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.

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.

Introduction: Academic faculty members need to emphasize ethical principles in order to improve higher EDUCATION, with the understanding of this importance, the current research was conducted with the aim of designing the ethical model of academic faculty members in Iran's higher EDUCATION. Material & Methods: This research is a type of qualitative study that uses foundational data theory. The participants, including experts and faculty members of the country's public universities, who were responsible for the promotion of academic members, were selected as key informants through a targeted sampling method of 45 people. Data were collected through semi-structured interviews. The reliability and validity of the data were obtained from the two methods of reviewing the participants and recoding by experts. Data were analyzed by open, central and selective coding. Results: The results showed that the moral model of faculty members in Iran's higher EDUCATION is explained in 10 main categories and 27 subcategories. Major and core categories in the form of 6 dimensions of causal conditions including (individual factors, organizational factors), core (cultural-EDUCATIONal, EDUCATIONal ethics, research ethics, scientific-executive), background conditions (higher EDUCATION policies, moral activism), intervening conditions (environmental factors), strategies (micro LEVEL-university, macro LEVEL-higher EDUCATION) and consequences (individual and organizational) were elevated to a higher abstract LEVEL and finally the research paradigm model was presented. Conclusion: The regulations for the promotion of academic staff members in Iran require a detailed revision of the content with an ethical and qualitative approach in order to make the indicators of the promotion regulations efficient and effective.

The objective of the present paper is studying the contents of the textbooks taught in LEVEL ONE of the seminaries and presenting its ideal characteristics on the basis of the theory of learning elaboration. To achieve this goal, after studying the theoretical fundamentals and doing primary interview with some of the professors who are teaching in the seminaries, the characteristics of the contents of the textbooks taught in the seminaries were identified. In the present research paper, for collecting the required data, a questionnaire has been used that contains questions about the contents of the textbooks taught at present and the ideal ONEs. On the basis of the findings of this research, the most evident characteristics of the present textbooks taught in LEVEL ONE are as follows: Dividing the contents of the scientific fields taught in seminaries into several LEVELs, lack of logical coherence, lack of adaptability with the social conditions and contemporary age, lack of any conformity between the instructional materials with the predicted time schedule for teaching, lack of new theories in scientific fields taught in seminaries. On the other hand, the conclusion is that the contents of the textbooks taught in LEVEL ONE in the ideal situation should contain the following characteristics:1. The contents of the lessons taught in this LEVEL should include the most general and comprehensive concepts and issues so that they stimulate the students of the seminaries to participate in determining the following sections and provide the required facilities.2. The ground should be prepared for identifying, analyzing, and classifying the religious skepticisms and presenting solutions in the introductory LEVEL to the students of the seminaries through new theories propounded in scientific fields taught in seminaries and outside.3. Through the contents of the textbooks, the facilities should be provided for the students of the seminaries to become familiar with the scientific fields taught in seminaries and other required tields.4. The time schedule for teaching the contents of the textbooks should be in conformity with the EDUCATIONal LEVEL.

The goal of the present research was to study the content organization of the textbooks taught in LEVEL ONE Hawza Illmiya Curriculum and its ideal characteristics on the basis of the thematic integration approach. We first reviewed the relevant theoretical ideas and conducted a primary interview with some of professors teaching in seminaries, upon which we composed a list of characteristics of the content organization of the textbooks taught in the seminaries. For data collection, a questionnaire was composed that contains questions about the content organization of the customary vs. ideal textbooks taught in seminaries.Next, 115 individuals (about half of the study sample), including the professors and students of Grade six, LEVEL ONE judged the characteristics. Findings showed that, the most evident characteristics of the content organization of the current textbooks were: Arranging contents with independent topics, the order of titles and contents of the courses introduced by the SEMINARY professors and students in the Planning Center, and the order resulted from the structure of the scientific fields. These are the characteristics of a knowledge-oriented model. Moreover, it was expected that an ideal content organization should entail the following characteristics: Organizing studies and discussions according to issues that are related to the real life conditions; various courses (e.g., literature, juridical prinCiples) should be related to each other to and in conformity with each other in order for their maximize efficiency for solving real problems; core contents and subjects need to have priority over the marginal ONEs; and there has to be the capacity of linking the learners' experiences and learning in the past with the present and future ONEs.

