نشریه تدریس پژوهی
سال یازدهم شماره 4 (زمستان 1402)

The main goal of this research is to investigate the factors affecting the quality of virtual education, which can play an effective role in the academic progress of students, as well as, the growth and development of the country. Considering this importance, the present research was conducted with the aim of investigating the role of electronic management of human resources on the quality of virtual education in schools with the mediation role of teachers' professional teaching ethics. One of the most important, effective and broadest social organizations that is responsible for selecting and transferring cultural and scientific elements to the new generation of society is the education organization in each country. In order to fulfill its role in the society, like other organizations, education has to utilize electronic technology. Electronic technologies as a phenomenon of the present era have been able to provide valuable services to humans and affect all aspects of life. The use of this technology in all organizations, including education, has been able to accelerate activities and increase employee productivity (Heydari & Marzooqi, 2017). On the other hand, the corona epidemic in 2020 spread all over the world and affected individuals regardless of their nationality, education, income, gender, social, economic and political status and put pressure on governments to prevent the spread of the disease. Education was not an exception to this rule, and the basic question was how to continue education? (Callaway et al. , 2020). Schleicher, (2020) stated that we can reduce the impact of the corona pandemic on students, parents and teachers by changing the shape of education and curricula through online education, digital learning platforms and e-learning. Virtual education is a kind of education in which learning and teaching process is not done physically and is done through computer platforms, software and hardware (Anas, 2020). Orhan, & Beyhan (2020) state that to increase the quality of virtual education, the following should be taken into consideration: the goals and content of educational programs, educational strategies, learners' responsibilities during the learning process, appropriate technology to provide knowledge and programs strategic questions, as well as, answers to these strategic questions: "To whom, what, why and when should provide the content?" This requires cooperation and coordination between teachers, students and administrators of educational institutions. Human resource management plays a vital role in the organizational improvement and economic development of countries (Shakeel et al, 2020). The closure of educational centers due to covid-19 and online education caused problems in the organization and management of human resources working in educational organization. Recruitment of human resources, teacher training, teacher evaluation, compensation system and in general human resource management was no longer possible in the traditional and face-to-face manner. The solution to this problem was the use of electronic human resources management. Electronic human resource management is a type of organizational strategy to help employee behavior alignment with strategic choices and using flexible and integrated technologies (Iqbal et al, 2018). The advantages of electronic human resource management for the organization include reducing the work of human resource management, improving efficiency, standardizing human resources, saving the number of employees in large companies (Parry, 2011). It reduces the possibility of more efficient management of information errors, and also improves the tracking and control of human resource actions (Bondarouk, 2009), and finally improves the standardization of the management process (Parry & Tyson, 2011). Due to the fact that the individuals trained in the educational centers of the society become the education custodians of the next generations (Kekha & Imanipour, 2020), in recent decades, the emphasis on moral aspects in education and moral accountability has increased. E-learning has many advantages, but at the same time, it has increased the chance of unethical behavior in teaching-learning models and has faced new challenges to ethics (Talib & Mahasneh, 2020). The free flow of communication in virtual education and the emergence of unethical behaviors require a very urgent action to adopt ethical behaviors (Alikhani et al, 2021). Professional or organizational ethics include patterns that guide the behavior of employees and show the ethical characteristics of any organization (Saeidi 7 et al. 2021). Ethics in teaching is a branch of ethics in education that specifies the professional responsibilities of a teacher in teaching and learning. In fact, teaching, as a strong and important part of the education process, requires skill in implementing appropriate methods and specific ethical considerations of the teaching profession (Moradi Doliskani & Mohammadi Mehr, 2020). According to the theoretical foundations of the research literature, it seems that the electronic management of human resources and the professional ethics of teaching are effective factors on the quality of virtual education in schools. Considering this importance, the purpose of this research is to investigate the role of electronic management of human resources on the quality of virtual education through the mediating role of professional teaching ethics. The research method is a quantitative type of correlation studies and a covariance-oriented structural equation modeling approach. The research community is all secondary school teachers in Hamadan province. A sample of 316 teachers was selected from this population by stratified random sampling based on the three regions of education (Low, Middle and High Income). In order to collect data, the questionnaires of electronic management of human resources, professional ethics of teaching and the researcher-made questionnaire of virtual education quality of schools were used. In order to analyze the data, structural equation modeling was used through Lisrel 10.30 software. The results of the research showed that the electronic management of human resources of schools has a direct, positive and significant effect on the quality of virtual education and the professional ethics of teaching at the level of 0.05. The electronic management of human resources of schools has an indirect, positive and significant effect on the quality of virtual education of schools through the professional teaching ethics of teachers. Therefore, in order to increase the quality of virtual education and teaching, serious attention should be paid to the use of electronic management of human resources in education and the professional ethics of teachers.

