In recent years, due to significant developments in the process of authoring English Language textbooks, extensive attention has been paid to the topic of environmental education, in both theoretical and practical aspects. Although the theoretical background and the logic of approaching the topic vary across these textbooks, most of them are based on this notion that teaching English Language, as an international means of communication, is both an educational and social activity. Due to the importance of the subject, on the one hand, and the belated, yet promising, attention paid to this topic in newly authored textbooks, on the other, the present research has tried to explore the attitudes of textbook experts towards the subject, especially those involved in supplying English Language textbooks for 10th-12th grades. The analysis of the data collected through interviews revealed that these specialists, despite differences of opinion on the logic of the approach, consider environmental content as having a considerably significant status in authoring English Language textbooks, as in addition to the language skills, such content can help students with critical thinking and social development. Furthermore, the findings indicate that experts have a positive attitude towards the inclusion of environmental topics in the newly authored English Language textbooks.

It is argued that task-based instruction creates more favorable conditions and facilitates L2 acquisition. For this reason task-based language teaching has recently been the focus of the attention of many L2 language instructors and syllabus designers. The main purpose of this paper is first to discuss the current views and three schools of syllabus design and then review three kinds of task-based syllabi: A) Procedural Syllabus B) Process Syllabus and C) Task-Based Language Teaching. Finally, the results of a classroom research in which two groups have been taught under different approaches will be presented. Preliminary results of statistical analyses revealed that task-based language teaching led to greater fluency and complexity than structural-based language teaching, as reflected in greater number of Words per Pause and greater number of Lexical Density. But the result ran counter to our hypotheses in terms of accuracy. Structural-based language teaching approach led to greater accuracy than task-based language teaching, as reflected in greater number of Error-Free T-Units. Pedagogic implications are discussed.

Materials preparation is an important stage in EAP curriculum. Therefore, there is a pressing need to explore EAP teachers’ materials preparation abilities, especially in Iran, where EAP courses are taught by two groups of teachers; that is, language teachers and content teachers. Therefore, this nationwide study explored the similarities and differences between the cognitions and practices of the two groups of EAP teachers concerning their materials preparation abilities, at medical sciences universities across Iran. Instruments included questionnaire, semi-structured interviews, observations and field notes. A representative sample of 128 language teachers and 190 content teachers from all medical sciences universities participated in the study. The results of the questionnaire indicated that there were no differences between language teachers and content teachers; however, the interviews and the observations revealed substantial differences between the two groups. The findings present some implications for the EAP community and a need to renew the current materials.

This research study was an attempt to explore hidden cultural components in an ELT textbook from Oxford University Press (OUP) titled 'Cover to Cover'. Two research methodologies were relied on to unveil the western ideologies in this series: Firstly, a qualitative review over its reading textbooks was undertaken for authenticating the hidden western values for Iranian contexts. At this stage, analyses over randomly chosen units of the three-volume CTC book were managed via qualitative content analysis using inductive category formation techniques. In a second stage, a focus group including English language teachers indulged in teaching this series were interviewed to enrich the data with lived experiences. Overall, the findings revealed that the hidden values in the sampled texts might transmit some counter-local perspectives against Iranian leaners' local culture. Pedagogical suggestions as to improving critical cultural awareness practices for non-native students in the light of material development practices for EFL settings were discussed at the end.

