Challenge

Background: Challenges in the field of education show their deconstructive presence and have a dramatic and sometimes negative impact on students' psyche, ethics and behavior. The impact of methods, practices and changes, the education system faces many challenges in various fields such as educational-ethical challenges. Objectives: The present study examines students' experiences of facing the educational-ethical challenges of depression and suicide. Methods: The research method is qualitative and has been done using phenomenological method. The statistical population of this study includes all female high school students in Ahvaz. After identifying the educational-ethical challenges, 20 students were purposefully selected for the interview according to the available samples in the field of depression challenges and suicide (suicide attempt). In the field of saturation depression challenge after 12 people and in the suicide challenge (suicide attempt) after 13 people saturation. Identification of educational-ethical challenges is in accordance with the reports sent by Ahvaz District 2 school counselors to the counseling core of that district. The three-step recour method was used to analyze the interview data. The steps include raw reading or simple comprehension, structural analysis, and total interpretation. Results: Includes 5 main themes of causes of depression, methods of coping with depression, main causes of suicide, pretending to attempt suicide, students' feelings about suicide and 14 sub-themes. Conclusion: Students face many educational-ethical challenges. Challenges that are not rooted in their subconscious thoughts, but are rooted in untested assumptions and misconceptions.

One of the most important issues for libraries in the age of digital transformation is digital content management from the perspective of resource digitization. The purpose of this article is to examine the challenges of implementing and implementing digital libraries in Iran and to provide solutions to solve it. In this study, using a review of the literature research, the challenges of building and launching digital libraries in Iran were investigated. Then, with using likert scale,the challenge ranked by experts in the field of digital library construction in Iran. These challenges were weighted using the AHP Analytic Hierarchy method. Finally, a framework was devised to solve them. Based on findings there are issues and challenges in the field of human force, copyright and legal issues, information security and protection, confusion in the organization of digital resources, lack of budget, difficulty in accessing digital library software, and its distance from global standards. To solve the challenges of building a digital library, it is necessary to pay attention to the following solutions: Holding training courses to get acquainted with the operation of digital devices, Fair or free use of works, Use of global data identification system, Set an adequate budget for digitizing resources, Creating constructive interactions between experts in the field of digital libraries inside and outside countries to transfer lessons learned globally.

The significance of assessment as a learning component has led to the development of a sound assessment system that supports the teaching and learning objectives. Achievement of learning assessment should prioritize assessment as learning (AaL) and assessment for learning (AfL) rather than the assessment of learning (AoL). The appropriate AaL and AfL have influenced the process of AoL. Almost all teachers in Indonesia have faced the challenge of implementing Aal and AfL. This study used a qualitative study to report English as a Foreign Language (EFL) teachers' perceptions and challenges regarding technology-based AfL and AaL. The design of the study was content analysis using the coding procedure and the grounded theory framework as the analytical foundation. Data gathered involved conducting structured interviews with 60 EFL teachers from three central provinces within Indonesia. The findings revealed that EFL teachers in Indonesia had different perspectives about technology-based AfL and AaL as flourishing assessment approaches. Most of the EFL teachers' perceptions said that due to a lack of time, large classes, and lack of knowledge and training on technology-based AfL and AaL principles and practices in EFL contexts, implementation of technology-based AfL and AaL was viewed as challenging. The study has implications for EFL teachers and trainers in developing an instructional model of technology-based AfL and AaL.

Since its establishment, the Islamic Republic of Iran has faced various political challenges. In some instances, certain crises appeared sufficient to topple the regime, yet through crisis management by Iran''''''''s leaders, conditions eventually led to the stabilization of the revolution. The present study aims to explore the methods of the Supreme Leader and the model for addressing the political challenges of the Islamic Republic. The main research question is: ‘Does the Supreme Leader have a comprehensive model for managing political crises?’ To this aim was used qualitative-descriptive method, employing document analysis and targeted sampling through interviews with experts. Content analysis of these interviews has also been conducted to identify the components of the research. Results: The study of methods and actions within the framework of crisis leadership was conducted based on indicators of control, mobilization, spiritual influence, and informed management of events. After interviews with experts, the findings were categorized into four levels: Preventive measures and challenge identification, decision-making, confrontation and management of challenges and crises, shaping awareness and conceptualization, learning, and delineating crisis lessons. Key components include: Macro-level policymaking, information assessment and awareness, management of destabilizing events, decisive confrontation with crisis-inducing factors and conditions, leadership of public opinion, clarification of citizens’ and institutions’ responsibilities, utilization of the spiritual influence of the Supreme Leader, discourse formation, conceptualization, education, foresight, and further elaboration.

