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Throughout history, mankind has always been involved in numerous crises, including war and bloodshed and its consequences and adverse effects. Establishing peace and resolving conflicts has always been the concern of thinkers, and based on this, two main views in this regard have proposed different opinions and viewpoints on the axis of "authenticity of peace" or "just war". In the meantime, sea banditry or piracy, which has a very old history and is as old as the history of human domination of the sea, has become a serious threat in recent years due to reasons such as the change in the behavior pattern of pirates, which often takes hostages and blackmail. It is considered for international trade. This crime, which is one of the first international crimes with universal jurisdiction, has always been the subject of debate among thinkers of different legal systems. One of the important topics in this field is how to make peace or conduct a just war with this phenomenon. The Islamic legal system and international law have presented mostly similar and sometimes different views in this context, so it is necessary to apply and research the jurisprudential teachings related to the principles and regulations of international law. Therefore, in this treatise, the subject of "comparative analysis of countering "sea piracy" from the perspective of just war in Islamic jurisprudence and international law has been discussed. In this research, which was carried out using descriptive and analytical methods and using library sources and texts, these results were obtained that today the issue of war as an important issue and challenge in the international arena has limitations and only when its position as a Acceptable discourse is accepted as a just war. Therefore, according to the principles of international law and the actions taken by sea pirates, in many cases it has many similarities with the title of war in Islamic jurisprudence, and their behavior and actions, which often lead to the deprivation of the security of the seas, can be compared to He knew it as war. However, observing the principles of just war in both the Islamic legal system and international law is necessary and necessary.

The interplay of Iranian EFL learners’ tolerance of ambiguity and their performance encountering unknown vocabularies in reading comprehension while considering their L2 reading anxiety was investigated in this study. A sample of 70 intermediate-level EFL learners from a language institute in Shiraz, Iran participated in the study. The Second Language Tolerance of Ambiguity Scale (SLTAS) and the Foreign Language Reading Anxiety Scale (FLRAS) were used to measure participants’ ambiguity tolerance and L2 reading anxiety, respectively. To assess students’ performance in dealing with new words in reading comprehension, two vocabulary tests and two reading tests were given to them. The data were analyzed by both SPSS and PLS 4 software using Pearson correlation and structural equation modeling (SEM). The findings revealed significant relationships between ambiguity tolerance and reading comprehension performance encountering unknown vocabularies, between L2 reading anxiety and reading comprehension performance encountering unknown vocabularies, and between ambiguity tolerance and L2 reading anxiety. Additionally, L2 reading anxiety was found to play a significant mediating role in the relationship between ambiguity tolerance of Iranian language learners and their performance in dealing with unknown vocabularies in reading comprehension. Moreover, the study provides evidence that reading anxiety does not play a moderating and significant role in the relationship between ambiguity tolerance of Iranian language learners and their performance in dealing with unknown vocabularies in reading comprehension. The study suggests that ambiguity tolerance and L2 reading anxiety are important factors that influence Iranian EFL learners’ performance encountering unknown vocabularies in reading comprehension. This study highlights the importance of fostering ambiguity tolerance and reducing L2 reading anxiety in both language teaching and learning. In addition, it provides insights for syllabus designers to d