Introduction: After graduation, students usually do not have enough skills to enter the community,In the meantime, having a creative, innovative and innovative mind for the growth and flourishing of students' abilities is considered a valuable advantage. This study was conducted with the aim of preparing and developing a creative learning model in the structure of secondary education curriculum in Shiraz. Method: Using a sample of experts working in 20 public schools in Shiraz (384 people), the present study aims to prepare and develop a creative learning model in the structure of the secondary education curriculum in the 98-99 academic year. Sample members were selected using multi-stage cluster random sampling method. The research method of this study was field research and in it, the subjects answered a researcher-made questionnaire of 42 questions about the creativity model,AMOS software version 24 was used to test the suitability of the proposed model. Results: The results of statistical tests showed that the creativity model in curriculum planning includes six separate dimensions (teaching method, curriculum, instructor, evaluation, physical environment and management),Also, the curriculum of high school students in the country needs to be revised according to the creative approach. Conclusion: this study developed a model of creativity in curriculum planning and provided implications for success in flourishing the creativity of high school students. Extended bstract Introduction Undoubtedly, the recent dramatic advances in various fields, from the growth of technology to the formation of modern lifestyles, show the power of creativity and initiative of the intelligent man in inventing and using new tools and the nature of flexibility and extraordinary adaptation of his mind. Manifestations of this extraordinary ability are manifested in the last few decades with the development of educational systems and the evolution of education systems more than before. However, in the Iranian educational system, traditional methods, especially the method of lecturing and maintaining the repetition of scientific facts in the position of the dominant method has always been considered. This has led to a spirit of passivity in the education system,As a result, natural curiosity has easily given way to passivity, reluctance, and a desire to imitate others, while the development of thinking skills has often been recorded as the most important function of formal education. Because the ability in skills is essential to success in the contemporary world, a world that is increasingly expanding at the pace of creating new knowledge. Hence, after graduation, students usually do not have enough skills to enter society,In the meantime, having a creative, innovative and innovative mind is considered a valuable advantage for the growth and prosperity of students' abilities,By definition, creativity is the desire to create that is potentially present in all people and at all ages and is directly and closely related to the socio-cultural environment(1). However, conditions are necessary for this natural tendency to flourish on its own(2). Kraft and Jeffrey (2001) argue that creativity should be considered a practical imagination,Because it serves human well-being, human progress and growth (3). Saville (2006) also argues that creativity is a state of mind in which multiple intelligences are integrated. In such a case, creativity creates a transcendence in the individual that makes him achieve a useful focus for innovation (4). From a structural point of view, creative thinking and learning is composed of four elements of fluidity, initiative, flexibility and expansion(5) and the creative process consists of constructing, recognizing, defining the problem, preparing and obtaining problem-related data, the idea Giving and evaluating. The first step in the creative process is readiness. This step involves paying close attention to the problem under consideration in order to solve the problem. In the second stage, which is also called latency or evolution,It is when the conscious mind shifts its focus away from the problem at hand. The third stage is the stage of insistence (persistence),At this stage, creative people engage with their ideas and do not care what the consequences and costs are for them. The stage of insight (enlightenment) is the fourth stage of creation. At this stage, the person finds an idea that he has always been looking for but has been unaware of before. The last stage is the investigation stage. At this stage, new insights or ideas are tested to ensure that they are valid and appropriate(6). In general, it can be said that all people have a natural level of creative talent. However, this talent flourishes under the influence of various individual and environmental factors and turns into skills and abilities(7). Environmental factors and related mechanisms have an undeniable role in the formation of creativity(8), which is one of the most important environmental factors, namely curriculum planning and training. Therefore, in order to have creative students, curriculum planning should be formulated and implemented in accordance with the growth and flourishing of creativity(9). Curriculum planning includes opportunities and all experiences that are designed and implemented under the supervision and responsibility of the educational system in order to make a desired change in learners' knowledge, skills and attitudes, and its performance and efficiency are evaluated(10). The curriculum is necessarily a plan for learning, and each curriculum has goals for learning and ways to achieve the goals(11). In the process of designing, producing and executing the curriculum for the courses, there are usually three types of curricula (intended, implemented and acquired)(12). However, the intended curriculum cannot always be the same as the implemented and acquired curriculum,So you have to differentiate between what the planners intended and what the learners achieved. An experienced curriculum is a curriculum that students experience as a result of preset lesson plans and ongoing interactions in the classroom. Therefore, according to Bruce (2003) the curriculum experienced by learners is the highest level of the curriculum(13). Therefore, there is a need for experienced educational planning that aims to develop students' creative abilities and skills,To this end, planners must be bold, realistic, and flexible in order to pave the way for desirable innovation(14). Creative thinking and learning through creative thinking is a kind of mental skill with the help of which a