Introduction: From a long time ago, benefiting from technology has been an inevitable thing for human interests, which is born and based on science. It can be claimed that there is harmony between ethics, science and technology, which promote each other. In this article, the researcher discusses this harmony and compatibility. Material and Methods: The current review study was descriptive and using the study of sources and research keywords among the books and articles published in the databases of Thomson Information Institute, Science Direct and Pub Med. Conclusion: As science and technology continue to advance and become more integrated into our daily lives, ethical considerations become increasingly important. For example, the rise of artificial intelligence (AI) has raised questions about the potential implications of creating machines that can make autonomous decisions and take actions. If science and technology were considered as a tool, it should have been able to subjugate humans and influence all aspects of behavior and values. While it has become a problem that eventually becomes aligned with morality by applying reason, and people now seek help from it as a tool.

The aim of study was to explore teachers’lived experiences about implementing work and technology curriculum. Phenomenology research was used. Fifteen participants were selected through purposeful sampling. They were teachers of the seventh and eighth grades of lower secondary schools in Karaj. Data colledted through semi structured interviews and tape recordings. The results showOfficials’ignorance of the teacher’s practical knowledge, lack of the appropriate strategy for evaluation, a limited time frame and inadequate equipment that make teachers less motivated and for some of them a withdrawal from training programs.Improving teachers' attitudes towards new curriculum will be possible, considering professional and continual training service, providing an appropriate teaching context, exchange of experiences among teachers and ongoing teachers relationship with officials.Research findings indicate that administrators and parent’s knowledge in the new curriculum need for revision and culture promotion through increased knowledge and using the curriculum in student’s life activities.

To assess the impact of including design thinking within the work and technology curriculum on students’ mental habits, a semi-experimental study with pre- and post-tests was conducted. Participants in the study were junior high school students totaling 120 in six classes across all three grades. One of the two classes of each grade was taught utilizing design thinking. The data on students’ mental habits were collected using a translation of a known questionnaire with acceptable validity and reliability. However, the internal consistency of the translation was calculated to be 0.85. Covariance analysis of the collected data revealed that the experimental groups across all grades exhibited improved mental habits and the inclusion of design thinking in the curriculum can help students with habits such as problem solving, creative thinking, critical thinking, lifelong learning, flexibility in thought and behavior, empathy, and mutual understanding.

Aim: The present study aims to explore and develop the ethical codes for the work and technology curriculum of the junior high school from the teachers' point of view. This qualitative research used phenomenological methodology. The findings showed that teachers identify two main categories and twelve subcategories for work and technology curriculum ethical codes: work ethical codes of responsibility, fairness, honesty and integrity, trustworthiness and halal earning, and technology ethical codes of intellectual property, copyright, information security, privacy, access, information accuracy and networking etiquette).

The purpose of this study was to investigate teachers’ technology literacy in the national curriculum on Education and Training in Work and Technology. This research is conducted as a descriptive study using content analysis technique. The population was three main education documents including National Comprehensive Scientific Map; The Fundamental Transformation of Education Document; and The National Curriculum Document. Data collection instruments were checklists. Descriptive and inferential statistics were used to determine the frequencies and test the results of univariate t-test and Kruskal-Wallis test. Gutmann factor was used to test the reliability. The results show agreement between. 48 to. 95 coefficients for the validity checklists using content validity. The findings of the study show that the level of attention to teacher technology literacy in National Curriculum in the Domain of Teaching and Education Work and Technology was higher than average; and to a largely extent it is appropriately cared for. There is no significant difference between technology literacy standards in terms of compliance with the competencies intended for teachers.

Background and Objectives: Today, vocational education is a part of the school curriculum that is more about preparing students for life and employment in the society. This training can be the main part of the curriculum with a part of as the requirements for graduation or the fulfilment of other courses. This type of training should be an integral part of all phases of education and should be provided through an organized and graded program. In this regard, the main categories of work that are specifically emphasized are: work related to individual needs, work at home, work in the classroom, school and extracurricular activities, and integrated school loss, work as a learning experience, work in society by focusing on altruistic and selfless services, and work related to professional growth, production, social utility, and the discovery of opportunities and ways of caring. In addition to business skills, in today's modern world, access to information and knowledge and gain insight and attitude in this field, is considered important, so the skill of acquiring credible knowledge and information can be a factor in the growth and development of societies. And any plan, initiative, tool and device that focus on the interaction between the instructor and the learner in order to gain competencies is an example of educational technology. The purpose of the present study was to identify the basic skills of work and technology curriculum designed for junior high school students. Methods: This research has been carried out qualitatively using phenomenological method. The research community consisted of sample Iranian instructors of work and technology curriculum. Sampling was carried out by utilizing target method and standard type sampling. Professional interviews with 13 participants to the extent of saturation were used. For data analysis, the three-step coding method (open, axial and selective) was used. Findings: The findings showed that the basic skills included in work and technology curriculum at the junior high school consists of a series of categories as follows: perceptual (11 subcategories), communication (5 subcategories), ethics (5 subcategories), technical (6 subcategories) and technological (3 subcategories). Conclusion: Today, it is clear that the teaching and learning of students in the field of work and technology is not limited to school and high school, but it is necessary that students throughout life, from formal to informal education, have a desire for lifelong learning. In the meantime, one of the important tools of lifelong learning that leads to the growth and development of students is the acquisition of information and technology literacy skills, so that information literacy for students increases their ability to recognize information needs, recognize incomplete information, ability to access and discover information, the ability to evaluate information and select information. Technological literacy also increases students' innovation in practice, as well as their ability to use, manage, evaluate, and understand technology, followed by lifelong learning. In general, whether a student is successfully completing high school or not, learning basic skills can prepare him or her for the future. Learning the basics of work and technology should be such that the student is equipped with the abilities, skills, experiences, ambitions that lead to success in life after high school. The results show that it is necessary to revise work and technology curriculum at the junior high school education, and take into account the basic skills mentioned in this study.