fatemeh zahra ahmadi

Sexual education is necessary in the real growth and development of man to control his instincts and adjust his emotions and natural tendencies. Therefore, explaining the status of parents' education in the field of adolescent sexual health, which was the goal of this research, becomes relevant .This study was conducted using a qualitative approach and based on grounded theory. To collect data, purposive sampling was used and 23 individual interviews and 4 group interviews were conducted. The data collection tool was a semi-structured interview guide. The resulting data were coded and themed, and finally the following themes emerged: Parental ignorance and inefficiency in sex education, different transmission of cultural and religious values, the failure of sexual socialization of adolescents and training parents on sexual education for parents as the primary topics. The result showed that parents' ignorance and ineffectiveness in sex education was the result of cultural-social and information barriers and their inappropriate parenting style. Different cultural-religious beliefs of parents conveyed different values to adolescents. In addition, receiving information from various sources, miseducation of parents on sexual health, and limited education led to their failure of sexual socialization of adolescents

Students will benefit from digital world and minimize its threats if they are equipped with digital competency. Digital competency is a loose concept and its meanings vary based on different users. The utilization of poorly defined concepts in the field of general education will result in questionable of the usage. This research aimed to identify the dimensions and sub-dimensions of this concept in general education students. It was conducted with a qualitative approach and multiple case study method. Six internationally recognized frameworks related to the competencies of students in the field of technology were selected and analyzed. The findings showed that a digitally competent student demonstrates five dimensions: managing access to digital content, information, and knowledge; interactive use of knowledge, information, and technology; producing digital content; Improving the health and safety of oneself and others in the digital world; and a critical engagement with the digital world.

The present research was carried out with the aim of implementing and measuring the effectiveness of the special dialogue educational program for the development of the aesthetic perception of student-teachers, using the art-based narrative method. Ten of the student-teachers of Farhangian University who were selected by purposive sampling method, experienced a special educational program for cultivating the aesthetic perception and recorded their data in the personal portfolios. In order to measure the effectiveness of the program, first the portfolios of each of the student-teachers were evaluated by a total of 5 subject experts in the field of art who were selected through purposeful sampling. Then, the researcher evaluated the portfolios. Based on the data available in the portfolio of each student-teacher, the indicators of the effectiveness or lack of artagraphic learning tasks in promoting the aesthetic perception were finally judged by considering 4 four-level scales (very much, much, noticeable and insignificant). Findings showed that this special educational program for developing the aesthetic perception based on the process of dialogue education with artographic learning tasks has been accepted by the student-teachers and it could improve their aesthetic perception in these dimensions: attention to the formal aspects, the ability to represent and encode an aspect of lived experiences in the works of visual arts and the responsibility of revealing or deciphering it with a written and oral description, the power of self-expression and turning feelings into words, self-reflection and analysis, interaction and understanding the world of others.

The present research aimed to investigate how teachers perceive the implementation of the goals of the science and technology education domain and science learning areas in elementary schools. This research is a qualitative research in terms of the type of data and applied research in terms of purpose. Among the various methods of qualitative research, phenomenological research method was used. Data collection tools were open questionnaires, diaries, semi-structured interviews and field, and reflective notes. The data analysis method was deductive and considering the three categories of self, task, and impact, which reflects the stages of teachers' concern in implementing change/innovation. The findings showed that the most important self-concerns expressed by teachers were related to the deep understanding of the documents related to the Fundamental Educational Reform; the imitative practices in the implementation of these documents, and the interference of different projects and the pressure of their implementation on school staff. Regarding task concerns, the majority of participants mentioned the lack of time and a context supportive of change to facilitate implementation. Impact concerned teachers were concerned about the impact of the change on student’s learning. This research depicted that the majority of the participants called for providing them with a deep understanding of the documents related to the Fundamental Educational Reform. The implementation of the Fundamental Educational Reform documents is facilitated when teachers and other agents have a clear vision of the change at school levels.

