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Purpose: The objective of this study is to examine and model the structural equations of educational sustainable development within the education system of East Hormozgan Province. The study aims to identify key factors and relationships that contribute to the effective integration of sustainable development principles in education, based on a theoretical framework derived from existing literature. Methodology: This applied research employs a survey method, targeting all secondary school managers and teachers in East Hormozgan Province, totaling 7,444 individuals. Using stratified random sampling, a sample size of 365 participants was determined through Cochran's formula. Data were collected using a questionnaire based on the theoretical framework and analyzed using SPSS 27 and LISREL 8.80 software. The study employed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to validate the proposed model and assess the fit of the data. Findings: The analysis revealed that all dimensions, including central phenomenon, causal factors, strategies, contextual factors, intervening factors, and outcomes, were effectively represented in the educational sustainable development model. High factor loadings and significant path coefficients indicated strong relationships between the variables. The findings also highlighted the critical role of economic, social, and environmental education in fostering sustainable development. The model demonstrated good fit indices, confirming its robustness and applicability for evaluating ESD initiatives. Conclusion: The study confirms the importance of integrating sustainable development principles into the educational framework of East Hormozgan Province. The validated model provides a comprehensive approach to assessing and implementing ESD, emphasizing the need for holistic educational strategies and continuous professional development for educators. These findings offer valuable insights for policymakers and practitioners aiming to promote sustainable development through education.

This research was carried out with the aim of designing the succession model of education superintendents. The strategy of this qualitative research was carried out using the grounded theory. The participants include superintendents and vice-presidents of education departments in Uramanat regions of Kermanshah province, 18 people were selected as a sample with the purposeful sampling method. The data collection tool in this research was a semi-structured interview, and by using a systematic method from the data theory method of the foundation, the factors affecting the succession of superintendents were identified It was checked and confirmed using the methods of retest reliability and reliability of two coders. Qualitative data obtained during three stages of coding analysis and the effective factors of managerial succession and relationships between them were obtained. The results show 16 general categories including the causal factors of legislation, support and succession training, background factors of bureaucracy, improvement of appointments, budget allocation, service compensation, hiring methods, intermediary factors, politicization and social conditions, the central category of succession administrators, succession strategies, talent management and delegation authority and consequences (positive consequences and negative consequences).

The present study was done with the aim of presenting student retention pattern in e-learning environment of Payame Noor University. This research was carried out using an exploratory (qualitative-quantitative) method. In the qualitative section, the Meta-Synthesis Research method was used to infer the pattern. Using qualitative method, the literature investigation and survey of experts through Delphi method were developed to a set of the dimensions and components affecting the electronics student retention. And the primary pattern was designed with 5 dimensions and 14 components. Then, in a quantitative section, a survey research method was used to validate the pattern and confirm it, and a questionnaire was used for collecting required data. The results of data collection after adjustment and tabling were analyzed by statistical tests (exploratory and confirmatory factor analysis(. To confirm the content validity of the research tool the researcher used the experts and also to determine the validity of the tool measurement construct, she/he used confirmatory factor analysis. All of the questions’ variables were fitted with factor load. The reliability of the tool was confirmed by the Cronbach's alpha coefficient. According to research findings, the components and final dimensions of student retention pattern in the e-learning environment were identified and classified in 5 dimensions including learner, quality of educational services, teacher, environment, technology, and 14 components including psychological characteristics, previous experiences, academic background, computer management skills, interaction, course design, organizational support, teacher's knowledge, teacher's skills, teacher's attitude, supportive environment, job commitment, quality of technology and Internet quality.

The occupation of the Palestinian Territory for over seven decades encompasses historical, political, and legal dimensions, intertwined with issues of peace and security. At its core, this conflict arises from the denial of a nation's right to self-determination and the establishment of an independent state. This article not only recounts pertinent events but also analyzes the central issue of self-determination. By affirming this right, the article explores the right to resist and combat the occupying forces, examining the interplay between self-determination and the right to resistance. Additionally, it addresses the obligations of other states concerning the occupied nation and the occupying power, adhering closely to international legal standards and citing relevant sources. The recent tragic events and the dire circumstances faced by the people of Gaza, including the loss of nearly 40,000 innocent lives, underscore the significance of this research. It is evident that violations of the Palestinian people's right to self-determination are the primary causes of this prolonged crisis. The struggle and resistance of the Palestinian people, including armed resistance, are framed as the only viable solution. Both self-determination and the right to resist, including armed struggle, possess international legal legitimacy. Other states are obligated to support the Palestinian people and must refrain from legitimizing the occupation or facilitating its continuation. The support of the Islamic Republic of Iran for the Palestinian cause can be understood within this context of international law.

Research within EFL education highlights specific challenges in fostering critical reading and collaborative learning skills among students, extending to the implementation of Virtual Literature Circle (VLC). Notable issues include persistently low engagement levels and limited participation observed within conventional instructional methods. Moreover, there exists a substantial gap in providing meaningful collaborative learning experiences in English as a Foreign Language (EFL) contexts, emphasizing the need for alternative approaches. This study investigated the impact of VLC within a Critical Reading class tailored for EFL students. Through a sequential explanatory mixed-methods design involving a cohort of 25 EFL students at STKIP PGRI Sidoarjo, the study examined their engagement with VLC and subsequent skill development. The findings revealed promising advancements, with students demonstrating increased engagement and active participation during VLC sessions. Additionally, students reported enhanced critical reading skills and a deeper understanding of literary texts through collaborative discussions within VLC. However, challenges persist, including the importance of diversified group dynamics, structured facilitation, and support mechanisms. Notably, students expressed a preference for the collaborative learning format facilitated by VLC over traditional instructional methods. These findings underscore the critical importance of VLC in addressing challenges and enhancing collaborative learning experiences for EFL students.