p. samadi

Given the importance of economic education/training, it is of as important to see the extent to which the junior high school curriculum contains topics related to this field. To this end, all the textbooks used at the junior high level, at the time of the study, were content analyzed using Shannon entropy method and an observation list of themes/concepts related to economic training, with an assumed validity, and the reliability of 0.9. Counting the frequencies of the observed themes, a total of 1184 was observed of which 418 of them were in the 7th grade textbooks, 375 in the 8th grade, and 391 in the 9th grade textbooks. Not all of these themes are equally covered, just as some are not covered at all. For example, the concept of appropriation is the most frequent topic covered across the grades, while things like task division and risk are ignored in all three grades textbooks. It was found that the Social Studies textbook has the most extensive coverage of economic themes, while the Culture & Art and Defense Preparation textbooks are at the lowest rank. Thus, a revamping of the textbooks used in junior high school level seems to be necessary.

One of the most important missions of education is the balanced education of researching and creative students with entrepreneurial spirit and thinking. In this regard, the vision and fundamental transformation document of education emphasizes the importance of cultivating creative and innovative individuals who possess the necessary skills to contribute to science, technology, and entrepreneurship. Based on this importance and emphasis of upstream documents, therefore, schools should play a pivotal role in developing features such as creativity, self-confidence, futurism, risk-taking, and the tendency towards success (entrepreneurial spirit) in students. Promoting entrepreneurial thinking in schools leads to responsibility, increased creativity in achieving goals and discovering new opportunities, and academic and entrepreneurial skills in students. The present research investigated the role of smart and non-smart schools in promoting entrepreneurial thinking among students.

The present study was applied in purpose, quantitative in approach, and comparative causal. The statistical population includes 690 female students from smart and non-smart high schools in Qazvin city. Using the cluster sampling method, 266 students from each group were selected as the research sample. To collect the data, the researchers used a questionnaire consisting of five main components and 20 items. The formal and content validity of the questionnaire was verified by three experts in the field of study. The reliability of the questionnaire was calculated using Cronbach's alpha coefficient and was obtained as 0.779. The data were analyzed using Shapiro-Wilk Test, one-way multivariate of variance test and Levene's test.

The findings indicated that female students in smart schools had higher levels of entrepreneurial thinking in five main components: creative thinking (7.243), independence seeking (6.059), opportunity seeking (7.642), risk-taking (6.473), and internal control locus (5.513) compared to non-smart schools. In general, schools that used modern smart technologies have developed competencies such as creative thinking, independence seeking, opportunity seeking, risk-taking, and internal control locus in students. As a result, students in smart schools felt more successful, motivated, and confident in creating new ideas, ultimately leading to the promotion and emergence of entrepreneurial thinking.

Since the entrepreneurial thinking as the basic power of the human mind is one of the main goals of schools and educational centers, therefore schools should be able to provide a suitable platform for the flourishing of characteristics such as; It provided students with creativity, self-confidence, foresight, risk-taking and entrepreneurial spirit. Because, global competition and the need of future jobs for skilled and efficient people show the necessity of creating an entrepreneurial culture in schools. To achieve this goal in the country, it is necessary to raise awareness, promote the culture of entrepreneurship and provide the necessary infrastructure in education. To promote entrepreneurial thinking among students, schools should implement practical teaching methods, team-based and active participation teaching methods, electronic content development of entrepreneurship in multimedia format, periodic feedback on student performance, delegation of school responsibilities, limited options for students, independent problem-solving, and entrepreneurial internships for students.

Clinical empathy is a essential skill in medical profession, ability to understand the patient's perspectives and experiences and convey this understanding to the patient. aspects of education such as transferring behaviors, norms and values in the form of hidden curriculum work better than explicit. Hidden curriculum factors affect the formation of clinical empathy that is implicitly and unintentionally transmitted throughstructures, culture and organizational interaction. Thus, the main goal of this study is to determine the influencing factors on the formation of the hidden curriculum of empathy of residents of medical universities.

This qualitative study was conducted based on grounded theory. The participants include the third- year assistants of the internal medicine department of Tehran University of Medical Sciences, whose selection method was a purposive and theoretical. In total, semi- structured interviews were conducted with 22 assistants,. Interviews were analyzed using Corbin and Strauss coding methods (open, selective and axial) which were identified. To ensure reliability and validity, criteria: acceptability, transferability, reliability, and verifiability were used.

Findings indicate that the total number of free codes extracted from the content of the interviews was 73, which after merging similar codes with each other, classified in 9 similar concepts and finally in 4 the main themes were categorized. Results show that effective components on the formation of the hidden curriculum of empathy of residents included components of Skills needed by assistants (educational skills and basic skills), components of individual characteristics (psycho- personality and lifestyle), support factors including (material support and spiritual support) and the issues of organizational include (working environment of hospitals and clinics, job satisfaction and the structure of the educational system).

According to the results of the current research, for the formation of clinical empathy in the competent assistants, it is necessary for universities of medical sciences to carry out formal evaluation of clinical empathy, comply with international standards, provide Sufficient comfort facilities take steps to prevent job dissatisfaction and job burnout, create positive and supportive relationships, so the findings of this research can be helpful in the field of clinical empathy formation in assistants

As one of the most complicated and also among the touchiest of educational domains, sex education has always been subject to many obstacles due to existing misconceptions and areas of lack of clarity, which has led to the rise of social problems and abnormalities in behavior among youth. The present research has thus endeavored to determine the ten elements involved in the curriculum for sex education throughout primary to secondary education levels. To this aim, the studies carried out in Iran from 2001 to 2020 and abroad from 1990 to 2020 regarding sex education, sexual well-being and the curriculum elements involved in sexual education were examined, which led to 66 studies being selected for the sample, and Roberts' six-step synthesis research model was used to achieve the optimum combination of results. Checklists were used for data collection, and reliability was ensured by using Cohen's kappa coefficient. NVivo 8 was used for data analysis. The findings indicated that the objectives of sex education consist of providing the knowledge, skills and attitudes needed to enable the individual to conduct healthy sexual affairs in personal as well as social affairs. The content depends on the objectives for each course, and active approaches of teaching prove more appropriate. The teacher has the role of a counselor, and a variety of sources can be used. There is flexibility in time and place, activities need to be conducted in small groups, and qualitative methods of evaluation are of significance.