Management and Educational Perspective

Abstract The aim of this study is to present a model for teachers' lived experiences of happy ecosystem educational opportunities in the post-corona era. The research method is applicable in terms of its purpose, and mixed (qualitative-quantitative) in terms of its implementation method, and is phenomenological in nature in the qualitative part and descriptive in the quantitative part. The statistical population of the research in the qualitative part consisted of 15 experts, including teachers with more than 10 years of experience and expertise in the field of educational management and educational sciences, selected using the purposive sampling method, and the statistical population in the quantitative part consisted of 890 teachers from all e-learning schools in Khorasan Razavi Province, of whom 268 were selected through the Cochran formula. Coding and content analysis were used to analyze the data, and PLS was used in the quantitative part. The results of the study included twelve components and four central dimensions of expanding the learning situation, expanding and disseminating education, the point of transformation and quality, and the rotation of the role of teachers. The findings showed that benefiting from the educational opportunities of the happy ecosystem in the post-corona era requires a change in teachers' views on virtual education and there is a need to implement coherent policies in this regard. If the current practice regarding the happy ecosystem continues and its management process is neglected, it will lead to the loss of the capacity of virtual education and a return to the pre-corona era. In the quantitative section, the results showed that all the relationships between the variables are significant. The GOF results also showed that the model has a strong fit.
Introduction
Today, human life has undergone rapid global changes and is tied to technological advances (Nouri et al. 2021). The education system is no exception to this rule and is always seeking to use new technologies to improve the teaching and learning process (Ebrahimi et al. 2022). With the rapid spread of the coronavirus in the second decade of the 21st century, many aspects of human life have changed, and the social and individual lives of people in all parts of the world have been affected in various dimensions, such as economic, social, and political (Ajand & Farazandepour, 2022). The need for health for students and teachers to prevent disease has led to many schools being closed and out of their current form. Such an event has led to many government policies and actions using cyberspace to find a solution to the school closure crisis (Bagherzadeh, 2020). In developed countries around the world, the field of virtual education is expanding for all segments of society, and with the coronavirus pandemic, opportunities for using virtual platforms have immediately expanded and spread (Abdelhafez, 2021). The COVID-19 pandemic provides an opportunity to identify weaknesses, deficiencies, and shortcomings, and to highlight the imbalance in the distribution of infrastructure needed in the cyberspace sector, especially in remote and deprived areas, and to identify these deficiencies and work to address them (Nissim & Simon, 2020).
This is seen as growth and excellence in this field and a positive aspect of the situation that has arisen, and a starting point for continuing and improving educational quality in the future (O’Brien et al., 2020). In Iran, in line with educational developments around the world, a student education network called SHAD was launched (Kaveh Nooshabadi & Lotfi Mofrad, 2021). The new SHAD platform and the provision of education in cyberspace require a change in the orientation of teachers and their familiarity with the elements of teaching and learning, such as teaching, content, and evaluation in cyberspace (Karimi et al., 2022). Therefore, such a change and the move from face-to-face classes to virtual classes was the starting point of the transformation in the Iranian education system (Kondori et al., 2022). Hence, the main question of the present study is: what is the model of teachers' lived experiences of educational opportunities in the happy ecosystem in the post-Corona era?
Theoretical framework
Virtual education
Distance education via the Internet (e-learning) or local networks in a way in which a teacher as an educator and a learner are separated is called virtual education (Soleimani & Asghari, 2021).
Allavi Gharabat et al. (2025) investigated the identification of the dimensions and components of virtual Arabic language education in Iraq. The findings of this study showed that virtual Arabic language education in Iraq had 66 basic codes, 22 organizing codes, and 8 comprehensive codes. In this study, the overarching codes include teacher professional development, student engagement, global trends and technological advancements, curriculum and instruction development, stakeholder engagement, continuous improvement and evidence-based practice, digital skills preparation and career readiness, and online learning environment considerations. Finally, a model of dimensions and components of virtual Arabic language education in Iraq was designed.
Yarahmadi et al. (2024) investigated the process of learning physical education in education through virtual education. The results obtained from the analysis showed that the educational limitations of movements and practical lessons, lack of supervision and concentration in virtual education, weak communication interaction between teachers and students, coverage of virtual classes, economic issues, weak software and hardware technology and infrastructure, use of information technology in virtual education, insufficient knowledge of the space and capabilities of virtual education, lack of supervision and limitations on physical ability and implementation of lessons and capabilities of virtual education were categorized. Finally, using the final access matrix, using the structural-interpretive method, the sub-themes of the design of virtual education for physical education in Iranian education were classified, which is at the highest level of coverage of virtual classes and at the lowest level of teaching capabilities of virtual education. It should be noted that factors that have less influence at a high level.
