-
Open Access Article
1 - Synthetic Analysis of Learning and Teaching’s Components and Methods Self – Directed Learning from Quran’s Viewpoint
Marjan Afshari Mohammad Nourian Amineh Ahmadi Dariush NorouziThe aim of the compilation and performance of learning and teaching components and elements in self – directed learning is lack of enough attention to making learners self – directed in learning in education system which weakens possibility of features&rsquo MoreThe aim of the compilation and performance of learning and teaching components and elements in self – directed learning is lack of enough attention to making learners self – directed in learning in education system which weakens possibility of features’ improvement and capabilities of learners. The present research is done by the aim of systematic study and offering Meta – synthesis of theoretical patterns and researches. The survey method is qualitative, synthetic research and based on content analysis. Statistical population of present research is the researches which are done in the field of self – directed learning in recent years inside and outside of Iran. 57 sample has been selected directly out of 86 books and articles related to the subject and 11 subjects were recognized and 73 concepts have been cited as final components lastly. All data has been analyzed by inductive reasoning in next level. Manuscript profile -
Open Access Article
2 - ارائه الگوی علی روابط باورهای فراشناخت و یادگیری خودراهبر با نقش میانجیگری خودکارآمدی تحصیلی
سیامند مولودی ذکریا احمدیان معصومه بهرامی شادی مامه حمه -
Open Access Article
3 - تدوین مدل اضطراب امتحان براساس مؤلفه‌های یادگیری خودراهبر و آگاهی فراشناختی با میانجیگری راهبردهای نظم بخشی شناختی هیجان
سمیرا شجاعی هوشنگ جدیدی امید مرادی مریم اکبری -
Open Access Article
4 - Effect of Critical Thinking, Problem Solving and Meta-Cognitive on Students' Self-Directed Learning
محمد علی نادی مریم گردان‌شکن محسن گلپرورThis study aimed to assess effects of training critical thinking, problem solving and meta-cognitive on students' self- directed learning. Fifty undergraduate student of Islamic Azad university of Khorasgan were selected randomly and then they divided randomly into ex MoreThis study aimed to assess effects of training critical thinking, problem solving and meta-cognitive on students' self- directed learning. Fifty undergraduate student of Islamic Azad university of Khorasgan were selected randomly and then they divided randomly into experimental and control groups. Test group were trained about critical thinking, problem solving and meta-cognitive in 6 sessions. Fischer et al' scale (2001) was used as an instrument for measuring self- directed learning before and after training. Data analysis was done using analysis of covariance. Research findings indicated a significant impact of teaching critical thinking, problem solving and meta-cognitive on the total scores of self- directed learning and its components (self-management, desire for learning, and self control). According to the data analysis, training critical thinking, problem solving and meta-cognitive will increase total score of self- directed learning and its components (self-management, desire for learning, and self control). Manuscript profile -
Open Access Article
5 - Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan
majid sharifi ghoortani mohammad ali nadiThe purpose of this research was to Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan. This descriptive research MoreThe purpose of this research was to Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan. This descriptive research was causal-correlation. 370 students were selected by stratified random sampling (168 boys and 202 girls). The research instruments were self- directed learning, learning styles, and learning strategies questionnaires. By Spss 18, correlation matrix was used to analyze data, and AMOS was used to determine the goodness-of fit of causal model. The results showed that there is a relationship between learning styles, learning strategies and educational achievement. The designed model in the research was goodness-of fit based on structural equation models. The indicators were obtained: CFI= 0.937, PCFI =0.711, and RMSEA=0.067. They showed that the model had goodness-of fit. The findings of the structural equation model in research showed self-directed learning and learning styles affected directly and indirectly on the educational achievement but learning strategy effected directly on educational achievement. Learning strategies have the most influence on the educational achievement. Manuscript profile -
Open Access Article
6 - The Study of The Relationship between Self Directed Learning Self Efficacy and Information Litracy on the Knowledge
