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Nowadays, adolescent aggression is a concern for parents because it will lead to future social, psychological, behavioral and educational problems. In addition to genetic, family, economic and cultural factors, one of the factors contributing to aggressive behavior is environment. Due to the fact that school is the first place where adolescents socialize with their peers, the school environment can play a significant role in organizing students’ interactive and social behavior and mental and emotional health. This study set out to examine environmental components in school architectural design to reduce students' aggressive behavior. To this end, the components affecting aggression in schools were collected using library resources and documents and content analysis method. In order to complete the list of components, interviews with psychologists and behavioral experts were conducted through Delphi method and theoretical saturation approach. Grounded theory method was utilized in the analysis of interviews and through using open coding and then axial coding methods, both ends of the spectrum of components were studied. Finally, the spectrum of the relationships between environmental components and the aggression factor was analyzed by selective coding. The results indicated that mediator variables derived from environmental components such as attention to needs, spatial attractiveness and transparency, security, flexibility, stress reduction, mental health, auditory comfort and environmental calm, positive thinking, etc. are effective in reducing students' aggressive behavior. Finally, a model representing the relationship between environmental components and students' aggressive behavior was put forward.

Background and Objectives: The efforts of today's societies to keep up with the increasing changes in the field of technology have been extended to the field of education. The speed of change and development of technologies and its impact on educational processes, along with the challenges and opportunities of using new technologies have been witnesses in the realm of education. The purpose of this study is to investigate the effects of new technologies on future educational trends based on review studies on external resources, internal resources and interviews with educational experts.Methods: This research has been done with a qualitative approach and content analysis method. The statistical population includes documents, articles, dissertations, video lectures and educational conferences, research projects and reports related to the research topic and accessible in the last two decades, as well as the results of semi-structured interviews conducted with 20 experts in the field of education in Ardabil province, Iran. The data are qualitatively coded, analyzed and categorized in a three-step "content analysis" method.Findings: Findings of this study were compiled under the two main themes of "positive impact of technology on education" and "challenges of technology and education"; the first main theme was classified with 40 sub-themes and the second main theme with 34 sub-themes.The need to pay attention to the effects of technology on individual structures and opportunities, reducing costs, automated solutions and increasing efficiency, improving the teaching process, etc. can be part of the sub-themes obtained under the main theme of "positive impact of technology on education.” Also under the theme of challenges of technology and education, sub-themes of non-compliance of existing standards with emerging standards, the need for new ways and infrastructure to transfer education in future schools, cross-border technology, Internet expansion, culture-startup, how management of complexity and uncertainty, the state of adhesion and the influence of technology in the culture of society, etc. were obtained.Conclusion: Attending to and planning for a systematic change in the future education system can be inferred from the findings of this study.

The purpose of this study was to identify the physical and non-physical factors affecting the desired experience of primary school students in Isfahan’s educational spaces which is innovative in terms of the subject matter and the nature of children's lived experiences of attending in the educational spaces. The methodology of the present article was based on mixed-methods and the students' mental images and lived experiences have been obtained using design-drawing method and their drawings. Given the integration of the identifier and the subject of identification in this method, it could be considered a suitable way to represent and understand the lived experience of children. A total of 192 drawings were classified by open coding method and they were analyzed using exploratory factor analysis by SPSS software. The results indicated that five main factors affect the students' lived experience and mental image of the educational space. Based on their priority, these factors are as follows: 1. emphasis on the building legibility; 2. referring to various types of activities; 3. emphasis on the overall appearance of the building; 4. paying attention to the natural factors and outdoor space and 5. paying attention to the details of environmental-sensory stimuli.

