فصلنامه فرهنگ در دانشگاه اسلامی
سال دوازدهم شماره 3 (پیاپی 44، پاییز 1401)

The purpose of the research is to examine the nature and characteristics of Islamic education curriculum elements.

The research approach is qualitative and it is applied from the point of view of the objective and the basic qualitative method.  The research community is all universities and government higher education centers of the country. The participants were 30 different experts, including the respected officials of the Supreme Leader in universities, the educational assistants of the Supreme Leader in universities, the respected managers of Islamic education departments, faculty members and invited professors of Islamic education courses as well as 10 researchers from two areas of curriculum and Islamic education courses. The sampling method was criteria-based (using theoretical knowledge and practical experience). The measurement tool was a semi-structured interview. The coding method (selective, organizing and open) is used to analyze the data. To determine the validity of qualitative data, the four indicators of Lincoln and Guba including (credibility, transferability, dependability and verifiability) were used.

Based on the results of the research, 10 following selected themes were identified and extracted:  logic, purpose, content, educational resources, Teaching-learning strategy, learning activity, grouping, space, time and evaluation.  24 organizing themes   were also identified as follow :  program reasons  , cognitive goals, affective goals, psychomotor goals, organized content, situational content, single-source educational materials, multiple resources, direct teaching - learning strategies, indirect teaching-learning strategies, individual activity, group activity, in-class activity, out-of-class activity, subject grouping, grouping based on ability level, physical space, psycho-social space, safe space, fixed schedule, flexible schedule , evaluation before training, evaluation during training and evaluation after training. On the other hand, 128 basic themes were identified and extracted for the nature and characteristics of desirable elements of Islamic education curriculum.

Based on the extracted characteristics, it is possible to provide the basis for the comprehensive development of the curriculum of Islamic education courses and to increase the level of attractiveness and efficiency of the curriculum and most importantly, the level of satisfaction of the students.

The present study is conducted with the aim of explaining and analyzing the components of transformational leadership with a religious approach in the Islamic University.

The method of this research is qualitative which was done with the theme analysis approach in order to extract the required themes from religious sources related to leadership. The sources studied in this survey included books (Holy Quran and Nahjul Balagha) and articles in the field of Islam and the biography of the Infallibles (AS) As well as scientific books and articles in the field.

In this study, in order to extract in the first stage, descriptive coding was done as basic themes and in the interpretive coding stage, the basic themes were classified, which are called organizing themes. The last step is to determine the overarching theme that encompasses all of the aforementioned themes. Finally, this study led to the identification of 89 descriptive themes, 23 organizing themes and 8 comprehensive themes.

the authors of the article conclude that many conflicts, misunderstandings, contributions and evasion of good performance and quality of work, were recognized as the result of incorrect selection of managers and leaders of organizations and a manager who enhances the following qualities will achieve remarkable  success : following the the Holy Prophet and the Infallible Imams (AS) and components of transformational leadership (justice-oriented, teamworking, support and empathy, moderation, consultability, professionalism, tolerance and moral values.

Today, the subject of sports is an important social phenomenon in all advanced societies. Almost all philosophical schools and religions have commented on sports in some way, and the holy religion of Islam has considered sports in general. The purpose of this study is to investigate the role of university sport activities on changing the meaning of Students Religious-Islamic life.

The research method is correlation with SEM and statistical population included students of Mashhad universities, 386 of whom were selected as a sample by random cluster sampling. Two questionnaires were used. The validity of the questionnaire was confirmed by 11 experts and its reliability was obtained using Cronbach's alpha above 0.7. Descriptive and inferential statistics were used in data analysis. 

The results showed that the components of sport activities and the meaning of religious-Islamic life before entering the university are in a bad condition. Also, the component of "socialization" and the component of "search" were the most important priorities of the components of sport activities and the meaning of religious-Islamic life after entering the university, respectively.

The results emphasize the need to pay attention to sport activities in order to achieve leisure, socialization, prevention and treatment of diseases, improvement and learning skills, physical fitness and strengthening the meaning of  religious-Islamic life (presence, search).

The aim of the current research is to investigate the interaction between demands and Iranian national identity of social science students with a qualitative approach and contextual theory technique.

The tool used to collect data is a semi-structured interview. Purposive sampling was used to select interviewees and theoretical sampling (theoretical saturation) was used to determine the number of people. The research community are doctoral students of social sciences who have been studying in the past decade. 