batoul farrokh badri shahtalebiThe current study was performed with the aim of investigating the relationship between self-directed learning, self-efficacy and information literacy and knowledge sharing behaviour among male students of high school of district 2 of Isfahan in the academic year 93-94 t MoreThe current study was performed with the aim of investigating the relationship between self-directed learning, self-efficacy and information literacy and knowledge sharing behaviour among male students of high school of district 2 of Isfahan in the academic year 93-94 through the descriptive approach of the correlational type. All high school male students of district 2 with the number of 4995 formed the statistical population of the current study that among them 356 people were selected to participate in the current study by the random cluster sampling method. Data collection tools in this study were 4 questionnaires of self-directed learning of Fisher et al. (2001) with 40 items, self-efficacy of Sherer and Maddux (1982) with 17 items, information literacy with 18 items and knowledge sharing with 15 items, that their validity was confirmed, and their reliability, also, was obtained 0.78, 0.90, 0.91 and 0.85, respectively, by using Cronbach's alpha coefficient. Obtained data from the research were analysed by using descriptive and inferential statistics including correlation coefficient, stepwise regression and analysis of variance. The test results of main theories showed that there was a significant relationship between self-directed learning and knowledge sharing behaviour, between self-efficacy and knowledge sharing behaviour and between information literacy and knowledge sharing behaviour. Also, the results showed that there was a significant relationship between the propensity for learning dimension, the self-management dimension and self-control dimension and knowledge sharing behaviour. Moreover, there was a significant relationship between the desire to behaviour starting of self-efficacy dimension, the desire to expand the effort for affecting the task of self-efficacy dimension, resistant in facing with the obstacles of self-efficacy dimension and knowledge sharing behaviour. The results of stepwise regression revealed that propensity and self-management dimensions of self-directed learning have the ability of predicting the knowledge sharing behaviour. The relationship among the propensity dimension to expand the effort for affecting the task has the ability of predicting the knowledge sharing behaviour. Among the views of respondents in all four variables based on the education base, there was no significant difference. Manuscript profile -
Open Access Article
7 - Development and Validation of a self-directed learning training package and determining its effectiveness on academic enthusiasm and academic vitality in students
Alireza Jafari mohammad ali nadi gholamreza manshaeeThe aim of this study was to develop and validation of a self-directed learning training package and to determine its effectiveness on academic enthusiasm and academic vitality. The present study is of combination type in the form of an exploratory design (at first the MoreThe aim of this study was to develop and validation of a self-directed learning training package and to determine its effectiveness on academic enthusiasm and academic vitality. The present study is of combination type in the form of an exploratory design (at first the qualitative method and then the quantitative method(. To identify the components of self-direction in this research, the qualitative method of content analysis has been used. Content analysis is a method for understanding the analysis and reporting of current patterns in qualitative data.The method used in the quantitative part of the reaserch is semi-experimental with pre-test,post-test,3-month follow-up and the control group. Population included all male freshman students of Esfahan farhangian university of Shahid Bahonar in the academic year of 1395-1396, (N= 275) in different fields. Of these, 36 volunteered to participate in the training course on announced call, which were assigned into two groups of experimental and control (18 in each groups) by simple random sampling method. The research instruments comprised of an educational package based on self-directed learning components, Hossein Chari and Dehghanizadeh's (1391) Academic Vitality Questionnaire and Fredericks et al.'s (2007) Academic Enthusiasm Questionnaire. To analyze the data, Multivariate analysis of covariance was utilized and the results showed that the difference between the mean scores in all variables of the study including academic enthusiasm and its dimensions and academic vitality in the experimental and control groups in the post-test and follow-up stages was significant. (P <0.001). The effect size of the educational package on increasing academic enthusiasm was 54.5% and 44.4%in the post -test and follow-up respectively. Also, the effect of this package on increasing academic enthusiasm in the post-test was equal to 48.3% and in the follow-up was equal to 33%. Manuscript profile -
Open Access Article
8 - The Effect of Teaching Philosophical Stories on the Spirit of Research and Self-Directed Learning of Second Year Elementary School Students
maryam soltani Ahmadreza Ojinejad Fatemeh MardanehIntroduction: The aim of the present research was the effect of teaching philosophical stories on the spirit of research and self-directed learning of second year elementary school students.research methodology: The research method was semi-experimental with a pre-test MoreIntroduction: The aim of the present research was the effect of teaching philosophical stories on the spirit of research and self-directed learning of second year elementary school students.research methodology: The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of this research included all students of the second year of elementary school in Morvdasht city. For the sample size, 50 students were selected using the purposeful sampling method and were replaced in two experimental groups (25 people) and control (25 people) and were measured with two questionnaires of Shirzad's research spirit and the self-directed learning questionnaire of Fisher et al. The collected data were analyzed at two levels (descriptive statistics and inferential statistics). At the level of statistics, mean and standard deviation were used, and at the level of inferential statistics, covariance analysis methods were used.Findings: There is a significant difference between the research spirit of the experimental and control groups in the post-test stage, and there is a significant difference between the self-directed learning of the experimental and control groups in the post-test stage.Conclusion: The results showed that teaching philosophical stories and research spirit of students has a significant effect. Teaching philosophical stories and self-learning has a significant effect for students. Manuscript profile -
