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This research was conducted with the aim of investigating the curriculum model based on cultural literacy in education. This qualitative research was conducted using the qualitative content analysis method. The statistical population was the documents available in reliable databases and websites between the years 8811 to 8041 and 8818 to 1410, and criteria-based targeted sampling was used to select the sample after selecting the mentioned texts. By reviewing and analyzing research articles related to cultural literacy in the field of education, sampling was done and continued until saturation. To collect data, the tool of extracting books, articles, documents and texts related to cultural literacy was used. Then, using open coding, central coding and selective coding, the data were summarized and put into concepts. The results showed that the lesson planning model based on cultural literacy in education includes 04 components which are divided into different categories. the first category; Assessment components that include critical assessment, personal assessment, cultural assessment and environmental assessment. the second category; Goals that include: social, economic, educational, health, educational and environmental goals. the third category; Knowledge including social, historical, environmental, political, cultural, religious. The fourth category of learning strategies includes: literary, economic, motivational, game-oriented, experimental, analytical, educational, interactive, thinking-oriented, technology-oriented, creativity-oriented, cultural. the fifth category; Including elements: social, communication, informational, educational, cognitive, skill

Delinquency is a serious challenge for teenagers and has significant negative social effects. The main goal of this research was to find out the structural equation modeling of extraversion and delinquent behavior disorder: the mediating role of moral intelligence among the juveniles of Kerman Correctional Center.

This was a descriptive correlational research of structural equation model type. The statistical population of this research was made up of 80 juveniles of Kerman Correctional Center, who were selected and studied by simple random sampling using Morgan's table. To collect information, Hans Eysenck's (1963) Personality Type Questionnaire, Goodman's Conduct Disorder Questionnaire (1997), Aiti Juvenile Delinquency Questionnaire (2013) and Link and Keel's Moral Intelligence Questionnaire (2005) were used. Descriptive and inferential statistics (structural equation modeling) were used for data analysis through SPSS-28 and Smart PLS-3 software.

The results of this research showed that there is a direct and positive relationship between extraversion and juvenile delinquency. There is a significant direct and positive relationship between conduct disorder and juvenile delinquency. There is a direct and positive relationship between extroversion and moral intelligence of teenagers. There is a significant direct and negative relationship between conduct disorder and moral intelligence of adolescents. There is a direct negative relationship between moral intelligence and delinquency. There was no relationship between extraversion and juvenile delinquency as a mediator of moral intelligence. There was no relationship between conduct disorder and juvenile delinquency with the mediating role of moral intelligence.

According to the results, it can be acknowledged that moral intelligence is an effective component of delinquency affected by extroversion and behavior disorder in teenagers. Therefore, education and training programs should be implemented to strengthen moral intelligence in schools and families, because these programs can strengthen moral skills and moral decision-making power in teenagers and help reduce behavioral disorders and, as a result, delinquency.

The present study was carried out with the aim of a comparative study of cognitive bias adjustment training and mental imagery on the verbal and visual memory of female students of the first year of high school.

The present study was designed and implemented as an experimental study with a pre-test and post-test design and with a control group. Subjects were randomly replaced in two experimental groups and one control group. The data was obtained using the Wechsler memory test, which was performed individually. Then, the group of cognitive bias adjustment sessions and Simonton's guided mental imagery (Karami and Moradi, 2009) were exposed to different trainings during 8 90-minute sessions, while the control group remained without any intervention. After the training of the experimental groups, the Wechsler test was again performed on the 3 groups. The data were analyzed using repeated measure analysis of variance, Bonferroni post hoc test and SPSS23 software.

The results showed that the effect of cognitive bias adjustment training and mental imagery on verbal and visual memory is positive and significant, and according to the significance level of this test (p=0.699), it can be concluded that there is a difference between the effect of cognitive bias adjustment training and mental imagery on memory. There is no significant difference between students verbally and visually.

Teaching different ways of learning in students will have a significant contribution to their school progress due to the greater sensitivity to this segment of the society.

The present study aims to investigate the effectiveness of cognitive bias modification and mental imagery on visual and verbal memory of female high school students in Yazd city.

The present experimental study was conducted based on a pretest-posttest pre-posttest design along with a control group. Four high schools from district 2 education of Yazd were selected by cluster sampling method and 15 students from each high school were randomly selected and placed into three experimental and a control group. Initially, all subjects were tested by Wechsler memory scale. The subjects were exposed to eight different educational sessions. The experimental groups included (Experimental group 1: Cognitive bias modification training group), (Experimental group 2: Mental imagery training group), and (Experimental groups 3: Cognitive bias modification and Mental imaging training). The control group had no intervention. After completing the experimental group training, the 4 groups were tested by the Wechsler memory scale.

cognitive bias modification training and mental imagery training significantly affected visual memory (P = 0.001, F = 24.264) and this effect was 57%, while the effect of cognitive bias modification training and mental imagery had a significant effect on verbal memory (P = 0.053, F = 2.7226) and had an effect of 13%. It is therefore confirmed that cognitive bias modification training and mental imagery enhance learners' visual and verbal memory performance.

Such interventions can have a significant contribution in learning, school efficiency, and medical clinical treatments.