trained person can create unusual new ideas by portraying problems and phenomena and analyzing them(5, 15). In this regard, researchers report that educational programs with a creative approach can significantly increase students' creativity, such as(16–, 35). Therefore, in order to spread creative thinking in the classroom, the elements of the curriculum should be considered(36). In this way, students must be actively involved in creativity skills. Unfortunately, the study of Afzal Khani et al. (37)has shown that the application of creative approaches in the country's curriculum is in an unfavorable situation. Because schools today, mainly due to the rapid advances in science and technology, have turned their attention more to the transmission of information and scientific facts and have distanced themselves from the training of thoughtful and creative people(38). To this end, a curriculum should be developed that ensures the development and growth of creativity in the classroom, and in the meantime, the needs of students, teachers, experts and all teaching and learning procedures and approaches to learning should be considered., The curriculum is then re-evaluated in the re-planning process and modified if inefficient. Hence, since traditional classroom programs and methods do not provide appropriate mental stimulation for students(39),Students should be motivated to learn and control it by gradually developing awareness of thinking and using creative thinking strategies. Until, students gradually become more self-confident and become thinkers who solve problems independently(40). In view of the above, it can be seen that the grounding of creativity in curriculum planning is experienced and periodic evaluation of its effectiveness is of special importance in high school. Therefore, the high school curriculum is expected, while it can provide acceptable answers to students' questions and needs in various fields, should create the conditions for a qualitative change in education and readiness to get a productive job, improve and develop knowledge. And provide technology in society. Considering the above, the purpose of the present study is to prepare and compile a creative learning model in the structure of the secondary education curriculum and the researcher's efforts are aimed at answering this question: The present study is applied in terms of purpose and correlational in terms of method. In terms of data collection, the method used in this research is a mixture of library and field methods. The statistical population of the study includes all experts (including educational departments in administration, academic advisors and school principals) and specialists in the field of curriculum planning and educational planning in education departments and schools in Shiraz, which served in the academic year 1398-1399. they were busy. The method of random sampling is multi-stage cluster type. In this way, from the four districts of the General Directorate of Education of Shiraz city, two districts were randomly selected, then from among the schools in each of the selected districts, 20 schools (governmental and non-profit) were randomly selected and in Finally, all experts and thinkers present in the selected schools (including principals, deputies, teachers and counselors) were tested (total participants 384, 250 males and 134 females, 14 professionals, 170 Bachelors, 130 Masters and 70 PhDs). Material and methods In this study, in order to collect and analyze data, a researcher-made questionnaire of creative approaches in the high school curriculum was used. This questionnaire was first developed and standardized by a researcher in 1398. For this purpose, after conducting background studies and research in this field, as well as interviews with a number of experts and academics in the field of creativity, a preliminary questionnaire was designed. Then, by implementing this questionnaire on a sample of 90 experts from the statistical population of this study, the effective factors in creativity were extracted by exploratory factor analysis using SPSS-26 software and categorized in order of priority. According to the results of factor analysis, the factor structure of the questionnaire and the reliability and validity of the construct of creative approaches are confirmed. The questionnaire measures six areas of creative approaches in the high school curriculum (including teaching methods, educational content, educators, assessment, physical environment, and management). The questionnaire has 42 items that have been graded by the subjects with very low to very high 5-point Likert method. In this study, the validity of this questionnaire was confirmed and also the reliability of the questionnaire or its reliability was obtained using Cronbach's alpha measurement method of 0. 80 and a coefficient of reduction of 0. 78. This indicates good internal consistency between the items in the questionnaire. Findings Descriptive findings related to the mean, standard deviation, minimum and maximum scores of the subjects on the research variables are shown in Table 1. The correlation matrix of the pattern variables is shown in Table 2. Prior to the main analysis, the normality of the research variables was examined by the Kolmogorov-Smirnov (K-S) and Shapiro-Wilk tests. Therefore, quantitative statistical analysis is possible on the collected data. The main question of this research was tested in the AMOS software version 24 with the maximum likelihood method through the confirmatory factor analysis process. The analyzed model of the main question of the present research in the form of non-standard and standard coefficients is shown in Figures 2 and 3. As shown in Table 4, the standardized coefficient size of the teaching method variable is 0. 07, the educational content variable is 0. 03, the educators variable is 0. 04, the evaluation variable is 0. 4, the physical environment variable is 0. 04 and the variable is Management is 0. 03. All of which are statistically significant at the level below 0. 