The purpose of this study is to design an educational program using dialogic education approach to cultivate the aesthetic perception of student teachers using A/r/tographical learning tasks.The research was a qualitative one and opted for normative method consisting. Finally,11 learning tasks were developed.

Textbooks are the main educational resources in schools. The present study was conducted to analyze the content of high school English national textbooks in terms of the four dimensions of health literacy, i.e., accessing/obtaining information relevant to health, understanding information relevant to health, processing/appraising information relevant to health, applying/using information relevant to health.

This descriptive research was done using quantitative content analysis method. The unit of analysis was the sentence. The predetermined categories were used. The population consisted of all the English language books of high school. The level of attention of English national textbooks to health literacy were analyzed in the three health domains of health care, disease prevention and health promotion, as well as in the four dimensions of accessing, understanding, appraising, and applying.

The findings showed that attention to the dimensions of accessing, appraising, and applying was neglected or very poor. Regarding the understanding dimension, some parts of the content in grade 8 and 9 was allocated to healthcare domain (7% and 10% respectively) and in grade 8 and 11 some parts (7% and 9%respectively) were allocated to health promotion. In addition, the findings showed that English national textbooks do not equip students with the ability to appraise and apply health information.

The English national textbooks have a unique occasion to provide students with learning opportunities arising from real life. To do so, there is a need to integrate different dimensions of health literacy into the content of these books.

Objective (s):

 Limited health literacy is a common problem in many countries worldwide. In Iran, about half of Iranian has limited health literacy. They have problems in understanding health information and making healthy decisions in critical situations such as Covid-19 pandemic. Thus it is necessary to make health information understandable to intended audiences. This quantitative study aimed to evaluate the quality of Covid-19 related information appeared on the website of Iran Ministry of Health and Medical Education.

We searched the term covid-19 on the website of Iran Ministry of Health and Medical Education. Once inter-coder reliability was established between two researchers, we evaluated the quality of each COvid-19 related information using the Clear Communication Index (CCI).

The mean CCI score for the evaluated information was 38.87 (SD = 9.72) none achieved a score higher than 90. The findings showed that the quality of included information were not desirable according to the criteria for designing instructional material for people with limited health literacy.  In the subsections, the main message, the call to action for action and language were lower than expected. Adherence to information design, tips and behavioral recommendations was significantly higher than expected.

To move toward a health literate public that is capable of combating epidemics such as Covid-19 pandemic there is a need to enhance the quality of information by using evaluation tools such as CCI.

Teachers play a critical role as health promoters. However, relatively little knowledge is available to date about health literacy of pre-service teachers in Iran. The aim of this study was to determine the health literacy level of pre-service teachers from Farhangian University in Tehran, Iran. A cross-sectional study was conducted on a representative random sample of pre-service teachers stratified by major and gender from May to June 2015. Health literacy was measured using the health literacy for adults (HELIA) questionnaire, with 33 items on the domains of access to health information, reading, understanding, appraisal, and behavioral intention. SPSS version 20 was employed to analyze data using statistics including mean, standard deviation, and frequency, t-test and ANOVA. In total, 704 pre-service teachers participated in the study. The mean age of the participants was 20.88 ± 1.43 and 65.8% were female. The health literacy score was 66.30 ± 12.66. Inadequate health literacy was found in 7.3% of the participants, problematic health literacy in 43.3%, sufficient health literacy in 38.5%, and excellent health literacy in 10.9%. Health literacy was significantly associated with age, gender, and marital status. As the high prevalence of limited health literacy in teachers is a barrier to enhancing the health literacy of students at schools, there is a need to design, implement, and evaluate different educational interventions to address health literacy among pre-service teachers.

