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This study aim was Investigation and analysis the status of the trans-disciplinary approach STEM in the school curriculum The research method is "conceptual analysis" which aims to provide a clear explanation of the meaning of a concept by carefully explaining its relationship to other concepts. STEM's trans-disciplinary Approach is a strategic learning curriculum that removes traditional barriers between the four disciplines and integrates them with real-time, real-world scrutiny. According to the findings of the present study, it can be argued that the outlook and program of the STEM trans-disciplinary approach show how the STEM framework is set, how it will improve performance and training, and how teachers are expected to work together. To plan their curriculum, how teachers are supported to learn so they can cover their curricula with communication, community, and industry. The results of this study showed that a comprehensive approach to STEM education can, with the support and coverage of the elements involved, govern continuous and effective teaching of STEM in schools, but achieving it requires careful planning and assistance from educators. In this regard, the promotion of collective micro-culture in the preparation of educational programs for teachers and attention to the mentality of teachers and external variables in teaching should be given special attention.

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The purpose of this study was to explain and analyze the methods of aesthetic education from Plotinus' point of view based on the perception of beauty to enhance the intellectual experiences of learners. Inferential analytical research method using Frankenna's model. The results of the research showed that the soul, as a person, recognizes beauty as experiences of self-knowledge, art, love and knowledge, and by gaining aesthetic experiences, provides the ground for its excellence and influence on others. Aesthetic experience has a motivating role in intellectual activities and the elements of aesthetics can turn intellectual activity into an aesthetic experience and make it transcendent. The experience of aesthetics as a basic competency is not limited to a specific field and activity and has implications for the goals, content and teaching and learning methods at the level of educators and educators and the curriculum. The ultimate goal of Plotinus' aesthetic education is to unite with the origin of beauty and to achieve reasonable beauties. Aesthetic training methods include self-discovery, visual observation, imagination and self-deployment, and inner insight. These practices are appropriate and corresponding to the components of transcendental intellectual experiences, including; originality, intuition, inner mobility, dynamism and interaction, enthusiasm and passion.

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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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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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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 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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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 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 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 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.

 

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The Covid-19 pandemic closed schools and other educational centers, and virtual education replaced face-to-face education. The sudden transfer of education from school to home created many challenges for teaching and learning. Therefore, the present study was conducted with the aim of analyzing the challenges of virtual education during the covid-19 pandemic from the perspective of parents of elementary school students. The research method was qualitative and phenomenological. The statistical population of the research was all the parents of students in South Khorasan province in the academic year of 2021-2022, in the number of 91,874 people, and the data obtained by the purposeful snowball sampling method and by conducting semi-structured interviews with 51 of the parents of the students were saturated. They reached an opinion. To analyze the data, the seven-step strategy of Colizzi (2002) and MAXQDA11 software were used. To validate the research data, the four criteria of Guba and Lincoln (1985) were used. Finally, 88 open codes were extracted. By examining the interviews of the participants and analyzing the codes, the experiences of parents of elementary school students were categorized in the form of four main themes, including challenges related to the environment and infrastructure, students, parents and teachers. The results, while explaining the necessity of paying attention to virtual education and its basic challenges, make this important to education administrators to take fundamental steps in order to solve these challenges.
 

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The present study was conducted with the aim of comparing the effectiveness of collaborative and exploratory teaching methods on self-directed learning of fifth grade female students in Khorram Abad city. This research was practical in terms of purpose and semi-experimental in terms of method with a pre-test-post-test design with a control group. The statistical population of this research consisted of all fifth grade female students of Khorram Abad city who were randomly selected and placed in three groups (two experimental groups and one control group). Among the statistical population, 30 students were selected by random sampling method, and these 30 students were assigned to three groups by random sampling method. The data collection tool in this research was self-directed learning questionnaire and exploratory training protocol in 10 90-minute sessions and collaborative training protocol in 9 90-minute sessions. Research data processing was done using descriptive and inferential statistics (analysis of covariance). The results showed that cooperative teaching method and exploratory teaching method have a significant effect on self-directed learning of fifth grade female students in Khorram Abad city.
 

