Purpose: The present study aims to identify and explain the futures of Iranian provinces in the competition for the development of NBIC Technological convergence (synergy between nanotechnology, biotechnology, information technology and cognitive sciences) with a focus on Yazd province. Method: This research, which has been conducted with a qualitative and descriptive approach, is classified as an exploratory futures-study. In this way, the relevant research records were first reviewed to compile a list of drivers in the development of convergent technologies. The list was then refined and prioritized to identify two key drivers, with the Delphi process attended by fourteen experts. By intersecting the uncertainties of these two drivers, four scenarios of the province's future in Technological convergence competition emerged. Findings: The two key drivers affecting the success of the province in the competition for convergent technologies are: the rate of development of the innovation ecosystem and the amount of financial resources allocated to this process. Based on this, four scenarios of the future situation of the province in this field were identified, which have been named as "Vanguard", "Buyer", "Remnant" and "Hired". Conclusion: In order for the provinces to be able to succeed in the forthcoming competitions in the production and operation of convergent technologies, it is necessary to plan for strengthening the ecosystem infrastructure from now; at the same time, it is necessary to make efficient efforts to provide sufficient financial resources for the research and commercialization of these technologies.

Introduction: The main aim of this study was to compare face-to-face and virtual students with respect to having research-Technological skill perspectives.Materials & Methods: In this descriptive survey all face-to-face and virtual students of Tehran University were selected using the random categorization method based on Kerjesi & Morgan's table. From 2250 attending students and from 445 virtual students, 327 and 205 students were selected, respectively. For data collection, a researcher-made questionnaire was used. This questionnaire was designed based on five basic elements such as search resource Skills, Skills for developing and presenting content, attending online environments and publishing ideas, communicative and conversation Skills and using applied software. The validity of this tool was confirmed by five experts and its reliability was 0.90. The Mann-Whitney U test was used for data analysis.Results: The findings showed that the Skills of attending and virtual students were "relatively desirable" in searching for resources, using applied software, online publishing and developing and presenting content and no difference was found between the two groups. However, the two groups differed with respect to commutative and conversation Skills.Conclusion: No main differences were observed between attending and virtual students of Tehran University in research-Technological.

Recently, the implementation of online instruction has gained increasing popularity among English as a foreign language (EFL) students and teachers. However, very limited research has been directed towards online EFL teachers’ preparedness for and knowledge of online instruction. The present study aimed to explore Iranian online EFL teachers’ perceptions on their level of online language instruction Skills. The participants included 108 online EFL teachers who worked at numerous language teaching institutions in Iran. Compton’ s (2009) conceptual framework for required Skills for online teaching was considered as the theoretical basis of this study. The findings of the survey study indicated that the majority of Iranian online EFL teachers have limited Technological, pedagogical, and evaluation Skills and knowledge in order to implement online instruction in the Iranian EFL context. The study proposes several recommendations and suggestions on how to equip teachers with the necessary Skills required for online instruction in the EFL context of Iran.

The present study is the result of a content analysis on the book“,Testing English Language Skills, From Theory to Practice”,written by Farhady, Jafarpour, and Birjandi. This book is one of the most widely-used textbooks selected by language instructors for the testing courses of TEFL, Translation, and English literature majors. Using McDonough, Shaw, and Masuhara’, s (2013) textbook evaluation framework, the authors carried out both internal and external evaluations of the claims made by the authors in the preface of the book. The claims included: using lucid language, comprehensive coverage, a desirable organization of the materials presented and a direct relevance to the Iran’, s context. Furthermore, the textbook was also analyzed based on its physical appearance, content, and methodology. The strengths and weaknesses in each domain were categorized and presented. At the end, some recommendations have been made to the authors, in case of any future editions of the textbook by the authors.

Technological entrepreneurship ecosystem (TEE) is comprised of various elements and complex relations that all interact with each other to enable the creation and growth of Technological entrepreneurship. The Technological entrepreneur, as the main constituent of this ecosystem, should possess specific characteristics and also must perform particular roles. Despite the importance of (tech) entrepreneur in the (Technological) entrepreneurship ecosystem, we are facing with the lack of comprehensive and robust literature in this domain. The aim of this research is to identify and explain various roles of tech-entrepreneurs in the relevant ecosystem. In this path, we adopted a constructivist approach of grounded theory, conducted in-depth interviews and analyzed secondary sources. Totally, we analyzed 27 cases of Technological entrepreneurship process that ended in the identification of 14 specific roles in three groups. First, the principal roles which are research & development, market analysis, and resource mobilization. Second, the supporting roles such as networking, incident monitoring, and cooperation with technical experts. Third, the general (contextual) roles like building trust, and proper interactions with other elements of the ecosystem. These roles which based on their nature are in relation and interaction with other elements of the ecosystem, can enhance the related literature of entrepreneurship ecosystem and also lead the actions of Technological entrepreneurs.