Research Methodology
The research method is applicable in terms of its purpose, mixed (qualitative-quantitative) in terms of its implementation method, and phenomenological in nature in the qualitative part and descriptive in the quantitative part. The statistical population of the research in the qualitative part consisted of 15 experts, including teachers with over 10 years of experience and expertise in the field of educational management and educational sciences, who were selected using the purposive sampling method, and the statistical population in the quantitative part consisted of 890 teachers from all e-learning schools in Khorasan Razavi Province, of whom 268 were selected using the Cochran formula.
Research findings
Coding and content analysis were used to analyze the data, and PLS was used in the quantitative part. The results of the research included twelve component and four axial dimensions of expanding the learning situation, educational expansion and dissemination, the point of transformation and quality, and the rotation of the role of teachers. Based on the findings of this study, it can be concluded that benefiting from educational opportunities in the post-corona era requires a change in teachers' views on virtual education and there is a need to implement coherent policies in this regard. If the current practice regarding the happy ecosystem continues and its management process is neglected, it will lead to a loss of virtual education capacity and a return to the pre-corona era. In the quantitative section, the results showed that all the relationships between the variables are significant. Also, the GOF results showed that the model has a strong fit.
Conclusion
The present study was conducted with the aim of providing a model for teachers' lived experiences of educational opportunities in the post-corona era. The results of this study are consistent with the results of Qasem Tabar & Qasem Tabar (2021), bakouei et al. (2021); Shams & Rezvanyan (2021), Jafari et al. (2021); Faraji et al. (2022); Babazadeh et al. (2022), Torkashvand et al. (2021), Hatami et al. (2021); Jafari et al. (2021); Saberi & sharifzade (2019); Mirzaei (2022); hamidizade et al. (2022); faraji & Fekri (2022); Davaji et al. (2021); and Namdari et al. (2017).
The results of the present study indicate that the process of continuing to improve the quality of virtual education and paying attention to a happy environment in the post-corona era has been neglected and its most important implementation element, namely teachers, has been forgotten. Dispersed policies have led to sectional and minimal decisions being put on the agenda and the capacity of virtual education and a happy environment in schools has practically diminished.
Based on the results of the research, it is suggested that teachers' virtual actions and activities in the form of technological components be considered in their ranking discussion in order to benefit from its financial benefits. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The aim of this study is to identify and prioritize factors affecting the brand value of online companies active in online education. This study is qualitative in terms of method, and applicable in terms of purpose. The statistical population of this study is 10 university professors and experts specializing in the field of e-learning. Data were collected using a questionnaire, and the importance and ranking of each indicator were obtained with the help of the AHP technique and the fuzzy TOPSIS method. The findings show that the most important factors affecting the brand value of online education companies include, respectively, the educational content of courses, instructors, marketing communications, customer service, brand awareness, perceived quality, technical structure of the educational system, interactions, brand associations, and brand loyalty.
Introduction
In the digital age, online education is growing rapidly, and internet companies are facing fierce competition in this field. Brand value, as a key competitive advantage, plays an important role in attracting and retaining customers (Lockee, 2021). Brand value is a set of features, benefits, and perceptions formed in the minds of consumers about a brand, and can have a significant impact on customer choice and loyalty. Brand value is a multidimensional concept formed based on factors such as service quality, user experience, innovation, marketing strategies, and social interactions. In the online education industry, brand acts as a key competitive factor because users pay special attention to the reputation, credibility, and interactions of brands in addition to the quality of educational content. This value includes service quality, user experience, innovation, marketing strategies, and social interactions. To succeed in this field, companies should pay attention to factors such as the reputation of instructors, content personalization, the use of advanced technologies, and student interaction with the educational system. Also, it is essential to create differentiation and increase brand credibility by producing unique content, designing a smooth user experience and providing effective support.
This research seeks to identify the factors affecting the brand value of Internet companies active in the field of online education to help managers of these companies adopt optimal strategies to attract and retain audiences.
Theoretical framework
Brand and brand value
Brand and its value are a vital issue in management, and managers are aware of its role in the success of organizations. Brands play multiple roles by improving the lives of consumers and increasing value for companies. Companies are looking for strong brands in domestic and foreign markets to increase sales and profitability. A brand is a set of features, names, symbols and designs that distinguish a product or service from others. A brand can communicate with customers’ emotions, attitudes, and expectations. On the other hand, brand equity is the assets and liabilities associated with a brand that can increase or decrease the value of products or services. Key elements of brand equity include brand awareness (the level of customers’ recognition of the existence and characteristics of the brand), brand image (customers’ perceptions and associations with the brand, including experiences, feelings, and values), brand loyalty (customers’ willingness to continue to purchase and support the brand), and perceived quality (the quality that customers perceive of the brand’s products or services) (Aaker, 2020).
