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

One of the factors that can be the link between our intentions and actions and their external consequences is human agency, which indicates the conscious design and intentional execution of actions by the individual in order to influence future events.Objective and Method: This research with a developmental approach of psychometric method and method 1, examines the psychometric indices of the Human Factor Characteristics Scale using the classical theory of test score measurement and the graduated question-answer theory. The purpose of this study, which included high school students in Tehran, was selected by cluster sampling of 500 people as a sample size and statistical analysis was performed on 481 data. To collect the data, the ion Human Agent Characteristics Scale (2011) was used and the research questions were evaluated using IRTPRO and SPSS software.Results:The assumption of local independence based on Pearson x2 index was established by applying Simjima's calibrated question-answer theory and the assumption of being one-dimensional based on the analysis of multidimensional question-answer theory. Diagnosis parameters with question-answer approach and classical approach Test score Both item 25 approach had the lowest and item 2 had the highest diagnosis parameter. The answer thresholds for all the questions were so far apart that no option was covered by the other option, and the options were independently selected by individuals at intervals of theta. The total scale was calculated with Cronbach's alpha of 0.945, intentionality of 0.894, foresight of 0.780, self-reactivity of 0.871 and rethinking of 0.762. Also, the role of each item in internal consistency was investigated by the loop method, which all questions had a favorable role in internal consistency of this scale. The value of the validity coefficient obtained from the question-answer theory was obtained by marginal method for intentionality 0.92, forethought 0.85, self-reaction 0.91, rethinking 0.83..

The main purpose of this paper was to explain the implications of complexity theory for Curriculum. Complexity theory based on the basics of quantum physics, states that complex systems can not be predicted anything before. In this study, the methodology of document mining and categorical content analysis was used to extract the implications of complexity theory for the Curriculum. 45 related sources were selected as the research sample based on purposive sampling. First, according to the research questions, related sources were studied and texts were extracted. The findings were then coded, classified, analyzed, and interpreted. The research findings explained the characteristics of complexity theory, the applications of complexity theory in education and Curriculum, the characteristics of complex Curriculum, and the Curriculum approach appropriate to complexity theory. The findings explained complexity theory has features such as positive feedback, adaptability, and adaption, chaos, self-analytical, communication, self-organization, the butterfly effect, self-balancing, unfamiliar attractions, and non-linearity. Based on the complexity theory, only the type of Curriculum can prepare a person to deal with change and evolution and live in a complex world that itself is complex; a Curriculum based on complex adaptive systems, are emphasizes the principles such as emergent, self-organization, feedback, interaction, interactive and multi-directional relationships, collaboration, communication, and order without control. An emergent Curriculum can help to create learner organizations. Through creating learner organizations, learners gain the ability to show appropriate reactions against change, complexity, and uncertainty, and to be able to manage theirs.

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.

The purpose of this paper is to explain the roles that values play in Curriculum theory and Curriculum development areas. To achieve this goal and to answer its related questions, analytical-explanatory method has been used. After the introduction, there is a discussion on the presence of values in education and other scientific fields. Then, in addition to introducing the views supporting the presence of values, the role of values has been investigated in Curriculum theory in several aspects: the crystallize of values in the form of Curriculum theories based on theological beliefs; the idea of balance between different values or concern for lack of aesthetic and ethical values; considering Curriculum theorizing in the form of knowledge, reality and value oriented propositions; the emphasis on the interrelationship between descriptive and normative theories and the value aspect of the epistemological beliefs and attention to the values derived from ethical principles as a criterion for the desirability of Curriculum theory. In the areas of Curriculum development, two ideas have been proposed: criticizing of Tyler Rational in terms of the delay in paying attention to the role and place of values and from value free perspective to a value oriented view of Curriculum conception as technology. In the final section, implications and results have been presented.

