hamed tarin

The present research was conducted in order to develop scenarios for the future structure of academic disciplines and educational groups in Iran in the atmosphere of the fourth industrial revolution. The approach of the current research is mixed, in terms of practical-developmental purpose and in terms of data collection method, it is descriptive-analytical and using the scenario writing method. The statistical population includes two spectrums; Scientific documents and experts were from public institutions and universities in Tehran. The sampling method was used in the qualitative part of non-probability criterion-based targeted sampling and in the quantitative part of the available type. The sampling method was used in the qualitative part of non-probability criterion-based targeted sampling and in the quantitative part of the available type. The findings showed 16 factors that after the structural analysis of the factors and the weighting of the uncertainties with the method of importance and consensus, the duals of "individual and network knowledge production" and "worn and technological work and employment system" got the highest score. From the interaction of these two uncertainties, 4 scenarios: competent oriented network structure with hashtag symbol; Responsive business-oriented structure with Tradesman symbol; Knowledge oriented task structure with collage symbol; And the educational island structure was achieved with the symbol of the school. In this way, the current situation of the structure of university courses and educational groups in Iran is against the developments of the fourth industrial revolution in a spectrum from transformation (hashtag scenario) to collapse (school scenario). In the near future, universities are witnessing a crisis in the production of knowledge and skills, competence and orbital competence for university graduates and preparing them to enter new markets. So; It is recommended and suggested to transition from the education-oriented island structure to the competent oriented network structure.

In the atmosphere of the fourth industrial revolution The fourth industrial revolution has faced fundamental changes in the conditions of societies, organizations and institutions such as universities, and universities need to examine the theoretical foundations in the future. Based on this, the purpose of this research is to identify and structurally analyze the drivers affecting the future of Iran's university education system in the environment of the fourth industrial revolution. The research is developmental-applicative in terms of its purpose and descriptive-exploratory in terms of its nature, and a mixed model (qualitative-quantitative) was used to collect data. After selecting the population and statistical sample, 59 scientific documents and 8 experts were selected as the research sample. In data analysis, data mining tools were used to identify drivers and Delphi technique and Micmac software were used for structural analysis of identified drivers. In the first stage of the findings, 9 drivers were identified, and in the second stage, the structural analysis results showed 2 influential drivers, 3 two-way drivers, 3 dependent drivers and 1 removable driver. The results of the research showed that The variables of "personalized teaching and learning", "big data", "Educational approach of MOOC" and "integration of knowledge and skills" are key factors shaping the future of Iran's university education system. It is expected that the results of this research will be an effective step in providing a structured and systematic interpretation of the main variables affecting the future of Iran's university education system and the relationships between them.

The current research was to explore the state of structure of academic disciplines and educational groups in the past, present and future according to the approach of industrial revolutions. This study is in terms of applied-developmental purpose, in terms of descriptive-exploratory nature, and in terms of the type of data, it is qualitative. All scientific documents indexed in domestic and foreign databases, whose subject is "organizational structure", "educational disciplines and groups" and "industrial revolutions", as well as experts in the field of educational management of public institutions and universities in Tehran as a society Statistics were selected. 61 related scientific documents and 10 experts were selected by using criterion-based targeted sampling. To collect data, the data-mining tool of scientific documents was used, and for data analysis, thematic analysis technique and MaxQda software version 2020 were used. The results showed that the network of themes of the structure of university courses and educational groups has 60 basic themes, 6 organizing themes and one comprehensive theme. The obtained results indicate that the structure of university courses and educational groups in the first and second industrial revolutions had a form of discipline-oriented and task-oriented, in the third industrial revolution, cellular and network structures and in the industrial revolution Fourth, they will have a digital and project-oriented situation.

The present article has been written with the aim of analyzing the foundations and developments of education in vocational, technical and vocational universities in the light of the Fourth Industrial Revolution. Using the method of qualitative meta-analysis, the theoretical foundations and infrastructures of the developments resulting from the four industrial revolutions have been studied. Then the effects of these revolutions, especially the fourth industrial revolution on higher education centers and skill, technical and vocational universities were examined. The results show that it is necessary for the universities of technical and vocational to review the theoretical foundations of their university education in the light of the developments of the Fourth Industrial Revolution. Such a revision is mainly in the realm of flexibility, uncertainty, complexity. The Fourth Industrial Revolution is defined on the basis of two emerging trends: on the one hand, based on general innovations and changes in skills and technical training and advanced level professions, and on the other hand, the integration and convergence of technologies in the Industrial Revolution with A combination of humans and technologies such as: 3D printing, augmented reality, cloud computing, hologram, biometrics, IoT, artificial intelligence ... to improve learning and adaptation to better meet the expectations of society and the fourth industrial revolution . In such circumstances, the system of professional competence has emerged with an approach derived from the theoretical foundations of the Fourth Industrial Revolution.