Online Education
Online education is a set of educational software and methods that include computer-based education, the web, virtual classrooms, etc. Online education is accessible through electronic media, the Internet, organizational networks, and ... The advantages of online education can be considered as saving time and money, high flexibility and eliminating geographical and time restrictions, flexibility in time and place of learning (El Said, 2021).
The following is a summary of similar research related to the research topic:
Ngozi et al, (2024) conducted a study entitled The Impact of Information Technology on Teaching and Learning: Focusing on the Hybrid Teaching (HT) Mode. The results of the analyses show that information technology, especially in the form of hybrid teaching, has led to innovation, transformation, redefinition and simplification of teaching and learning processes.
Jalalniya (2022) conducted a study entitled Providing a Model for Evaluating Virtual Education in Higher Education During the Corona Pandemic with a Structural-Interpretive Approach. The findings show that virtual education planning and support affect the quality of information, system and hardware platforms of virtual education.
The results of Latheef et al., (2021), titled Structure of Learning Analysis through Visual Media and Online Classrooms on Social Cognition during the Covid-19 Pandemic, show that visual media such as advertisements and videos have a profound impact on human learning and perception processes, especially among adolescents and young people.
Jafari (2021) conducted a study titled The Impact of E-Learning on the Quality of Work Life and Job Satisfaction of Employees of Islamic Azad University of Tehran Province. Data analysis using stepwise regression method showed that e-learning has a role in the quality of work life.

Methodology
The present study is qualitative in nature and method, and applicable in purpose. The statistical population of this study is 10 university professors and experts specializing in the field of e-learning. In order to collect data, a 75-item questionnaire derived from the model of Aaker (1991) and Lin (2006) related to the field of virtual education was used; and in order to analyze it, the multi-criteria decision-making theory FTOPSIS and FAHP were used. Also, to examine the reliability of the questionnaire, Cronbach's alpha was used, which was approved based on all its components (because they were higher than 0.7).
Findings
In this study, the factors affecting the brand value of Internet companies active in the field of online education were examined. For this purpose, a questionnaire was designed and provided to experts to evaluate various indicators. The results showed that all indicators were approved and no criteria were eliminated.
Main components and indicators:
- Brand/Web value: repeat purchases, preferences, purchase decision.
- Brand awareness: name/logo/website, recognizability and recall.
- Brand associations: brand image, relevance, field of activity.
- Perceived quality: content relevance to needs, content quality, reasonable price, security.
- Brand loyalty: repeat purchases, loyalty, preferences.
- Marketing communications: advertising, public relations, interactions and support.
- Interactions: navigation, two-way communication, interaction with instructors and users.
- Customer service: company facilities, service delivery, support.
- Educational content: content relevance to goals, content quality, scheduling.
- Instructors: knowledge and skills, reputation, communication skills.
- Technical structure of the system: multimedia features, speed of access, ease of use.
Prioritizing factors affecting brand value using the FAHP method:
The following are the results of prioritizing factors affecting brand value of internet companies active in the field of education, content production and virtual teaching using the FAHP technique: Educational content (rank 1), instructors (rank 2), marketing communications (rank 3), customer service (rank 4), brand awareness (rank 5), perceived quality (rank 6), technical structure of the system (rank 7), interactions (rank 8), brand associations (rank 9), brand loyalty (rank 10).
Conclusion
This study examined the factors affecting brand value of internet companies active in the field of online education. The results show that the brand value of these companies is affected by various factors, including service quality, user experience, and educational content. Successful brands in this field try to attract and retain customers by offering diverse courses, reputable professors and user-friendly platforms. The results of this study were compared with similar studies including Almaiah & Alyoussef (2019), Ghobehei et al, (2019, Yaramadi et al., (2023), Chen et al., (2020, Yaramadi et al., (2023), Phong et al., (2020), and Lai et al, (2019), which can be presented as follows:

Educational content: Relevance of content to course objectives, high quality, and appropriate timing are key factors.
Instructors: Instructors' knowledge and teaching and communication skills have a significant impact on learning.
Perceived quality: Service quality and user trust are important factors in satisfaction and loyalty.
Technical structure and customer service: Effective support, two-way interaction, and easy user experience are among the factors that improve brand value.
Branding and brand awareness: Attracting new students and users is possible through effective branding.
