Institute of Educational

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One of the most important challenges facing education is to develop students' health and create a sense of attachment to the educational environment in them, which will lead to an increase in the quality of education and training. Architecture as a container of human behavior has a great impact on this matter. The organs of the building and the relationships that govern them are effective in the process of understanding, recognizing and then the way people respond to the environment. According to studies of mental health and environmental psychology, students quickly feel emotionally uncomfortable when dealing with certain educational spaces and feel homesick. People enter the attachment process faster with places in harmony with subconscious schemas. In this article, emphasizing the need for attachment to place in school design, this question is raised, recognizing cultural schemas in the collective subconscious of students and orienting them to design school architecture can increase students' mental health and promote a sense of attachment to educational places? The research method in this research is qualitative and analytical-descriptive. At first, the materials were collected in the form of library study, collect documents in the field of psychology and unconscious cognition and the stages of perception and cognition by it in the human mind, and then analyzed analytically. As a result, examining how students perceive space is effective in creating qualities such as "familiarity" and "identity." In this article, by looking at the category of the unconscious in the field of mental health and architecture and analyzing the collective unconscious schemas, it emphasizes the mechanism of its effect on how students recognize and interpret semantics. Collective help can help the cognition stage lead to the promotion of attachment to the place properly.

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The aim of this study was to find out the experiences of Z generation undergraduate students who had high resilience during the COVID-19 pandemic. The method of the present study was qualitative and phenomenological. A semi-structured interview was conducted with 8 female students of Tabriz Farhangian University who were studying in the academic year 1400-1401 and were purposefully selected. Recorded interviews were recorded in writing and analyzed using a seven-step Colaizzi method. Analysis of students' lived experiences led to the identification, classification and extraction of the main categories of "individual factors", "social factors" and "environmental factors". In addition to the main categories mentioned, sub-categories of individual factors including emotion regulation skills, positive psychological constructs (optimism, hope and determination), self-regulation skills, strong religious beliefs, realism and lack of perfectionism, application of problem-solving skills, flexibility, meaning in life and social factors (interpersonal relationships) including social support of family and friends , maintaining relationships through social networks, observational learning and alternative experiences, and finally environmental factors (infrastructure and facilities) including experiencing difficult conditions and lack of facilities, previous positive experiences Extracted in schools and other institutions. The findings of this study could provide a clear picture of the factors affecting the improvement and promotion of resilience
 

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Transforming the educational environment into a learning environment through combining education with new technologies and changing the role of educational components has been considered by educational thinkers. For this reason, the purpose of this article is to identify the poles of conflict in direct education and to provide strategies for empowering the disadvantaged poles. To achieve this goal, the six staged deconstruction method was used. The findings showed that there are changes in different dimensions of the direct education approach, including: 1- Changing the role of the teacher from a commanding mode and transferring knowledge to a facilitating mode of learning 2- Changing the role of the student from being passive and neglected in the learning cycle, to the active and responsible element in education 3- Changing the teacher-centered teaching method to a student-centered method such as project-based, exploratory, laboratory. 4. Changing the educational content from the monologue mode of the fixed book to the dialog mode and situations based on using the experiences of students, electronic content produced by both sides of the learning flow (teacher and student), social networks and internet sites 5- Changing the educational and physical environment of the classroom from its traditional state to a happy environment with maximum participation of learners in learning process, 5- changing the evaluation from the paper-pencil mode to a combination of different methods such as  using electronic and self-assessment methods. These changes indicate a change in the perspective in this regard that the necessary trend to change the education and the emergence of the flipped classroom approach has been provided. Using the features of the flipped classroom, we achieve a new concept of learning to meet the needs of the learners of the digital age.
 

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The main objective of this study was to synthesize the findings of different studies and gain a general understanding of the effectiveness of psychological interventions on academic procrastination. The study population consisted of available full-text Articles, dissertations, and research projects published from 2011 to 2021 in quarterly publications and scientific research journals. Based on inclusion and exclusion criteria and sensitivity analysis, 136 effect sizes from 83 initial studies were analyzed using CMA2 software. The results revealed a statistically significant combined effect size for both fixed and random effect models, and the combined effect size for the random-effects model based on Cohen's criterion was large (ES = 1.47). In reducing academic procrastination, the findings indicated a high effect of self-regulation intervention compared to other interventions. Also, examining the variables of gender and educational level of the learners as moderating variables in the research showed that the gender of the subjects had no effect on the effectiveness of the psychological interventions, and the efficacy of interventions had a significant difference in the educational levels. This research has implications for therapists and counselors in line with the effectiveness of psychological interventions, especially the training of self-regulation components, to improve students' academic procrastination by providing programs.
 

