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.