Postmodernism represents skepticism toward metanarratives and universal ideologies that dominated the modernist era. The study focuses on three key postmodernist concepts - alternative assessment, process syllabi, and self-directed learning. Alternative assessment emphasizes evaluating the learning process over summative testing. Process syllabi focus on the learning experience rather than rigid outcomes. Self-directed learning enables student responsibility in setting learning goals and processes. This paper examined the effects of postmodernist educational concepts on improving Iranian EFL learners’ autonomy. A quasi-experimental pre-test/post-test design was utilized with 60 intermediate level Iranian EFL students divided into an experimental and control group (n=30 each). The experimental group received instruction utilizing the three postmodernist concepts over 14 weeks, while the control group received traditional modernist instruction. Autonomy was measured using a validated questionnaire before and after the intervention. The results showed the experimental group demonstrated significant increases in autonomy compared to the control group. Paired sample t-tests revealed significant differences between pre-test and post-test autonomy for the experimental group across all three postmodern concepts - alternative assessment, process syllabi, and self-directed learning. This suggests postmodernist concepts that decentralize instruction and emphasize student process over outcomes can enhance Iranian EFL learners’ self-direction and responsibility for language acquisition. The study implies EFL syllabus designers and instruction should transition to postmodern models centered on individualized assessment, flexible syllabi, and student-guided learning to boost autonomy. Further research can expand sample sizes and explore additional postmodernist concepts across diverse demographics.

current research is to critically analyze the discourse of world peace in the textbooks of the Iranian educational system based on the theory of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period and first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M and focusing on the following questions: What was the status of the world peace discourse in the educational documents of this era? What subjects are these educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world peace in educational books and documents has been rejected due to the demarcation between Islamic and non-Islamic, internal and external. Power processes have tried to create militant and vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social and international dimensions.

The purpose of the current research was to investigate the obstacles to the implementation of school-based management in Iran's educational system based on the interpretive structural modeling approach. The research method was a modeling study. The statistical population of the research was specifically the academic staff members of the university, 25 of whom were purposefully selected from the desired cases. The data collection tool was a researcher-made self-interactive questionnaire. In order to measure and evaluate the validity of the questionnaire, the criterion of content validity was used. The content validity of the questionnaire was 0.96. The data analysis was done with interpretive structural modeling method. The results of the research showed that 9 factors play a role as barriers to school-oriented management. Also, the results showed that financial obstacles (the cost of school-oriented management), socio-cultural obstacles and political obstacles (political focus on schools by the central government) as key independent variables have high influence power and low dependence. Also, the results showed that the lack of belief in the professional competence of school administrators, the lack of infrastructure facilities, the emphasis of upper management on the supervision and control of schools, and the lack of cooperation of local communities with school-based management as the linking variables with the greatest power of influence and the greatest power of dependence. and the centralism in the education system of the country and the lack of legal powers to school managers and staff as dependent variables have high dependency power and low influence power.

In educational systems around the world, the idea of teaching higher order thinking on the one hand, and the use of content as a thinking tool on the other within various disciplines have turned Critical Thinking (CT) into a substantive concept and an educational ideal. Conducting research to realize the extent to which critical thinking as an educational ideal has become an educational reality is essential. This study aimed to investigate the Iranian educational system with a focus on critical thinking. A nationwide survey was conducted among 300 school and university students and graduates. The results revealed that an overwhelming majority of Iranian graduates in all levels of education from diploma to Ph.D. lack a substantive concept of CT and experienced a more or less didactic paradigm of education which focuses on mere memorization. Comparison of different groups of graduates belonging to various disciplines did not show and significant difference either.

This research article examines legal discrimination against children born out of wedlock in Iran. Despite laws promoting equality, societal attitudes influenced by beliefs continue to result in discrimination. The study explores the reconciliation of religious beliefs with legal frameworks and the changes made to the Iranian legal system in response to positive human rights developments. The Article seeks to bridge the research gaps by comparing the experiences of Iranian children with those in other countries affected by Islamic law. The study employs library sources and descriptive and historical research methods to examine the legal status of children born outside of marriage, both nationally and internationally, and the discrimination they face. The Article is structured into four distinct sections: an analysis of Islamic Law, a review of the Iranian legal system, an assessment of Iran's compliance with international conventions, and a discourse on the necessity of substantial positive change. The Article ultimately recommends the eradication of discrimination through heightened awareness and the advancement of inclusivity for all children, irrespective of their lineage. In summary, this research Article aims to shed light on legal challenges faced by children born outside of marriage in Iran, with the goal of promoting positive changes in their treatment.