The purpose of this research is to systematically study the components of professional education based on the competence of the second high school male students. The applied research method is a qualitative and research synthesis approach, and the strategy used is meta-synthesis, which is associated with inductive content analysis and then meta-synthesis of the analyzes performed. In order to find the components of the professional training model based on students' competence, recent researches have been selected in a systematic way.. The field of research is the research conducted in the last 10 years (studies related to professional education based on competence have been published in quantitative or qualitative form and reference books in the field of professional education, competence and educational competence of students) which Content analysis, categorization and screening were done and about 27 eligible studies and criteria were selected purposefully, coding and classification were done and patterns, theoretical foundations and main themes were extracted.Then, using qualitative content analysis, the three dimensions of knowledge competence, attitudinal competence and skill competence and 7 subclasses in the form of general and specialized knowledge, business knowledge, information technology knowledge, culture, professional attitude, professional experience and technical skill were identified. became. Based on the findings, it can be concluded that for the professional education of students, it seems necessary and necessary to acquire knowledge, attitude and skills according to the developments of education and upbringing in the new era. The results of this research can be a basis for planners, researchers and practitioners in the field of education and training in the dimension of professional training..

The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies. consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology in education. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.

The narrative experiences of international students from foreign universities have addressed a vital aspect of their studies in international environments. These experiences play an important role in cultural exchange and the promotion of higher education. In addition to raising awareness about the challenges and opportunities presented by a new culture, the academic experiences of international students at foreign universities have been proposed as a crucial step toward internationalizing education. Studying at foreign universities exposes students to a variety of educational environments and provides them with diverse learning approaches, ideologies, and perspectives. This experience not only helps promote individuals' educational and research skills but also has a deeper and broader impact on the cultural and social development of students. The present study provides a comprehensive review of the experiences of foreign students at Kurdistan University. According to the latest 2021-22 results from the USA News Institute, Kurdistan University achieved a ranking of 13th among the country's comprehensive universities and 1434th among the world's leading scientific institutions. The main objective of this study is to understand the meaning of studying and the application methods used by foreign students at the university. As sub-stories, this survey examines in detail the life and educational experiences of students and attempts to understand the different dimensions of education at Kurdistan University from the perspective of students' daily personal lives. Using a narratology approach, this study examined the life experiences of 14 participants selected through Malachi's sampling technique from the foreign student population. To select individuals for this study, criteria such as at least two years of prior study at Kurdistan University were considered, along with experiences and memories to express during their periods studying abroad. To collect data, a narrative interview charter was used in an episodic manner. This type of interview is designed to evoke and retrieve participants' past experiences in the form of short narratives, presented during dialogue. Then, analysis and coding of the interview transcripts were done using the three-step theoretical coding method (open, axial, and selective). The present study also examined the experiences of 14 foreign students at Kurdistan University. Text analysis of the interviews was carried out, resulting in 208 open codes, 34 axial codes, and 10 selective codes. These codes included personal growth, personal skills development, job opportunities, travel and discovery, optimism about studying abroad, collectivization of the academic process, communication barriers, cultural shocks, and challenges to academic reputation. From the participants' experiences, it became clear that foreign students tend to categorize their experiences as either pleasant or unpleasant. Some believe that studying abroad is an unparalleled experience that, in addition to benefiting society and their home country, allows students to foster individual development, explore the new world, develop personal skills, and improve job opportunities. This experience plays an important role in personal growth, improving social and economic conditions, and transforming worldviews across different student societies. The positive economic and social impacts of this experience indicate an investment in the future of students. Promoting individual skills and increasing the knowledge level of these students will not only have personal effects but will also help improve social and economic conditions. Considering the increasing importance of international student recruitment, it is essential to give special attention to the issue of sociocultural integration. In interviews with international students, there are clearly some problems in their connections with Iranian students, faculty, and staff. These relationships are influenced by various cultural