The causal categories of this research are as follow: optimal education of society members, personal choice in special conditions, acceptance of social realities and dissatisfaction with existing conditions. Background categories are as follow: maintaining the territorial integrity of the country at any cost and the official language as the most important communication factor. Facilitating categories are: the valuable position of Iranian civilization, the choice of democracy for the administration of the country, and trust in the country's officials. Interactive categories: official religion along with other religions, the diversity of convergent Iranian ethnic groups and humanity is preferred over ethnicity, and intervening categories: the influence of world domination on societies, the influence of Iran's strategic position on society and the choice of immigration, and the phenomenon category: social demands and their consequences, the value of identity. Iranian nationality is the influential presence of people in the society and choosing homeland for living.

The purpose of this research is to identify the key components resulting from the experiences of employees and faculty members of Isfahan Azad University (Khorasgan) of organizational silence and to present its conceptual model based on structural equation modeling, based on the mixed exploratory approach of model design.

In this research, a mixed method was used, in the qualitative part, the phenomenological method was used, and in the quantitative part of the descriptive method, correlation based on structural equations was used. The statistical population of this research in the qualitative part consisted of employees and faculty members of Isfahan Azad University (Khorasgan), who were selected in the qualitative part with the maximum discrimination method, and saturation was achieved after 20 interviews. In order to check the validity of qualitative data, the construct, external, descriptive and interpretive validity of Lincoln and Goba (2007) was used, and in order to check the reliability, the triple approach of Rao and Perry (2003) was used.

The results showed that that organizational silence factors were classified into 4 main categories of individual factors, organizational factors, group factors and cultural factors and the consequences of organizational silence were categorized into 2 categories of organizational factors and individual factors.

The effect of moderating factors through Organizational factors were not significant to organizational outcomes, and the influence of moderating factors through group factors to individual outcomes was not significant, and the structure of individual factors had the greatest impact on individual outcomes with a value of 0.71.

Cultural education has been defined as the ability to learn new patterns in cultural interactions and provide correct behavioral responses to these patterns. Considering this fact that education has the mission of expanding and consolidating cultural values, it needs a suitable model for this important task. The present study is conducted with the aim of "designing a cultural education model for student teachers of Farhangian University".

  The study is carried out using the grounded theory approach and sequential exploratory data.  The participants in this research were expert and experienced professors, university faculty members, and managers of the cultural field using the snowball sampling method, and theoretical saturation was reached with 20 people. The data collection tool was a semi-structured interview.

From the findings of the interviews, 353 codes were counted in the open coding stage and 36 codes were counted in the axial coding stage.

The results showed that the cultural education model of the teachers of Farhangian University is a combination of the elements of the cultural education components, the strategies of developing the cultural model, the characteristics of the cultural education model, the suitable platforms for the implementation of the model, cultural education interventions and the consequences of the ideal model, each of which, among these elements, have characteristics that have been mentioned in the present research. According to the findings, it is suggested that implementing a comprehensive model of cultural education for student teachers of Farhangian University is essential. Because the results of the implementation of the model lead to the development and adherence to cultural values-dealing with social challenges and harms - correcting education in line with the flourishing of society's talents - respecting for national subcultures - strengthening the spirit of patriotism and the sense of national belonging - strengthening the sense of responsibility adaptability, confronting foreign invading cultures and transferring cultural heritage to the next generation.

The purpose of this study is to investigate students' attitude toward the culture of self-sacrifice and martyrdom and to describe and explain the factors affecting it.

The present study was conducted using quantitative method and survey approach and random and classified sampling. The statistical population of this study is all students of Grand Ayatollah Boroujerdi University. The sample size is estimated to be 271 people using Sample Power software. In the present study, five hypotheses have been proposed that examine the relationship between independent variables such as generation gap, value system, identity and institutional and media performance with students' attitude toward the culture of self-sacrifice and martyrdom.

The results show that the identity variable with Correlation 0.873 and significance 0.000, Institutional performance variable with 0.770 correlation and significance 0.000, Media performance variable with 0.758 and significance 0.000 and Value system variable with correlation 0.748 and significance  0.000 0 had the most relationship with students 'attitudes toward the culture of self-sacrifice and martyrdom and the variable of generation gap with a correlation of -0.012 and a significance of 0.844 was not related to students' attitude  toward the culture of self-sacrifice and martyrdom.

Some factors such as identity change, value changes and media and institutional performance can affect students' attitude toward the culture of self-sacrifice and martyrdom.