Background and Objectives: Humans in the 21st century face multiple challenges that require them to acquire certain Skills in order to overcome them. Some tools, such as art and technology, create unique capabilities for education that can be used to address the challenges of the 21st century. The purpose of this article was to describe the approach of Technological artistic education for developing 21st-century Skills in students.Methods: This study was a qualitative research conducted in a meta-synthesis approach. In the first step, reputable foreign scientific databases (such as ScienceDirect, Springer, Google Scholar, Eric, Taylor and Francis, etc.) and domestic databases were searched using specific keywords and terms such as cognitive flexibility theory, electronic and virtual learning environments, cognitive flexibility, principles and criteria of cognitive flexibility theory, etc., within the specified time range from 1992 to 2020. All relevant articles and texts were collected. In the end, 120 documents were found, of which 60 documents were relevant to the research questions. After careful reading of the texts, the necessary information was extracted according to the research questions. For data analysis, thematic analysis method was used, and inter-coder reliability was assessed using the agreement method between two coders.Findings: Based on the findings, the conceptual model of artistic-Technological education was presented to develop the necessary Skills of individuals in the 21st century. The pattern consisted of five main sections (challenges of the 21st century, Skills needed to face the challenges of the 21st century, tools required to cultivate 21st-century Skills, methods of cultivating 21st-century Skills, and art and technology-based activities for cultivating 21st-century Skills), each of which also had sub-sections. According to this pattern, the challenges of the 21st century included Technological challenges, the nature of work challenges, economic challenges, and social challenges. The Skills needed to face the challenges of the 21st century included general Skills and specialized Skills. The tools required to cultivate 21st-century Skills included artistic education tools and Technological education tools. The methods of cultivating 21st-century Skills included artistic education, Technological education, and artistic-Technological education. And the art and technology-based activities for cultivating 21st-century Skills included artistic activities, Technological activities, and combined artistic and Technological activities (artistic-Technological activities). In order to facilitate the implementation of the artistic-Technological education model, two methods of combining art and technology in the formal and informal curriculum of schools and the integration of four-parts of art and technology in the curriculum of schools were suggested.Conclusion: By utilizing the benefits of art and technology, individuals can be trained to overcome the challenges of the 21st century. Artistic education and Technological education alone have the capability to cultivate 21st-century Skills, but by combining the two and implementing artistic Technological education, more desirable results can be achieved. Integrating technology and art in the formal and informal curriculum of schools can help learners improve their creative thinking, problem-solving, critical thinking, and personal and interpersonal Skills in order to overcome the challenges of the 21st century. The conceptual model of artistic Technological education, with the integration of art and technology in the formal and informal curriculum of schools, and can help learners improve their superior thinking Skills and overcome the challenges of this century by equipping themselves with the necessary Skills for the 21st century.

To ensure the continuity of the training activity within the framework of the specific precau-tions for the Covid 19 health crisis, the regional centers for training and education profes-sions, such as universities and schools, have radically reversed their training strategy, from face-to-face training to alternating training mode known as `` hybrid training mode '', the training of which is provided remotely one week and face-to-face during the following week and vice versa. In this sense, digital platforms of social networks and videoconferencing soft-ware have been mobilized to succeed in the mission of trainers. The objective of this article is to verify the contribution of videoconferencing software '' on training practices on the one hand and on the development of trainees' Skills on the other hand, in order to trace a training methodology based on Technological choices aimed at guar-anteeing maximum socio-professional performance. Finally, we confirm that despite the satisfaction of the majority of trainees 87% with respect to the advantages of videoconferencing tools in the process of assessing Skills, technical, spa-tiotemporal and organizational disparities were noted among trainers compared to the use of digital tools in the evaluation (only 53% agree), or also in relation to the transition from one Technological choice to another.