factors such as values, traditions, habits, and beliefs. Cultural shock is a fundamental element in this process, arising from differences in values and traditions between the societies of origin and destination. This shock plays an important role in people's interactions with a variety of factors such as climate, language, social roles, behavioral rules, and communicative tensions. In the face of the challenges of cultural adaptation, it is important for the academic community to provide support and facilitation. Positive actions and support from Iranians and the people of Kurdistan toward international students can lead to the creation of dialogue and discussion panels among university community members. These panels not only help to improve the integration process but also help to address issues associated with cultural shock. Another finding indicated that the majority of the international students interviewed expressed considerable dissatisfaction with the attitudes and administrative procedures of the organization. With the increasing importance of attracting foreign students as a national priority and the potential negative effects of any administrative barriers on the future of higher education in the country, it seems necessary for the authorities to provide justification on various aspects of this sensitive subject. It is also recommended to conduct special training courses to improve the communication and cognitive skills of officers. On the other hand, if foreign students' academic institutions are introduced to social regulations, civil laws, and civil rights laws in Iran, these should be seriously considered by the relevant organizations and institutions, including municipalities, immigration police, passport administration offices, and ministries of foreign affairs. In some cases, sufficient information about the details of amenities such as dormitories, hostels, student buses, etc. was not provided to international students before they entered the university. This has led to discontent among some students. These students, on the other hand, face considerable challenges and barriers in accessing information and communication technology, all of which relate to the externally-organized problems of Kurdistan University. It should be noted that from the viewpoint of the interviewees, the educational activities of the Persian Language Teaching Center, the abilities of non-Persian speaking faculty, play an important role in conveying a positive image of the university before international students' admission. Additionally, the warm reception of foreign students by people in the region has increased their satisfaction with being present in Kurdistan province. On the other hand, the professional and friendly behavior of many professors and employees at the University of Kurdistan has created a positive impression of the university. Cultural similarities between the people of Sanandaj and a number of neighboring countries have also led to a sense of rapport among the students. Given the increasing population of international students and the growing competition among countries to attract these students, the authorities of higher education in Iran must pay special attention to providing adequate conditions for the sociocultural integration and residency of international students. This is because international students can serve as sources of future skilled labor.

The main goal of this research was to investigate the strengths and weaknesses of descriptive evaluation in virtual education from the perspective of elementary teachers in Mazandaran province. The most important process in any educational system is evaluation. Because it helps the teacher and the student to reach the educational goals with confidence, and by showing the strengths and weaknesses of the teaching and learning processes, it provides the tools for correcting and improving them in time. Descriptive type of evaluation is one of the important pillars of educational changes, because due to the importance of the elementary school, the need for a creativity-oriented evaluation system, which focuses on assignments and activities, seems mandatory, so that positive feedback can be provided to students. In the meantime, due to the restrictions caused by the Covid-19 pandemic, virtual education is proposed as one of the important applications of new information and communication technology in Iran and many countries of the world, especially in the primary period. Extensive activities were started in this field. Distance education (online education) has been one of the most prominent changes required by schools in this era. Because these critical conditions in the vital matters of education have required teachers and students to quickly adapt themselves to distance education, and in this way, changes in the type of teaching, the learning process, and especially the evaluation method were achieved (Bubb & Jones, 2020; Hassani, Gholam Azad & Naveedi, 2022; Kim & Asbury, 2020). Apart from the favorable points of the virtual education process in advancing the learning process, in the pandemic situation, voice messages in virtual groups, online surveys, discussion boards and chat boxes have become the main components of descriptive evaluation in the virtual classroom. However, the resulting weaknesses are significant. Among the biggest problems of teaching and learning in virtual education, we can point out the lack of an efficient way for learners to measure their progress and the poor quality of this type of evaluation by teachers (Moss et al, 2020; Folkman, Josefsson & Fjetland, 2023). It seems that this plan is far from its ideal state and has not been able to achieve the specified goals and there is a lot of dissatisfaction among the implementers of this plan. For example, the objectives of the plan are not clear, the interpretation of information in the form of scales is difficult and tasteful. Confusion of students in entering higher grades and lack of evaluation and feedback from teachers