Background and Objectives: The efforts of today's societies to keep up with the increasing changes in the field of technology have been extended to the field of education. The speed of change and development of technologies and its impact on educational processes, along with the challenges and opportunities of using new technologies have been witnesses in the realm of education. The purpose of this study is to investigate the effects of new technologies on future educational trends based on review studies on external resources, internal resources and interviews with educational experts . Methods: This research has been done with a qualitative approach and content analysis method. The statistical population includes documents, articles, dissertations, video lectures and educational conferences, research projects and reports related to the research topic and accessible in the last two decades, as well as the results of semi-structured interviews conducted with 20 experts in the field of education in Ardabil province, Iran. The data are qualitatively coded, analyzed and categorized in a three-step "content analysis" method . Findings: Findings of this study were compiled under the two main themes of "positive impact of technology on education" and "challenges of technology and education"; the first main theme was classified with 40 sub-themes and the second main theme with 34 sub-themes.The need to pay attention to the effects of technology on individual structures and opportunities, reducing costs, automated solutions and increasing efficiency, improving the teaching process, etc. can be part of the sub-themes obtained under the main theme of "positive impact of technology on education.” Also under the theme of challenges of technology and education, sub-themes of non-compliance of existing standards with emerging standards, the need for new ways and infrastructure to transfer education in future schools, cross-border technology, Internet expansion, culture-startup, how management of complexity and uncertainty, the state of adhesion and the influence of technology in the culture of society, etc. were obtained . Conclusion: Attending to and planning for a systematic change in the future education system can be inferred from the findings of this study. [ABSTRACT FROM AUTHOR]

Analysis of the educational spaces of schools in District 2 of KermanIntroductionEducation has a very important role in providing human resources and the progress and development of a society owes to educated human resources that grow and excel in educational spaces, so the educational space has an effective role in supporting the training of human resources and as a key pillar And plays a fundamental role in educating the community. Numerous factors are effective in increasing the quality of education. The more these factors work together and move in the same direction, the higher the quality of education and the higher the productivity. In the meantime, because the educational space plays an important role in the educational system and is very important in the educational development of a country, and the weight of other factors or in some cases higher than some factors plays a role in the educational structure, every year huge funds for construction Education spaces are costly in the country, but the costs are not optimal because the real needs for educational spaces have not been identified and construction is not done in place. These conditions exist not only in Kerman province but also in most of the provinces of the country and impose irreparable damage to the country's budget. Targeting constructions in education and training, reducing costs, identifying needs, Fair distribution of educational spaces in District 2 of Kerman city, predicting the need for educational space in the future, considering the characteristics and behaviors of population and migration in Kerman city, preventing the ineffectiveness of construction costs due to limited use of educational spaces Recognizing the needs of the school increases the need for study. The importance of this plan is that it tries to identify the real needs for the construction of educational spaces and to avoid wasting resources and development credits.Data and methods:The research method in this research is descriptive-analytical and to conduct the research, data and documentary and library information were needed, data collected from schools in District 2 of Kerman, which were first described and then analyzed. And its output was presented in the form of a map, chart and table. In the data analysis, after the research data were prepared and recorded on the map of Kerman city, according to the location criteria and the radius of access of schools for different sections, the spatial distribution of schools was studied and the output maps showed that the distribution was unbalanced. Educational space can be seen in district 2 of Kerman city.DiscussionThere are 186 schools, including 89 elementary schools (first and second elementary, girls and boys) and mixed schools in District 2 of Kerman. There are also 97 secondary schools (first and second secondary and technical and vocational vocational schools, girls ', boys' and mixed). There are 186 schools in District 2. Of these schools, 68 schools are in primary school and 75 schools are in secondary school in Kerman. Areas outside the city of Kerman include the cities of Ekhtiarabad, Zangiabad, Baghin and the villages of Farahabad, Shahrokhabad, Kahnooj Madim, Badamouieh, Hojjatabad, Cheshmeh Gaz and Saadi. The spatial distribution of these schools is shown in Figure 15. As can be seen, most of these schools are located in the central and central area of Kerman and newly built urban areas (Farhangian crossroads to the west to the airport) the number of schools is very small. The average per capita educational space in District 2 of Kerman is 2.83 square meters. . The net per capita is equal to 2.5 square meters and the gross per capita is equal to 3.17 square meters. The average net per capita of primary schools is equal to 1.90 square meters, which is calculated to be 1.74 square meters for boys 'primary schools and 2 square meters for girls' primary schools. The average net per capita of secondary schools is 3.15 square meters, of which boys 'secondary schools are equal to 2.48 square meters and girls' secondary schools are equal to 3.42 square meters. The average gross per capita of secondary schools is 4 square meters.ConclusionThe situation of educational space in schools of District 2 of Kerman was investigated in this study. According to the research process and research data, including existing data and field information collected from schools in the city of Kerman and the output of GIS Arc software, the following results have been obtained:- The existing educational spaces meet the needs of the school population and will not be a serious problem in the physical space due to the decrease in population growth at the national and local levels, which will continue in the coming years.- The problem of physical space of schools is not due to the dimensions of space but due to the unequal distribution of educational spaces in the city, which has created an unbalanced distribution.- Lack of facilities and equipment is another problem of schools so that many schools use old and worn equipment and facilities that reduce the efficiency of the education system.Burnout is part of the educational space, another problem of education, so that 15 schools belong to before 1340, 33 schools were built between 1340 to 1360 and their age is between 38 to 58 years and 63 schools are related It is after 1981, ie they are less than 38 years old. Therefore, there is a high relative physical burnout in schools in Kerman.- The wear and tear of laboratory equipment and workshops has a negative impact on school education.The concentration of schools in the central part of Kerman, as well as the middle part of the city and the small number of schools in the newly built part of the city, has created an unequal and unbalanced distribution in terms of educational space in Kerman.Keywords: Analysis, Educational Space, School, District 2 in Kerman City, Renovation.

