The purpose of this study is to employ guidelines based on indigenous and Islamic assumptions in order to improve the status of the program in educational sciences in Iran. There is a research method, conceptual analysis and analogy of theory, and in order to collect the necessary data to achieve the researcher, the available resources related to the immunization of note-taking and using the method of analysis of qualitative materials required analysis It is intended to extract five basic presuppositions, including the originality of adaptation in the localization and Islamization of educational sciences, attention to Islamic themes and national culture in localization and Islamization, the view of modernity-localism in localization and Islamization, originalization To produce domestic materials based on indigenous culture and to pay attention to the nature and dimensions of human existence in the localization and Islamization of educational sciences. Based on the proposed assumptions, five practical guidelines include: 1) Critical review of imported texts and adaptations in the translation of Western works in the field of educational sciences 2) Identification and introduction of native and Islamic thinkers in the history of Iranian educational sciences. 3) Welcoming Innovative indigenous and Islamic projects in the field of educational sciences. 4) Production of indigenous and Islamic knowledge in the field of educational sciences. 5) The quality of training human resources, in accordance with local and Islamic needs, to improve the curriculum of educational sciences in Iran, was inferred and developed.

The preparation of this article is based on studies and findings of a scientifically approved research, which took place for “investigating research methodology in psychology and education in Iran.” The research questions to be investigated were as follows:1- What are the epistemological and methodological foundations of the textbooks and resources used in university courses of research methods in psychology and education?2- What status do the articles that are being published in scientific-research-based journals in psychology and education in Iran have in terms of epistemology, methodology, and goal or type of research design?3- How much co-ordinance do the course syllabus that are taught in the research methodology courses in Bachelor, Master, and Doctoral levels of Psychology and Education in the nations’ large universities (i.e., Tehran University, Allame Tabatabaee University, Shahid Beheshti University, Tarbiat-Moallem University, Tehran-Azad University, Shiraz University, and Isfahan University) have with the most important university textbooks for the research methodology course?4- What are the theoretical foundations and the epistemology behind the content of the professors’ teachings in the research-methodology courses in Bachelor, Master, and Doctoral levels of psychology and education in nations’ large universities?5- To what extent do the students of the Bachelor, Master, and Doctoral levels in psychology and education in research methodology courses in nation’s large universities learn the nature of research or the theoretical foundations and the epistemology (the philosophy of science) of research?To answer questions one and two, sixteen main teaching textbooks in psychology and education and all articles in psychology, which have been published in the last issues of the country’s scientific-research-based journals have been considered and reviewed. As well, in order to answer questions three to five, 22 of the professors of research methodology courses in psychology and education in the Bachelor, Master, and Doctorate levels in the seven large universities of the country - who teach in the psychology and educational sciences faculties in these universities - were taken to structured interviews. The same was done to 119 university students who had had the highest scores in the psychology and educational sciences faculties of the mentioned universities.This research showed that:1- The epistemological and methodological foundation of the course textbooks for research methods that is taught in universities is of the positivism and post-positivism philosophy and the quantitative research methods.2- The psychological and educational articles that are published in scientific-research-based journals of psychology and education in the country are based on the positivistic and post-positivistic philosophy of science as well as on quantitative methodology and are mainly the results of strategic research projects.3- The numbers of teaching research method credits in the three levels of Bachelor, Master, and Doctoral level of psychology and education is very low and the syllabus of teaching by the professors during the courses is much less than those available in genuine research-methodology textbooks.4- The epistemological foundation behind professor’s teaching of research methodology is also of the quantitative, positivistic, and post-positivistic philosophy and no attention is paid to qualitative researches.5- The students of the research methodology course in the three levels of Bachelor, Master, and Doctoral of psychology and education are not made aware of the nature of research and the theoretical foundations of philosophy of science in psycho-educational researches and no previous training is given to them in this matter.

The aim of this research is identifying and analyzing the employment barriers in Educational Sciences from MA Students’ viewpoints in Tehran. This research was conducted by survey method. The population consisted of all M.A. graduates in different majors of Educational Sciences who are studying in Tehran Faculties of Education from which 250 people were selected as the population by stratified sampling. In this research the questionnaire was used as a means of collecting data and SPSS software was applied for analyzing the data. The findings showed that the absence or lack of governmental support in terms of educational sciences jobs is the most important barrier for the employment of the graduate Students in this field. In addition, factor analysis of entrepreneurship barrier in university leads to the classification of these barriers in five main parts of which the most important factor is support factor. This factor involves others barriers such as lack of facilities, educational sciences requirements for practical parts, lack of educational equipment, training equipment, facilities and required equipment. After this factor, others such as educational, planning, policy making and human factors have the highest amount of total variance.

The current paper aims at designing an entrepreneurship-based competency model in higher education (Case Study: Graduates in Educational Sciences). This isan applied, quantitative and qualitative research. The statistical population consists of the professors of the entrepreneurial field and the activists of the business sector and the students of the field of education at the Tehran. A sample  ofTwenty-two was selected in the qualitative section from teachers and graduates of education science and entrepreneurs using targeted sampling method. a sample of 125 was selected from teachers and graduates of education science and entrepreneurs usingMorgan's table and convenient sampling method. The results of factor analysis using PLS software showed that in this research, the variables of policymaking and management of business education and learning (β = 0.200), IT management (β = 0.200), decision making and problem solving (α = 0.215), interactions and effective communication (β = 0.203), management and leadership (β = 0.250) and learning management and human resources development (β = 0.198) have significant direct and positive effects on the structure of entrepreneurship-based curriculum in the field of educational science.