during and at the end of the year. An example of the challenges and problems in this approach is descriptive-qualitative evaluation, especially in online and remote conditions. (Khazai, Golamhosseini Frieze Handi & Samadi, 2017).Although there are different theories regarding the strengths and weaknesses of qualitative and descriptive evaluation in education, and of course, most of the literature is related to descriptive evaluation in face-to-face education. The experience of expert teachers in this field should be carefully examined.In this regard, the present research intends to examine the following questions:1- What are the strengths of descriptive evaluation in virtual education from the perspective of primary teachers?2- From the point of view of elementary teachers, what are the weaknesses of descriptive evaluation in the course of virtual education?The current research design is combined (exploratory-sequential) and two phenomenological and descriptive survey methods have been used. The participants of the qualitative part included descriptive evaluation teachers, leaders, heads of educational groups and primary teachers, data collection reached theoretical saturation through semi-structured interviews with 16 of them. The analysis method in the qualitative part was thematic analysis (comprehensive, organizing and basic). In the qualitative part, the results were identified and classified in the form of two comprehensive themes, 6 organizing themes and 44 basic themes. In the quantitative part, the statistical population included all the primary teachers of Mazandaran province in the number of 9464 people. The statistical sample was estimated to be 370 people using Morgan's table. The data collection tool was a researcher-made questionnaire and it was analyzed using exploratory factor analysis with the help of SPSS software. In the quantitative part, the strengths include: increasing psychological capital and collaboration (10 items) and improving the learning flow (7 items) and the weaknesses include: weak interaction (10 items), structural weakness (6 items), educational weakness (7 items), weak data collection and evaluation (4 items) were identified. Descriptive evaluation in the virtual environment has significant weaknesses in addition to its strengths. Neglecting them will cause serious damages in the primary education system.The findings of this research show, on the one hand, that descriptive evaluation in virtual learning environments has facilities and capabilities that can be used to use effective methods and strategies to evaluate students' learning and this in Meanwhile, the usability of these facilities and tools is very important for teachers and students, as well as the validity of the evaluation results. They mean the facilities that according to today's conditions in terms of speed, bandwidth, hardware facilities of students and teachers are compatible with them. But on the other hand, the inefficiency of the descriptive evaluation system in virtual education has occurred more than before in this research. It seems that descriptive evaluation in the virtual classroom has many weaknesses and cannot fully consider all aspects of the evaluation. The reason for the failure in collecting information, processing it, etc. has caused a dull atmosphere. It is clear that the successful implementation of the descriptive evaluation program in virtual education is dependent on the observance of various and numerous pre-requisites and facilities, the lack of attention to the observance of these pre-requisites will reduce its effectiveness and cause many damages to the primary education system. will be. According to the discovery of a reality related to the emergence of a wide range of mental and physical pressure on elementary teachers, it is necessary to conduct independent and comprehensive research on the manner, extent and process of the formation of this space in order to prevent the escalation of this problem and its subsequent consequences. on the teachers, and solutions should be considered to reduce this pressure and improve the conditions of the teachers. It is suggested that in order to carry out a better and more complete descriptive evaluation, the officials of the Iranian educational system should include integrated education (in-person-virtual education) in their agenda

Fostering adept human resources capable of addressing the demands of the labor market and society is a fundamental goal of higher education institutions and universities. Curriculum programs, serving as the primary conduit for transmitting knowledge to students and forming the bedrock of a substantial portion of university education, play an indispensable role in shaping competent graduates adept at executing their job responsibilities. This objective can be achieved by designing and implementing well-aligned curriculum programs that cater to societal needs and conditions. Among the pivotal considerations in curriculum design is the significance of innovation and revision in curricula, alongside the synchronization of content and pedagogical methods with evolving circumstances. Revision and change are inseparable concepts from the curriculum. Nowadays, implementing modifications has become a daily reality in educational systems and educational revitalization sectors of various countries. These curriculum transformations, serving as the core of educational systems, must harmonize with society's emergent needs; otherwise, a decline in curriculum quality is inevitable. The recognized importance and compelling need for curriculum revision in the national higher education framework cannot be overstated. As society and industries evolve, it becomes crucial for educational institutions to adapt their curricula to meet the changing demands and requirements of the workforce. However, despite this pressing need, the practice of reviewing, adjusting, and enhancing curricula is often neglected within existing curriculum frameworks. However, curriculum revision holds