During the twentieth century, the views of sustainability and its vital contribution to the refinement of education systems have become so momentous that many researchers have sought to remove barriers to achieving sustainability in the education system and across disciplines. Yet, such research has been less common in the humanities. Hence, the present study tried to depict a picture of the strengths and shortcomings of EFL and Social Sciences (SS) Instructors in terms of sustainability literacy, sustainability implementation, and eventually Sustainability Education (SE). Moreover, it provides the readers with the status of SE in EFL and SS faculties in Iran and offers clear recommendations for how and in which specific areas to adopt interdisciplinary approaches for SE development. This comparative study can pave the way for further practical studies in these areas through a quantitative method using a researcher-developed questionnaire with 300 participants. It proved that SS Instructors have the potential to make outstanding contributions to sustainability literacy enhancement and EFL Instructors are well aware of the strategies which work for sustainability implementation. It also came down in favor of the specific courses which should be incorporated into all-round teacher education policy. The study can be an important step towards teacher education reform and has implications for different fields of humanities. It has been implied that multidisciplinary approaches can bring about livelier and more effective teacher training programs.

English for Academic Purposes (EAP) courses are currently well-established university programs. These courses are run independently by English Language Teaching (ELT) Instructors and content Instructors without any collaboration. However, ELT Instructors and content Instructors do not receive the same level of collegiality and social support from the organizations and students. This paper probed burnout among Iranian EAP teachers, including content Instructors and ELT Instructors in 28 state universities and its variations in relation to their demographic and organizational characteristics. To this aim, the Persian version of the Maslach Burnout Inventory (MBI) was administered to content Instructors (N=185) and ELT Instructors (N=86) in the state universities in Iran. The results of the study indicated that while most of EAP teachers, both content Instructors and ELT Instructors, had low burnout, a considerable number had mid-levels of emotional exhaustion and personal accomplishment. The findings of the study also indicated that the ELT Instructors had higher emotional exhaustion than the content Instructors, and it was also found that the content Instructors with more than 13 years of experience and the ELT Instructors with more than 20 years of experience in teaching such courses had the lowest burnout. Based on the findings of the study, educational administrators are suggested to take remedial and preventive actions against EAP teachers’ burnout and enhance ELT Instructors’ occupational well-being. It also seems necessary to assist EAP teachers in adapting to the requirements of teaching EAP courses through pre/in-service teacher training courses to obviate the need for extensive experience for gaining expertise in it.

Introduction: Port of the culture of every nation is transferred through schools and its Instructors to the children. The past experiences show that such transfer has a close relationship with teachers and Instructors' training on the one hand and the instruction of the parents through mass media on the other.Literature review: Psychology and its related educational disciplines present some behavioral guidelines both for Instructors and the managers and educational authorities who are directly involved in educational issues of the young generation. In his paper, we deal with these guidelines.Discussion: Despite the public beliefs, an instructor is not only responsible to transfer some pieces of information to the learners. But he/she has also four different and complementary roles which are very important on educator, a councelor, a source of reference and an evaluator. In this article, we deal with each of these roles in detail.

Background and Purpose: The competence of clinical Instructors is regarded as the most significant factor in achieving training goals. Competence is not a single, uniform concept, and different definitions have been proposed by educational organizers including Instructors and students. Therefore, this study was performed to review the experiences of nursing students and clinical trainers regarding the characteristics of a competent clinical instructor and explore the concept of clinical competence.Methods: This qualitative study was performed on 22 participants including 12 nursing students and 10 clinical Instructors. For data collection, open interviews were conducted and field notes were taken. The obtained data were assessed via content analysis.Results: Based on the analysis of interviews, five major themes related to the competence of clinical Instructors emerged. These themes were as follows: "the ability to establish effective communication", “instructor’s academic status”, “scholarly knowledge”, “clinical competence” and “educational qualifications”. Therefore, a competent clinical instructor should have a combination of these characteristics, which work hand in hand and affect each other.Conclusion: Participants’ experiences suggested that clinical Instructors’ competence is a multi-dimensional concept. Overall, a competent clinical instructor should have a “comprehensive perspective”. As the results indicated, the emerging themes were not similar to those reported in previous studies.