Unemployment of graduates of universities and graduates of educational sciences is one of the reason of everyone’s attention to entrepreneurship. Entrepreneurial competencies should be considered in order to train entrepreneur students. The aim of this study was to achieve the most important competencies and to evaluate them in the curriculum of educational sciences. The entrepreneurial competencies were obtained by meta-synthesis. After evaluation of their content validity, the curriculum of educational sciences were studied. The entrepreneurial competencies are classified into four categories; individual and context characteristics, knowledge, attitudes and entrepreneurial skills. The study of curriculum of educational sciences showed that, education of entrepreneurship as a specialized lesson has been considered only for one of the four fields of this discipline and in the other lessons. According to the findings of this study, it is suggested that, curriculum planners should provide education of entrepreneurship for all students in the field of educational sciences. It is also suggested that, the entrepreneurial competencies should be considered in the modeling of other lessons of this discipline.

This study attempted to revise the curriculum for Bachelor of Educational Sciences, Educational Technology minor. To this end, a qualitative-quantitative method was employed. In the qualitative section, data were collected through Bereday's method. Accordingly, the required information about the Bachelor of Educational Sciences was gathered from credible sources. Then, they were classified and interpreted so as to identify the similarities and differences. In the quantitative section, administered through the Delphi method, a specialized panel of experts was asked to give their opinion on the curriculum. The population included all universities globally holding courses on Bachelor of Educational Sciences. Furthermore, the population covered all professors and experts in the field of Educational Sciences and educational technology at Allameh Tabatabai University. The sample consisted of eight prestigious universities in the US and Canada globally offering Educational Sciences at the Bachelor’s levels, and Educational Technology at the Master’s and Doctorate levels. Moreover, a total of 26 professors and experts in the field of Educational Sciences and Educational Technology were purposively selected from Allameh Tabatabai University. The primary course tables were prepared after analyzing the curricula for Educational Sciences, Educational Technology minor at the Bachelor's level, and Educational Technology at Master’s and Doctorate levels in Iran as well as the curricula adopted by other universities offering Educational Sciences at Bachelor’s level and Educational Technology at Master’s and Doctorate levels. The tables were reviewed by a specialized committee for courses in Educational Technology at Allameh Tabatabai University supervised by the leading author. At this stage, 4 basis courses and 9 specialized courses were selected. Then, the syllabus of each course was prepared by two experts. The syllabi were then discussed at several sessions by a specialized committee for the revision of Educational Technology courses at Allameh Tabatabai University and an expert panel on the development and promotion of humanities associated with the Supreme Council of the Cultural Revolution. The corrective recommendations by the specialized committee responsible for reviewing the courses in Educational Technology were applied for 6 months. The syllabi of all courses were revised and matched according to the guidelines from the Iranian Ministry of Science, Research and Technology. The final curriculum was once again discussed and approved by the specialized committee for reviewing Educational Technology at Allameh Tabatabai University as well as by the expert panel on the development and promotion of humanities. Therefore, a total of 13 basic and specialized courses in the field of Educational Technology were finalized in the new curriculum of the Educational Sciences field aiming to integrate several branches of Educational Sciences.

One of the most important topics of pedagogy studies is talking about its factors. Among these factors, the environmental factor has special place which psychology and pedagogy studies talks about it in details. Because the Holy Quran is the most important Islamic training tool and source and it has been deeply tied with pedagogy, this article tries to analyze the new findings of psychology and pedagogy studies from this holy book’s viewpoint. This article talks about definition of environment and training, then it talks about types of environment and the amount of their effects on the child and then it talks about methods of environmental improvement from the Quran’s viewpoint.

The present paper aims at investigating the status quo of educational sciences and suggesting an acceptable condition and an ideal orientation of educational studies. The research method is descriptiveanalytical. Two theories, i.e. "unified structure" and "relative structure" on the nature, unity o plurality and scientific independence of educational sciences have been proposed to expound the status quo. The viewpoint on unified nature of educational sciences and unified structure has been established through evidence and proved to be acceptable. However, since the viewpoint on unified structure has some deficiencies, it has been proposed to establish knowledge of education by deepening the viewpoint on unified structure. The various aspects and prerequisites for this thought have been elucidated in order to theorize this idea. "Knowledge of education" constitutes this proposal with its comprehensive view that includes all the dimensions of education, and it uses manifold methods in educational researches. While this knowledge depends in its argument on interdisciplinary knowledge entitled "educational sciences", this kind of knowledge keeps its own interaction with their research findings and creates specialized trends.

Human sciences have lots of deficiency in our educational system. Educational sciences as a part of human sciences، tried to educate efficient people who their talent have to actualize as a sign of god perfection in power. Paying attention to God Commandment is required to be succeed in this affair. In addition، consequences of scientific researches in educational sciences have to be considered. In this case، three Islamic educational approaches are specified. In this article، first we discuss about human sciences، human and its nature as a basic subject of human sciences، the relation between educational sciences and religious sciences. Then we explain the role of Education in sight of Islamic and classic sciences by specifying the fields of human sciences.