Open Access Article
9 - Comparison of the effectiveness of reverse classroom and classroom based on social networks on creativity and self-directed learning of students in Abdanan boys' vocational schools
Hoshang khoshnood Saeed Bakhtiarpoor sasan bavi reza pashaAim: The aim of this study was to compare the effectiveness of a reverse classroom and a classroom based on social networks on students' creativity and self-directed learning. Method: The method of the present study is a quasi-experimental pretest-posttest with a contro MoreAim: The aim of this study was to compare the effectiveness of a reverse classroom and a classroom based on social networks on students' creativity and self-directed learning. Method: The method of the present study is a quasi-experimental pretest-posttest with a control group. The study population was all high school students in Abdanan city. In this project, 60 students were selected by purposive sampling method and randomly divided into 3 groups: reverse classroom, classroom based on social networks and traditional classroom (control group). Torrance Creativity Questionnaire and Questionnaires were administered as pre-test and post-test for the groups. Findings: The results of multivariate analysis of covariance indicate a significant and positive effect of reverse classroom and classroom based on social networks, classroom education on creativity and self-directed learning variables. The results also showed that the reverse classroom compared to the classroom based on social networks, has a more positive effect on creativity and self-directed learning. Manuscript profile -
Open Access Article
10 - Effectiveness of teaching goal setting on Self-Directed Learning of students
Fateme Hemmatian Alimohamad Rezaei Mohamadali MohammadyfarThe aim of this research was survey effectiveness of teaching goal setting on self-directed learning. The statistical society of this research contained all eighth grade students of high school (the first period) of Semnan in the 2014-2015 academic year that among them MoreThe aim of this research was survey effectiveness of teaching goal setting on self-directed learning. The statistical society of this research contained all eighth grade students of high school (the first period) of Semnan in the 2014-2015 academic year that among them for example 40 students with the lowest scores on self-directed learning have been chosen and they randomly and equally were put in two experiment and control groups. At first, a pre-test was performed on both groups; and then goal setting was taught to the experiment group during 9 sessions. Intervention wasn't done for control group. In this research, the pretest-posttest pattern was used with control group. Data was collected by Fisher, King, and Tagoe self-directed learning questionnaire; and after that they were evaluated with multivariate covariance test. The results showed that goal setting has a meaningful effect on improving self-directed learning. Based on the obtained results, use of teaching goal setting for promotion of self-directed learning is recommended. Manuscript profile -
Open Access Article
11 - The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students
Majid Soleymani mohamad abbasi hadi sarani Ali Akhondzade Arani somaye afsharpourThe purpose of this study was to the effect of training Cognitive and Metacognitive Learning Strategies on academic self-handicapping and self-directed learning of Entrance Exam students. This study was a quasi-experimental study with pretest-posttest design with contro MoreThe purpose of this study was to the effect of training Cognitive and Metacognitive Learning Strategies on academic self-handicapping and self-directed learning of Entrance Exam students. This study was a quasi-experimental study with pretest-posttest design with control group. The statistical population of this study consisted of all female high school students of Khorramabad city who were studying in the academic year 2018-2019. Thirty students were selected using multistage cluster sampling and were randomly divided into experimental and control groups. Students in the experimental group received training cognitive and metacognitive strategies training in eight sessions but the students in the sample group did not receive any training. Before and after training, both sample groups completed pre-test, post-test, and follow-up questionnaires for academic self-handicapping and self-directed learning. Data were analyzed by Statistical software package in social sciences. The results showed that training cognitive and meta-cognitive learning strategies significantly reduced academic self-handicapping (p=0/001) and significantly increased self-directed learning (p=0/001) in the sample students. According to the findings, it can indirectly reduce academic self-disability and increase self-directed learning by training cognitive and metacognitive learning strategies to teachers. Also, by training these strategies to students, teachers can also directly reduce analytical disabilities and increase self-directed learning Manuscript profile -