Teachers play a critical role as health promoters. However, little is known on health literacy among students of Farhangian university which is responsible for training the future teachers. The aim of this study was to assess health literacy and related factors in students of this university.
The Health Literacy for Adults (HELIA) was administered face-to-face in a sample 932 students during May 2015. The questionnaire contained 33 items tapping into five dimensions: health information, reading, understanding, appraisal, and behavioral intention. Each item was rated on a 5-point scale giving a total score ranging from 0 (the worse) to 100 (the Best). Data were analyzed using descriptive statistical tests.
The mean age of participants was 26/03 (SD=9/6) years and almost 70% were female. Overall, the health literacy (HL) score of the students was 67.28 (SD= 13.21). Among all students 10/5 % showed inadequate HL, 34/4 % problematic HL, 45/1% sufficient HL, and 10% excellent HL. HL was significantly associated with age, gender and marital status.
As the prevalence of high limited health literacy among future teachers is a barrier against enhancing the health literacy of students at schools, there is a need to design, implement and evaluate different educational interventions to address limited health literacy among this population.

This research aimed at identifying the learning needs of students of Farhangian University to help the policy makers and curriculum developers offer curriculums which are relevant to their needs and can promote their health literacy. A qualitative study focusing on normative inquiry was conducted in a teacher education center. The participants were 228 professional teachers and 25 teacher candidates who were studying in Farhangian University and were chosen using convenience sampling. An interview guide and a questionnaire with two open-ended questions were used to collect data. Data were analyzed using thematic analysis. They were coded and categorized in emergent themes. The results depict 6 themes for an effective health literacy curriculum defined by the participants: A necessity for health literacy curriculum, proposed competencies, the role of teacher educator, the content, the method of evaluation as well as hopes and fears. According to the participants, there is an urgent need to offer health literacy curriculum in teacher education since they have not experienced it in primary and secondary schools. They believe that an effective health literacy curriculum makes the learners responsible for the health of their and future students. The participants called for educators who had the same gender and were role model for health behavior. A content which is practical and relevant to the real world was proposed by the majority of participants.

Health literacy is an important competency that influences health behavior and health outcomes. Because health behaviors are established during childhood and children spend most of their times at school, teachers play a critical role in improving health literacy among students. Currently, there is limited evidence regarding the impact of curriculum-based interventions on health literacy within teacher education programs.
This study was a narrative inquiry into pre-service teachers experiencing a dialogic health literacy curriculum to test the feasibility of this curriculum as a means to improve health literacy among future teachers. Data sources include a critical incident questionnaire, reflective journals, student work samples, student correspondence and observational field notes made by the researchers. Data were analyzed using thematic analysis.
Overall, the findings indicated that the dialogic health literacy curriculum was well-accepted and has been proven to be feasible. By experiencing this curriculum future teachers reported improvement in different dimensions of health literacy including pre-service teachers’ abilities to access, understand, use, evaluate and communicate health information.
A dialogic health literacy curriculum can improve students’ health literacy. This is the first study to demonstrate the positive impact of a curriculum-based health literacy program in an Iranian pre-service teacher population.

Health literacy is an important competency to maintain health. Schools are a key setting in which health literacy can be promoted. However this depends on the teacher's health literacy that is not always adequate. The present study describes the development of a health literacy curriculum for pre-service teachers using dialogue education approach.
A normative inquiry was applied to develop the components of a dialogic health literacy curriculum. The method included two focus groups with teacher candidates, 13 face-to-face interviews with an expert panel and a survey with 228 professional teachers in 2015. In addition we examined the content of “Theoretical Premises of the Fundamental Reform of the Formal General Education System of the Islamic Republic of Iran” in relation to health education. Data were analyzed using thematic analysis. They were coded and categorized in predetermined themes.
Eight themes emerged as components of a dialogic health literacy curriculum: 1. Characteristics of the learners and educator; 2. Situation that calls for the learning; 3. Ultimate changes; 4. Time frame; 5. Site for the learning events; 6. Content; 7. Learning objectives and 8. Learning tasks. These will be explained in details.
We have developed a dialogic health literacy curriculum to improve health literacy among future teachers to help them to play their critical role in improving health literacy of their future students. An evaluation of the impact of the curriculum is needed.