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Virtual education was quickly used in the country's universities during the Corona era, and there are doubts about its quality. In this study, the evaluation model of virtual education in higher education during the corona epidemic has been presented. The current study is an applied-developmental study in terms of its purpose, and it is a cross-sectional survey research in terms of the method and time frame of data collection. Semi-structured interview and ISM questionnaire were used to collect data. The community of participants of this research includes faculty members and administrators of Tehran University of Management. Sampling continued with a purposeful method until theoretical saturation was reached, and 17 professors and managers participated in it. In order to analyze the data obtained from the interview, the method of qualitative analysis of the theme was used and the dimensions and evaluation components of virtual education in higher education were identified. In the following, the structural-interpretive method was used to determine the relationships and design the final model. Based on the results of qualitative analysis, 13 main themes and 71 sub-themes were identified. The findings show that the planning and support of virtual education affect the quality of information, system and hardware platforms of virtual education. These factors affect teacher-learner interaction, cooperative education and educational interaction and further empower professors and students. In the shadow of empowerment, the efficiency and effectiveness of virtual education can be achieved, and this efficiency and effectiveness will eventually lead to the development of virtual education.
 

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The purpose of this research is to investigate the current pattern of using information and communication technology (ICT) in exceptional schools. This research was conducted with a qualitative approach and a data-based method. The statistical population includes all agents involved in the use of Fava in exceptional schools, who were selected through purposeful criterion-based sampling. The data is obtained through semi-structured interviews with fifteen teachers of special schools, five school principals and three middle managers of Mashhad Special Education Department. In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show twenty-six key concepts that, in the form of a paradigm model, include lack of planning and a non-specialist view of the use of FAVA in exceptional schools as a central category and causal conditions (skill weakness, attitude weakness, financial and infrastructural challenges) ), contextual factors (management factors of exceptional schools and environmental-contextual factors), facilitating intervention conditions (training and professional development of teachers, needs assessment, support), restrictive intervention conditions ( Organizational and environmental challenges, political interference and individual and executive obstacles), strategies (renewing the approach to curriculum planning, designing a strategic plan in the field of FAVA application, guidance and quality orientation) and consequences (decrease in efficiency and effectiveness) of the organization. .

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The aim of the present study was to determine the effectiveness of brain-based learning training on the academic competence and cognitive abilities of female students of the second year of middle school in Tabriz city in 2021-2022. The research method was semi-experimental with a pre-test and post-test design and a control group. The statistical population was all female secondary school students of the second district of Tabriz city who were studying in the academic year of 2021-2022. The sample consisted of 40 students who were randomly selected in two experimental and control groups (20 people in each group). To collect information in the pre-test and post-test, all participants were evaluated through Diperna Valiot's Academic Competence Questionnaire(1999) and Nejati Cognitive Abilities Questionnaire (2012).The experimental group received the Cain, Cain, McClintic and Klimek (2005) brain-compatible learning training program for eight 60-minute sessions. Data were analyzed using multivariate analysis of covariance test. The findings showed that there was a significant difference between the experimental group and the control group in terms of academic competence and cognitive abilities in favor of the experimental group (p<0.001). According to the results, it can be said that brain-based learning training can have useful practical implications in preventing problems of academic competence and cognitive abilities in students.
 

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Students, as one of the main axes of the education system, play the most important role in the learning process. It is obvious that students' academic performance depends on the degree of their acquired or learned abilities in school subjects, and this variable itself is also influenced by factors. The aim of the present study was to investigate the predictive role of implicit intelligence and multiple intelligences in student`s academic performance with the mediating role of academic engagement. The research method was a descriptive and correlation study. Statistical population was including the entire students in the high school in Ashkzar city in 2020-2021 that 245 individuals were selected through voluntary sampling method. To collect data from questionnaires implicit intelligence, multiple intelligence and academic engagement scales was used. The results showed that both components of implicit intelligence (incremental beliefs and entity beliefs) and the components of logical – mathematical intelligence, interpersonal intelligence and musical intelligence from the multiple intelligence variable, are able to indirectly predict academic performance. In other words, the results showed that incremental beliefs (0.06), entity beliefs (0.03), logical-mathematical intelligence (0.12) and interpersonal intelligence (0.04) predict academic performance positively, by mediating academic engagement and musical intelligence (-0.04) predict academic performance negatively, by mediating academic engagement in high school students. So, based on these results, increasing beliefs of intelligence can increase academic performance and on the other hand, some types of intelligence can play a positive and negative role on academic performance.
 

