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.

Today, education plays a significant role in the economic, social, cultural, and even political growth of every country. As learning is more influenced by modern technologies than ever before, learning and teaching are continuously evolving. Topics such as the Internet of Things, virtual reality, augmented reality, the metaverse, digital twins, generative artificial intelligence, and cloud computing are transforming individual and interactive learning methods. Effective teaching standards provide learners with high-quality and interactive training, such as e-learning courses specifically designed for students and based on smart technology. Nowadays, e-learning and smart learning have become highly popular trends in educational technology. Interactive and smart education is an engaging style that provides digital content and an education-focused environment for both teachers and learners using digital age technologies. The emergence of new concepts in the era of the digital revolution, such as platform universities, has opened up new research fields for scholars in the domains of education and educational technology. This article aims to demonstrate how leveraging modern technologies in the learning domain can foster a shift in approaches and perspectives toward digital higher education as a service provider to its applicants. Thus, this article discusses the concept of "Education as a Service" in smart and interactive learning and examines various aspects of "Education as a Service" through a multi-layer cloud model, addressing the opportunities and challenges of this type of education.

The present study offers a model for digital transformation in higher education through a meta-synthesis approach. The research is applied in terms of purpose and qualitative with an exploratory approach in terms of nature. The research population consists of articles related to digital transformation in higher education, either jointly or separately. The data collection method is documentary-library research using the meta-synthesis method, and the sampling method was selected based on inclusion and exclusion criteria in the PRISMA method. To address the research questions, 65 articles were reviewed and analyzed, resulting in the extraction of 15 categories and 95 meaningful codes. The synthesis of findings, after obtaining the opinions of university experts (five educational management professors), was classified into seven dimensions (advanced educational platforms with artificial intelligence, automated administrative processes, immersive learning environments, data-driven decision-making, sustainability and scalability, data privacy, and assessment and evaluation) and 33 categories. Digital transformation in higher education, as one of the most significant global trends, plays a crucial role in improving the quality of education, increasing access to scientific resources, and transforming learning methods. With the advancement of modern technologies such as artificial intelligence, big data, machine learning, the Internet of Things, and blockchain, traditional higher education systems are facing numerous challenges that necessitate fundamental revisions and changes in educational structures and methods

Introduction & Objective: In the last two decades, despite the emphasis on the importance of culture, cultural policy studies in the higher education system have received less attention. Identifying the components and presenting a cultural policy model in the higher education system were the objectives of the study. Method: This study used a qualitative method and systematic review with an applied purpose. A comprehensive systematic review of articles was conducted from the research of various databases using three keywords (culture, cultural policy, higher education) and related references between 2008 and 1399. A total of 40 sources were analyzed. The criteria for selecting documents were the alignment of the title, abstract and content with cultural policy in higher education. Findings: Based on the research findings of cultural policy-making, the higher education system consists of three stages (formulation, implementation and evaluation) which are clearly intertwined. Problem-solving, problem-solving and legitimacy are some of the sub-components of policy-making. The implementation of cultural programs includes the following managerial and legal components. Finally, they form the general and professional indicators of the evaluation of cultural activities in the higher education system. Conclusion: If there is no good cultural policy in higher education, there is a possibility that others will make cultural policy for us that can create challenges and changes in our higher education system.

The future and progress of higher education is significantly coupled with the development of new technologies, including artificial intelligence. Artificial intelligence has a significant impact on the lives of citizens of the 21st century and is introduced as a tool that can be used to improve and progress all areas of human life. With the development of information and communication technology, higher education has been heavily influenced by artificial intelligence. Currently, in some higher education centers of the world, artificial intelligence is used in fields such as mathematics, medicine, computer science, accounting, statistics and psychology. The present study, with the aim of the role of artificial intelligence and transformation in higher education, has been carried out by a review method with a systematic collection of studies. This article first deals with what artificial intelligence is and its effects on the economy, the labor market, and creation of changes and transformation in higher education. Then, it analyzes the achievements and applications of artificial intelligence on teaching and learning. The findings showed that artificial intelligence will not only have significant applications on teaching and learning, but also will assist students in matters such as student admission, personalization of course content, student evaluation, creating learning opportunities, increasing learning experiences, motivation, and the joy of learning. The article concludes that the future of higher education is intrinsically intertwined with the advancements of artificial technologies, and in the foreseeable future, a new and distinct identity and interpretation of the university and its teaching will be presented.

Background: Internationalizing education in universities has a positive effect on the quality of education and the position of a university in both short and long term. The purpose of this article is to examine the process of internationalization in order to strengthen the educational process in the field of specialization as well as to increase skills in higher education. Methods: In this review study, articles published in Persian and English journals in databases of Google scholar, ProQuest, Elsevier, PubMed, ISI (Web of Science), Barakatkns, AND Scopus were used. Searching articles were mainly using the keywords of internationalization, innovation, medical education, health education in Persian language and their English equivalent in Latin databases. The paper-selection process was based on the following strategy: At the end of the search, 130 articles were obtained. Then following the title and abstract screening, out of 86 articles 40 articles were excluded by the study of their abstracts, as well as 36 articles were chosen by full-text review. Finally, 10 articles found the inclusion criteria. Initially, the most important reasons were examined for the internationalization of higher education, then the internationalization process was considered with regard to the influential factors. Results: The results showed that if the transformation and innovation packages in the internationalization sector are realized, the following achievements will be achieved in the field of medical education: compilation of regional and international medical education and document preparation, compilation of international performance indicators and monitoring model, Designing a Model for Benefiting International Scientific Exchanges, Developing a Flexible Pattern in Educational Curricula to Expand the Attraction of International Students, and International Accreditation of Iranian Medical Universities. Conclusion: This research can provide a new perspective for changing the viewpoints of policy-makers and administrators of the macroregional universities of medical sciences, especially in the first District to review the packages of transformation and innovation.

Introduction: The digital environment has profoundly reshaped teaching and learning mechanisms, redefined the relationship between universities and society, and transformed fundamental concepts such as classrooms, teachers, and education itself. These transformative changes have created an urgent need to critically reconsider and comprehensively redesign higher education policy. The purpose of this study is to critically examine, analyze, and rethink the underlying assumptions informing public policymaking for the digital transformation of higher education.Methodology: Adopting a qualitative approach, the research systematically analyzed more than 50 policy documents, scholarly articles, and official reports, combined with targeted searches in international databases such as Scopus, Web of Science, and Google Scholar. Special attention was given to the policy experiences of leading countries in the field of higher education digitalization. The data were examined and interpreted using thematic analysis, ensuring an in-depth understanding of recurring patterns and emerging themes.Results: The findings were organized into five major dimensions: (1) reassessing policy assumptions by moving beyond static and hierarchical views while emphasizing innovation, cultural diversity, multidimensionality, and international dynamism; (2) analyzing the digital context with a focus on volatility, flexibility, speed of change, agility, and future-oriented perspectives; (3) strengthening stakeholder engagement through continuous interaction, justice, transparency, and accountability; (4) designing flexible policies characterized by integration, alignment, standardization, and monitoring; and (5) establishing continuous feedback loops to enable lifelong learning, self-correction, and systematic evaluation of policy impacts.Conclusions: The study concludes that redefining and rethinking traditional policy assumptions in higher education is essential to align with the rapid pace of technological change and to develop strategies that are adaptive, resilient, contextually relevant, and capable of addressing emerging challenges in the digital era.