Online engagement and loyalty: Positive interaction with users and repeated purchases indicate brand loyalty.

Finally, based on the research findings regarding each of the factors affecting the brand value of internet companies active in the field of education, content production, and virtual teaching, the following are suggested:
(Improving the quality of educational content:
- Focusing on producing high-quality, up-to-date content that is tailored to the needs of learners.
- Using modern educational methods such as interactive videos and educational games.
(Improving the skills of instructors:
- Holding training courses to strengthen online teaching skills.
- Attracting experienced and well-known instructors.
(Strengthening marketing communications:
- Using digital marketing strategies such as targeted advertising and producing attractive content.
- Collaborating with educational influencers and creating creative advertising campaigns.
(Providing differentiated customer service:
- Developing 24-hour online support systems and smart chatbots.
- Training employees to provide quality and personalized services.
(Increasing brand awareness:
- Extensive advertising and participation in educational events.
- Professional use of the logo and brand name on all platforms.
(Improving perceived quality:
- Providing quality content, ensuring information security and competitive prices.
- Receiving feedback from users and continuously improving services.
(Optimizing the technical structure of the system:
- Improving access speed, ease of use and interactive capabilities.
- Adding multimedia features and supporting different devices.
(Strengthening interactions:
- Creating an interactive space on platforms for two-way communication between learners and instructors.
- Holding live webinars and creating online forums.
(Creating positive brand associations:
- Emphasizing values ​​such as quality, innovation and social responsibility.
- Participation in social and educational activities.
(Increase brand loyalty:
- Provide special discounts and incentive programs to loyal customers.
- Receive feedback and continuously improve services.
(Use of new technologies:
- Take advantage of smart technologies such as artificial intelligence, virtual reality, etc.
(Continuously review user needs:
- Conduct periodic surveys and analyze user behavior to identify strengths and weaknesses. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract Abstract The purpose of this research is the learning process of physical education lessons in education through virtual education. In terms of purpose, the current research is applicable, and of a descriptive-survey type. The statistical population of the present study includes 14 teachers and specialists in the field of physical education in schools, and the purposeful sampling method was used. In order to analyze the effective factors in the virtual education of physical education in Iran, the quantitative approach of interpretive structural modeling was used, and the MICMAC diagram was used for effectiveness and influence. The results obtained from the analysis showed that the educational limitation of movements and practical lessons, the lack of supervision and concentration in virtual education, the weak communication interaction between the teacher and students, the coverage of virtual classes, economic issues, the weakness of software and hardware technology and infrastructure, use of information technology in virtual education, insufficient knowledge of the space and capabilities of virtual education, lack of supervision and limitations on physical ability, and implementation of courses and capabilities of virtual education were categorized. Finally, by using the final access matrix, by using the structural-interpretive method, the leveling of the sub-themes of the design of the physical education course in Iran was carried out, in which the coverage of virtual classes is at the highest level, and virtual learning capabilities of teaching at the lowest level. It should be noticed that there is less effectiveness at the high level factors. Extended abstract Introduction Various studies of the effects of school closures on the spread of influenza or epidemics show that school closures can be a useful control measure, although the effectiveness of school closures in schools is often low. School closure strategies may be national, regional, local or reactive closure of individual schools in response to student pollution levels (Nafisah et al, 2018; Rashid et al, 2015). In order for the education of students not to be interrupted during the period of social distancing and for the curriculum to continue according to the pre-specified program; various solutions were presented, one of which was electronic education (Ghafourifard, 2020). E-learning is an important part of the learning process, which is defined as a term by the European Commission "as a service to obtain quality education using the Internet and new multimedia technologies" (Farajollahi & Zarifsanaee, 2018). The teaching of physical education course with its special features and special needs, which practical and movement requirements are inseparable from its nature, differes from other courses in the context of modern educational media, and seeks to design and develop a new format to have the greatest effect in order to provide the required content of physical education course for students. Non-attendance teaching of physical education course, which has special conditions and includes practical and movement skills, faces challenges that matching the set goals of the academic courses based on the fundamental transformation document with selected methods of non-attendance education such as messengers, online education, television school and training packages, is one of the most important specific goals of these trainings, of course, should not be only theoretical and knowledge-based, but should provide conditions so that the learner is obliged to follow virtual trainings and practical exercises at the same time, in order to deepen the neural connections of the brain and improve his performance and learning (Qingtao, 2020). Therefore, according to the material raised, the researcher