Background and Aim: The basis of law should be sought in public law. Because basically "legal system" and any "legal order" have meaning in the field of political authority, and the concept of "guarantee of implementation" as a boundary between moral norms and legal norms, relies on the Cairo power of political power. As a result, wherever traces of political power are found, that area must be defined as the realm of public law. Unfortunately, there are obstacles in the development of public law, which in this article has tried to address this issue by emphasizing educational barriers. Our goal in this article is to identify obstacles to the development of public law and provide solutions in this regard. Materials and Methods: This descriptive-analytical article has been prepared by using documentary method and filing tool. Results: Scientific findings indicate that the path of sustainable social change is through the "education" of human resources, as developed countries have considered "education" as the most important national action on the path of development. Therefore, according to the author, the development of public law also depends on improving the level of public law education and there is a significant relationship between education and development of public law. Ethical considerations: From the beginning to the end of the article, it has been prepared and compiled with adherence to the principles of honesty and trustworthiness. Conclusion: Among the results of this study, we can briefly point to the existence of numerous harms in the planning of public law education in Iranian higher education centers and the need to review and reform the mechanisms governing it on the one hand and reform local culture and produce local-historical theories. In order to develop public rights in Iran, on the other hand, he pointed out.

In comparison to other developing countries, the Islamic countries have had more serious predicaments in the process of social, cultural, economic and political modernity and  modernization. The considerable speed seen in South East Asian countries and East European countries is an indication of these regions modernistic capacities. In such a framework, culture, cultural background and beliefs on the one hand and the nature of centers of power on the other are the two determining variables in transferring from pre-modernism to the period and process of modernity. In this paper, these two variables are applied to Arab as well as non-Arab countries of the Middle East. The nature of cultural beliefs related to modernistic processes will be compared to such countries as Hungry, Poland, Malaysia and South Korea. The nature of the centers of power and their viewpoints are more important than cultural beliefs which can act as facilitators or barriers in the process of modernization. This demonstrates the extent that the centers of power in a country can comprehend the realities of global processes, and the extent that they find their profits in line with national benefits of their country. The paper will eventually conclude that the cultural barriers within a society and the culture and nature of centers of power are the two determining factors in the backwardness of Islamic countries on the threshold of the 21st century.    

This study aimed to assess research barriers for educators and its related solutions. This is a descriptive survey study. Statistical population was middle school teachers in district 2 of education and training organization in Qom (Iran). 97 educators were selected through random sampling. Data collection was done using a researcher-made questionnaire (its reliability was 0.87) based on a five point Liker scale. Data analysis was done through descriptive and differential statistics (X2 test, one-sample Z-test and ANOVA). Results showed that cultural, individual (technical and specialization) factors, method of presenting research services, administrative-structural and motivational factors were preventive factors affecting educators’ research performance. In addition, the most frequent barriers were lack of team working in research performance, lack of institutionalized culture in the field of research, lack of authorities’ attention toward educators’ research. The most important solutions were to allocate some educators’ time to research, and to pay attention to their earning. There was no significant difference between different barriers.