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Objective: This study examines the effectiveness of Emotion-Focused Couple Therapy (EFT) in addressing self-efficacy, body image concerns, and couple burnout among women experiencing sexual dysfunction. Methods:  The study utilized a semi-experimental pre-test-post-test design with a control group. The target population consisted of women diagnosed with sexual dysfunction in Ardabil City in 2024. Purposive sampling was employed to select 34 participants, divided equally into experimental (n=17) and control (n=17) groups. The experimental group participated in nine 90-minute Emotion-Focused Couple Therapy (EFT) sessions, while the control group received no intervention. Data collection involved administering several measures: the Female Sexual Function Index, General Self-efficacy Scale, Body Image Concern Inventory, and Couple Burnout Scale. Statistical analysis was conducted using multivariate analysis of covariance in SPSS-27. Results: The findings demonstrated significant improvements in several domains among women receiving EFT compared to the control group. Specifically, EFT led to substantial decreases in body image concerns (F=60.62), physical exhaustion (F=71.82), emotional exhaustion (F=44.34), and mental exhaustion (F=54.22), alongside notable increases in self-efficacy (F=59.40) (P<0.001). Conclusion: These results underscore the importance of integrating therapeutic approaches that consider both individual and relational dynamics in the treatment of sexual dysfunction.

The purpose of this research is to determine the effect of using new educational technologies (interactive PowerPoint) on the collaborative learning of sixth grade students. The present research is an applied research in terms of purpose and semi-experimental one in terms of data collection method. The selected research design is the pre-test-post-test design with a control group. The statistical population of this research (250) includes all the sixth grade students of Qazvin city, Lower Tarem region, in the academic year 2017-2018. Using simple random sampling method, 50 people (25 control group and 25 experimental group) were selected. The main data collection method is library research method. For data collect purpose, participatory and active learning questionnaire (Cho and Bavli, 2007) has been used. The data collection instrument is a package of using modern educational technologies (interactive PowerPoint). Content validity was checked to secure the validity of the research and Cronbach's alpha coefficient was used to determine the reliability of the instrument. The reliability of the questionnaire was found to be 0.85. In the descriptive statistics section, statistical characteristics such as frequency, percentage, mean, and standard deviation have been reported, and in the inferential statistics section, the KS test was employed to determine whether the variables are parametric or non-parametric. Also, one-variable covariance analysis was run using SPSS23 software. The results of the present study indicated that the use of new educational technologies (interactive PowerPoint) had a positive and significant effect on the group dynamics and project of the sixth grade elementary students. The findings of the present research also revealed that making use of use of new educational technologies (interactive PowerPoint) had a significant effect on the collaborative learning of students. It also indicated that the use of new educational technologies (interactive PowerPoint) had a significant effect on the dimensions of collaborative learning (group dynamics, doing work on the project, feedback) and students' feedback

This research aimed to investigate the factors contributing to dropout rates among students in physical education high schools in Kurdistan province. The study employed a qualitative approach, specifically utilizing the systematic data-based strategy developed by Strauss and Corbin. Sixteen male students were purposefully selected based on theoretical saturation. Data collection methods included semi-structured interviews, online media analysis, and document reviews. Following the extraction of perspectives from the qualitative interview texts, the content of these texts, along with online media and documents, was analyzed using a three-stage coding process: open, axial, and selective coding. Initially, 332 open codes were identified, which were subsequently refined to 234 primary codes and 20 axial codes by eliminating redundancies. To ensure the reliability and validity of the data, several strategies were implemented, including rigorous research stages, author characteristics, resource enrichment, data triangulation, and participant validation. The findings revealed that causal factors for dropout included internal demotivation, family financial difficulties, and peer pressure. Background factors consisted of an inappropriate family atmosphere, parental illiteracy, and discrepancies in societal literacy. Intervention factors contributing to dropout included parental coercion regarding education and inadequate school facilities and infrastructure. Proposed strategies to reduce dropout rates encompass support from school staff, attention to students facing challenges, and fostering teacher empathy. Ultimately, the consequences of student dropout include diminished social competencies and negative attitudes toward education.

The primary aim of this article is to critically examine the feasibility of integrating neuroscience and education from the perspective of the philosophy of education. It addresses the question of what kind of relationship between these two fields can be regarded as philosophically justifiable and educationally acceptable. This question is explored through conceptual analysis and a critical review of relevant interdisciplinary literature. Although neuroeducation has been institutionalized in several universities worldwide, it has also been criticized by philosophers of education, some of whom have dismissed it as another form of “neuromyth.” In response, this study examines major proposals for relating neuroscience and education and identifies three possible models: subservient, oppositional, and interactive. The article argues that the interactive approach provides the most defensible framework. To support this claim, it engages with key objections raised by philosophers of education concerning the epistemological and normative limits of neuroscience. Drawing on the work of Sidney Hook, Harry Broudy, and William Frankena, the study emphasizes the importance of grounding the philosophy of education in the scientific dimensions of educational practice. Through selected examples, the article illustrates how neuroscientific findings can contribute to clarifying educational aims, improving learning processes, and refining core concepts such as cognition and thought. Adopting a “soft dualism” perspective, it argues that philosophy of education necessarily involves both descriptive (“is”) and normative (“ought”) dimensions. The article concludes that neuroscience, by illuminating the descriptive aspects of learning and cognition, can meaningfully inform educational theory and practice without undermining their normative foundations.