In this study, leaming intensity is measured in terms of labor cost savings and productivity growth through experience, as well as the effects of mergers  and acquisitions on technology learning using a learning curve and its effects on the performance of oil, gas and products companies. Oil listed on the Tehran Stock Exchange will be evaluated.The novelty of this article is to explain the direct and indirect effects of M&A (mergers  and acquisitions) in technology learning that leads to the learning curve model with the M&A factor in the oil, gas and petroleum products It can be seen that traditional learning through experience has not reduced costs by increasing cumulative production in refineries and petrochemical companies. Economies of scale have also failed to reduce operating costs by increasing production at refineries. Learning by research in refining and petrochemical companies has also reduced operating costs by a year, but is less severe. This study also shows that there is no direct effect of mergers and acquisitions on technology learning in the combination of refining and petrochemical companies. In addition, the indirect effects of mergers and acquisitions on technology learning are seen only in petrochemical companies.

Introduction: Despite the increasing awareness regarding the importance and necessity of learning, its knowhow, forms and procedures that encourage learning in individuals and organizations, there is very little knowledge about unlearning. There is little study about what and why of unlearning and the condition in which it is encouraged. With regard to the importance of unlearning and its role in knowledge transfer and acquisition process, this paper investigated the unlearning, its necessity and its types.Conclusion: Unlearning is a continuous change which empowers individuals and organizations for adaptation with environment and developing new skills. Movement in unlearning curve is deliberate, requires restructuring and purification of the old procedures. In this process, getting rid of whatever that is not helpful, thoughtful cease and creating purified environment before new learning are essential. For individual and organizational success, the balance between learning and unlearning is necessary.

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The present study aims to investigate the role of learning motivation and professional learning on professional learning community of primary school teachers. The research method is correlational and is specifically based on structural equation modeling. The statistical population of the study included all primary school teachers in Bonab city with 528 people, of whom 214 people were selected by stratified sampling method. The required information was obtained using questionnaires: Tarnochr(chr('39')39chr('39'))s learning motivation, Baron and Kennychr(chr('39')39chr('39'))s professional learning and Oliver, Hip & lickchr(chr('39')39chr('39'))s professional learning community. Findings show that there is no direct and significant relationship between learning motivation and professional learning community variables, but there is a direct and significant relationship between learning motivation and professional learning variables. Also, a positive and significant relationship was seen between the variables of professional learning and professional learning community, so the variable of learning motivation has an indirect and significant relationship with the professional learning community due to the mediating role of professional learning. Therefore, it can be argued that teachers who are motivated enough to learn and improve their knowledge and awareness can help create professional learning communities between themselves and other colleagues through the acquisition of content knowledge, learning styles, teaching strategies, and a new set of individual values and differences gained via cooperation and collaboration with other colleagues, which ultimately improve student learning and increase educational efficiency.