01. Therefore, the teaching method is the most important in the creative approaches of high school students, followed by the variables of education, evaluation and physical environment in the second place, and finally, the content of education and management in the third place. Fitness indices of the analyzed conceptual model The main research question is presented in Table 5. As can be seen in Table 5, according to the reported indicators, the conceptual model of the main question has an acceptable fit. Discussion The results of this study indicate that it is possible to develop a model of creative learning in the structure of the curriculum, the use of which will increase the flourishing of creativity among high school adolescents. This finding is consistent with the results of research background research. The proposed model of the present study consists of six separate factors (including teaching methods, educational content, educators, evaluation, physical environment and management). The present study found that all humans, as intelligent living species, are gifted to varying degrees,However, this talent must be turned from power to action. In other words, developing creative talent and innovation in high school students requires careful training and planning. In general, in explaining this finding, we can say that creativity is a process that leads to a new idea. An idea that is not learnable but has a developable nature and the result is to take steps to improve the current situation and ultimately improve the quality. Therefore, considering that this factor can have a tremendous impact on the realization of the mission of the educational system of society, it is necessary to have a curriculum that is one of the major and important parts of any educational system and determines what, how and in what way education Be given to change in order to develop creativity(41). In fact, the development of creative talents is one of the important goals of education(42). To this end, in the first place, due to what thinkers and experts in educational sciences have gained by citing new scientific and experimental achievements,Types of curriculum planning have been developed, one of the goals of which is to improve the skills and flourish the students' talents. Because, education without considering the perspectives of the society and without long-term, short-term and medium-term planning, will only lead to relying on traditional and inefficient methods. The present and future conditions of society dictate that success in a complex and changing period of life depends on having an acceptable level of creativity and flexibility of members of society. Therefore, the ideal goal of society is to flourish all the talents, abilities and skills of the people. Creativity and innovation is one of the manifestations of the human mind and thought and exists in all human beings in the form of divine grace with different degrees of intensity and weakness(43). However, it be noted that despite the enjoyment of all human beings as a divine gift, individual differences in talents such as intelligence, lifestyle, culture, economic and social status, physical and mental health, etc., are not alone. Ability to achieve this ideal goal through natural growth and without an educational program. The school is an educational institution that can play a vital and influential role in the development of students' talents, and in fact, it is the school that provides appropriate planning for the use of talents, the development of skills, and the enhancement of creativity(44). In fact, all educational psychologists and educational experts believe that creative abilities and divergent thinking patterns can be taught to individuals, especially children and adolescents(42). The question now is which methods and patterns of teaching and learning can provide the conditions for students to learn with interest and depth and to be actively involved in learning and acquire basic creative skills(45). In this regard, curriculum planning based on the pattern of creativity can be helpful. As it was found in this research, the useful and effective creativity model in curriculum planning is a model that overlooks all aspects of teaching methods, educational content, educators, evaluation, physical environment and management. Therefore, in the second step, the correct implementation of the developed curriculum should be considered. As expected, what makes a comprehensive plan successful is, in fact, its proper implementation and precise execution. In order to implement the model of creativity in schools, it is very important to pay attention to the educators-as program implementers-, the content of education-as the scientific version of the program-and the teaching method-as the practical version of the program,All of this is achieved through proper management and guidance of the program, and finally, the evaluation of the educational program shows the students' correct understanding of the implemented program. Evaluation helps the management to ensure the success of the implemented program by correcting the effective factors if it observes deviations from the set goals. Therefore, it is suggested that the Ministry of Education, in curriculum planning for different educational levels, consider the model of creativity. In addition, in the in-service training calendar for principals and teachers, consider training courses that are familiar with the basics and capabilities of the creativity model. Also, school counselors and parents are advised to pay attention to the physical environment and psychological atmosphere of classrooms and schools in order to develop creativity in students. Teachers and educators are also advised to change their teaching methods in accordance with the latest scientific achievements in order to develop creativity in students and to avoid relying solely on traditional teaching methods and separate lectures. In addition, it is suggested that in schools, during parent-teacher meetings, the need for students' creativity to flourish should be raised so that parents in the family environment can create the conditions for their children's talent to grow as much as possible. In addition, parents should pay attention to the growth of their child's creative behavior, if they see inadequacies and difficulties in academic performance, as soon as possible by referring to the schools or centers of specialized psychological services to correct their adolescent behavior. Finally, evaluating the creativity model as a means of verifying the implementation of the implemented curriculum is an issue that should always be considered by those in charge of education to make the necessary corrections if they see any deviation from the expected achievements. Ethical Considerations Compliance with ethical guidelines All subjects full fill the informed consent. Funding No funding. Authors' contributions Design and conceptualization: Nadereh Sohrabi, Hosein Bagholli, Majid Barzegar Methodology and data analysis: Mohammad Sadegh Hoseini, Nadereh Sohrabi Supervision and final writing: Mohammad Sadegh Hoseini, Nadereh Sohrabi Conflicts of interest The authors declared no conflict of interest.