a special significance, particularly in Iran. The University of Applied Science and Technology, tasked with providing skill-focused and professional higher education, is not exempt from this need; it's entrusted with cultivating skilled human resources aligned with predetermined visions and goals. Consequently, heightened emphasis on curriculum revision is requisite. The established curriculum structures and processes are often deeply rooted and resistant to modifications. This resistance can stem from various factors, including bureaucratic hurdles, lack of awareness about the necessity of curriculum revision, and the fear of disrupting established routines and traditions. This study delves into the investigation and identification of factors affecting and affected pertinent to curriculum revision within skill-based higher education programs in the nation. This study adopted a quantitative approach and utilized a descriptive-survey methodology. The statistical cohort consisted of curriculum planners from comprehensive scientific-applied universities across four provinces: Tehran, Isfahan, East Azerbaijan, and Razavi Khorasan. Employing purposive sampling, a total of 66 individuals were selected as participants. These curriculum planners hold responsibility for crafting curriculum programs and have actively participated in curriculum design efforts. Given the absence of standardized questionnaires in this domain, a researcher-developed questionnaire was constructed based on theoretical foundations and prior research. The questionnaire comprised 17 queries and employed a Likert-type scale ranging from "no effect" to "very high effect," each assigned scores from 1 to 5. The questionnaire's formal validity was ratified by six curriculum experts, while its reliability was assessed through Cronbach's alpha, yielding a coefficient of 0.85. Data analysis employed Fuzzy Dematel and the Smart PLS software. The selection of the fuzzy approach stems from its ability to address uncertainties and ambiguities present in respondents' verbal responses. Consequently, employing the Fuzzy Dematel methodology, which necessitates a suitable linguistic spectrum for data collection, becomes essential. As a result, the initial presentation included an analysis of curriculum planners' responses concerning the influence of factors in each province. Subsequently, the designed model, utilizing the most influential factors for each element, was validated through the Fuzzy Dematel method employing structural equations and the Smart PLS software. The Fuzzy Dematel method is presented in the form of determining cause-and-effect relationships among influential factors in five steps, which are as follows: Step 1: Creating a measurement system for the relationships among factors. Step 2: Creating a matrix of direct relationships. Step 3: Normalizing the matrix of direct relationships. Step 4: Creating a matrix of direct and indirect relationships. Step 5: Calculating the overall sum of rows and columns. The findings unveiled common affecting factors across the four provinces - Tehran, Isfahan, East Azerbaijan, and Razavi Khorasan. These encompass the alignment of curriculum with national human resource development policies, the imperative of curriculum adaptation and enhancement, the need for quantifiable course objectives, the significance of practical internships in refining student competencies, curriculum responsiveness to job requisites, and congruence with student admission criteria in various fields of study. Similarly, shared the affected factors across the mentioned provinces included course titles aligned with objectives and employable professions, practicum course guidance by centers and instructors adhering to the curriculum, synchronization of course outlines with contemporary technologies and sciences, and coordination between associate and bachelor's degree levels. The findings underscore the need to base curriculum design on problem-solving-oriented learning, critical thinking, and experiential learning to enhance skill acquisition, job responsiveness, and overall curriculum effectiveness. In essence, simulating classroom environments or conducting classes within industrial and workplace contexts can facilitate the realization of these objectives. Regarding the affecting factors in curriculum revision in each of the studied provinces, it can be stated that different prioritization in each province indicates the importance and necessity of focusing on curriculum alignment in higher education. This is because factors such as cultural and social diversity, human resources, available natural and non-natural resources in each province, the job market needs of the province, the diverse attitudes of individuals in each geographical region, and the stakeholders of curriculum revision, all play a role in guiding curriculum changes and revisions in each province. In order to adapt the curriculum goals to the required skills and professions of each province, the curriculum designers need to take these factors into account in the process of changing and revising the curriculum in each province.In general, factors affecting curriculum are considered prerequisites that must be taken into account during curriculum revision. Derived from perspectives of curriculum planners, these factors act as prerequisites for the affected factors in the curriculum, and as a result, focusing on effective factors leads to the reinforcement of the affected factors. For this reason, special attention to effective factors in enhancing, improving, and revising the curriculum of each province should be a considered by curriculum designers. In the present study, the findings extracted from the perspectives of curriculum designers serve as a roadmap and guiding light for the officials of the University of Applied Science and Technology in revising curriculum programs. Therefore, it is expected that the findings will be utilized for the purpose of correcting, improving, and reviewing the curriculum programs.