Open Access Article
12 - Explain the Mediating Role of Self-Directed Learning in the Relationship Between Metacognitive Beliefs and Academic Procrastination of High School Students
sima alizadeh Elnaz YahakThe aim of this study was to explain the mediating role of self-directed learning in the relationship between metacognitive beliefs and academic procrastination of high school students. The research method was descriptive-correlational and the statistical population was MoreThe aim of this study was to explain the mediating role of self-directed learning in the relationship between metacognitive beliefs and academic procrastination of high school students. The research method was descriptive-correlational and the statistical population was all 6100 high school students in Miandoab, of which 361 were selected using cluster sampling using Morgan table. Data collection tools were standardized questionnaires of metacognitive beliefs of Wales et al., Gagilmino self-directed learning, and Solomon and Rodoblum. Validity (content and structure) and reliability (Cronbach's alpha coefficient) of the questionnaires indicated that the measuring instruments had good validity and reliability. The results of testing the hypotheses by SPSS and PLS software and using correlation tests and structural equation modeling showed that Self-directed learning plays a significant role in the relationship between metacognitive beliefs and academic procrastination (p<0.01) and the relationship between the three components of positive beliefs about worry (p<0.05), cognitive confidence (p<0.05) and cognitive self-awareness. (p<0.01) with academic procrastination and with the mediating role of self-directed learning is negative and significant. Self-leadership is positive and significant (p<0.01). Finally, the results showed that self-leadership learning has a negative and significant relationship with academic procrastination (p< 0.01). Finally, the results showed that self-directed learning has a negative and significant relationship with academic procrastination (p< 0.01). Therefore, by strengthening positive metacognitive beliefs in students and, consequently, increasing self-directed learning, it is possible to reduce academic procrastination in them. Manuscript profile -
Open Access Article
13 - The Effectiveness of Cooperative Learning Patterns on Self-Directed Learning (Self-Management, Desire for Learning and Self-Control) in Female Students
Shadi Mousavi Bagher SardariThe purpose of this study was to investigate the effectiveness of cooperative learning patterns on self-directed learning (self-management, desire for learning and self-control) in female students. The present study is a semi-experimental study with pretest-posttest and MoreThe purpose of this study was to investigate the effectiveness of cooperative learning patterns on self-directed learning (self-management, desire for learning and self-control) in female students. The present study is a semi-experimental study with pretest-posttest and control group design. The statistical population of this study included all female students of the 6th grade elementary school in Maku city in the academic year of 2017-2018 to number of 458 people. From this population, a sample of 60 individuals (30 people per group) was selected by cluster sampling method and randomly replaced in two cooperative learning and traditional groups. Participants of the two groups completed the self-directed learning scale (SDL) in the pre and posttest stages and meanwhile, the subjects of experimental group were trained in 24 sessions of 45 minutes using jigsaw's cooperative learning pattern. Data analysis was performed using covariance analysis in spss program. Data analysis showed that the use of cooperative learning patterns led to significant difference between groups in the total score of self-directed learning at a rate of 77%, and self-control component of 55%, self-management 64%, and desire for learning 43%. Regarding the results, it can be argued that the cooperative learning patterns has been effective in student self-directed learning and has led to an increase in self-directed learning scores and its components include self-control, self-management, and desire for learning in the experimental group. Manuscript profile -
Open Access Article
14 - The Role of Metacognition, Metamemory and Meta-emotion in Predicting Students' Self-directed Learning