Four important ways of religious EDUCATION in the field of beliefs are inferred in this article through the nature of religion in the Holy Quran. We have examined two categories of “nature of religion” and “methods of religious EDUCATION” for this purpose. All verses including the root of “د ـ ی ـ ن” (religion) have been investigated in order to properly understand the nature of religion in the Holy Quran. Then, we have benefited from the inference method to find the ways of religious EDUCATION in the Holy Quran. In the inferential method, we have reached the “conclusion”, which is the method of religious EDUCATION by using two premises, “normative” and “realistic”. The solutions of the Holy Quran to achieve the methods of religious EDUCATION are explained in the following. For example, using the Scriptures directly to know the right actions is ONE of the solutions of the Holy Quran to reach the way of believing in the punishment of deeds. The achievement of religious EDUCATION methods through discovering the nature of religion and explaining the purpose of EDUCATION on the ONE hand and using the inferential method as a research method on the other hand is ONE of the innovations of this research. The achievements of this paper can be used to provide an EDUCATIONal theoretical model for formal and public EDUCATION system.

The purpose of this research is to investigate the factors affecting the formation of leading schools, so that it can be used in Iran's EDUCATION. For this purpose, first, according to the research background and theoretical foundations, a conceptual framework was presented in the field of the compONEnts of an efficient and progressive school. Due to the nature of the subject, this research is an applied and developmental research and its method is of a mixed type, and includes quantitative and qualitative methods. According to the obtained information, the statistical population is about 3000 people. The sample size is estimated to be 344 people using Morgan's table. Stratified sampling method was used for sampling in this research, and 84 managers and 260 teachers participated in this study. The tool of this research is a researcher-made questionnaire. To analyze the data and answer the research questions, the correlation coefficient test and factor analysis were used. The results of the research showed that the compONEnts of management and leadership, research factors, EDUCATIONal factors, human resources, budget and infrastructure, technology and equipment are the main compONEnts of the formation of leading schools, and the compONEnt of EDUCATIONal factors has the largest contribution.

The purpose of this research was to design a model to measure the general competencies of elementary school students with regard to regard to all domains EDUCATION and to examine these competencies in elementary school students from the perspective of school principals and assistants. The present ONE is of the type of exploratory mixed research projects, and the researchers conducted have been collected using two qualitative methods (comparative analysis and interviews with experts) and quantitative methods (researcher's questionnaire based on the research model). In the qualitative part, at first, using comparative content analysis with Meiring's method and based on the fundamental reform doc ument of EDUCATION and other high-LEVEL documents, 5 main were extracted and the text of the interview based on these elements and considering all domains EDUCATION was provided to 8 primary EDUCATION experts who were selected by purposeful and snowball sampling. The results of semi-structured interviews showed that the general competencies of primary school students had 8 common themes and 182 sub-themes. In the quantitative part, a researcher-made questionnaire was created based on the research model, and after validating it, it was given to 70 vice-principals and managers (out of 205 people) of schools in Bukan city in the academic year of 1402-1401, who were selected by multi-stage cluster sampling method, it placed. Finally, the results of Friedman's test showed that the performance of students in spiritual and intrapersonal-ethical competencies is favorable, in learning competencies is weak and in psychological-physical and cultural-social competencies is very unfavorable.

The purpose of this study was to evaluate the first LEVEL of Kashan SEMINARY EDUCATIONal system based on the CIPP model. The statistical population was comprised of four groups: officials(25), professors(32), students (650) and graduates of the last two years(189). The sampling of two groups (the officials and professors) was dONE through census sampling, and the sampling of the other two groups (the students and graduates) was carried out according to Morgan's Table, so that each group had respectively 242 and 123 members. In order to collect data, four researcher-made questionnaires were used. In evaluating the context factor, "quantity of the students' interest for joining the SEMINARY", "cultural conditions", and "the objectives" were investigated. The results showed that "the objectives" are relatively favorable, and other criteria are favorable. The variables in the assessment of inputs were "students", "content", "EDUCATIONal facilities and settings", "time" and "professor". "Master" criterion was unfavorable; "students" and "time" criteria were favorable; and other criteria were relatively favorable. The criteria used for evaluating the process factor were: "teaching methods" and "EDUCATIONal outcomes" that were relatively favorable. "Students' learning rate" and "behavioral and practical outcomes" were criteria that were used to evaluate output factor; these criteria were relatively favorable.