approaches, such as lean thinking, have a different view of continuous process improvement and have tried to pursue and resolve organizational issues. Therefore, applying the lean approach at the University has significantly reduced costs, waste, and increased satisfaction. On the other hand, the University faces some challenges such as; not doing the right actions at the right time, changes in the needs and expectations of participants, and rising university costs. The core of lean thinking is meeting or exceeding stakeholder expectations, eliminating waste, and creating a value chain across all academic processes. Therefore, the primary purpose of this study is to examine the perceptions of non-academic staff, teachers and students on the degree of compliance of the lean higher education components.
 

This research is practical in terms of subject, and also collecting data is quantitative (descriptive-scaling method). In the first part, using a systematic approach and research method of documentary study, 24 related research about lean higher education and  university examined. Then after studying and analyzing them,  34 components identified. Formerly, without basing a particular theory, by studying and combining the existing models in this field on the one hand and selecting the components that most researchers have mentioned. On the other hand, seven components were chosen and developed based on a research tool (including 35 items). Lean higher education experts confirmed the questionnaire's validity, and structural validity was also used on the other hand. Its internal consistency was calculated from the Cronbach alpha value of 94%. The statistical population of the study includes; The total number of faculty members (350 people), experts (360 people), and students (7062 people) of the Social and Behavioral Sciences Campus of the University of Tehran in the academic year 2020-2021. The statistical population determined the statistical sample size using Cochran's random sampling method and sampling formula, 183 faculty, 185 non-academic staff, and 380 students. The results were analyzed by the SPSS and Lisrel software and the independent t-test, the confirmatory factor analysis, and the Friedman test. Thus, by creating an online questionnaire and providing a link to three relevant groups, 73 people from 183 faculties, 121 out of 185 experts, and 213 out of 360 students answered the questionnaires thoroughly(The researchers discarded incomplete questionnaires).

The results show that  the most critical components of lean higher education are; Lean processes, leadership, culture, staff development, strategy, vision, resource management, and focus on key stakeholders. In this regard, the results demonstrate that critical stakeholders' perception of the degree of adaptation of the University about the components of lean higher education (all seven components) are lower than average. Finally, the results indicated that the essential components from stakeholders' view were Lean processes, Lean strategy and vision, Lean leadership, Lean culture, stakeholder focus, people development and empowerment, and resource and facility management.
Discussion and

Based on several critical factors of research’model that determine the success of implementing the concept of lean in the University of Tehran, one of which is leadership. Academic leadership must support all staff (from experts to senior managers) at all university levels, welcome the expression of ideas, and provide the necessary resources for its cultivation. On the other hand, it has the necessary power and influence to motivate people to participate in quality improvement processes, take risks, and learn from mistakes. To establish lean higher education, staff at all levels (from senior managers to experts) accept that higher education has various stakeholders. However, they keep asking themselves, how can we happier the stakeholders? This requires stakeholder ideas and feedback to monitor quality and improve academic processes.  conversely, the key decision-makers and planners of the university Emphasize the principle of continuous improvement, waste reduction, and increased stakeholder satisfaction in all activities related to the planning, budgeting, evaluation processes, etc. Successful implementation of Lean Higher Education requires codified implementation mechanisms to empower human capital. On the other hand, faculty and other staff should feel proud to be part of the University and care about its success. Therefore, it is necessary to define each personal responsibility to support the unit/department and the University in achieving the objectives of the Lean approach. Based on the present study results, it is suggested that senior managers should try to improve the university climate by designing mechanisms and activities to motivate the staff and maintain their sense of loyalty and organizational commitment. In addition, risk-taking needs to be strengthened due to a changing and improving organizational climate. In contrast, it is suggested that by designing and launching the suggestion system, the ideas and feedback from key stakeholders be used to provide quality control and continuous improvement of university processes and give them feedback. Furthermore, the University's vision, mission, strategies, and goals should be designed to implement the lean-approach. In this regard, the organizational values should be defined based on continuous improvement and respect for stakeholders. In brief, the requirements for implementing the lean approach are the readiness to establish it. Hence, before designing and implementing continuous improvement programs, universities should pay attention to the critical factors of the success of the lean approach, and even before in their financial, material and human resources in the organization. Additionally, continuous quality improvement seeks input from key stakeholders on the University's level of readiness and compliance with the lean approach components. So the successful implementation of lean programs requires the full attention of academic leaders so that the organization can continue to grow and be able to build a sustainable competitive advantage.