By transforming writing activities into engaging and captivating ones, we can enhance the quality of students’ writing (Maleki, Naderi, Saif Naraghi, et al 2019). Water and a few inexpensive tools can provide a rich sensory and learning experience (Gross, 2012). This study investigates the effectiveness of water-based games on the performance of First Section Primary Education male students with dysgraphia, based on a Structured educational intervention. Students who struggle with writing often experience a decline in self-esteem, which, if left unaddressed, can have long-term negative effects on their academic performance and even lead to dropping out. These consequences can have harmful impacts on the individual, their family, and society as a whole (Seif Naraghi & Naderi, 2018). Writing requires mental, perceptual, and motor skills (Akyol & Kodan, 2016). Such disorders are characterized by age-related deficiencies in the quality or speed of achieving legible handwriting (Gargot, Asselborn, Zammouri, et al, 2021). The main factors contributing to poor writing and spelling problems include a lack of attention and accuracy, underdeveloped motor skills, difficulty perceiving letters and words, weaknesses in visual and auditory memory, challenges in transferring information between sensory channels, and the abstract nature of written content (Seif Naraghi & Naderi, 2018).Water play is a fundamental aspect of early childhood education that promotes sensory and spatial awareness and physical competence (Cline & Smith, 2016) Homemade water toys can be as enjoyable as store-bought ones (Gross, 2012). It can involve different resources such as sand, ice, soap, or paint, allowing children to explore textures and temperatures and learn about the properties of water. Adding elements such as waves or moving toys enhances the senses of hearing and sight (Barber, 2006; Fanaei Nemat Sara, 2023). Water play can also support cognitive development and academic growth in various subjects (Gross, 2012). Gross (1946), suggests that water activities can be easily implemented in familiar environments such as home or school, where instructors can control the conditions and design the activities more precisely. In this study, we use a systematic protocol to integrate various methods and techniques of learning and teaching with water-based educational games, which can be applied in different water spaces such as tubs, glasses, water containers, and water trays. The benefits of playing with water are presented in Table 1.Specifically, we attempt to answer two basic questions. First, does play water have a significant effect on the writing abilities of boys with dysgraphia or not? Second, does the water game affect certain aspects of writing performance? This study used a pre-test and post-test approach with a control group to examine the effects of a water-based game intervention on first-grade male students with special learning disabilities. We selected a sample of 30 dysgraphic students from the target population and randomly divided them into an experimental group and a control group, each consisting of 15 students. The experimental group participated in 15 sessions of the water-based game intervention (Including 5 targeted games), with three sessions per week.By ensuring that parents were well-informed and involved in the process, we obtained their consent for the study. The inclusion and exclusion criteria were carefully established to ensure that the participants met the research requirements. This approach allowed us to gather reliable data and maintain the integrity of the study.In this study, we used SPSS 27 software to analyze the data and various statistical techniques, including descriptive and inferential statistics. Overall, with a comprehensive analysis of the data, the absence of outliers, and confirmation of normality, the reliability of the findings increased.We used the WICS-1V test to evaluate the standard of intelligence of students in the sample group. The dysgraphia diagnostic test was created by Yaghoobi, Afzali, and Palangi in 2017 to identify dysgraphia in students with learning difficulties. It was standardized on 332 students in grades 1–3 in the Hamadan province. The test showed a high level of reliability, with a Cronbach’s alpha of 92%. It includes components such as fine motor skills, auditory memory, auditory fluency, visual memory, visual fluency, and language comprehension. The test demonstrates construct validity and can be used for students with poor writing skills (Yaghoobi, Afzali & Palangi, 2017). In our study, the test mentioned earlier was used as a pre-test and post-test.To examine the first research question, univariate covariance analysis was used, the results of which are presented in Table 3. The results in Table 3 show that the effect of the pre-test was significant, and its selection as a covariate variable was effective. The effect of the group was also significant (p<0.01, F = 67/14), which means that playing with water had a significant effect on the writing performance of male students with dysgraphia in the first elementary course, and according to the Eta square, this effect was 71%.To investigate the second research question, multivariate covariance analysis was used, the results of which are presented in Table 4. To check the significance of the difference in the average of the components of dysgraphia, Wilks’s lambda multivariate statistic was investigated. The results of this test are shown in Table 5. Playing with water significantly affects fine motor skills, listening memory, visual memory, and visual discrimination in dyslexic male students, as shown by covariance analysis. However, it did not significantly affect auditory discrimination or receptive language.Water play gives children unique opportunities to learn various skills (Fanaei Nemat Sara Z., 2023; Gross, 1946). This approach aligns with teaching methods used for children, such as multiple sensory and perceptual-motor methods (Siadatian, Abedi, Sadeghian, et al, 2015). As it improves hand-eye coordination and other perceptual-motor skills such as body perception, balance, orientation, spatial orientation, and eye tracking (Gross, 1946). Water play also integrates sensory dimensions, such as visual, auditory, movement, touch, and balance, which can strengthen reading, dictation, and writing skills. Overall, engaging in water play has a noteworthy and beneficial influence on writing performance and its various components. Therefore, it is recommended to incorporate this approach into educational and therapeutic settings.

