The use of information and communication technology tools has provided new solutions to the development and improvement of the educational System، which is an e-Learning and mobile Learning outcome. Among the important issues of the education sector in the railways are certain conditions for some occupations، including operation، fleet، track، communications، and signaling، which diminish the possibility of their presence in specific periods of time. This research was carried out using a semi-experimental research and a pretest-posttest with the control group. The aim of this study was to investigate the effect of interactive mobile Learning System on the Personal performance of drivers. In order to investigate the research problem and hypothesis testing، a quasi-experimental research method was used and a pre-test post-test design with the control group was used. The groups were selected through a purposeful sampling method from drivers in Tehran station and randomly divided into experimental and control groups. The statistical population consisted of all locomotives in Tehran station with 420 people. Purposefully، 45 people were selected as a sample of their job burnout score in their Personal performance component below 32. Using random sampling method and randomly divided into three groups of 15، two groups of participants with adult education (andragogy) and interactive mobile Learning System (IMLS) with a heutagogy approach and a control group. According to the test results، Learning by interactive Learning method was effective in increasing the frequency and intensity of the individual performance of the drivers.

The objective of this study was to validate a model for Personal development programs grounded in workplace Learning components within the Iranian public education System. This research employed a mixed-methods exploratory design consisting of both qualitative and quantitative phases. In the qualitative stage, data were gathered through semi-structured interviews with 13 educational experts, selected via purposive sampling, until data saturation was achieved. Content analysis was applied to identify the dimensions and components of workplace Learning. In the quantitative stage, a researcher-made questionnaire comprising 68 items across 17 components was developed based on qualitative findings. The statistical population consisted of 9, 600 first-cycle secondary school teachers in Mazandaran Province, from which 370 participants were selected through multistage cluster sampling. Data were analyzed using confirmatory factor analysis (CFA), structural equation modeling (SEM), and validity assessments including AVE and HTMT. The confirmatory factor analysis indicated a good model fit (e. g., RMSEA = 0. 059, CFI = 0. 941). Structural modeling revealed that “Learning climate” had the most significant positive effects on all Personal developmentdimensions, particularly problem-solving, resilience, motivation, and creativity (all p < 0. 001). “Continuity and persistence” also had significant positive effects on job knowledge, team spirit, and Learning motivation. In contrast, “structuring” and “demand orientation” showed significant negative effects on creativity and resilience. All AVE values exceeded 0. 50, and HTMT values confirmed acceptable discriminant validity among constructs. The results validate a multidimensional, context-specific model linking workplace Learning components to Personal developmentoutcomes among educators. The findings underscore the critical role of a supportive Learning climate and sustained engagement in fostering key Personal and professional competencies, while suggesting that overly structured or pressure-driven environments may hinder growth.

The problem of Personal identity among others may stem from the following question—what does be the person that you are, from one day to the next, necessarily consist of? The diachronic problem of Personal identity raises question on the necessary and sufficient conditions for the identity of the person over time. The synchronic problem is grounded in the question of what features or traits characterize a given person at one time. To answer these questions, John Locke discarded the soul and the body as necessary and sufficient substances for Personal identity over time. He accepted consciousness as the only criterion for Personal identity; the only thing capable of remaining the same and preserving Personal identity through change. Though Locke’s argument is somewhat clear and coherent but what remains vague and incoherent is embedded in the question—what exactly is consciousness? How and why should it be the basis or criterion for the determination of Personal identity? Using the method of critical analysis, I argue that Locke’s choice of consciousness as the determinant of Personal identity, though quite novel, is incoherent and vague. Secondly, Locke had already presumed and anticipated clearly though fallaciously the very thing he wishes to substantiate. I therefore conclude that Locke’s argument is just another way of trying to escape but inadvertently prolonging the difficulty of apparently articulating a distinction between the psychological approach and physiological approach to the problem of Personal identity. However, in my submission, I propose the concept of the “other” as alternative approach— a sort of an extrinsic-intrinsic approach to the problem of Personal identity.

This study aimed to identify the key components of a Personal development program model based on workplace Learning within the educational System. Employing a qualitative research design, the study utilized semi-structured interviews with 13 purposefully selected educational experts, including curriculum specialists and professionals affiliated with the Ministry of Education. Participants were chosen through purposive sampling and interviews continued until theoretical saturation was achieved. The data collection process was supported by document analysis involving scholarly articles, reports, and educational policy documents. Thematic analysis was carried out through qualitative content analysis using open, axial, and selective coding to extract meaning units, categorize concepts, and develop a comprehensive model. The validity of findings was enhanced through triangulation with expert opinions and theoretical literature in the field. Analysis of the interviews led to the identification of ten main components essential for Personal development through workplace Learning: problem-solving skills, job knowledge, creativity, innovation and ideation, critical thinking, achievement motivation, team spirit, communication skills, resilience, and Learning motivation. These components were derived from 40 open codes extracted from expert responses. The findings confirmed that workplace Learning contributes to the development of both cognitive and socio-emotional competencies. The presence of contextual Learning opportunities in professional environments fosters continuous improvement, reflective practice, and collaborative growth among educators. The study presents a theoretically grounded and contextually validated model of Personal development tailored to the educational System. The findings emphasize the need for educational institutions to integrate development programs within authentic workplace settings, prioritizing holistic competency-building over isolated training activities. This model has practical implications for policy design, teacher training, and institutional leadership seeking to enhance professional growth through workplace-embedded strategies.

Active and active presence in cyberspace and social networks is subject to its rules and attributes. Today, with the communication revolution, changing the role of the audience to the user, the presence of each individual in terms of the power of cyberspace to produce content and supply it to others, has changed many of the past equations in communication. Each user must manage the elements involved in this process for their effective presence. So there is the question: Is the value of everyone in this space the same? Are there any ways for individual branding or collective use to be used? How do people describe themselves to others on social networks or how do they shape and identify themselves by identifying their identities? How can people improve their identity? Such questions appear to be natural and expected in the relationship between individual identity and identity as a result of its presence in cyberspace and social networks. This article tries to demonstrate the importance of individual real identities in social networks as well as the development of identity in cyberspace and its promotion through a descriptive and analytical method. The results indicate the importance of several elements such as profile, type of post or post, amount of interest, amount of comment, number of followers, etc. are very effective in making this identity.

The educational System that was created with the beginning of the use of the Internet is constantly expanding and becoming more advanced with the evolution of Internet technologies. In the last decade, e-Learning has affected many software programs. The purpose of writing this article was to investigate the educational application and express the advantages and problems of working with Farhangian University's virtual education System, based on the experiences of the user-professor from 2015-2020 which was done by qualitative description and expression of spontaneous experiences. After examining the background of the arrival of virtual education in the Middle East, Iran and in particular, Farhangian University, the barriers to Internet access and acceptance of virtual education in Middle Eastern countries were expressed based on the research of the last decade. A review of the history of launching the LMS e-Learning System of Farhangian University for students-teachers, revealed that this university has been active in introducing and applying virtual education, in holding various formal and informal courses since 2015. In dividing the advantages and disadvantages of working with the LMS System by SWOT method, it was found that half of the problems of working with the System are affected by external components; However, with the increase in the number of users and the demand for wider services with the outbreak of the Covid-19 pandemic, in March 2017, this System encountered practical problems that indicate the need to review and strengthen the infrastructure of Farhangian University's virtual education System.