Designing a model of professional competencies for instructional supervisors in the primary educationAbstract In today's world, the emergence of transformational technologies has caused education to have a special place. As a result, the teaching-learning process and the education process, in general, are the main factors in developing countries and lead to their success in national and international competitions. On the other hand, developed countries believe that one of the most critical factors for their success is paying particular attention to the development and empowerment of human capital, especially instructional supervisors at schools. Thus, they have made it a priority in their strategic and development plans. However, the review of previous research shows that to design human resource empowerment mechanisms, and it is necessary first to identify their competencies and use this model not only in needs assessment, training design, development and empowerment but also in All human resource management processes should be used optimally. In this regard, it can be acknowledged that decent human resources will lead to the creation of a decent school, and a decent school will lead to the creation of proper education and training, and proper education will lead to the creation of a decent society. Studies show that identifying the competencies of human capital and designing a development and empowerment system based on it has an essential role in improving the quality and increasing the effectiveness of educational systems, especially schools. Furthermore, when the system undergoes fundamental changes and transformations, other programs such as; Educational supervision and guidance more than any other factor can effectively improve the quality of the teaching-learning process and adaptability. So, this study aimed to identify and validate the model of instructional supervisor competencies. The research approach was applied in terms of objective and the data collected using the mixed-method approach. The research method in the qualitative part is descriptive phenomenology. In the second part, the qualitative section uses a quantitative approach and descriptive-analytical research method, using non-probability sampling method and snowball, 19 instructional supervisors and teachers with more than five years of experience were selected as critical participants. In the quantitative section, 248 people were selected as the research sample using the cluster sampling method. The data collection tool in the qualitative section was a semi-structured interview and in the quantitative section was a researcher-made questionnaire based on the results of the qualitative section. To analyze the findings obtained from the qualitative part, the 7-step analysis method was used and, for the analysis of quantitative data using AMOS software, the confirmatory factor analysis method was used.Furthermore, to verify the qualitative findings, the methods of long-term engagement, member review, and external audit were used to ensure the agreement method's reliability between the two coders. In the quantitative part, to evaluate the validity of face and structural validity and the reliability of the questionnaire, Cronbach's alpha coefficient was examined. The research results in the qualitative section led to the identification of 35 primary and seven organizing themes. Finally (based on the competency model) in 5 general categories of broad themes, including; knowledge (specialized and organizational knowledge), skills (skills related to the teaching-learning process and psychological support), characteristics (psychological characteristics), ability (perceptual-cognitive ability), and attitudes (attitudes related to optimism and self-development). The results of the quantitative analysis also showed that the model has a suitable and desirable fit.In summary, as noted earlier in the Research Background section, although at the national level the identification of competencies of some critical stakeholders in the education system such as teachers, senior and middle school principals, and school principals has been neglected, critical competencies of instructional supervisors are rarely investigated. Most of the existing documents in this field (mainly published by the Ministry of Education and Farhangian University) do not provide a comprehensive model, model, and framework for the competencies of supervisors and focus more on their duties, functions, plans, general and specific conditions of employment. Using the results of quantitative and qualitative analysis of the present study and the need to pay attention to the new method of monitoring and leadership, it is possible to design and implement research to identify the factors affecting the success and effectiveness of instructional supervisors. According to the results of the present study and field observations by the research team, the following practical suggestions can be provided. Since the design and validation of the professional competency model, instructional supervisors are the main findings of the present study. Therefore, the designed model can be used in processes such as; Recruit, employing, developing, empower and motivating instructional supervisors. On the other hand, The findings of the study can be used as a suitable scientific basis for selecting qualified educational supervisors and giving them a certificate of competency.In order to design good training programs (in-service) for supervisors, it is necessary to identify their learning needs. In this regard, the findings show that one of the original and reliable sources for needs assessment is the professional competency model, so in this regard, the designed model can be a practical guide.Considering that the research skills are the most important skill of educational supervisors, designing and conducting them using scientific methodology such as; Action and study research are necessary.The present study results show that creative thinking is considered one of the most critical professional competencies of supervisors. Therefore, it is suggested that senior education management can convert this ability into an organizational and individual value by encouraging behaviors such as presenting suggestions and criticisms without fear, exchanging ideas, and creating two-way communication channels in the organization.Education policymakers must transform the existing organizational structure from a barrier to an enabling one by designing appropriate mechanisms. This change gives necessary authority to supervisors for performing their professional duties.Education policymakers must transform the existing organizational structure from a barrier to an enabling one by designing appropriate mechanisms. This change gives necessary authority to supervisors for performing their professional duties.