Academic guidance, is the guidance in an almost appropriate field, based on talent and interest of students, with consideration of possibilities and needs of country. The wrong choice of field of study causes scientific decline, damage to human and economic resources, incuriosity towards social issues, and making physiological disorder in social and personal life of student. If students get academic guidance by masters, they will involve with learning activities in educational path of their talents and interests. One of the results of unequal distribution of students ‘population is dismissing some fields of studies, lack of teacher in some demanded fields and unemployment of experienced teachers in left fields. This problem makes disorders in education and breeding of students and also lack of needed resources for selected fields of study by many students. academic guidance is one of the biggest problems which every student is involved with. academic guidance is very important in job making, and even marriage so it can be declared that academic guidance covers and involves any choose of student.so if it is done correctly, it will cause many successes in everybody’s life. According to everything mentioned above, the main issue of research is: accreditation of academic guidance with system of educational department in the country what are the factors and criterions in education and breeding?  What is the proper accreditation of academic guidance with education and breeding? How much is credit rating of factors of accreditation of academic guidance? From the fundamental goal this research and the way of gathering data point of view, was the description of cross-sectional navigation and in the nature of data`s view is mixed with the quantity and quality approach. Statistical society in qualitative section was included entire experts and connoisseurs of education department in Kermanshah who are experienced in theoretical and scientific issues in academic guidance. Also in quantitative section, it was included of entire of all head masters in guidance schools in educational year 1400/1401.the method of sampling in qualitative part was in the form of non-probable target. For the limitation of statistical society, the method of sampling in quantitative part was in the form of census. the tools of gathering data in qualitative section was semi-structured interview.in quantitative section was a questionnaire with 175 questions in Likret-scale.tests from of KIzer-Mir-Alkin ,Krowit Bartlet,factor analyses in first and second level and goodness-of-fit test used for first step analyses of quantitative section. For surface supplying in qualitative section, used the analyses of persons out of research range. In first step of open coding, 29 concept achieved. the data of second step coding were categorized in 29 main parts.in axial coding 12 parts selected.in selective coding part, these 12 materials promoted abstractive and classified based on conditional properties. The condition of accreditation of academic guidance is based on 5 main axial codes (performance test, interest meter test, capacity test) academic guidance(guide according to community needs, guidance based on talents, guidance based on values and expectations)educational view  (the view based on peers, social view, scientific and cultural view)motivation(internal and external)score(points` scores  and view score) grounded condition of academic guidance based on a code-oriented contextual consolation(preparation of consultation) The condition of academic intervention is based on consulting grounding axial code of obstacles in students ‘education (their parents, lacking plan and consulting, carelessness of masters, unemployment of graduates, ignorance of practical fields). strategies, interactions of accreditation of academic guidance based on 3 axial main codes of psychological strategy (not interaction of parents, self-finding talents of students and self-motivating of students) supervisory strategy (supervision of education process and information strategy) the consequences of accreditation of academic guidance is also based on 2 axial external codes(providing future`s job and selecting proper field)and internal performance(growing talents and getting scientific of choosing field)according to this matter that  interactive and conditional /strategic categories and their results are partly same and overlapping, we can do codding again. The result of checking factor analyses showed a prove on first and second steps. all the factors of accreditation of academic guidance are highly valued. and also indicators of factors analyses` fitness showed that presented fitness of factor analyses is perfect.so if head masters and skillful consolers be aware of entire factors and check all the materials in accreditation of academic guidance, they will provide a good grounded condition for students. definitely the results will be visible in  all schools.so providing a good future job,  satisfaction of students about their field of study, decreasing  academic failure will be shown. If all the factors happen correctly, growing talents and no unemployment of students is the result. So considering this issue by head masters and consolers is vital

Objectives and questions:

 In recent years, interest and support for a type of measurement that is less common has been aroused, and that is original measurement. The original measurement is different in its form and implementation, but it is not different from the common forms of measurement, density and formation measurement that are used today. Authentic assessment focuses and relies on the existence of connections between the real world outside the school and the school environment itself. Authentic assessment is an assessment task that has value and meaning for the student beyond the grade obtained. Authentic assessment is a concept popularized by among others that students engage in the use and application of skills and knowledge to address real-world problems or potential situations and give the assignment a sense of authenticity. With the concept of authentic measurement, its tools and types, there is a need to conduct research in this regard, considering the novelty of its concepts. The purpose of the current research is to develop and validate two questionnaires on the extent of teachers' use of authentic assessment and teachers' perception of authentic assessment. Therefore, the following research questions have been raised: 1) what is the level of perception of high school teachers about the concept of authentic assessment? 2) What is the rate of use of the principles of authentic assessment by high school teachers? 3) What difference do demographic variables such as gender, teaching experience, level of education, service area, and type of employment make in teachers' perception or use of the concept and principles of authentic assessment?