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The purpose of the current research was to identify and investigate the challenges of sex education and in a systematic way by searching keywords including challenge, problem and problem along with the word sex education or sex education in reliable scientific databases including: Google Scholar, PubMed, Taylor & Francis Online, Springer, Eric, Science direct, Elsevier, Scopus, SID and Magiran, in the period from January 2018 to October 2022 in English journals and also from April 2016 to March 1401 in Persian journals. Finally, 9 Persian articles and 6 English articles were reviewed. The most important challenges obtained were educational and content challenges, policy challenges  and upstream documents, family challenges, individual and social challenges, as well as the challenge of training an efficient workforce. Therefore, in line with sexual education, a comprehensive and strategic program should be designed and compiled by an expert curriculum planning team, and then, in accordance with it, training human resources specialized in this field should be carried out.  

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Abstract:
Purpose and background: The present research aim to explain creativity based on self-management with the mediation of creative self-efficacy was conducted in fourth to sixth grade elementary school students with learning problems. Method: The research method was a descriptive-correlation type with a path analysis design in the form of structural equations. Society The statistics of it Including students with learning difficulties 4th to 6th graders were studying in primary schools of Arak city in the academic year of 1400-1401, from which 200 male and female students (100 each gender) with learning problems were selected as the research sample using the purposeful sampling method. The tools used in this research were Shaffer's creativity questionnaire, Houghton and Neck's self-management (2012), and creative self-efficacy (kawrosky, 2010), which were completed by teachers and parents of students with learning problems. The collected data were analyzed using Pearson's correlation coefficients and path analysis in SPSS and AMOS software. Results: The findings of the present study showed that the direct effect of self-management Dimensions on creative self-efficacy and creativity were meaningful. In this sense, with the increase of self -management, there is a positive change in the degree of academic involvement and creativity of students with learning problems is created. Thus, increasing self-management in the dimensions of reward management, visualization of success, self-engagement, setting personal goals, helping oneself, evaluating beliefs and self-monitoring, respectively. It leads to increased creative self-efficacy and creativity. Also, the investigate of Self-management dimensions on creativity, through creative self-efficacy was meaningful and Self-management relationship coefficient with Creativity through creative self-efficacy was 0.31 positive. Also, among the five dimensions of creativity, the trust in creativity component showed the most changeability in the students studied. And the component of fantasizing about creativity showed the least change variance. However, because the research model had a good fit, the relationships between the variables of the model drawn in this research were confirmed.
Conclusion: Based on these findings, it can be concluded that the dimensions of self - management through Increase creative self-efficacy positive effect On The increase creativity in five dimensions. Based on this, it can be said that self-management and its dimensions both have an effect on creative self-efficacy and also on creativity.
 

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The present study was conducted with the aim of determining the effectiveness of solution- focused group counseling on academic buoyancy and academic thriving of female students. The research method was quasi-experimental and pre-test-post-test-follow up with control group design. The population of this research was made up of all female students of the first secondary school in Isfahan in the academic year of 1400-1401. In order to select the participants, 30 students were selected with multi-stage randomly method and replaced randomly in two experimental (15) and control (15) groups. A pre-test was implemented for both groups. Solution-focused group counseling was held for the experimental group in 8 sessions of 90 minutes. At the end of the counseling, a post-test was implemented and a follow-up test was taken from both groups. To measure academic buoyancy and academic thriving, Dehghanizadeh, and Hossienchari (2012) and Schreiner et al. (2009) academic thriving questionnaires were used, respectively. The data were analyzed using the statistical method of multivariate analysis of covariance, using SPSS-26 software. The findings showed that the research hypothesis based on the effectiveness of Solution-focused group counseling on academic buoyancy and academic thriving has been confirmed (P<0/05) and the students of the experimental group had a significant increase in academic buoyancy and academic thriving compared to the students of the control group in the post-test and follow up phase. (P<0/05). Also, the results of the follow-up phase showed that these changes were stable. Therefore, it can be concluded that solution- focused group counseling is effective for academic buoyancy and academic thriving. Educational psychologists and counselors can use solution-focused group counseling as an educational, interventional and preventive strategy to promote mental health and improve students' academic performance
 