Background and Objectives: In contemporary times, the concept of attachment to place has found considerable differences. Social scientists are heavily involved in the concepts of place and attachment to place. What happens to people's emotional connection to a place in a dynamic society? At the macro level, globalization theorists offer a considerable understanding of the effects of dynamics on place and social organization in a city. They put emphasis on how economic, social, political, and cultural changes, travel and migration increase connectivity between distant places. Environmental psychologists, social scientists, and geoanthropologists distinguish between dynamism and attachment to space, and see the two concepts as contradictory. In the argumentative view, attachment to place is a phenomenon that is in the form of individual, social and place-human relations. Attachment in educational spaces is one of the most important factors affecting student attendance and consequently the prosperity and dynamics of the educational environment. Paying attention to the needs of these people with regard to their physical conditions can make their presence more prominent in educational settings. The purpose of this study was to identify the factors affecting students' attachment feeling among high school students in Bojnourd. This research is an applied research in terms of purpose. Methods: In this study, survey and correlational research were used. For this purpose, Kolmogorov-Smirnov statistical test was used to determine the normality of the distribution of research data and multiple linear regression and Pearson correlation tests were used to determine the relationship and severity and the relationship between independent and dependent variables. Findings: Findings showed that the sense of identity variable has the highest correlation with the level of attachment feeling. Therefore, the level of attachment feeling among the research variables is affected by the level of sense of identity and its related indicators. The second variable with the Pearson correlation coefficient is 0463 social bonds. The attachment sense variable was ranked third with a coefficient of 0.444, with the highest correlation being the attachment feeling question, which was 0.500 and a mean of 3.17, and the least related to being missing for this place in the attachment feeling, which was a mean of 2. 31 represents this issue, with a mean of 2.61 for quitting this place in three schools. Conclusion: Based on this, 37 indices were measured in 3 components. Summary of research results indicate that the components of sense of identity are the most important physical components affecting students' sense of attachment in educational spaces, respectively. Considering the correlation coefficients between the micro-indicators and the feeling of attachment, and to promote the sense of attachment to school, it is suggested to use architectural elements and shapes and volumes that identify the place until the sense of identity and finally the feeling of attachment is promoted. And significant components of the place are in the next ranks, in this process, preference for others and offering the school to others in the second stage through the meaning of place affects the attachment to the place. ===================================================================================== COPYRIGHTS ©2020 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. =====================================================================================

Abstract: Background and Aim: Considering that suspended particles are one of the main pollutants of air in cities. Since the prevention of contamination beyond the standard level and the economic and health issues of employees and individuals involved in the enclosed environment is very important, the research team concluded that the effect of fan coils at the dispersion of suspended particles and its effect on air pollution in educational spaces. Materials and Methods: In this study using the device Haz Dust and NIOSH500 suspended particles were measured in two seasons in the spring and summer and at 128 points.The sampling device was fixed at the center of the room at a height of one and a half meters, and with an impactor of 10 and 2.5 and the teflon filter the amount of contaminants was read on the device before the fan coil is turned on and after reading it turned on and data was analyzed by SPSS 19 software and the value of p-value was calculated and compared with the standard limit. Findings: The level of pollution in educational spaces is lower than standard, and fan coils have an effect on the dispersion of PM10 particles, but in general, fan coils do not have a significant effect on the dispersion of particles in educational spaces. Conclusion: The results of this study showed that the concentration of particles in the maximum time is less than standard, and the fan coil has no effect on the amount of contamination of educational spaces.