In this research, a quantitative research approach with a survey strategy was used. The statistical population consists of all teachers of the theoretical second secondary level (certain formal, formal experimental, contract and teaching rights) working in the dual education and training areas of Sanandaj city in the academic year 1401-1400. The sample people in this research were selected by two-stage cluster sampling method, so that in the first stage, 20 schools were randomly selected as a cluster out of 83 secondary schools, and then they were randomly selected from this school according to the number of their teachers, in order to estimate the sample size of Cochran's formula was used, and the number of 200 subjects was determined. Descriptive statistics and inferential statistics methods were used to analyze the quantitative data collected by questionnaire. In the descriptive statistics section, the frequency and percentage as well as statistical indicators such as mean, standard deviation, minimum, median, maximum and skewness coefficient have been used, and in the inferential statistics section, the one-sample mean test using Student's t-distribution, comparison test The average of two independent groups was used using Student's t distribution and the comparison test of the average of several independent groups was used using one-way analysis of variance and Pearson's correlation coefficient test.Data collection tools: To collect data from two questionnaires created by the researcher under the headings A- Questionnaire on the extent of teachers' use of authentic assessment and exploratory factor analysis using principal component analysis method with Varimax rotation, and the results of the above table show that 8 factors have special value There are more than one, the highest eigenvalue is equal to 14.62 and the lowest eigenvalue is 1.08. The first factor accounts for 28.66% of the variance and the eighth factor accounts for 2.12% of the variance, and eight factors together account for 68.56% of the variance of the questionnaire. B- The teachers' perception questionnaire was used in the classroom. Two methods of test-retest and Cronbach's alpha have been used for reliability. Exploratory factor analysis was performed using principal component analysis with varimax rotation. The results show that 7 factors have an eigenvalue greater than one, the highest eigenvalue is 11.22 and the lowest eigenvalue is 1.09. The first factor accounts for 28.78% of the variance and the seventh factor accounts for 1.092% of the variance, and eight factors together account for 70.75% of the variance of the questionnaire.

 The level of perception of high school teachers about the concept of authentic assessment was more than average and with the findings of the researches that expressed the attitude and understanding of teachers about authentic assessment, it is significant. The amount of use of the selected sample teachers of authentic assessment principles was also more than average and it was in line with the findings of previous researches, he reached the conclusion in his study in Indonesia that the use of authentic assessment among teachers is more than average.

The obtained results indicated that the level of perception and use of authentic assessment of male and female teachers was equal, that is, gender had no effect on it. The results of this finding are also in line with the results of previous findings which showed that gender has no effect on teachers' perception and use of authentic assessment. The level of perception and the amount of use of authentic assessment was also the same in the teachers of district one and two of Sanandaj city, which indicates that the district did not affect the level of perception and the amount of use of authentic assessment. The level of teachers' perception and use of authentic assessment was equal in teachers with associate, bachelor, master and doctorate degrees and teachers with different employment methods. That is, the educational qualification and type of employment of teachers did not affect the level of perception and the amount of use of authentic assessment. In the examination of the work experience of the teachers, the result is that there is no significant linear relationship between the work experience of the teachers and the level of perception and the amount of use of authentic assessment, that is, the amount of work experience of the teachers did not affect the level of perception and the amount of use of authentic assessment. The results of this finding are also in line with previous researches that stated that work history and experience have no effect on professors' attitude and use of authentic assessment.