Mahsa Alamolhoda Ali ZeinaliThe aim of this research was determine the role of metacognition, metamemory and meta-emotion in predicting students' self-directed learning. The research method was cross-sectional from type of correlation. The research population was all high school students of Urmia MoreThe aim of this research was determine the role of metacognition, metamemory and meta-emotion in predicting students' self-directed learning. The research method was cross-sectional from type of correlation. The research population was all high school students of Urmia city in the 2019-2020 academic years. The research sample was 400 students who were selected by multi-stage cluster sampling method. The research tools were the O'Neill & Abedi metacognition inventory (1996), Troyer & Rich metamemory questionnaire (2002), Mitmansgruber & et al meta-emotion questionnaire (2009) and Fisher & et al self-directed learning scale (2001). Data were analyzed by Pearson correlation coefficient and multiple regression with enter model methods in SPSS-19 software. The findings showed that metacognition, metamemory and positive meta-emotion had a positive and significant relationship with self-directed learning and negative meta-emotion had a negative and significant relationship with self-directed learning. Also, the variables of metacognition, metamemory and meta-emotion significantly could predicted 40.8 percent of variance of students' self-directed learning and in this predicting the role of metamemory was higher than other variables (p < 0.01). According to the results of the present study, to improve students' self-directed learning, can be designed programs to increase metacognition, metamemory and positive meta-emotion and decrease negative meta-emotion and implement them through workshops. Manuscript profile -
Open Access Article
15 - Relationship between Self-directed Learning and Self-efficacy of Students with the mediator role of information literacy
leila hosseinitabaghdehi Mohammad salehiThe study aimed at investigating the relationship between self-directed learning and self-efficacy of PhD students with a focus on the mediating role of information literacy in Islamic Azad University of Sari. This applied research adopted a descriptive-correlational ap MoreThe study aimed at investigating the relationship between self-directed learning and self-efficacy of PhD students with a focus on the mediating role of information literacy in Islamic Azad University of Sari. This applied research adopted a descriptive-correlational approach as its methodology. The statistical population of this study consisted of 1,000 students of all PhD students. The Sample size was determined by Krejcie and Morgan tables and 278 people were considered as the study sample being chosen through random sampling. The data collection tools were the Self-efficacy Scale by Sherer and Maddux (1982) and Fisher's Self-directed Learning Questionnaire (2001) and a Researcher- made Questionnaire on Information Literacy. The validities of the given tools were evaluated and confirmed by experts from the Department of Educational Sciences. The reliabilities of the questionnaires were estimated through Cronbach's alpha coefficient in a group of 30 subjects, which were 0.79, 0.83 and 0.89 for the self-efficacy questionnaire, self-directed learning questionnaire, and information literacy questionnaire, respectively. For the statistical analysis, the Lisrel 8.5 and Spss version 18 were used. Hypotheses were analyzed through structural equation modeling. The results showed a significant positive correlation between self-directed learning and students’ information literacy. There existed a significant positive relationship between information literacy and student self-efficacy; Moreover, there was a significant positive correlation between self-directed learning and students’ self-efficacy. Also, the results of the test showed that information literacy had a mediating role in the relationship between self-directed learning and students’ self-efficacy. Manuscript profile -
Open Access Article
16 - Designing a self-directed learning model in the University of Medical Sciences using the hybrid method Mehran Molarzaei
mehran molarezaeiAbstractBackground and purpose: One of the aspects of organizational learning is self-directed learning, in which the employees of the organization are responsible for their personal learning so that they develop specialized knowledge and the ability to transfer knowled MoreAbstractBackground and purpose: One of the aspects of organizational learning is self-directed learning, in which the employees of the organization are responsible for their personal learning so that they develop specialized knowledge and the ability to transfer knowledge in new situations. The purpose of this research is to design a model of self-directed learning in the University of Medical Sciences using a hybrid method.Research method: The present research was conducted using meta-combination method in several stages at the University of Medical Sciences. After identifying the concepts and codes of factors affecting self-directed learning and evaluating, its validity and reliability, the initial conceptual model of the research was designed. From the 72 retrieved studies, 7 studies related to the purpose of the study were included for meta-combining. At the level of analysis and presentation of the model, Sandelovski and Barso (2006) Meta combination method was used.Findings: The findings showed that the research model included 6 factors influencing self-directed learning. These factors included self-efficacy, motivation to progress, self-management skills, desire to use technology, desire to learn and share knowledge. The identified factors were approved by experts.Conclusion: The importance of self-directed learning in organizations requires focusing on factors influencing it and institutionalizing these factors among employees. The new model presented for the University of Medical Sciences can be useful for managers and planners of the health system Manuscript profile -
Open Access Article
17 - The effectiveness of the integrated intervention program based on self-directed learning and cognitive emotion regulation strategies on reducing exam anxiety of female secondary school students in the city of Ilam.