Critical theory in recent decades have been affected field of education and Curriculum studies that its results are emergence of terms and theories such as the reproduction theory, resistance theory and hidden Curriculum that used frequently in educational texts. The general idea of critical theorists that generally are Neo-Marxist is based on conflict between the dominant and the dominated in education. This paper has examined at analysis approach, both study of critical theory, and also theories derived from the field of Curriculum studies. In addition, given the criticisms and then its application to Curriculum. Theories and key concepts derived from critical theory are including the reproduction theory, resistance theory and hidden Curriculum which are discussed in this article. Reproduction theory is following this idea that educational system and the Curriculum by providing specific conditions to reproduce the existing culture and is in domination hands. Hidden Curriculum refers to the fact that in the context of the school Curriculum, but conscious, students push gives to the ruling system. Resistance theory that the human factor at this point important is believed that Students and down stairs in the school Curriculum is resistant to existence Curriculum. Finally, the paper looks at the application of some elements of the Curriculum based on critical theory.

AbstractThis study aimed to examine the principles of Curriculum design grounded in posthumanism theory. Employing a philosophical research approach, the study utilized deductive reasoning as its primary methodological framework. This method involves applying general theoretical insights to analyze specific details and questions, whereby knowledge and conclusions are derived through logical deduction. The findings indicate that posthumanism serves as a critical framework challenging anthropocentrism and highlighting the increasingly blurred boundaries between humans and non-human entities. Central to posthumanism is the shift away from positioning humans as the sole agents at the center of the universe, thereby contesting traditional hierarchical structures. Furthermore, the results suggest that, from a posthumanist perspective, Curriculum principles should encompass shared agency within the Curriculum, recognition of non-human agency, Curriculum as a complex and dialogic process, the acceptance of uncertainty, multisensory and multifaceted learning environments, incorporation of everyday life experiences, integration of digital technologies, and the utilization of identity-forming educational resources. Synopsis:The study aimed to examine the principles of the Curriculum based on the theory of posthumanism. The origins of posthumanism can be traced first to the ideas of Deleuze & Guattari (1987), Dan Aydeh (1990), Latour's actor network theory (2007), Haraway (2008), Bennett (2010), and Braidotti (2013). Given the importance that these approaches give to matter, objects, and the material world, these approaches are sometimes referred to as new materialism, but according to Braidotti, despite the breadth of approaches collected in the term "new materialism", they can all be described as post-humanist and post-anthropocentric. The reason is that in all these theories, an attempt has been made to diminish the centrality of man and the exclusive agency of man. (Barad, 2003). The philosophical research approach was used, and the research method was deductive reasoning. According to this method, the researcher uses a general theory and tries to answer details and questions using the insight gained from the generalities. In this method, knowledge and results arise from deductive arguments. Findings showed that the most important focus of posthumanism is the shift in emphasis from humans as the center of the universe and the reduction of their absolute agency. This perspective challenges the hierarchical approach. The main focus of post-humanism was relational ontology, Decentering Human Agency, Ecological and Systems Approach, and the network and entanglement approach. Also the findings showed that from the perspective of posthumanism, principles such as shared agency in Curriculum, the agency of non-human beings in Curriculum, Curriculum as a complicated dialogue uncertainty in Curriculum, multi-sense and multifaceted learning environment, everyday life, Curriculum based on digital technology, and identity-creating educational resources should have a special place in the Curriculum. Conclusion: According to the Post-humanism point of view, traditional models consider the individual as the only core and main center of education, and focus on one dimension. For example, the technological dimension, without considering other dimensions involved in learning and education, namely the social, environmental, and institutional dimensions that is not compatible with the systemic nature of education. Also, by relying on the ecological approach, from the perspective of post-humanism, contextual education should be considered, and contextual education is compatible with one of the characteristics of dynamic and open systems that exchange power and energy with the surrounding environment. (Kouppanou, 2022). While traditional educational approaches have often sought to simplify and standardize learning outcomes, post-humanist education and Curriculum address the inherent and unpredictable complexity of educational processes. From this perspective, teaching and learning are interrelated phenomena that cannot be fully controlled or predetermined.Regarding the foundations and emphases of posthumanism, it can be said that in post-humanist theory, the disruption of the category of man as a being with special privileges, the displacement of claims to human exceptionalism, the shift from a hierarchical epistemology to a flat epistemology that acknowledges other knowledge, such as local explanations, have equal value, as well as the displacement of the dualities and boundaries that control and demarcate human/nature, human/culture, natural/unnatural, human/nonhuman, and the opposition to the notions of man as an independent and selfish individual who is limited by the body and separated from others, are particularly emphasized. Post-humanists do not seek to study phenomena in isolation, but rather believe that phenomena are created by complex relationships with each other. They believe that humans are formed by nature and the world. Given the relational thought, posthumanism is more concerned with questions about how non-humans interact with each other.The post-humanist Curriculum is more than a simple conceptual shift, but rather represents a fundamental rethinking of how we understand agency, knowledge, and the world around us through the Curriculum. This philosophical shift is a call to rethink how we select and define educational goals, select content, and design learning environments in ways that lead to epistemic diversity, local learning, and epistemic justice. The relational ontology of posthumanism requires Curriculum developers to consider learning processes as a network of complex and dynamic interactions. From a post-humanist perspective, dual or multiple boundaries between Curriculum phenomena are rejected, because these boundaries not only limit our understanding of learning and education, but also prevent a proper understanding of the biological, cultural, and technological complexities the Curriculum should represent. Everyday life is important in many Curriculum perspectives, but in the post-humanist Curriculum approach, this importance becomes significant from the perspective of a critique of traditional models of knowledge and learning. Posthumanism emphasizes that learning cannot be understood apart from the complexities and interrelationships of the social, cultural, material, and technological realities that students and teachers engage with every day. From this perspective, everyday interactions such as informal conversations, cultural challenges, power relations, disciplinary issues, and social pressures are not just marginal details but are central parts of the educational process. The post-humanist Curriculum emphasizes peaceful coexistence and social well-being by utilizing the strategic, technical, and environmental capabilities of the present and future, and is based on a proactive approach in Curriculum design and research, and on keeping pace with and constructively confronting technological developments, and in short, on the talent for change in all practitioners in the Curriculum area.

