Introduction: ACADEMIC satisfaction is an effective structure in education. Compliance with professional ETHICS standards by FACULTY members is very important. This present systematic review aims to assess the professional ETHICS of FACULTY members and its’ relationship with students' satisfaction with education. Materials & Methods: In this systematic review, articles published between April 2014 and December 2023 were examined. Internal databases including,Noormags, Civillica, SID, Magiran, and Google Scholar search engine were used to collect articles. In order to search the main keywords including Professional ETHICS, students, FACULTY members, ACADEMIC satisfaction were used in Persian sources. After evaluating the inclusion criteria and the quality of the articles, 14 studies were found to be eligible and included in the present study. Results: The results of past studies show that the professional ETHICS of FACULTY members was average. Among the components of professional ETHICS of FACULTY members, we can mention keeping students' secrets, professional ability, evaluating students, and communication skills. Among the dimensions of professional ETHICS, compliance with justice has the greatest impact on students' ACADEMIC satisfaction. Since students feel gender discrimination, professors should be careful in implementing their procedures and act in such a way that students do not feel gender discrimination. Conclusion: The results of the studies indicate the role and importance of professional ETHICS of FACULTY members on students' ACADEMIC satisfaction.

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.

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.

Background ETHICS in the higher education highlights the extent to which FACULTY behaves and ensures the health of higher education. Therefore, the purpose of this study was to investigate the observance of the vocational ETHICS components of FACULTY members at Farhangian University. Method The research method is descriptive-post hoc survey. The statistical population consisted of all students of the University of farhangian in Sanandaj (1452), 264 were selected according to statistic. Using the Cochran formula and stratified random sampling, 264 were selected as samples. The data gathering tool was a researcher-made questionnaire that its validity was confirmed by the professors and its reliability was determined using the Cronbach's alpha coefficient of 0. 80. Descriptive statistics and inferential statistics (one-sample t-test, Manu's test and one-way analysis of variance) were used to analyze the data. Results The findings of this study indicate that: 1) the average of the components of ETHICS of FACULTY members' training was higher than the criterion of the research. Among the components of professional ETHICS, the component of student secrecy by FACULTY members is the highest coefficient of change (4. 87) and the component of accountability for the correct education with the lowest coefficient of change (2. 37). 2) There is a significant difference between students' viewpoints on gender, term, and discipline regarding some of the components of professional ETHICS education. Conclusion Therefore, by institutionalizing the professional ETHICS of education at Farhangian University, in addition to improving students' ethical beliefs and behaviors, they will learn that they will adhere to professional ETHICS when teaching in schools.

Backgrounds: Present day knowledge, such as biology, medicine, astronomy, physics, mathematics, ETHICS, religious studies all began with experiences, then as skills and gradually were presented as science.How would be the state of science, particularly empirical sciences, in the next hundred or even thousand years? To what extent answers to endless queries and questions can be provided, we cannot say, but probably even more unknowns will be found.This is the reason for ethical considerations to provide an umbrella coverage for this progress, as an inhibiting factor, or at least reducing element for diversions and damages human society and planet earth.It should be reminded that it may be agreed upon that none of these rules and anti-rules have absolute applications. They may have varied and mixed reservations by different scientists in different occasions and times.Conclusions: Values and anti values in ACADEMIC relations, as suggested by Menton (CUDOSHUR), or revised by Mitroff (SPINODINR), have been provided in the frameworks of two tables that can make comparison, judgment and acceptance of these on contradictory scientific behaviors easier.

Background In spite of significant role of professors in education process at universities and the importance of professors’ ETHICS, there are not so many researches to develop conceptual models of professors’ ETHICS. This paper has investigated FACULTY members’ professional ETHICS in view of students. Method The research method for identifying the indicators is text logical analysis and for verification and re-conceptualization is a survey. The research population includes all students of public non-medical universities, that among them, 373 subjects were selected. Sampling method was stratified and research instrument was a researcher-made questionnaire. Alpha-Chronbach, exploratory factor analysis, t-test and Friedman ranking test were implied for data analysis. Results The concept of professors’ professional ETHICS was designed through factor analysis including three dimensions and eight indicators as “justice, regulation-orientation, moderation, tolerance, generosity, motivation, effective teaching and scientific guiding”. Extracted factor explains 62% of the variable variance. All points are more than average level and professors’ tolerance at the highest level in view of students. Conclusion This investigation indicated that in view of students, professors have some gaps in following eight indicators of professional ETHICS with desired level. Therefore, it can be acknowledged that universities and the supreme organizations need to adopt more effective actions to improve professors’ professional ETHICS.

Purpose: The purpose of the present study was to examine the FACULTY members' lived experience of FACULTY-student interaction strategies in the ACADEMIC environments. Methodology: The research method was phenomenology in which the FACULTY members' perceptions of interaction with students were examined. The statistical population of study consisted of 81 FACULTY members of the Faculties of Science and Physics of Shahid Bahonar University of Kerman during the 2018-2019 ACADEMIC year. By purposeful sampling and theoretical saturation procedure, 18 individuals were selected as the sample. Interview questions were prepared through in-depth research on the subject of FACULTY-student interaction and the interviews were semi-structured. The three-step coding method including open, axial, and selective coding was used for data analysis. Findings: The findings showed that the conditions for the formation of the student-student interaction included the contextual and enhancing factors such as student perception of the subject, holding of debugging hours, motivation in the FACULTY and student, and reducing factors such as the nature of course theory, the student's low ACADEMIC level, high volume of practical work, limited time, and lack of self-confidence. The results also showed that student engagement strategies and methods were included general, conditioned, and student interaction strategies. In addition, the consequences of adopting FACULTY-student interaction strategies also included student-centered outcomes such as scientific, personality, social, occupational, as well as FACULTY-based outcomes such as gaining experience, updating FACULTY’, s information and knowledge, inner satisfaction, and feedback was provided to identify strengths and weaknesses. Conclusion: The results have important implications for higher education curriculum planners in order to improve the areas of FACULTY-student interaction. Accordingly, it is necessary to use interactive content with a practical and collaborative nature, and teaching methods based on different interactive strategies, and planning to provide more student access to the FACULTY through out-of-class activities and provide more opportunities for students to communicate with the FACULTY members on a more personal level.

Background ACADEMIC cheating is one of the current and increasing problems in educational systems and irreversible harm to the ACADEMIC community. The aim of this study was identify the reasons for student's ACADEMIC cheating and categorize their responses upon neutralization strategies. Method Phenomenological qualitative approach was used. The study population includes all students of Birjand University consists of 11225 persons. 20 students of Birjand University were selected using purposive sampling. Data were collected using semi-structured interviews and by Corbin and Strauss color coding was analyzed. Results 893 codes in the interview in seven main issues were classified: "student، social norms، professor، the University، the nature and degree courses، nature of the task and the level of education". Students، at the first، have stated their role in the perpetration of cheating، they then have employed respectively neutralization techniques? condemnation of the condemners، denial of responsibility، denial of the victim، appeal to higher loyalties and denial of injury? . Conclusion Many types of cheating are avoidable with laws and educational management and scientific ETHICS in higher education will be enhanced. Higher education policy makers should take the necessary steps to train professional ETHICS to students during education. Professors can also be effective in reducing cheating by focusing on the development of professional skills، supportive and respectful interaction with students and continuous evaluation.