This study investigates virtual English and French language Instructors’ perception of their Technological Pedagogical Content Knowledge (TPACK) in Iran, in the Covid-19 Pandemic situation, in order to understand the way in which participants’ TPACK is related to their virtual language-teaching experience, their virtual teacher-training courses (TTC), and their taught languages. The data were collected through an electronic researcher-made questionnaire (internal consistency of 0. 96), composed of 34 questions regarding TPACK’ s seven sub-components: Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Pedagogical Content Knowledge, and Contextual Knowledge. Participants were composed of 116 French and English language Instructors from various language institutes in Iran. Results indicate that both English and French Instructors received the highest scores in Content Knowledge, Contextual Knowledge, and Pedagogical Content Knowledge, while they received the lowest scores in Technological Pedagogical Knowledge and Technological Knowledge. Findings suggest that despite at least one year of virtual teaching experience, and various virtual TTC, Instructors are relatively hesitant in using technology as the medium through which teaching takes place. In addition, there is no significant relationship between participants’ perceived TPACK and their age, gender, field of study and taught languages. However, Instructors’ Content Knowledge is influenced by the amount of their virtual language-teaching experiences, their degree-level, and their participation in virtual TTCs. Their Pedagogical Knowledge is influenced by their virtual teaching experience and participation in virtual TTCs, and their Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge are influenced by the amount of their virtual language-teaching experience.

objective: EAP textbooks and materials are probably the most important elements in our academic English courses in Iran. Therefore, their evaluation can help to identify their strengths and weaknesses, and hence, to improve their quality. The purpose of this study was to examine the perceptions of EFL Instructors and medical students of their EAP textbook. It was also an attempt to find out about the challenges they may face in their teaching and learning contexts.Materials and Methods: To conduct this study, we selected 175 medical students and 25 EFL Instructors from four medical universities (Tehran University, Shahid-Beheshti University, Tehran Islamic-Azad University, and Zanjan University). The instruments for gathering data were a questionnaire and interviews. Statistical t-test and MANOVA were used for analyzing the data.Results: The quantitative analyses showed that there was no significant difference between the students' and EFL Instructors’ perceptions of their EAP textbook. However, there were significant differences between their perceptions of six different aspects of the textbook. Moreover, the qualitative data showed that overcrowded classes, lack of appropriate materials to the learners’ needs, lack of clear objectives in the EAP context, and shortage of time were the major challenges Instructors and students are faced with.Conclusion: Although there were positive perceptions of the textbook, most of the Instructors did not think that it was enough for an EAP course. Besides, they believed that the number of the students in their classes should be reduced; there should be clear objectives for EAP courses; and based on such objectives, relevant materials should be designed and developed for Iranian context.

In this paper, identifying, determining, and analyzing effective factors on empowering the training of technical and vocational Instructors of Kermanshah Province has been investigated. The presented article in terms of objective is an applied research, and in terms of method is descriptive survey. Data collection method included desk and field research. The data collecting tool is a questionnaire that content analysis is used to confirm its reliability, and Cronbach's alpha coefficients is used via the help of SPSS software to confirm its validity. The statistical population of the research is all the public and private technical and vocational center Instructors of Kermanshah Province, and simple random sampling method is used. Cochran formula is also used in order to determine the sample content. In the present research, descriptive statistics is used to show the demographic status of the population and inferential statistics is used to analyze the data. The statistical methods used in the research are one-sample t test and variance analysis test via SPSS software, and the structural equation method is done via AMOS software. The results show that the factors influencing teaching empowerment of Instructors in Kermanshah province are as follows: the Instructors' competency, independence, feeling of being influential, feeling of doing something meaningful, and confidence. It is worth noting that some recruits put emphasis on objective experience and reflective observation learning methods and their strongest orientations are strong imagination, and awareness of values and meanings. These people show better performances in seeing objective situations from different points of view, and organize most of the relationships with a meaningful gestalt.

Pedagogical competence plays a crucial role in teachers’ qualifications in different contexts. Teachers’ pedagogical competence in teaching different language skills has a great influence on students’ achievement. As a result, having enough information about teachers’ pedagogical competence may determine the quality and efficacy of teaching. Therefore, the present study was an attempt to examine Iranian EFL teachers’ perception of their levels of pedagogical competence in English language teaching. A mixed methods design was utilized for data collocation. The data were collected from 375 EFL teachers in the quantitative and qualitative phases, respectively. The participants were selected through convenience sampling among those who were teaching English at different institutes (N=125), high schools (N=125), and universities (N=125) in Tehran and Khuzestan, Iran. In order to reach the purposes of the current research, the participants were required to fill out one questionnaire, namely English language teachers’ pedagogical competence, and one interview. To analyze the raw data, descriptive and inferential statistics were applied. Findings revealed that there were not any significant differences among the high school, language institute, and university EFL teachers’ overall means of pedagogical competence. The results of the current study may be beneficial to language institute administrators, EFL teachers, teacher trainers, and materials developers.