Letter to the Editor

In today's world, rural tourism is one of the most important parts of economic activities. This essential economic activity has been considered from different perspectives. Some consider it as a part of the tourism market and some consider it as a policy for rural development. The question is, what role and effect does rural tourism have in rural development? In the last decade of the 20th century, many socio-economic planners in European countries have introduced tourism as a reliable method with an evident vision for the development of villages, especially the most deprived ones. The nature of the tourism industry is to create employment and income, diversify the economy, social participation and use local resources. Most of the problems of backwardness and underdevelopment of villages are due to the lack of this industry rural tourism can help rural development by solving the above problems. Therefore, according to the importance of the topic, in this research, the consequences and challenges of rural tourism in rural areas are investigated.

The concept of Mahdism is one of the most significant Islamic and Shia teachings, holding the potential to foster unity, cohesion, and security both domestically and internationally. The Islamic Revolution is also based on the theological and philosophical foundations of Mahdism. Various deviant movements and sects attempt to distort this teaching through different means; sometimes subtly, by fabricating and creating deviations in the defensive and security culture of Mahdism, and other times more violently, by instigating chaos and conflicts in the name of Shiism and Mahdism. These activities not only tarnish this exalted culture but can also create multiple security issues, with the trajectory of these sects showing a trajectory of conflict and destruction. Therefore, the main question is: ‘What are the current and future challenges posed by these deviant sects and movements, especially in opposition to the Vilayat-e Faqih?’ The present study uses a descriptive-analytical examination of written sources and the results of field research conducted by the Center for Mahdism. The results indicated that against these challenges, utilizing the rich Mahdism culture, appropriate education, and research on sects, as well as precise and organized planning and execution, can create resilience against these threats. Additionally, we must prepare both scientifically and practically against the ideologies that attack the teaching of the Vilayat-e Faqih and its resultant deviations.  

Purpose: The aim of this study is to reflect on the challenges of teaching a culture of cooperation in an era dominated by ideologies. Methodology: The research method is an analytical-deductive approach, categorized under qualitative research. Findings: In the era of ideologies (totalitarian), the control and alignment of individuals, from the international level to interpersonal relationships, occur with the aim of self-centered recruitment. This is manifested in the formation of parties, groups, associations, and sometimes in other forms, which may be visible or concealed. It appears that ideologies such as fascism, nationalism, conservatism, liberalism, and even sects derived from religions, each to varying degrees, adhere to and act upon the belief of "us as good and others as bad." In this research, the approach of ideologies towards the culture of cooperation is outlined. Following this, the potential challenges in educational systems, primarily in the conflict between teacher and educational system, are discussed in four scenarios. An attempt is made to demonstrate how having an ideological mindset, and the meaning of "ally" and "alliance" and its examples in ideological thinking, directs the educational process toward "recruitment." Conclusion: The claim of education based on the foundations of religion, science, and philosophy seems ideal, at least one step ahead of education based on ideology; however, the dominance of ideological thoughts in the reality of societies is a factor in the culture of "recruitment." In this context, tea

The present research aims to examine the opportunities and challenges of Shia's culture and religion in the political development process in Iraq after Saddam. The research method is de-scriptive-analytical, and the results indicate that post-Saddam Iraq provided a new opportunity for Shia to participate in power and incorporate their cultural and religious components into governance and forward-looking politics. Shia religion, due to its distinct principles of justice and imamate, sets it apart from other Islamic sects, principles that result in rationality, dy-namic jurisprudence, and freedom, aligning with political development. The approaches of Shia authorities in recent years indicate the existence of rationality as a key element and indi-cator of political development. The attention of the people and obedience to the institution of authority in various fatwas and numerous crises witnessed by Iraq are evidence of political maturity and the growth of customary reasoning among the Shia community in Iraq. Howev-er, Shia in Iraq, due to years of staying away from power, lack of political governance experi-ence, different interpretations of Shia jurisprudence regarding intervention and participation in politics, and realities of society and the international system imposed on Shia culture, have not been entirely in harmony with the Western concept of political development with Shia religious components in this post-Saddam era.