This study was aimed to understand the lived experiences of teachers about the executive challenges of life skills education in secondary school. This qualitative research was performed using phenomenological method. Data collection tools was semi-structured interviews. For this purpose, using the criterion-based method and chain based sampling, 13 interviews with teachers who were familiar with the skills education were conducted. Thematic analysis method was used to analyze the data. To validate the research, Lincoln and Guba's evaluative criteria were used. The analysis of the interviews indicates 4 comprehensive themes (social challenges, economic challenges, content challenges, method challenges),17 organizing themes and 43 themes basic. The results showed that items such as non-involvement of students, non-involvement of parents, unfamiliarity with the life skills, resistance of stakeholders, ideological view, lack of attention to the needs of adolescents, lack of appropriate resources, irrelevant content, overemphasis on knowledge, chaotic content structure, double financial burden on the education system, lack of financial involvement of stakeholders, No budget allocation, lack of familiarity of teachers in teacher training with topics related to life skills, multiple academic pressure on students, inappropriate assessment and inappropriate teaching tools play a major role in the ineffective implementation of life skills training. تفاصيل المقالة

Purpose: The present study aims to provide a research-oriented curriculum Pattern for a preschool period.Methodology: The method is considered applied, qualitative, and self-emerging in terms of objective, data, as well as nature and type, respectively. In total, 15 experts were selected based on the snowball theoretical sampling method and theoretical data saturation. The instrument included a semi-structured interview in which the dimensions, components, and indices of the research-oriented curriculum of the preschool period were set. To this aim, all of the national and global Patterns, results, studies, and theories were assessed for the above-mentioned interview form. Then, the indices were counted with open coding, categorized in the form of dimensions, components, and indices through axial coding, and submitted to 15 experts. In the next step, the dimensions and components were identified using selective coding through interviews, the Delphi technique, and brainstorming.Results: resulting in finalizing three dimensions, 26 components, and 142 indices for the research-oriented curriculum Pattern of the preschool period. In the following procedure, the dimensions, features, and indices of the Pattern were drawn after the final confirmation and prioritization of the experts.Conclusion: Finally, the aforementioned Pattern was validated again by the experts. تفاصيل المقالة