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Social supports help people in facing stressful situations by providing them with the necessary psycho-social resources. Therefore, educational and educational situations and processes are not excluded from this. In this research, the qualitative model of educational-educational correlates of social support is explained in the evidence of Iran and the world. The type of study was applied and qualitative, and research synthesis method and meta- synthesis technique were used. The scope of research articles was between the years 2015 to 2022 for foreign research and 1393 to 1400 for domestic research. 90 articles were selected using the integration approach and the model of Sandelowski and Barroso (2007). Coding was done in the form of theme analysis with Maxqda2018 software. The findings were analyzed and implemented in the form of categories, concepts and codes. The results showed that educational-emotional correlates included (emotional components aimed at education with two concepts of positive and negative emotions), cognitive-educational included (insight-perceptual components aimed at education with two concepts of self-oriented beliefs and beliefs about the learning process), behavioral-educational (functional components oriented to education), psychological-education including (psychological components aimed at education with the two concepts of reducing psychological damage and improving psychological performance), situational-education including (school situational and education-oriented components), and occupational-education including (psychological-organizational components of teachers) correlations related to the effect of social support It was in the internal and external empirical evidence in educational-educational processes. Conclusion: According to the obtained findings, attention and attention to the category of social support and the necessity of educational and material investments through educational and legal mechanisms to increase the components related to education, which include emotional, cognitive, behavioral, psychological, situational dimensions and the status of teachers It seems necessary.
 

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The aim of this study was to investigate the moderating role of parent-child interaction in relationship of parenting practices with behavioral problems of elementary students. The method was descriptive-correlational. The statistical population was all students of secondary elementary and their parents in Bojnourd. Three hundred and seventy two students of secondary elementary were selected by cluster sampling. The Alabama Parenting Questionnaire (Frick, 1991), Parent-Child Interaction (Lange et al, 2002) and rating behavior problems Scale (Connors, 1990) were completed by participants. Data were analyzed by correlation and Hayes regression analysis. The results showed that the dimensions of corporal punishment and lack of parental supervision were positively correlated and the dimensions of parenting and participation were negatively correlated with behavioral problems. Parent-child interaction was also negatively associated with behavioral problems. The results of Hayes regression analysis showed that parent-child interaction, child-mother interaction and child-father interaction moderate the relationships of parenting dimensions of poor supervision, corporal punishment, parent-child participation and positive parenting with behavioral problems. The results show that when parent-child interaction is strong, ineffective methods of poor supervision and corporal punishment do not increase behavioral problems. Also, despite positive parenting, behavioral problems will not be reduced if there is no strong interaction with the children. Therefore, the impact of parenting on behavioral problems is influenced by the parent-child interaction.
 

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 The main purpose of this study is "critical discourse analysis" of "female gender identity" in the official documents of education of the Islamic Republic of Iran and its consequences in the formal female gender education. Materials and Methods: Among the quantitative and qualitative methods in social research, in the present study, the qualitative method and the approach of "critical discourse analysis" have been used. In fact, the present study attempts to use "critical discourse analysis" of official education documents to examine whether there are any indications of the dominance of a particular discourse regarding women's gender identity in these documents: In order to achieve the objectives of the research, five official documents of education of the Islamic Republic of Iran were selected as a sample. Denial of conscious agency (despite its constructive role in discourses); Ambiguity; Semantic obstruction, formation of potentially conflicting semantic fragments, potential and sometimes actual hegemonic conflicts and interferences with informal discourse order, ambiguous patterns born of erroneous equivalence logic and then differences, etc. were evident in the construction of female gender identity. Conclusion: Identity crisis as an undeniable consequence of the discourse fluctuation of documents - failure to clarify the proposition of "gender identity" - in line with the prescriptive policies of its compilers. In other words, the domination of marginal discourse " "Otherness" is done; An event that, with the consequence of the possibility and instability of discourses in the conditions of discourse faltering, will lead to unrest and deconstruction, and ultimately the domination of rival discourse.
 Keywords: Critical Discourse Analysis, Female Gender Identity, Gender Education

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The teaching of the Holy Qur'an forms an important part of the curriculum of primary school students. This important role, in addition to its role in establishing the religious identity of the students, leads to the realization of other educational goals in the educational system. Knowing the components and indicators of the recitation education curriculum and providing the context for designing a comprehensive model in the field of religious education. Therefore, the aim of the current research is to identify the components of the curriculum model for recitation and recitation of the Holy Quran. The approach of the current research is qualitative and its method is synthesis research. The research community is all the articles (134 articles) that have been presented in specialized and scientific databases since 2012 and 2019 regarding the curriculum components of reciting and recitation of the Holy Quran. The sample of the research is 30 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on Scott's method (2012) and the agreement coefficient between the evaluators was calculated as 74%. The components of the curriculum model for reciting and recitation of the Holy Quran were identified in 5 dimensions, 18 axes and 76 categories, including educational approach components, methodological components in education, teacher-related components, environmental requirements and evaluation.

