To construct a practical training model for Islamic CITIZENSHIP, from among all studies conducted in this area 42 were selected and then content analyzed. Summing up the findings are a set of ten EDUCATIONal principles and 18 constituents confirmed by a group of experts to be valid. Any training program needs to be socially based, liberal, and justice oriented, focused on honor, moderation, duty, and monotheism, while emphasizing thoughtfulness, progressiveness, and being therapeutic. Thus, it is suggested that these principles and their constituents be used by those involved in the task of training Islamic citizens.

Citizen right and is EDUCATION is one of the important issues in modern societies. Although this issue and its discussion lack a historical background, it has gained a good attention during last century. Studying CITIZENSHIP from Nahjolbalaghe and Imam Ali point of view is a good way to track this issue beak in the history since both of them are regarded as brother to Quran and scholar in Islam. Imam Ali was head of Islamic government and was fully familiar with languge, religion, and racial differences political, ideological and discoursal groups were formed at that time.In this paper a definition of CITIZENSHIP and its current condition is given along with Quran s view. The Nahjolbalaghe and Imam Ali point of view were discussed on the effectual, behavioral and cognitive basis. Finally, it will be shown that CITIZENSHIP has gone far away from its true meaning in this modern world and Imam Ali views compliance with modern civil rights will be clearer.

This research was conducted with the aim of identifying the components of legal literacy EDUCATION in the curriculum of Iran. The study utilized thematic analysis. The statistical population consisted of all experts and researchers in the fields of law and curriculum development. To identify the key content areas of legal literacy, 14 specialists with EDUCATIONal-research backgrounds in the mentioned field were selected using a purposive sampling approach based on theoretical saturation criteria. The data collection tool was a semi-structured interview, and to determine its reliability and validity, four criteria were used: credibility, transferability, confirmability, and dependability. The findings, based on the thematic interpretation of foundational concepts, indicated that legal literacy could be taught for CITIZENSHIP EDUCATION with 74 topics organized into five chapters. Accordingly, it was specified that the first chapter pertains to general legal concepts, the second chapter includes civil rights, the third chapter deals with criminal law, the fourth chapter covers civil and criminal procedural law, and finally, the fifth chapter presents commercial law, with all subtopics listed individually

The main goal of the current phenomenological study was formulating secondary EDUCATION curriculum goals with an emphasis on CITIZENSHIP EDUCATION. The survey participants were all EDUCATION specialists of secondary EDUCATION in Isfahan and Qom. Sampling was purposive and involved participants until data saturation was fulfilled. At the end, the sample included 7 participants. The data was collected through an in-depth semi-structured interview and was recorded using an MP3 set. Data was analyzed applying Colaizzi's approach involving seven stages. After extracting conceptual codes and eliminating common codes, the findings resulted in "goals" characterized as two main themes of "democratic CITIZENSHIP" and "multi-layer relationship in CITIZENSHIP concept” with five sub-themes encompassing 102 conceptual codes. The results of the present research reveal that, unfortunately, the CITIZENSHIP EDUCATION approach in secondary EDUCATION is reactive and, in practice, insufficient attention has been paid to all components of the students’ CITIZENSHIP EDUCATION. In addition, in the view of EDUCATION officials and curriculum designers (and hence the curriculum itself) no logical balance exists between CITIZENSHIP rights and responsibilities.

Abstract Intuition is one of the characteristics of entrepreneurs and an important factor in the decision-making processes of entrepreneurs. In recent years, at the same time as the development of entrepreneurship as an interdisciplinary science, intuition and providing different definitions of it have not been noticed by researchers and researchers in this field, and many researches have not been written in this field. This is despite the fact that in other fields of humanities, especially management (with which entrepreneurship is closely related), basic sciences and even medical sciences, there is a suitable background and theoretical literature about this. On the other hand, it seems that the theoretical and epistemological foundations of this concept have not been researched as much as necessary in the few researches that have been conducted, and very little research has been done in this field. In this article, firstly, the definitions and researches about intuition are reviewed, and secondly, the little researches that have been done in entrepreneurship and its relationship with other sciences are discussed.

EDUCATION is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts and behavior. EDUCATION is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's EDUCATIONal system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. EDUCATION moulds and shapes a society and it is influenced by the culture of the particular country or society. The EDUCATIONal system acts as a point of reference for the society's needs and demands. The principles that dominate this article is culture and EDUCATION are interrelated and interconnected. Every EDUCATIONal paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture and EDUCATION. As a result, the goal of this essay is to depict these features from a Philosophical-Psychological Approach.