intends to answer the basic question in this research: what is the process of learning physical education in education through virtual education? Theoretical Framework Virtual training Educational systems are among the institutions that are fundamentally on the path of these changes, in such a way that the quality and manner of teaching and learning have changed; focusing on the human being as an active learner and diminishing the limitations caused by time and space, e-learning has been proposed as a new paradigm in this category (Geller et al, 2018). Thus, with the development of information technology on one hand, and the existence of many interested people to enter higher education on the other, most universities and educational institutions have turned to designing and launching e-learning courses (Shahsiah et al, 2019). In addition to expanding knowledge, the electronic learning system has given people the opportunity to make better and wiser decisions. In recent decades, thanks to the evolution and expansion of technological devices, new classes and virtual environments have been created (Valkanov et al, 2016). Yar Ahmadi et al, (2023) studied the design of virtual training model for physical education in Iran. The results of the research showed that the design of the virtual training model of physical education in Iran includes the problems of conducting physical education lessons in virtual space, the lack of supervision and concentration in virtual education, the lack of proper communication between professors and students, the coverage of virtual classes, economic issues, weakness of software and hardware technology, Internet and its infrastructure problems, benefits of information technology in virtual education, superior characteristics of virtual education, weakness in establishing friendship and communication, insufficient knowledge of the space and capabilities of virtual education, problems of virtual education of the lesson of physical education, weakness in network communication and infrastructural barriers, use of new educational technologies, problems of virtual learning, capabilities of virtual learning, and the reasons for the importance and superiority of virtual learning. Jalalniya (2022) in a research investigated the presentation of the evaluation model of virtual education in higher education during the corona epidemic with a structural-interpretive approach. The structural-interpretive method was used to determine the relationships and design of the final model. Based on the results of qualitative analysis, 13 main themes and 71 sub-themes were identified. The findings show that the planning and support of virtual education affect the quality of information, and system and hardware platforms of virtual education.​ These factors affect teacher-learner interaction, cooperative education, and educational interaction; and further empower professors and students. In the shadow of empowerment, the efficiency and effectiveness of virtual education can be achieved, and this efficiency and effectiveness will eventually lead to the development of virtual education. Research methodology In terms of purpose, the current research is applicable, and of a descriptive-survey type. The statistical population of the present study includes 14 teachers and specialists in the field of physical education in schools, and the purposeful sampling method was used.   Research findings The quantitative approach of interpretive structural modeling was used to analyze the effective factors in the virtual education of physical education in Iran, and the MICMAC diagram was used for effectiveness and influence. The results obtained from the analysis showed that the educational limitation of movements and practical lessons, the lack of supervision and concentration in virtual education, the weak communication interaction between the teacher and students, the coverage of virtual classes, economic issues, the weakness of software and hardware technology and infrastructure, use of information technology in virtual education, insufficient knowledge of the space and capabilities of virtual education, lack of supervision and limitations on physical ability and implementation of courses and capabilities of virtual education were categorized.​ Finally, by using the final access matrix through the structural-interpretive method, the leveling of the sub-themes of the design of the virtual training of physical education lesson in Iran was done, in which the coverage of virtual classes is at the highest level, and virtual learning capabilities of teaching at the lowest level. It should be noticed that there is less effectiveness at the high level factors.   Conclusion The purpose of this research is the learning process of physical education lessons in education through virtual education. The results of this research are in agreement with the findings of researchers such as Jalalniya (2022), Salimi & Fardin (2020), Kim et al, (2021), Gelineau-Morel & Dilts (2021), Sabahi & Heydari (2021), Hinojo Lucena et al, (2020), Almaiah et al, (2020), Vershitskaya et al, (2020), Latrous & Khadraoui (2020), and Moulai Gholanji (2020). Jalalniya (2022) showed that the planning and support of virtual education affect the quality of information, system and hardware platforms of virtual education. These factors affect teacher-learner interaction, cooperative education and educational interaction; and further empower professors and students. In the shadow of empowerment, the efficiency and effectiveness of virtual education can be achieved, and this efficiency and effectiveness will eventually lead to the development of virtual education. ​ According to the results of the research, the following suggestions are presented: Education departments of provinces and cities should organize workshops on how to create content and content creation applications for teachers. The Ministry of Education should provide teachers and students with the necessary training related to how to hold classes and how to use the space of educational programs. More free internet volume to be given to students and teachers for holding educational classes in order to financially save part of the costs of virtual classes.    