Samira ShojaeiThe purpose of this research was to investigate the effect of an intervention program based on self-directed learning and cognitive emotion regulation strategies on reducing exam anxiety among female secondary school students in the city of Ilam. The research method was MoreThe purpose of this research was to investigate the effect of an intervention program based on self-directed learning and cognitive emotion regulation strategies on reducing exam anxiety among female secondary school students in the city of Ilam. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population was all female students of the second secondary school in Ilam city in the academic year of 1996-1997 (3250 people) who were studying and were replaced by random sampling in two groups of 15 people, experimental and control, and the educational program of self-directed learning and Cognitive emotion regulation strategies were implemented in 10 sessions on the experimental group. Research data were collected using the Spielberger questionnaire (1980) before and after the beginning of the educational intervention from both groups. Data analysis was done using descriptive methods and analysis of covariance in spss software version 23. The results indicated the effectiveness of the self-directed learning training program and cognitive regulation strategies for reducing exam anxiety (p<0.05). Based on the results, it seems that self-directed learning and cognitive emotion regulation strategies can be used as a suitable intervention method to reduce students' exam anxiety. Manuscript profile -
Open Access Article
18 - The Role of Self-Directed Learning In Human Capital of higher education institutions Case study in University of Tehran
Ebrahim Mazari Kazem Fath Tabar Firouzjayi Mehdi Ghanbarnia Soudabeh BadehbanThis study aimed to explain the role of self-directed learning in human capital of higher education institutions. The research method was descriptive and correlational and data analysis method was SEM using Cochran's sampling formula the Sample contained 131 employees w MoreThis study aimed to explain the role of self-directed learning in human capital of higher education institutions. The research method was descriptive and correlational and data analysis method was SEM using Cochran's sampling formula the Sample contained 131 employees who were selected through Stratified random sampling. Self-leadership questionnaire of Abili and Mazari (2014) with the reliability of 0.96 and human capital questionnaire of Naderi (2011) with the reliability of 0.95 were used to collect data. That content and construct validity of the questionnaires we also evaluated and confirmed. One sample t-test showed that the self-directed learning and human capital of employees were higher than the average. Correlation result showed self-directed learning(r=0.70) hada significant positive correlation with human capital of Personnel (p<0.01). Structural equation modeling also showed that self-directed learning have significant impact on knowledge and cognitive skills (γ=0.85), metacognitive skills (γ=0/83) and emotion and communication competencies (γ =0.86). Manuscript profile -
Open Access Article
19 - Designing a Self-Directed Learning Upside-Down Curriculum Pattern in the Secondary School of Technology Course
raziyeh nori ladan salimi esmat rasoliThe purpose of the present study was to design a reversed curriculum model based on selective attention and self-directed learning in first-grade work and technology courses. A qualitative research method was used for this purpose. Necessary qualitative data were collec MoreThe purpose of the present study was to design a reversed curriculum model based on selective attention and self-directed learning in first-grade work and technology courses. A qualitative research method was used for this purpose. Necessary qualitative data were collected and identified and analyzed using qualitative content analysis as a research technique, concepts, categories. Those who had the necessary information in the context of an upside-down curriculum, were identified and used in their qualitative part. In this study, using purposive sampling and considering saturation law, 15 individuals were selected as statistical sample. Semi-structured individual interviews with curriculum specialists were used to collect the data. The results showed that the test-retest reliability was 0.68. Percentage indicates good reliability. Content analysis was used to analyze the qualitative data of the study. The results showed that the analysis of the interviews indicated that the experts pointed to the relationship between the inverted curriculum and self-directed learning in the components of self-management, self-monitoring and spontaneity. Although in some categories more emphasis was placed on other categories, they did note points that indicate the importance and impact of the present research categories. Manuscript profile
Sanad
Sanad is a platform for managing Azad University publications
Links
Related Centers
Technical Support
Official pages
The rights to this website are owned by the Raimag Press Management System.
Copyright © 2021-2024