The Navy's core concerns and concerns have urged commanders and authorities to reform the educational system. One of the most important factors in reforming the system is the existence of a desirable Curriculum model used to Design curricula. In this regard, the researchers, in light of their knowledge of this field, sought to resolve the vacuum of a desirable pattern in the organization. The present study was carried out with the aim of achieving a patterned Curriculum using exploratory method through the "whole number" method. The content validity of the researcher-made questionnaire was based on the opinions of 14 experts and the calculation of Lusheh coefficient was about 0.9 and the reliability of the questionnaire was confirmed based on the views of 30 sample subjects with 0.77 Cronbach's alpha coefficient. The total number of samples was 110. Data analysis was done using the SPSS and PLS software. The obtained data based on the findings showed that the final model includes the basics, approaches and guidance of the Curriculum, the need for resources, Design and compilation, elements of drawing up and Designing a Curriculum, producing teaching materials, implementing and evaluating and reviewing the Curriculum, and the final model has a high degree of robustness for assessing the IRI Navy's Curriculum.

The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented Curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented Curriculum template was Designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                                                                                                                                                                In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

Considering the 30-year history of industrial Design education in Iran and after 18 years of the last Curriculum in this field, there is a need for a new Curriculum Design for this field. This research aims to explain the factors affecting the Design of industrial Design Curriculum in the undergraduate degree in Iran with a qualitative and phenomenological approach and content analysis method. The populations studied were faculty members in the field of industrial Design (at least in professor assistant grade) at Tehran universities. By theoretical sampling method up to reaching data saturation, 16 persons were considered. Data collection was made by deep unstructured interview. Expressions and statements of interviewees were determined as the unit of content, accordingly, 604 significant codes were found that finally by code reduction, 10 main themes in two categories were apparent: 1. Curriculum 2. Reform. There were six Curriculum themes, effective components in Curriculum, content, teaching-learning, educational environment, evaluation and four themes emerged in the category of reform, updating, reviewing and changing, crediting and establishing new fields. Consequently, in order to Design an industrial Design Curriculum, the necessity of redefining the industrial Design discipline in Iran and determining the objectives of the Curriculum based on the needs assessment, professional development of Curriculum, and the use of the 30-year experience in this field, strategies for transferring knowledge and achievement an indigenous model of industrial Design, selection of learning strategies in the field and group learning in the teaching-learning process, diverse educational spaces, ongoing evaluation and Curriculum reform, review and updating of Curriculum, accreditation to industrial Design, and development of new fields of study in undergraduate degree were introduced as suggestions for reDesigning the Curriculum of the discipline.

The purpose of this study was to investigate factors affecting the Curriculum at a virtual university and to identify the characteristics of its nine factors. To develop Curriculum initially the influential factors and the way they would affect the Curriculum should be recognized. ICT capabilities and learner-based theories of learning are two influential factors affecting the Curriculum at a virtual university. Multi-media, Meta media, interaction facilities as well as time and space flexibility allow the learners to have access to various learning resources and to interact with their fellow students, lecturers, and advisors and participate in learning activities depending on their conditions. This all allow the learners to form their knowledge actively and according to the situation. Francis Kline identified nine factors in the Curriculum development, including objectives, content, learning activities, learners grouping, learning materials and resources, space, time, teaching strategies and evaluation methods. In this study, the characteristics of the nine factors were explored with respect to the capabilities of ICT and implications of learner-based theories of learning. Findings indicate that consideration of the nine factors along with ICT potentials and implications of learner based theories of learning would facilitate the development of required skills in the age of information, including problem solving skills, critical thinking, communication skills, cooperation and self-management among students.

The present study was conducted with the aim of introducing human religious identity and explaining the prerequisites for Designing a specific Curriculum. The Method of Analytical-Inferential Research and its Main Source was the Interpretation of Al-Mizan, Although the Specific Opinions of the Authors were also Used. The Results Showed that man has a Divine and Monotheistic Identity and the true Manifestation of its Knowledge, Development and Transcendence is Worship. Worthy Worship is also Accompanied by Humility and Purity and Submission to the will of God and His Pleasure. The Application of this View was able to Show three Prerequisites: Cognitive, Emotional and Functional, for Designing a Specific Curriculum. Accordingly, the Curriculum Should try to get the student to know God in Various Ways, to know the evil soul and its growing paths, to know Satan and his Deception, to think about God's Creation and Signs, to know the Day of Resurrection, to Meet God far away, Becoming from Ungodly Affairs, Loving God, Supplicating to God, Submitting to God's Commands, Remembering God, Giving thanks, Offering Prayers and Inviting, Attracting and Lasting and in this way wait for the Transcendence of his Individual and Social Behaviors.