Abstract Abstract The purpose of the current research is to identify the dimensions and components of the use of new technologies in the fourth generation university. According to its purpose, the research method is applicable in terms of purpose, and qualitative in terms of implementation; type of descriptive and thematic analysis. The statistical population of this research includes 10 higher education specialists; prominent professors familiar with research work in the studied field. A targeted non-random sampling method of the available type was used. Semi-structured interviews were used to collect information. Data analysis was done with open, axial and selective coding and using MAXQDA2020 software. According to the analysis carried out using thematic analysis method to determine the dimensions and components of the use of new technologies in the fourth generation university, 5 dimensions, 13 components, and 47 indicators have been identified and confirmed. The dimensions include educational requirements (interaction with other virtual educational groups, devoting more hours to entrepreneurship education in the university, flexibility, management components), aesthetic requirements (technological factors, online limitation reduction capabilities), content requirements (learning management system electronic, appropriate course content), process requirements (quality of behavior of virtual education supervisors, application of virtual education standards), requirements of extra-organizational participation (virtual education system infrastructure, service delivery system quality, perceived support quality). Extended abstract Introduction The university plays a very important role in the progress or stagnation of a society by directly affecting the flow of production, adaptation and reproduction of social systems and market mechanisms (Tang, 2013). Applying a model in the development of graduate education that covers all these functions in a balanced way can make it possible to reach social goals (Raza et al, 2018). Ignoring the functions of the university may lead to emergent consequences that put graduate education development strategies at risk of futility (Clark & ​​Jackson, 2018).  One of the main concerns of universities is to be among the top universities in the world and create the necessary conditions to become a fourth generation university. In our country, most universities are in the first generation and a limited number of them are in the second generation, and yet, the third and fourth generation of universities in Iran has not been seriously discussed. Accordingly, many graduates do not succeed in the market due to lack of entrepreneurial skills (Goudarzvand Chegini, 2018). In fact, the third and fourth generation universities are knowledge-based, teaching and research-oriented universities that seek to create wealth and value by developing knowledge and effective entrepreneurship (Barrioluengo & Benneworth, 2019). Based on this, the researcher asked the main question: what is the use of new technologies in the fourth generation university? Theoretical Framework Information technologies The increasing development and progress of information and communication technology and its potential capacity in improving education have prompted researchers in the field of education to prioritize the use of technology as a competitive advantage in the education process. On the other hand, the need of developing societies for optimal use of time and facilities and flexible development of education has led to a greater tendency to use new technologies (Larchenko & Barynikova, 2021). These technologies have played a very important role in the scientific development and competitiveness of universities for reasons such as saving time and money, enabling distance learning, facilitating the educational evaluation system, direct access to digital educational resources, and creating equal educational opportunities (Kalbali, 2018). Fourth generation universities In the fourth generation of universities, value is defined on the basis of strategic partnership, entrepreneur training, and the degree of absorption of income from external sources and guidance and leadership, as well as the degree of influence on other factors in societies. Education is done based on the needs of society and students, and solving society's challenges is considered as the basis of research. International partnerships are an important part of the entrepreneurial university. Promoting risk-taking culture, creating a sense of belonging to entrepreneurship, academic freedom, valuing culture, talent management, creating a suitable entrepreneurial environment, teamwork culture, introducing entrepreneurial faculty members as role models and their participation in decision-making and policy-making, attention and Valuing entrepreneurial students are some the components of entrepreneurial culture (Khodabakhsh & Taghi Pur, 2023). Khoshnejad et al, (2022) carried out a research entitled the presentation of the fourth generation university model (case study: Islamic Azad University). The axes have been identified through three stages of coding (example, main theme, sub-theme). Key relationships including university-society relationship, alignment of university mission and society goals, and university-industry relationship were identified based on the research results. In addition, background factors, influencing factors and outcomes were also identified. The outcomes were investigated including internal and external outcomes. PourMohammadBagher et al, (2022) discussed in their research entitled review of the use of metaverse systems in education. In this article, by reviewing new technologies and referring to educational fields and some principles related to teaching methods, a better insight is provided to teachers in the field of education and training for technology-based educational design. According to the principles of metaverse, the virtual learning environment can simulate the law of dynamic evolution in natural phenomena and its processing process. Education of students in the virtual body occurs through sensory channels such as visual, auditory, tactile, olfactory, etc. Then they can explore and do individual activities or collaborate in a virtual environment. As a result, in the learning scenario based on the metaverse, learning is in a deeper form where insight occurs. Research methodology The research method is applicable in terms of its purpose, and qualitative in terms of implementation, a descriptive and thematic analysis type. The statistical population of this research includes 10 higher education specialists, prominent professors who are familiar with research work in the studied field. A targeted non-random sampling method of the available type was