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The purpose of the current research was to evaluate primary school teachers based on the TPACK model in virtual education. The quantitative research method was descriptive-survey type. The research population was elementary school teachers of district 13 of Tehran, 253 of whom participated in the research by random sampling method. A questionnaire was used to collect data in the quantitative part. The results showed that the pedagogic knowledge of primary school teachers in virtual education of science courses is almost average. The content knowledge of elementary school teachers in virtual education of science courses is at a favorable level. Knowledge of technology, knowledge of technology pedagogy, knowledge of technology of curriculum content, knowledge of content pedagogy, and technological knowledge of pedagogical and content of elementary school teachers in virtual education of science courses is lower than average. The results of prioritizing the components of the TPACK model also showed that the most important factors are knowledge of curriculum content and knowledge of pedagogy, followed by knowledge of content technology, knowledge of technology pedagogy, knowledge of content pedagogy, technological knowledge of content pedagogy, and knowledge of technology, respectively. have in general, it can be concluded that the situation of elementary school teachers based on TPACK model in virtual education in science course is not suitable and is lower than average.

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Introduction:Development in human sciences with emphasis on the curriculum can play an important role in the trend towards this field of study. The purpose of this research was to identifying the dimensions of transformation in humanities with an emphasis on the curriculum in the higher education system.
Methodology: The research method was conventional qualitative content analysis. The statistical sample of the current research is 15 experts in the field of educational sciences in the fields of curriculum planning, management and educational planning, and philosophy of education who were members of the academic staff in the higher education system. and as a result, the findings of the interview reached saturation. The data collection tool at this stage was a semi-structured  interview and its model was obtained by analyzing the data in the 6 stages of Clark and Brown.
Results: After conducting the interviews and examining their themes, 16 overarching themes and 44 organizing themes were identified. - flexibility (adaptation to conditions and situations, continuous or continuous thinking), 4- equipment and facilities (physical equipment and knowledge equipment), 5- characteristics of learners (individual characteristics and personality development), 6- characteristics of teachers (management) verbal, core competency); 7- Content characteristics (comprehensiveness, quality and variety), 8- Educational methods and practices (effectiveness, innovation and appropriateness), 9- Educational plans (standards, flexibility and application), 10- Evaluation and control (receive feedback, evaluation, implementation and distribution of information), 11- creativity and innovation (critical thinking, risk-taking and diversification), 12- mission (long-term goals, short-term goals, foresight), 13- active participation, skills soft and motivating), 14- research and research (seminar and conference, interaction between researcher and society), 15- support and support (financial, social, structural, time support) and finally the last theme, i.e. 16- upstream documents (existing laws) , the desired criteria were the national curriculum and moral themes).
Conclusion:The identified components can be used as a framework for creating a common curriculum in the field of creativity and collaboration in higher education, as well as common value creation in educational environments in line with the wave of fundamental changes in humanities curricula in higher education.

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Introduction
In contemporary educational contexts, the pervasive decline in academic and research motivation among students stands out as a significant challenge within the education systems of many nations, Iran included (Azad et al., 2017). The issue of waning academic motivation among students transcends individual concerns to become a fundamental societal dilemma, with far-reaching implications for the broader community (Ghaffari, 2016). Moreover, the diminishing academic motivation in students can lead to substantial costs on both personal and societal levels (Davarinia et al., 2019). The erosion of educational motivation denotes a decline in student performance from a satisfactory standard to an unsatisfactory level (Ahmadi et al., 2023). Within the realm of agricultural education, particularly among postgraduate students, the decrease in academic motivation is exacerbated by a lack of understanding of the nature and objectives of agricultural discipline s, potentially compromising their future efficacy (Watankhah et al., 2013). Various factors contribute to the phenomenon of declining academic motivation among graduate students in agricultural studies, encompassing the quality of the learning environment, the chosen field of study, the economic circumstances of the students, and notably, their career prospects and employability (Farimani & Tashari, 2017). Consequently, this study endeavors to delve into the underlying reasons behind the diminishing academic and research motivation among postgraduate students.
Method
Aligned with the research objectives, this study adopts an exploratory research design within a qualitative paradigm, employing an inductive approach. To elucidate the underlying reasons behind the decline in academic motivation and research engagement among postgraduate students, the qualitative method of grounded theory was employed. The research population comprised the key stakeholders, namely graduate students specializing in agricultural studies. Data collection was facilitated through semi-structured interviews, conducted in person with a cohort of 35 graduate students in the field of agriculture, with each interview spanning approximately 45 minutes.
Results and Discussion
Following the completion of the open coding phase and the extraction of concepts from the raw data, the study progressed to the axial coding stage. Through focused discussions in target population focus groups and the synthesis of concepts derived from open coding, the central coding phase identified six key factors (infrastructural, educational, psychological, economic, social, managerial) contributing to the decline in academic and research motivation among graduate students in the agricultural domain.
Subsequently, a hypothetical model was constructed to delineate the intricate relationships among the identified factors and their impact on academic motivation among graduate students in agriculture. Causal conditions were categorized into two primary classes: infrastructural barriers (e.g., inadequate laboratory facilities) and educational hindrances (e.g., ineffective teacher-student interactions, unsupportive university policies, lack of motivational educational environments). Each of these classes further encompassed several subclasses.
The psychological factor emerged as a pivotal class, comprising six distinct subclasses including uncertainties about the future, dissatisfaction with current circumstances, lack of recognition and direction, unfavorable physical and mental conditions, and interpersonal conflicts. Positioned at the core of the model, the psychological factor influenced and was influenced by other identified classes.
The economic factor, another influential class, was subdivided into categories such as macroeconomic instability, insufficient financial support for students, and students' precarious financial situations. Social issues constituted an intervening condition, encompassing subcategories like societal unrest, diminishing societal value of science, discrimination, and health crises.
In light of the findings from a qualitative study investigating the underlying causes of declining academic and research motivation among graduate students in agriculture, and drawing upon existing theories of academic and research motivation, we propose a new theoretical framework termed the "Theory of Multiple Factors Interaction". This framework posits that the interplay between infrastructural, educational, psychological, economic, social, and managerial factors significantly influences students' motivation in both academic and research contexts.
Strategies to address these challenges were encapsulated in the management class, highlighting deficiencies in educational system management and the scarcity of entrepreneurial initiatives within universities. Neglecting these strategies could lead to adverse outcomes, including students' disillusionment with their career prospects, decreased research productivity, and waning interest in pursuing postgraduate studies.
To mitigate these challenges and bolster academic motivation, recommendations were put forth, including enhancing awareness of contributing factors, providing incentives to encourage students' educational pursuits, enhancing the efficacy of university counseling services, and organizing seminars and workshops focused on enhancing academic motivation.
 