The concept of life skills is a great group of psychosocial and interpersonal skills that can help people make decisions, make an effective relationship, develop their coping skills and self management, and have a productive and safe life. The purpose of this study was to determine the essential life skills for Iranian high-school students, to design appropriate curriculum pattern for life skills, and to identify their effectiveness.A questionnaire with 50 items was administered on 600 high-school students (150 students from each base), a questionnaire with 50 items was administered on 240 parents and a questionnaire with 12 items was administered for 150 high-school teachers, 20 high-school curriculum experts, and 10 faculty members of the universities. The results of the study indicated that the self-awareness, effective communication, interpersonal relationship, coping with stress, decision-making, problem solving, critical thinking, and creative thinking are precedence for all groups.An appropriate curriculum pattern for life skills was also designed. This curriculum pattern includes purposes, content, type of content, instructional methods, and evaluation methods of life skills. In experimental stage of the study, curriculum of self-awareness skill, which was in first order in last stage was administered on 120 subjects by a pretest-posttest with group control design. Analysis of data indicated that teaching of self-awareness skill to students is affecting on increasing this skill. 

Introduction: The study of the current educational status of the Iranian universities and higher education system reveals that higher education does not incorporate the most essential soft skills required by the learners. The educational curriculum must reorganize these skills to improve learners’ educational and professional competence in general skills in parallel with academic and specific skills. This study aims to provide a framework for the basic soft skills courses university students are required to cover during their academic education in medical universitiesMethods: It was a qualitative study in which 57 MSc students of midwifery (14)، nursing (35) and operating room (8) and 12 academic members in these fields of study (4) in each field) in Isfahan University of Medical Sciences were selected purposefully as they were the only available participants and volunteer lecturers in 1395-96. All of the students were working in clinical centers three days in a week. The students’ behaviors as far as their academic and occupational needs، expectations and general skills together with their academic skills were observed by the researcher. At the same time، their occupational and research behaviors، expectations، needs and skills in academic and clinical contexts were observed by their experienced content teachers. Individual and focus-group semi-structured interviews with the students and individual interviews with their content teachers، observations and field notes were used to achieve a comprehensive view of the skills required for work and education which implicitly incorporate the skills for having a healthy life. Data collection was continued until the point of saturation is reached. The interviews were recorded and transcribed with the participants’ consent. The primary themes and sub-themes were extracted through thematic analysis. To ensure consistency and accuracy of data، credibility، transferability، dependability and conformability criteria were assessed. Result: In this study، through data analysis، six main categories together with their subcategories were extracted from the data. The results revealed that they had various educational expectations and needs as far as soft skills are concerned. These skills were as follows: individual، spiritual، hygienic، educational-academic، occupational and communicative. Conclusion: The findings indicated that students are urgently required to be equipped with soft skills to enhance the quality of their individual، academic، occupational and social life. However، these skills have been neglected throughout their academic education. Therefore، their traditional educational curriculum needs to be revisited and modified in order to train productive graduates. To achieve this goal، integrated constant collaboration and consultation of different groups such as university students، graduates، employees، employers، academic members، parents and policy makers in ministry of education and higher education are required.