used. Semi-structured interviews were used to collect information. Research findings Data analysis was done with open, axial and selective coding; using MAXQDA2020 software. According to the analysis carried out using thematic analysis method to determine the dimensions and components of the use of new technologies in the fourth generation university, 5 dimensions, 13 components and 47 indicators have been identified and confirmed. The dimensions include educational requirements (interaction with other virtual educational groups, devoting more hours to entrepreneurship education in the university, flexibility, management components), aesthetic requirements (technological factors, online limitation reduction capabilities), content requirements (learning management system electronic, appropriate course content) process requirements (quality of behavior of virtual education supervisors, application of virtual education standards), and requirements of extra-organizational participation (virtual education system infrastructure, service delivery system quality, perceived support quality). Conclusion The current research was conducted with the aim of identifying the dimensions and components of the application of new technologies in the fourth generation university. The results of this research are in agreement with the results of Khoshnejad et al, (2022), PourMohammadBagher et al, (2022), Yadollahi Dehcheshmeh et al, (2021), Azar (2021), Larchenko & Barynikova (2021), Asgari et al, (2021), and Ahmadian Chashemi et al, (2020). Yadollahi Dehcheshmeh et al, (2021) have discussed in their research under the title of compiling the fourth generation university model (social university) for Iranian universities. The findings showed that the component of value-creating responsibility-oriented university as a central phenomenon, transformability and adaptability as causal factors, responsible leadership, development of professional competencies of human capital and educational and curriculum development as action strategies, components of specialized and professional policymaking, responsible innovation culture and transformative structure were identified as background conditions and academic independence and developing financial models as intervention components of the fourth generation university. The main consequence of the interaction of all the mentioned components is the development of the region, which plays a vital role in the development and growth of the local and national society in three cultural-social, economic, and environmental fields. According to the obtained results, it is suggested that: According to the develope of developments in the field of new technologies, the universities of the country can provide the possibility of transferring new findings to the beneficiaries by creating a foundation for the development of technology, which leads to the development of technological businesses, turning knowledge into wealth and employment for graduates, and finally, it creates new sources of income. While examining the current and future global trends and identifying the strengths and weaknesses of the society, the fourth generation university should guide the country's political, economic, cultural and social paths in the direction that countries can gain their proper place in the region and the international system. Building and developing specialized service centers for the general public, providing technical; consulting; and equipment support services to knowledge-based businesses, creating a communication network with elites; intellectuals and entrepreneurs to participate in policy making is suggested, and also academic researchers are suggested to identify local and regional issues and problems, determine the research priorities of academic disciplines based on solving the problems of the society, and formulate the dimensions of the curriculum of the higher education centers of each region based on the components of the fourth generation university.  

Abstract Abstract The purpose of this research is to design the curriculum model of virtual schools in the second period of high school in Khaf city. The current research is applicable in terms of its purpose; and survey in terms of the research implementation method; and it is specifically based on structural equation modeling. The statistical population was made up of all the teachers working in the second period of high schools of Khaf city (Razavi Khorasan), numbering 260 people, of which 152 people were selected as a sample based on the Morgan-Kresji table; the sampling method is simple random due to having the names of the respondents available. The collection tool in this research is a researcher-made questionnaire. SPSS software was used to analyze data; and PLS software was used to design the final research model. The results showed that school curriculum design includes 6 components of curriculum goals, curriculum content, curriculum evaluation, curriculum learning-teaching flows, curriculum strategies, degree of curriculum fitness; and the results of model fit statistics show that the values obtained for each of the indicators suggest a very good fit of the model. Extended abstract Introduction The main concern in today's education is not access to more information. In fact, one of the challenges of the students is to give meaning to the amount of content they are faced with and to absorb all the information in a targeted manner. Due to the explosion of information and the accompanying developments in communication, we need new approaches (Movahed Nasr & Jalili, 2018). In the classroom, teachers try to participate and interact with students and create an interactive environment with activities such as question and answer, encouraging students to think, feedback information to students, research and individual and group projects, creating an environment for discussion and exchange of opinions, seminars, and so forth. In the e-learning environment, there is also a need to create an interactive environment between students and teachers, and this will not be achieved unless social network services are used in the e-learning management system of schools. These services will effectively increase the interaction between students, teachers and administrators of schools across the country (Ahn et al, 2011; Ali et al, 2012). Therefore, the researcher is trying to answer the main question: what is the design of the curriculum model of virtual schools in the second period of high school in Khaf city? Theoretical Framework Virtual education is an education sector that has allocated the most growth in the education industry today. Meanwhile, with the increasing use of new communication technologies, the importance of attention and discussion regarding the quality of educational