After offering an overview of some of the main themes of Popper’s political thought, the paper argues that his account faces two problems relating to institutions. The first is that while Popper stresses the ‘rational unity of mankind’, and the potential for any of us to furnish criticisms of public policy, it is not clear what institutional means currently exist for this to enable this to take place. Second, Popper has stressed the conjectural character of even our best theories. However, at any point, some theories will have fared better in the face of criticism than others, and they may give us important information about constraints on our actions. At the same time, as ordinary citizens we may not be in a good position to understand the theories in question, let alone appraise the state of the specialised discussion of them. There is, it is suggested, a case for thinking of ways to institutionally entrench such fallible theories, especially in the current setting in which social media play an important role

External factorsexert an enormous influence on the exigencies of changing the technological course of individualsectors. Digitalizationrepresents not a new milestone in the evolution of education, but its technological and methodological development. Due to a period of constraints, caused by COVID-19 pandemic, Educational institutions at all levels in most countries have been forced to resort to digitalization of the learning process. Intelligent learning software provide their users with a variety of options to design and individualize the learning process, as well as independence from time and space. Teachers benefit from flexible content generation and just-in-time assessment of learners' progress, evaluation of large task sets, knowledge sharing with other teachers and knowledge institutions. Learners benefit from anytime availability of learning tools and just-in-time feedback. In our investigation, we consider the current state-of-the-art of Educational software. Considering the results of quantitative empirical study and analysis of Educational issues solvable by artificial intelligence, we present a developed and tested framework for selected Educational problem.

Criticism is judging the merits and demerits of something and showing its weaknesses and strengths. Textbook evaluation, as a small step in learning and teaching process, can help teachers and learners find books that suit their needs and likes. In the present article, the book ‘ Educational Psychology’ (the 13th global edition) authored by Anita Woolfolk (2016) is reviewed and evaluated. This is a qualitative evaluation based on the writer’ s experience in teaching this source in postgraduate classes for several years. To do so, the formal characteristics and the content of the book and the degree of its success in fulfilling the objectives, which are mentioned in the introduction of the book, are examined. Although this book, like any other book, is not flawless, it can surely be recommended to those who are interested in the learning-teaching process. It is hoped that, via this article, this book would be read and used by more people in the scientific community of Iran.

Iran, as a historically, culturally, and scientifically ancient country has had a prosperous status in the human life and world's education. To give an example, Iranian cosmopolitan scientists and educators such as Bozorgmehr, Ferdowsi, Birooni, Razi, Avicenna, Sadie, Khayyam, Nasir-oddin-Toosi, and many others are among the great educators and scientists who have played an important role in human life. When we compare this with other main ancient countries of China, India, Egypt, and Greek, it becomes clear that only Greek scientists and educators are comparable to Iranians in the amount of influence of their science and education on international and historical basis....

Background & Objectives: Behavioral–, Emotional problems are debilitating disorders that could be related to academic failure and learning. Reviews suggested that only a few students with internalizing behavioral problems are successful in school. They are often less educated than their peers in school. As a result, they have lower self–, confidence. One of the challenges of education is facing these students. Academic engagement is among the important variables concerning education and learning,thus, it is necessary to recognize the associated underlying factors. Academic self–, regulation is also essential in learning as well as academic and career success. Therefore, the present study aimed to compare academic engagement and academic self–, regulation in students with and without behavioral–, emotional problems. Methods: This was a causal–, comparative study. The study population was all female high school students (first period) form Isfahan City, Iran, in the academic year of 2018–, 2019. Initially, 320 students were chosen by cluster random sampling method. The Child Behavior Checklist (CBCL) (Achenbach & Rescorla, 2001) was used for screening. Then, 50 students with internalizing behavioral problems were selected as the study sample. Additionally, 50 students without internalizing behavioral problems were chosen as the controls,they were matched with the test group in demographic information. Finally, the Academic Engagement Questionnaire (Zerang, 2012) and the Academic Self–, Regulation Questionnaire (Boufard et al., 1995) were performed in the study groups. The inclusion criteria of the study were as follows: students’,informed consent to participate in research,having moderate and higher intelligence quotient (no intellectual disabilities and educating in schools for typically–, developing children),healthy eyesight and hearing,not presenting concurrent acute psychiatric disorders (the absence of disorders, such as depression and anxiety and psychosis in the student records). The exclusion criteria of the study included failure to complete research questionnaires and participating in behavior change and life skills training courses during the research period. The obtained data were analyzed using SPSS at a significance level of 0. 05. Descriptive statistics (mean & standard deviation) were used to describe the collected data. Multivariate Analysis of Variance (MANOVA) was used to analyze the study data. Results: The obtained results indicated a significant difference between the study groups in academic conflict (p<0. 001) and its dimensions, i. e., cognitive conflict (p=0. 004), motivational conflict (p=0. 004), and behavioral conflict (p<0. 001). The value of ETA–, squared for academic engagement and its dimensions were calculated as 10. 4%, 8. 2%, 8. 9%, and 12. 6%, respectively. Furthermore, there was a significant difference between the research groups in academic self–, regulation (p<0. 001). The ETA–, squared value for academic self–, regulation was measured as 16. 7%. Conclusion: According to the current study findings, students with behavioral–, emotional problems in terms of academic engagement and academic self–, regulation encounter complications and feel helpless in this regard.

The current research was conducted with the aim of identifying the employment competencies of Educational graduates from the perspective of view of employers. This research was applied in terms of purpose and was among the qualitative researches of Grounded Theory type. The participants of this research included 24 employers in the field of Educational (interviewers for the Education recruitment exam, directors of non-state Educational institutes, directors and recruitment officers of non-state schools, directors of kindergartens and preschools) in Birjand city. Data were collected using semi-structured interview and analyzed by Strauss and Corbin method and using MAXQDA-2020 software. In order to validate the research, two methods of member control and peer review or feedback were used. Consecutive review and comparison of data resulted in the extraction of 28 categories and 6 themes. Data analysis led to the formation of a sub-theory. The model shows that the focal variable is the process of education and teaching skills. The focal variable, under the influence of contextual and intermediate conditions, leads to the formation of the strategies of "being a lifelong learner", "research skills", "planning skills", "classroom skills and classroom management", "purposefulness" and "problem solving skills". became Finally, "increasing employability" was the consequence of this process.

Every year, huge sums of money are spent on teaching English in Iran's Educational system, but unfortunately, the results that should be achieved in learning are not very favorable. In most schools, language teaching begins with writing the English alphabet and reading from the book. While, according to the recommendation of linguists, learning a second language is accompanied by the simultaneous learning of the four skills of listening, speaking, reading and writing, which if the order and all aspects are not taken into account, learning will not take place. What are the new English language teaching systems such as Headways' Stream line that are taught in schools? Stream line and Headways books are written based on the active participation of language learners and can be taught in private and semi-private classes, while in our schools the number of people present in a class is beyond the standard. In some areas, we see that a school accepts students in two shifts. Listening skill is considered one of the most stressful parts of various tests and most people are always worried that they will not understand the other person's meaning and they will not be able to give a suitable answer. On the other hand, different accents and the way and speed of people's speech make the work even more difficult. Students always request the professor to share methods with the students that they can use to strengthen their listening skills.