Introduction: Curriculum plays a central role in effective teaching and educational change in higher education. The present study was conducted to design and validate a tool for assessing the Curriculum quality of universities in Iran. Methods: This study was performed using a mixed method of explorative plan-tool development model. First, in qualitative part of this study, questionnaire consisted of 14 scales and 107 sub-scale s were designed by using the method of Grounded theory and interview with 25 experts. Then, in the quantitative section, designed questionnaires were conducted on 180 experts in different cities of Iran. The validity of the questionnaire was confirmed by experts and its reliability was calculated by Cronbach's alpha which was equal to (0/944). Non-probability purposive sampling method was used in the qualitative part of the study whereas random classified sampling method was applied in the quantitative part. In addition, analysis of Confirmatory Factor Analysis was used for testing mentioned tool. Results: By doing first-order confirmatory factor analysis, mentioned tool were confirmed with 14 scales and 107 sub-scale s. Results of second-order confirmatory factor analysis, also showed that 14 extracted scales are sufficient factor leading to prediction scale related to Curriculum quality of high education systems in Iran. In addition, all goodness of fit indices were confirmed. Conclusion: The results of statistical tests displayed that the designed tool enjoys very favorable fitness for the Curriculum quality assessment of Universities of Iran.

Pedagogical Knowledge are useful, essential and essential lessons for students at teacher training courses, especially elementary teachers, when the content of these courses is tailored to the needs of the teacher's profession, they can play an important role in improving teacher performance. In this regard, the purpose of this article was to study the status Implemented Curriculum in Continuous Primary Education B. S courses at Farhangian University, in order to provide the strengths, weaknesses, and modifications needed for the specialized education group (elementary education). This study was performed by qualitative research method. The data of this study was obtained from semistructured interviews with 31 faculty members of educational psychology courses, assessment of learning, principles and teaching methods, and 12 core student groups, using purposeful and theoretical sampling to saturation data (Based on the process of extracting variables and forming the theory), and the method The grounded theory suggestion, which include the coding paradigm (open, axial, and selective), the process of compilation and the results were analyzed. From the data of this research, from the total of three lessons, 628 initial codes, and finally, after several reductions and integration to achieve conceptual density, 503 initial codes were obtained from the interview with the participants, and in the subsequent analysis, the main class Called "Implemented Curriculum quality". The choice of the word "Implemented Curriculum quality" was due to the fact that it could explain a significant portion of the variety of data obtained. The results showed that a set of factors such as the characteristics of the causative conditions, the conditions of the intervener, the context, the teaching-learning strategies, and the methods of evaluation, and the consequences of these factors, affect the phenomenon and the main category, or "Implemented Curriculum quality" is affected. The results are specific to this group and their generalization to other groups should be done with caution.