services also increases. Although virtual education has created tremendous changes in the field of education, the nature of virtual education is such that it leads to the creation of new issues in the field of educational service quality (Samadi & Ashori, 2019). Rezapor & Moharramzadeh (2021) investigated the formulation of the model of the effectiveness of the virtual educational program of physical education in schools (case study: the epidemic of Covid-19). The results showed that considering managerial requirements (planning, creativity, motivation, monitoring, feedback, evaluation), attitudinal requirements (society's attitude, families' attitude, students' attitude), support requirements (teachers' support, schools' support, family support, support of education and training, support of experts and heads of groups) and the requirements of the virtual teaching process (virtual training, virtual teaching tools, sports activities and proper nutrition at home, virtual sports competitions, virtual classroom management, principles of virtual teaching, plan sports) it is possible to develop an effective model for the virtual training program of the physical education lesson of schools in critical conditions such as the epidemic of covid 19. The findings of this research can be used as a model for the effective development of the virtual training program of the physical education lesson of schools. Alipor et al, (2021) investigated the design of the components affecting the quality of electronic learning environments. Using content analysis, 29 subcategories were identified, and the components of the e-learning environment that were extracted in 7 dimensions using content analysis are: learner, teacher, curriculum approaches, teaching-learning process, content of education. physics of electronic learning environment and evaluation. Dependability was used to check the validity and reliability of the coding, which includes four criteria of believability (the degree of belief in the research findings), ability of certitude (the ability to identify where the data of a certain study came from), verifiability (the findings are actually and really data-based) and transferability (the results of a qualitative study can be transferred to another different environment). Research methodology This research is applicable in terms of purpose, and descriptive-survey type in terms of research implementation method. The statistical population was considered to be all male and female teachers of the second period of high schools in Khaf city. Therefore, first by referring to the Department of Education in Khaf city, it was determined that 260 male and female teachers were working in second period of high schools, of which 143 were male and 117 were female; due to having the names of the respondents available, the sampling method is simple random. According to Cochran's formula, a questionnaire prepared from the qualitative part of the research was distributed among 260 people in order to design the curriculum model of virtual schools in the second period of high schools of Khawf city. The data collection method is a combination of field and library methods. The data related to the theoretical foundations and literature review of this research were gathered through the study of documentary and library sources including articles, Persian and English related books. The questionnaire acquired from the qualitative part is used to gather the data related the research variable.   Research findings SPSS software was used to check the research hypothesis, and then PLS software was used to design the final research model. The findings related to the design of the curriculum model of virtual schools in the second period of high school in Khaf city showed that the components of the flexibility of goals, the use of exploratory learning methods, need-orientation, diverse roles of the teacher, creating an interactive environment, content diversity of Curriculum, improvement of learning opportunity, and use of information technology all had a factor load above 0.50 and a significance level above 1.96, through which items exactly measured the variables predicted in the virtual school curriculum model design questionnaire in the second period of high school, so they had a high level of validity and the value of R2 (coefficient of determination) was equal to 0.999, the value of Q2 (predictive power of the model) was equal to 0.728 and the value of GOF (goodness of fit) was equal to 0.893. The design of the curriculum model of virtual schools in the second period of high school seemed appropriate and desirable. Conclusion The current research was conducted with the aim of designing the curriculum of virtual schools in the second period of high school in Khaf city. This finding is consistent with the research findings of Samadi & Ashouri (2018), Remroudi (2018), Nam et al (2020), Kathleen Huth et al (2020), and Detina and Kadiri (2018). In fact, it should be said that in the curriculum, the goals of the main pillar of teaching are the orientation of teaching and the presentation of appropriate content, and in a way, dividing the chart and the process of learning-teaching flows. In the virtual space, the design of the curriculum model of virtual schools is more diverse because multimedia content prevails in these schools. In these schools, the use of multimedia content such as PowerPoint, video, audio file provides the best basis for learning development. However, the goals of the school curriculum should be attractive for the learner, on the basis of attractiveness in the design of the curriculum model, more emphasis is put on diversity and flexibility; the variety of curriculum content can provide content with entertainment and attractive content. According to the results of the research, it is suggested that the goals of the curriculum be developed based on the updated learning resources and the students' needs; for example, the sources that have the most attractiveness, success and application in the field of students' learning should be paid attention. Considering the flexibility of the education environment in virtual schools, it is suggested that before formulating the goals, a general monitoring of the needs and interests of the students of the second period of high school should be done in each subject, so that the goals of the curriculum be determined according to the needs, interests, and abilities of the learner. The content of the courses in the curriculum should be designed and compiled in a combined manner, focusing on skill-oriented courses and appropriate to the native culture of the target region. It is suggested to use video files, audio files and PowerPoint as the basis of evaluation in the lessons that have a practical mode in the curriculum goals.