The present study was conducted to investigate the EXPERIENCED CURRICULUM in the master students in CURRICULUM development field of study at Bu-Ali Sina University. This research was conducted by phenomenological method. Participants in this study were 26 master students in the CURRICULUM development discipline at Bu Ali Sina University in the 3 academic year of study 1394-1394, 1395-1394 and 1396-1695, all of whom were examined. Data collection tools were semi-structured interviews which questions were tested on the basis of four CURRICULUM levels (expected CURRICULUM, concealed CURRICULUM, interactive CURRICULUM and learned CURRICULUM). Data analyzed by coding and categorization and validated through qualitative research criteria, research description in the details, long-term engagement with the field, sampling according to differences of opinion from the three groups of student based on entry periods, information collected even later of theoretical saturation in order to other possible cases of rejection of findings and analysis checking by research participants. The findings showed that the student is at each level of the program that is faced with different categories. At the expected CURRICULUM level, the difficulty category was identified. At the level of the concealed CURRICULUM, educational motivation and the necessary knowledge and skills were obtained. At the level of interactive CURRICULUM, in the course section, the categories of changing attitudes towards some courses, repetition in some courses, lack of a specific source in some courses, homework problems, evaluation challenges and interaction and response of professors and in the dissertation section, supervisor selection and the choice of the dissertation topic were identified. In learned CURRICULUM level, categories named explicit, null and hidden learning were identified. Each category also includes multiple subcategories. The results showed that the EXPERIENCED CURRICULUM at each level, changes and finally, the CURRICULUM of the learned level is very different from the expected. On the other hand, students face a lot of confusion and ambiguity by being exposed to experience and without any support. Therefore, it is necessary to think of the measures to improve the CURRICULUM experience process for them.

The purpose of this paper was to study lived experience of faculty members and students of Tehran Farhangian University In this study, the phenomenological method was used. In this study, the experiences of students and professors from the new CURRICULUM of elementary education were reviewed. The participants of the study were 19 people, of whom 13 were the final year of elementary education, and 6 of them were faculty member. Based on the structure of the interview, the analysis of the students' and faculty's phenomenal perceptions of the experience of the CURRICULUM of elementary education in six subjects of the mental image of the university, assessment of curricula, the correspondence of the teacher's CURRICULUM with the subject headings, the development of the notion of the necessary programs for entering the profession Teacher, the strengths and weaknesses of the new program, and the description of an exciting, effective learning experience. The results of the research show that the students' perceptions of the university are very different, and the professors also believed that students encountered a problem of conflicts of expectations and perceptions. Regarding the assessment category, the most important reaction of students was to repeat courses and to make them impractical. While the professors in general were skeptical about the availability of the conditions and infrastructure necessary to run the program. Students find the most important disadvantage of the CURRICULUM as repetitive. Finally, the students described the excitement of their own experiences where the management of learning and activity was left to them.

Introduction: Today, the concept of distance education, due to the huge developments in the field of new technologies of communication and information, has brought different demands from the CURRICULUM. Therefore, it is necessary and important to develop strategies for new technologies in the CURRICULUM. For this purpose, the present research was conducted with the understanding of this necessity, and with the aim of determining the lived experiences of nursing students of Mashhad University of Medical Sciences, Iran from the CURRICULUM EXPERIENCED in web-based education. Materials & Methods: This research is a qualitative study and has been done with phenomenology method. The statistical participants was all nursing students of Mashhad University of Medical Sciences, Iran in the academic year of 2021-22. Sampling was done by purposfull sampling and with criteria such as being a student of the University of Medical Sciences, being an active student, etc. was determined equal to 15 students, by the theoretical saturation method and after initial coding. Data were collected using semi-structured interviews and analyzed using MAXQDA-2020 software. Results: The analysis of the interviews led to the extraction of 37 categories and 3 main themes. The main themes included "CURRICULUM factors", "contextual conditions" and "positive aspects of web-based education". Conclusion: Based on the findings of the current research, it can be concluded that professors have an effective role in web-based education and CURRICULUM implementation, and they will be effective and they will be effective in strengthening the effect of the CURRICULUM and removing the obstacles of web-based education.

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

The present study aims at exploring the effective factors in the hidden CURRICULUM of "Islamic Thoughts" course for B.A. students. The required data have been collected by questionnaire. 210 students have been randomly selected as the statistical sample from among 650 students studying at one of Tehran's universities in 2010-2011 semesters. The Pearson statistical test has been used to analyze the collected data. The findings of the study demonstrated that all educational, social, and geographical factors and their related subsets have significant relationships with hidden CURRICULUM of "Islamic Thoughts" course, but the results of the total Regression only proved the following significant relationship: educational factors and teacher, content and evaluation variables, social variables and the family media, friends and classmate variables, social variables and study, satisfaction of religious education, and the geographical variables with the residential place variables. The findings also proved that "satisfaction of religious education", "teachers of the religious course", "friends and classmates", "media and religious studies" have the most significant relationships with the hidden CURRICULUM of "Islamic Thoughts" respectively.