This study aimed to measure the gap of perceived service quality in an e-learning environment in the coronavirus pandemic from the students' perspective. The present study was applied in terms of purpose and quantitatively descriptive survey in terms of data collection. The statistical population of this study includes all students of the University of Tehran who have been accepted electronically (3051) and have been studying in the semester of the academic year 1399-1400. Using the random sampling method and Cochran's formula, the sample size was calculated to be 341. The data collection tool was the Perceived Service Quality Questionnaire (PSQ) which had 4 components related to service quality (quality of teaching process as main activity, quality of administrative and facility services, quality of support services, and quality of user interface). The validity of the questionnaire was calculated through content validity and construct validity and its reliability was calculated through Cronbach's alpha test, the number of which was equal to 0.969. The results of the analysis showed that although in general students' perception of the current and favorable situation of the four components of service quality in the e-learning environment was above average, in some components there was a gap, the largest gap belongs to the user interface quality component. And the least of it is related to the quality component of the teaching process. The findings of the present study can help increase the awareness of policymakers and leaders of higher education about increasing the importance of the role of service delivery to students (in critical situations) as an integral dimension of academic service quality so that they can continuously evaluate and design optimal mechanisms for new methods. Identify and provide quality improvement services to them.

This study aims to identify the psychological components related to student success in a blended learning environment. The research method is applied , and data collection was conducted using a qualitative approach through a systematic review method. To achieve the goal of the study, a systematic and comprehensive review of the research background was conducted based on Sandlowski and Barroso's (2006) seven-step model. For this purpose, resources from databases (Elsevier, Scopus, ProQuest, Eric, Emerald, Springer) and related keywords were searched. After reviewing 480 papers from theoretical and scientific sources related to the research topic based on specific criteria and removing unrelated papers, a full review of the remaining 58 studies was performed. The systematic review of the research background resulted in the identification of 5 components, 9 concepts, and 75 codes. The results of the meta-synthesis indicate that the psychological components of students who want to succeed in the blended learning environment at the university include the following: emotional strategies and components (positive emotions and motivational beliefs), communication (connection resources, communication skills), cognitive (high-level thinking and academic engagement), metacognitive (self-management in learning and self-perception of learning), and personality.Among these, the role of emotional and metacognitive strategies and components is more important than others. Therefore, they have a greater impact on the success of blended learning.

The present study was conducted to review the accreditation criteria of higher education institutions systematically. The research population was 341 articles in the databases and documents of reputable e-learning accreditation institutions at the international level. To analyse the data, open and axial coding was used using QSR and NVIvo software, and in order to check the reliability of the research data, the research colleagues used a validation strategy. The results showed that the most critical factors and criteria for accreditation in higher education institutions in the e-learning environment are: factors related to governance, planning, research, e-learning-learning process, e-learning environment support, technology and psychological factors related to stakeholders. It has been considered in many studies.The results of the present study help policy makers and planners in the field of higher education in the e-learning environment to use the identified components on the one hand to prioritize the need for an institution for accreditation in their strategic plans and on the other hand by monitoring and evaluating e-learning institutions. , Identify challenges and strive to improve quality.