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Abstract
The aim of the present study was to investigate the relationship between school attachment and academic hardiness, considering the mediating role of cognitive flexibility and motivational structure of second-year high school students in the academic year 1400-1401. The method of the present study was descriptive-correlational in terms of purpose and applied in terms of nature, and survey in terms of method. The statistical population was 2000 second-year high school students in Tabriz, of which 300 were selected as samples based on the Morgan table using multi-stage cluster random sampling. To collect data, the Rezai Sharif School Attachment Questionnaire, Martin and Robbins' cognitive flexibility, Benishek et al.'s academic hardiness, and Cox and Klinger's motivational structure were used. The data were analyzed using Smart-Pls-3 and SPSS 23. The results showed that the path of school connection with academic hardiness (r=0.239, t=299.3), school connection with cognitive flexibility (r=0.309, t=684.5), school connection with motivational structure (r=0.279, t=5.009), cognitive flexibility with academic hardiness (r=0.229, t=965.2) and motivational structure with academic hardiness (r=0.282, t=133.5) was significant (P<0.05). Also, the results of the Sobel test showed that cognitive flexibility plays a mediating role in the relationship between school connection with academic hardiness (Z=2.608) and cognitive flexibility can mediate 22.9% of the relationship between school connection with academic hardiness. Also, motivational structure can play a mediating role in the relationship between school attachment and academic hardiness (Z=3.539) and motivational structure can mediate 24.8% of the relationship between school attachment and academic hardiness.
 

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The aim of this study is to investigate organizational support in educational institutions. The study population is elementary, junior high and senior high schools for girls and boys in District 15 of Tehran. The study sample includes 17 educational and administrative staff of schools (11 teachers, 3 assistants and 3 principals) and 3 experts in the field of human resources (an expert in charge of welfare and cooperation of the Education Department of District 15, an expert in women and youth affairs of one of the Education Departments and a manager of the Human Resources Development Department in a private company). This research was conducted using a qualitative and phenomenological method, in the form of semi-structured interviews, then the data were classified using open, axial and selective coding. The results of coding and data analysis indicate a major difference in the level of organizational support in the Education Department and other government institutions. Also, the analysis of the results indicates that many teachers do not have a precise definition of the concept of organizational support and mainly consider this category to include financial support and consider financial and welfare factors (male teachers) and emotional and financial factors (female teachers) to be the most influential factors on organizational support and its perception. Also, the data analysis indicates that the status and status of teachers in society in the past was much higher than it is now, and teachers enjoyed more support from students' parents and society, and all the people present in the study unanimously called for increased financial and judicial support. In this regard, fundamental changes in upstream documents and laws and training in organizational support and its components in in-service courses for teachers can greatly affect the creation of a supportive organization and culture in the education and training organization; such conditions can be effective in improving the morale and motivation of teachers in schools and return the lost status and dignity of teachers to them.