Vocational training in Iran is in short supply from research poverty, especially in the field of basic and applied research, which means the application of theories in the field of practice. Therefore, it is obvious that these bottlenecks have prevented the future of vocational training in the country. To the extent that it is not possible to provide an analysis of it close to the target point. Given this limitation and the emphasis of the study on the review of existing research and documents, the author decided to include all sources related to vocational training in the form of research, review of literature, articles, books, international recommendations., To study the experiences of professional training of other countries (historical view) critically-analytically and to examine its results. In the end, it was concluded that the formal vocational education system in Iran has a high level of concentration in terms of implementation, school-oriented and planning.

School library, at all levels, is a fundamental element in the educational process. School library is a lively and dynamic place wherein the process of identification, collection, organization, and distribution of information takes place and is managed. Managing information is one of the necessary skills of a librarian in the process of managing knowledge. Information consultant or te librarian is a chain link between the students and teachers. The librarian facilitates accessing information in an appropriate length of time by selecting appropriate sources and creating organized collections. Te active role of the library and the librarian in transferring organized information makes it necessary that these factors be attended to. In this paper the status of library and librarian in Iranian educational system is reviewed.

Official education consists of two aspects: practical and theoretical. The purpose of writing this article is investigating the quality of structuring of the educational theories, structural characteristics, and their important development samples in the history of education, both in the West and in Iran.Several things have been investigated in this article: Appearance and development of the educational theory in the Western civilization, the concept of educational theory, the origins, the structure and types of it, the development of these theories due to cultural & social & political & thinking transformations, and the status of education theory in Iran. Due to the fact that Western education is going though a period of ambiguity and turbulence in the era of post-modernistic attitudes, it is important that we avoid the loss to understand or be theoretically confused. It seems that our education system is lacking a guiding integrated and organized educational theory. We are deprived of a theory in which the issues related to existence, knowledge, and value are coordinated and set. The related issues to these fields include world-view and ideology, the position of science & technology & their direction of move, as well as personal and social needs in a specified frame.With this regard, the article provides several suggestions in order to find possible solutions.

Context & purpose: The current research was carried out with the aim of designing a cube curriculum model for the Iranian educational system. Method: This research was mixed in terms of purpose, application and type of research method. The current research has two statistical populations, the participants in the qualitative part were 15 experts in the field of culture and curriculum, who were selected by snowball sampling. The second population was 384 employees, managers and teachers of the Ministry of Education, who were selected according to a multi-stage cluster random sample. In the current research, in the qualitative section, the library study method was used to collect information, and in the Delphi section, a researcher-made questionnaire was used. The research tool was a questionnaire. The validity and reliability of the tools were confirmed and measured. Cronbach's alpha and composite reliability coefficient was above 0. 7 for data analysis in the qualitative part of the present study, meta-composition and Delphi method was used in the quantitative part, on two descriptive levels (frequency indices, central tendency, dispersion and proportional diagrams). and inferential (confirmatory factor analysis and structural equation test) were used. Findings: The results of the present study showed that the cubic curriculum includes 6 components which are: the degree of attention and emphasis of the cubic model curriculum to educational needs and goals, how to access learning resources, content, course materials, topics and themes, determination and organization Learning opportunities, learningteaching methods and teaching methods (learning forms), factors related to human competencies (extracurricular) and finally evaluation in the study of achieving goals. Finally, a model was presented in the research that had good validity. Conclusion: Based on various researches, many and many factors play a role in the development of the cube curriculum, and by identifying these factors, we can provide the basis for the development of education for the future in the educational system.

While economics of education as an independent branch of study has been recognized science the beginnings of 1960s, the history of economic of education in economic literature goes back to Adam Smith. Since then the scope and the fields of investigation in economics of education has expanded enormously. One of the basic aims of this article is to investigate the current status of education in economic literature and the process of formation of economics of education and its changes with regard to its scope and fields of application. Along with this goal the status of economics of education within the Iranian higher education system is also investigated. The results show that (1) in the beginning, the dominate theme in economics of education emphasized on the effect of education on economics, but in recent years such emphasis has shifted to application of economics and economic analysis of production of educational and research services, and such analysis have been the central point of attention within the literature; and (2) despite of its long history and extensive scope of economics of education, the economy and educational system of the country is faced with no problems which calls for economists of education to address such problems. One of the main reasons of this status is the fact that neither economists of education have place within the Iranian higher education system, nor proper attention is given to research within this field.