Abstract The present study was conducted to identify the competencies of learners in the e-learning environment at the University of Tehran. The research method was applied on purpose, and data collection is a mixed method. In the first part, using a qualitative approach and documentary research method, 41 components were identified, and then 18 components with the highest frequencies were selected. The statistical population has been included all students of the University of  Tehran who had the experience of studying in an online learning environment, then 308 individuals were selected as a sample using a random sampling method. In the second part, using a quantitative approach and descriptive-analytical research method, the researcher-made questionnaire is based on 18 components identified in the previous step were classified into four categories and included 78 items. Experts examined the questionnaire’s validity, and we used Lisrel for structural validity, and its reliability was obtained for 0.94 by Cronbach’s alpha. On the other hand, we used SPSS and LISREL software to analyze the findings, and single-variable t-test, independent t-analysis and factor analysis were used. Results of the data analysis show that: 1- According to confirmatory factor analysis, all test items show a desirable level, which means the proposed model has a good fit 2. Among the 18 components identified, all components except the component of previous experiences related to IT are at a higher than average level. 3- According to students, it was placed in the priority among the 18 components of computer skills (hardware and software), and the self-assessment component has the lowest priority. It seems that to have a proper e-learning environment university and faculties should pay more attentions to the students’ need and priorities.

The present study industrial modern organizations industrial organizations. The research method was applied in terms of purpose and a little descriptive-analytical in terms of data collection. The statistical population of the study includes; 1) Expert faculty members in engineering and active in the field of industry, 2) Managers and experts working in industrial organizations with experience of 5 years or more and have an engineering degree from 46 universities and 4 top industrial organizations to 467 people. Using Cochran's sampling formula, a sample size of 216 people was selected by stratified random sampling. In order to identify the professional competencies of engineers to enter industrial organizations, the background of the researches and the onet site have been examined, then the qualifications of extraction and based on it into two general categories; General and specialized were classified. In order to collect data, a 42-item researcher-made questionnaire was used and the Cronbach's alpha coefficient for all underlying indices was 82.3. To evaluate the validity of the questionnaire, the opinions of relevant experts as well as the validity of the structure were used. The results showed that: 1- The required professional competencies include; General competencies (personality competence, planning, cognitive competence) and specialized competencies (systematic, applied, professional ethics and strategic. 2- The general model of the research was fitted by using confirmatory factor analysis. 3. All indicators were significantly related to their underlying factor and the measurement model was desirable during the evaluation of minor indicators.

The purpose of this study was to investigate the relationship between social responsibility, social capital, and social development in higher education from the viewpoint of faculty members of the Humanities Campus (Central campus) of University of Tehran. The study was an applicable one with the quantitative approach using the descriptive–correlative method. The population consisted of 578 faculty members among whom 234 ones were selected as the sample group, using a simple random sampling technique. The data were analyzed using the sample t-test, the regression coefficient, and the modeling of structural equations using LISREL. The results showed that: 1- The status of social capital, social responsibility, and social development of the University of Tehran from the perspective of faculty members is relatively desirable. 2. Social development is directly affected by the social responsibility and social capital. The results also indicate that all variables are reported to be desirable and the model fits well with the data, indicating that there is a linear relationship between the variables and the present structures.Keywords: Social Responsibility, Social Capital, Social Development, Higher Education, University of Tehran

The purpose of this study is to determine the methods of dealing with unqualified teachers. The present study is based on the applied purpose and the method of collecting the findings using the phenomenological method. The statistical population of the study was three groups of officials of education departments, primary school principals and university experts in the field of professional qualifications of teachers who were selected using purposive sampling method. The data obtained from this section were analyzed through content analysis. Four categories of preventive, corrective, supervisory and punishment actions were identified.Preventive actins include; designing an effective recruitment system based on professional competencies, improving the quality of teacher training courses, designing and implementing mechanisms related to culture building, paying attention to motivational factors and environmental health factors, enriching teachers 'jobs, raising teachers' competencies as concerns, identifying challenges ,The issue of incompetence of teachers in a systematic way is the design and implementation of appropriate mechanisms to encourage and support qualified teachers, select and employ qualified managers, planning. Preventive actions include; designing an efficient recruitment system based on professional competencies, designing and implementing mechanisms related to culture building, paying attention to corrective measures including designing and implementing training courses, designing and implementing empowerment programs by colleagues, designing and implementing teacher empowerment programs By experts, design and implementation of teacher empowerment programs through the self-development system, design and implementation of teacher empowerment programs by principals and provide feedback, the principals. Monitoring actions include; Includes continuous monitoring and control of teachers' performance.