Cognitive development has always been an ultimate purpose yet sophisticated and perplexing issue in education. Despite numerous studies on cognitive development there are still so many questions to be addressed. Guided by Zero Project at Harvard University, this study examined impact of CURRICULUM on cognitive development at girl’s high schools. In so doing four factors were considered including goals, issues, performance, and formative evaluation. In this quasi-experimental study, two groups of Art History students as experimental and control groups were involved and their knowledge, analytical ability, and learning sustainability were examined. Results showed no difference in knowledge between control and experimental groups. However, in terms of analytical ability and learning sustainability the experimental group had a better performance.

experts, and the reliability of the questionnaires with the help of Cronbach's alpha coefficient was 90% for CURRICULUM orientations, 0. 82 for the EXPERIENCED CURRICULUM, and 0. 86 for the expected CURRICULUM. became. In order to analyze the data, descriptive statistics (frequency distribution, graph drawing and calculation of mean median concentration indices) and to examine and analyze research hypotheses, Pearson's correlation coefficient and independent T and multiple regression with spss software, version 20 have been used. The findings showed that there is a significant relationship between the two variables of CURRICULUM orientation and the distance between the expected CURRICULUM and the EXPERIENCED CURRICULUM. In this research, in order of priority of CURRICULUM orientations, the highest rank is related to behavioral orientation and academic rationalism. And the lowest rank is related to the direction of social reconstruction. Therefore, the teachers' attention as much as possible to the directions of the CURRICULUM and providing an environment where students are interested in the content of the CURRICULUM can be the basis for reducing the gap between To provide an EXPERIENCED and expected CURRICULUM for students in order to create effective learning.

The purpose of this study is to design a formal and EXPERIENCED CURRICULUM model for sixth grade elementary mathematics course. In this study, through literature review and exploratory interview, to identify the components of formal and EXPERIENCED CURRICULUM for sixth grade elementary mathematics course through analysis The theme and content analysis method (analysis unit coding, categories and registration unit) were discussed. For field interviews, formal CURRICULUM research participants include CURRICULUM faculty members and math faculty members, top math instructors, math CURRICULUM planners, and researchers in the field of CURRICULUM planning education familiar with math and CURRICULUM education. They were curricula, and in terms of the CURRICULUM EXPERIENCED, the community includes EXPERIENCED and specialized teachers in the sixth grade of elementary school. To analyze the data, continuous comparison method was performed during three stages of open, axial and selective coding using MaxiCode software of Pro version. Data analysis showed that the components of the formal CURRICULUM in both practical and rational dimensions include problem solving, creativity, activities, intellectual skills and comprehension and reasoning,And the components of the CURRICULUM EXPERIENCED in both theoretical and practical dimensions including problem solving approach, purposeful teaching, teaching principles, practical teaching, research-based teaching method, exploratory teaching method, teaching in departments, modern teaching method and method Teaching is motivating. The results of the present study can be a good guide for the planners of the sixth-grade elementary mathematics CURRICULUM to determine the educational topics.

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 main goal of this research was to assess theteacher'scharisma traits and its role in the EXPERIENCED CURRICULUM in Farhangian University. This research was a descriptive-correlational study and its statistical population included all undergraduate students at Farhangian University of Fatemeh Zahra and Shahid Rajaei (females centers) and Shahid Bahonar (male center) in Isfahan city in the academic year 2017-2018 )N =1978). The sample size was estimated to be 322 by Cochran formula and with random stratified random sampling method. The data’ s gathering used from two questionnaires including teacher charisma standard questionnaire and researcher-made EXPERIENCED CURRICULUM questionnaire. Data’ s analysis done in descriptive level (frequency, percentage, mean & deviation standard) and inferential level (one sample t-test & regression analysis) by using Spss software. The results and findings of this study showed that professors in charisma had behavioral characteristics and scientific and specialized abilities, but lacked humor and teaching skills. The results of multiple regression analysis indicated that the professor’ s charisma have significant role in student's EXPERIENCED CURRICULUM in all of cognitive, emotional & skill areas. Finally, the results showed that professors with charismatic characteristics can improve the EXPERIENCED CURRICULUM in all aspects and contribute to the further development and growth of students.