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Due to the fact that adolescence is associated with psychological stress due to students' mental and psychological activities, such as entering university and future careers, etc., and this psychological stress can affect their physical and mental health. Therefore, in this study, the effectiveness of mindfulness training on sleep quality and mental health of Girl Students Participating in the National Exam has been investigated. This study was a quasi-experimental study of pretest-posttest type with experimental and control groups and follow-up test. The statistical population included all Girl Students Participating in the National Exam (12th grade) in Yazd in the academic year 2022-2023, 27 of whom were selected by convenience sampling method and were randomly assigned to experimental and control groups. The experimental group received 6 sessions of mindfulness training and the control group did not undergo any intervention. The Pittsburgh Sleep Quality Questionnaire (PSQI) and the General Health Questionnaire (GHQ-28) were used to collect research data. The data obtained from the questionnaires were analyzed at two levels of descriptive statistics (frequency, mean, standard deviation) and inferential statistics (analysis of variance with repeated measures) by SPSS-23 statistical analysis software. The results showed that mindfulness training significantly improved the quality of sleep and mental health of Girl Students Participating in the National Exam.
 

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The purpose of this research is to explain the philosophical foundations of Kant’s rational education and its requirements in terms of goals, principles and methods of education and rational education. Kant has outstanding philosophical reflections in the field of wisdom, especially practical wisdom, which leads to the general rules of the universe, and he is one of the philosophers whose views on enlightenment are similar to the Copernican revolution. He has arational approach to education. This research has been done with the analytical method of conceptual in terpretation and direct reference to first hand and translated sources, related texts, articles and Journals. Therefore first,the conceptual analysis of the texts of kant’s thoughts with the context of existence, knowledge, human, value was done, and then by using the concepts and categories related to them, finally,a list of goals, principles and methods was deduced based on rational foundations witch are based on the ontology of experimental,sensory and intellectual educational methods and based on the knowledge of the methods and based on the knowledge of the methods to answer the questions of what can I know? What should I know? What hope can I have? what is man? The process of analysis takes place and in the answer to the fourth question, human nature is linked to its social aspects such as education, especially one of the foundations of values of moral duty which is the source of reason,and on the one hand, due to his pragmatic point of view,the components are tried fundamentals of kant’s educational methods such as previous knowledge, presuppositions,analogy, deletion, addition, interpretation in the shade of anthropology should be examined, and finally, the model of proposed models for the perception of cognitive and educational construction has been discussed.
 

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The purpose of this research was to investigate the effect of applying a teaching methodology which integrated artificial intelligence Chabots on second language learners’ speaking skills, achievement motivation, and their attitude towards learning it as a second language. The statistical population of the study included 60 English language learners who studied at Salman Farsi University in Kazerun during the academic years of 2021-2023. The selected sample was randomly assigned into two experimental and control groups. The research method was an experimental method with a pre-test-post-test design with a control group. At first, the pre-test of the English language proficiency was administered to both groups, and then, for 15 weeks, the experimental group was taught with the integration method of the Alexa Chabot, which is an English conversational Chabot, and the control group was taught via the traditional teacher-textbook method during the same period. At the end of the training course, the post-test of speaking skills and the motivation questionnaire was administered to both groups. T-test and multiple variance analysis were used to analyze the data. The results of the data analysis showed that the teaching method with the integration of Chabot is effective in significantly improving learners’ speaking skills, achievement motivation, as well as the learners' attitude towards learning English. The results are discussed and suggestions for further research are made.
 

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The purpose of this study was to investigate the effect of education based on acceptance and commitment on parenting stress and cognitive flexibility of parents with preschool children. The design of the current research was quasi-experimental with pre-test, post-test and control group. The statistical method used to analyze the data was repeated measurement variance analysis (mixed design). 120 mothers who referred to the continuity center of Sari Municipality in 2018 were the research population. Two questionnaires of cognitive flexibility (Dennis and Vander Wall, 2010), parental stress questionnaire (Abidin, 1995) were the tools used in this research. In the first stage, among 60 mothers who received scores of 25-50% low in the questionnaires, 30 people were selected and were completely randomly assigned to two experimental and control groups. Educational classes based on acceptance and commitment were held in 8 sessions and the control group participated in classes with different content in 8 sessions. The time and place of the classes were on Mondays and Wednesdays in the Sari Municipality Continuity Hall. The results showed that education based on acceptance and commitment increases cognitive flexibility (effect size in time, 0.653) and (effect size in group, 0.331) and reduces parenting stress (effect size in time, 0.803) and (the effect size in the group is 0.416). It is concluded that education based on acceptance and commitment increases cognitive flexibility and reduces parenting stress of parents with preschool children. It is suggested to use the teaching protocol based on acceptance and commitment in schools, clinics related to education in the form of educational workshops with the aim of improving parenting styles and increasing children's adaptation.