Background and Aim: Investigating the state of CITIZENSHIP ethics and the factors affecting it has always been a concern of sociologists. Based on this, the aim of the current research was to predict CITIZENSHIP ethics based on the role of CITIZENSHIP EDUCATION and family components. Methods: The present study was descriptive-correlational. The statistical population of the research was all people over the age of 18 to 65 living in Tehran in 2023. The sampling method was a two-stage cluster in which 1200 people were selected according to the entry criteria and answered the standard researcher-made questionnaire that included the components of CITIZENSHIP ethics, family and CITIZENSHIP EDUCATION, and its reliability and validity were confirmed. To analyze the data, Pearson's correlation coefficient test was used in SPSS-26 software environment. Ethical Considerations: After obtaining permission from the participants and stating the objectives for the participants, verbal consent was obtained from them and they were assured about the confidentiality of the information. Results: The results showed that there was a direct and significant relationship between family institution (β=0.728) and EDUCATION institution (β=0.718) with CITIZENSHIP ethics (P<0.05); And the components of EDUCATION and family explain citizens' CITIZENSHIP ethics well. Conclusion: The institution of family and EDUCATION positively and meaningfully predict the CITIZENSHIP ethics of Tehran citizens. The findings of the current research provide a basis for more and deeper EDUCATIONal research in the field of family EDUCATION planning and improving the EDUCATIONal system with the aim of improving CITIZENSHIP ethics.

Objective: The objective of this study was to evaluate the impact of a CITIZENSHIP EDUCATION Program on seventh-grade female students' aggression levels and problem-solving skills in Gachsaran. Methods and Materials: This randomized controlled trial involved 30 seventh-grade female students randomly assigned to either an intervention group or a control group, each consisting of 15 participants. The intervention group participated in a CITIZENSHIP EDUCATION Program consisting of ten 75-minute sessions over ten weeks, while the control group received no intervention. Data were collected using the Buss-Perry Aggression Questionnaire (BPAQ) and the Social Problem-Solving Inventory-Revised (SPSI-R) at three time points: pre-intervention, post-intervention, and five-month follow-up. Data analysis included analysis of variance (ANOVA) with repeated measures and Bonferroni post-hoc tests, conducted using SPSS version 27. Findings: The results indicated a significant reduction in aggression and a significant improvement in problem-solving skills in the intervention group compared to the control group. Descriptive statistics showed that the intervention group's mean aggression score decreased from 45. 67 (SD = 5. 21) to 32. 45 (SD = 4. 78) post-intervention, and further to 30. 12 (SD = 4. 45) at follow-up. Problem-solving skills increased from a mean score of 50. 89 (SD = 6. 12) to 68. 23 (SD = 5. 67) post-intervention, and further to 70. 45 (SD = 5. 78) at follow-up. ANOVA results confirmed significant effects for time, group, and time x group interaction (p <. 001). Bonferroni post-hoc tests indicated significant differences between pre-intervention and post-intervention, and pre-intervention and follow-up for both variables. Conclusion: The CITIZENSHIP EDUCATION Program significantly reduced aggression and improved problem-solving skills among seventh-grade female students, with sustained effects observed at a five-month follow-up. These findings suggest that integrating CITIZENSHIP EDUCATION into the curriculum can effectively enhance students' social-emotional competencies and responsible behavior.

Today, due to “Globalization”, the fate of all individuals, organizations and governments are more tied together and effects of this process in all areas of human activity is undeniable. By looking at the concept of “Global CITIZENSHIP” new expectations of EDUCATION as a meaningful factor to people’s lives and a tool to develop human character and supplying the social needs, is formed. This paper aims to examine and discuss the characteristics and components of global CITIZENSHIP, the role, importance and necessity of global CITIZENSHIP EDUCATION.If we accept that the current use of existing resources in the world is unfair and unacceptable and the gap between rich and poor (in all aspects) wide and widens, should ponder choice. Training and EDUCATION of global citizens (especially children and young people) who wish the world as a place full of justice, equality, peace and sustainable development, respect and protection of racial diversity, religious etc… and also possess other characteristic features addressed in this paper seems to be a powerful tool and solution. In this frame work, poverty and identity crisis of Iranian youth and in the other hand being attracted to the Globalization culture of outsiders, are two points that reveal the necessity for paying more attention to the training of global citizens, to adopt a broad and enormous prospective to the global issues. Therefore, according to the valuable Islamic texts and outlined prominent place for human beings and human values, also with consideration to the rich Iranian culture and civilization in direction with an active role in global co-management, living such training in formal and informal EDUCATION system and also establishment of a center as such in partnership and cooperation with other EDUCATIONal institutions in the country is suggested.