Objective: Information and communication technology has led to the emergence of a new generation of libraries called digital libraries. These libraries need specialized and trained staff to provide services to users. In developed countries, independent curricula have been Designed and implemented to train librarians. In Iran, medical librarians do not have the appropriate training to provide services in digital libraries.Method: This research is applied in terms of purpose and descriptive type. In this article, in order to meet the needs of medical librarians with a qualitative approach (comparative method and Delphi technique), the digital medical library program was Designed.Results: The content of the digital library master's degree Curriculum was first searched in Spain, Sweden, the United States and the joint international Curriculum of Italy, Norway and Estonia. The content of the Curriculum was studied. . The credits of each program and the amount of subscriptions and differences in each Curriculum were determined. Then, the selected courses from these programs as well as the opinions of experts in this field were reached and ranked by the faculty members of the Iranian Library and Medical Information Departments by Delphi Durandeh.Originality of the work: Finally, inspired by the elements of the Curriculum in the mentioned countries and the opinions of the faculty members of the Curriculum, the digital medical library was Designed. The results of this article can be a guide for Curriculum Designers in the Ministry of Health and Medical Education Be.Keywords: Digital Library, Curriculum , digital library

Background and Objectives: The purpose of this research is to Design and validate the literacy Curriculum model. Methods: This research is based on practical purpose and qualitative approach, research synthesis was used to Design the Curriculum and Delphi technique was used for validation. The research community consists of documents in the research synthesis section and individuals in the Delphi technique section. The documents include UNESCO reports, treatises, theses, articles, books, authentic and new research projects about literacy in Iran and the world, and people including literacy Curriculum experts. For sample selection in the research synthesis section, the emphasis is on new and valid samples. In the accreditation section, 5 literacy Curriculum specialists have been selected in a targeted method based on criteria. In the synthesis part of the research, the note sheet was used, and in the validation part, the semi-structured interview was used as a research tool. Findings: At the end, the literacy Curriculum template including elements such as goals, content, teaching-learning methods, evaluation and instructor was Designed and modified and approved by literacy Curriculum experts. Conclusion: Considering the importance of the literacy course, the elements of the Curriculum should be defined for the audience and trainers of this course and act according to the suggested model.

Knowing the components of economic education provides the dynamic background of education in this field. The aim of the current research is to investigate the indicators and components of the economic education Curriculum. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD and from 2010 to 2022 AD regarding economic education in curricula. The sample of the research is 32 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 articles. By analyzing the data, the dimensions of vitality in the Curriculum of the elementary school in 4 factors and 55 categories including the dimension of individual factors (including indicators and components related to personality characteristics); The dimension of culture and economic ethics (economic fields in the society); The dimension of economic concepts and knowledge (indices in economic education) and the dimension of collective and communication concepts (communication and interaction indicators in education) were classified. Economic education is dependent on internal and external components in educational systems, which requires macro-planning in this field.

While academic vocabulary has been receiving much attention in the literature of applied linguistics, there is little information about what kind of academic vocabulary is appropriate for what kind of group of students, at what stage, in what type of teaching/learning environment. This paper aims to approach the nature of academic vocabulary from a pedagogical perspective; more specifically, from an EAP Curriculum-Design perspective. In doing so, we arrange academic vocabulary-related terms to clear some confusion over the terminology (e.g., semi-technical vocabulary and sub-technical vocabulary both referring to the same type of vocabulary). Taking academic vocabulary to mean EAP vocabulary, new categories are proposed such as EGAP vocabulary (for liberal arts and general education), and ESAP vocabulary (for specific disciplines), EGAP-A vocabulary (for arts subjects), and EGAP-S vocabulary (for science subjects). The validity of this methodology is examined by means of Kyoto University’s 10.6 million-word Academic Research Article Corpus that was developed for pedagogical purposes.The results of the study provide some evidence to justify the possibility of grouping EAP vocabulary for different groups of students and classroom settings.