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The present study was conducted to design a model of media literacy curriculum in teacher training centers. Methodology: This research was applied in terms of purpose and qualitative in terms of research method and data type. Experts in the field of media literacy and education, including university professors, were considered as the research community. By conducting a snowball method with 20 interviews, the collected information reached saturation point. The data collection tool was a review of relevant national and international research as well as a semi-structured exploratory interview. Finally, after collecting information from the interview sections and reviewing the sources, at this stage, the data foundation and coding methods were used to classify the data. In order to check the internal validity of the findings, in addition to selecting and confirming the data by studying theoretical foundations, research background, sources, and interviews with focal individuals, the opinions and guidelines of a group of experts were also taken into account. The final was done. In order to confirm the accuracy of the data, the study method was used by the research members to validate the study. Findings: The findings of the study indicated that the appropriate model of media literacy curriculum for teacher training centers, consisting of dimensions such as public media literacy, specialized media literacy, media understanding, media management, media construction and Moral literacy was media. Conclusion: Media literacy is a technique that strengthens the discriminating power by creating dynamism against media messages.

The purpose of this current research is to design and formulate a decentralized curriculum for primary schools in Iran. Methodology: The methodology is qualitative research from content analyzing of comparison-categorizing system, which includes three steps. In the first step, decentralized and extracting its parameters, international dissertations and researches in connection with subject of the research in qualitative analyzing method were investigated and studied. In the second step, after concluding the findings, the final curriculum pattern was formulated including decentralized curriculum (objectives and contents, teaching-learning methods, evaluation). In the third step, measuring-descriptive methodology was used by making use of factor-analysis for evaluating the credibility of suggested model from viewpoints of experts and specialists. The realm of research was all books and written references on decentralized curriculum that were selected by purposeful sampling. Due to the abundance of various available printed and digital references, those ones from 2000 to 2015 were used. Data collection tools were researcher-made charts and tokens, which were used for collecting categories and elements of decentralized curriculum. Faculty members, specialists and experts' viewpoints were used for reliability of the research. Findings: The After taking opinions and revising, the final framework was formulated. For increasing the credibility of the research, ultimate attention and care were taken in order to prepare tokens. On quality of research, 467 conceptual codes were extracted, 23 main parameters were achieved which were used for formulating decentralized curriculum. A research-made questionnaire was designed in order to evaluate the conceptual structure of the research and it was reviewed by 200 specialists and experts, and then it finally was approved after carrying out a factor-analyzing showing that most of articles had proper weigh-factor which means all standard coefficients were within 0.3 to 0.6. On the other hand, the articles put proper weigh-factors on their factors. Conclusion:This current research as a non-intensive curriculum model for Iranian elementary schools is usable for curriculum designers and authorities of Ministry of Education who have stepped forward efficiently to give more authorities to education organization of provinces.

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Background: Blended learning is the thoughtful integration of online and face-to-face learning, which is widely accepted in nursing education. Objectives: Despite its importance and complicacy, few studies investigated this issue. This study aimed to extend knowledge regarding factors contributing to effective blended learning in nursing education. Methods: Following the Attride-Stirling content analysis method, we searched PubMed, Elsevier, Emerald, Science Direct, ProQuest, and Springer databases and national databases of SID and MagIran to identify relevant studies using various combinations of online, semi-online, hybrid, and mixed keywords from 2005 to 2018. Results: Four main themes were identified, content, context, educational activities, and evaluation. Nine identified organizer themes were as follows: Content objectives, flexibility, control and evaluation, technological capabilities, support system, teaching activities, learning activities, performance feedback, and evaluation methods. Finally, 23 basic themes codes were obtained as factors that should be embedded in the online nursing curriculum. Conclusion: Blended learning is a rational and flexible method to improve the educational performance of nursing students. However, it should be based on need assessment, appropriate planning and execution, and evaluation and feedback.