Physical factors of schools are one of important subjects in improving the quality of students' education and learning. Inappropriate environmental conditions in schools and lack of coordination with the surrounding environment, causes more attention to environmental comfort. The main aim of this study is to evaluate the environmental standards of comfort and presenting strategies for improving the quality of schools framework based on students' learning. The survey research method was used and the studied population are two groups. The first group is expert architectures and psychologist of Tehran Universities; and the second group is chosen from art high schools teachers in Zahedan city in the academic year of 2015-2016. Expert group who were interviewed, including 12 people (By Delfi1 Method) and the second group consisted of 310 subjects. The researchers extracted effective variables through library investigations and interviews with professors and professionals. In the next stage, the obtained variables were analyzed and after confirming the reliability and validity of the questionnaire, it was used to assess the sample’s point of view. The SPSS analysis shows that main factors respectively as: usage of natural light, , reduce noise pollution, temperature control, appropriate windows and air are the most important factors affecting the environmental comfort in learning spaces and they affects the quality of students' learning. In previous researches researchers mainly consider the effect of light, temperature, noise and air condition. In some cases they consider the effect of one of the factors on learning; and it was the criteria for evaluating the students’ score. But in this research the researchers evaluate the effects of five environmental factor on learning. Finally, the research findings have been formulated as the design principles of schools in order to enhance users’ learning.

Academic Dishonesty is one of the important issues in the higher education system of Iran, and reducing or preventing it requires identifying the factors which have an impact on it. The present study has analyzed the perceptions and understandings of PhD students in social science fields, who have a wider experience of scientific socialization in the process of education, with the aim of identifying the factors influencing academic dishonesty in the space of social science in Iran. The findings of this research show that the factors influencing academic dishonesty in the space of social science education can be detected at two individual and structural levels. At the structural level, sources and rules, and at the individual level, academic dishonesty among three groups of actors in educational space, i.e. professors, students and managers (heads of departments and faculties), with reference to their individual and personality characteristics, have paved the way for academic dishonesty, or have resulted in its occurrence. In the framework of a combination of actor/structure in explaining social phenomena, the factors influencing academic dishonesty and non-conformity to the norms of the ethics of science in the educational space can be reduced neither to the role of the structure nor that of the actor. Dishonesty in the ethics of science in social science education and the factors affecting them can be explained in the light of a combination of structure and actor.

The present study aims to explore and analyze criteria for designing the pre-school centers and primary schools’ available educational spaces and their adjustment with the criteria of multi-dimensional curriculum. So, this study benefitted from both qualitative and quantitative approaches. The statistical population of the qualitative part of the study consisted of the available documents for these standards and as for the quantitative investigation, all the pre-school centers and primary schools of the 3rd educational district of the city Karaj that used the multi-dimensional curriculum. Using the random sampling method, 20 pre-school centers and primary schools at the 3rd educational district of the city Karaj were selected as the research sample. The research instrument included a researcher-made checklist. The qualitative data was analyzed using frequency and chart and the quantitative data was analyzed using independent samples t-test. In order to document this process, the centers which applied this curriculum were observed. The results showed that adding these standards to the physical ones can cover many of the educational limitations in the present non-standard spaces by virtue of the curriculum and also it serves as a must in the educational space designing, based on the new areas of the present study. What is emphasized in this study is to consider the capacities of multi-dimensional curriculum for the optimal use of physical facilities and limitations as well as enrichment of learning opportunities through the lens of planning in educational space design. In spite of the physical space limitations, pre-school centers, based on multi-dimensional curriculum have been successful in developing skills in children, which other centers especially primary schools were not able to do so. The findings revealed a meaningful and positive relationship between the criteria for designing the educational spaces based on the multi-dimensional curriculum at the pre-school level , however, as far as the primary school is concerned, the space is not so based on the multi-dimensional curriculum i.e., either it does not have the criteria defined based on the multi-dimensional curriculum, or its use is rare.