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Scientific disciplines evolve based on the modern needs of societies and curriculum is no exception. One of the recent concepts introduced in the curriculum area is curriculum counseling. Explaining and conceptualizing this concept could facilitate the improvement of the learning level and realizing the objectives of the curriculum. In this study, curriculum counseling was discussed as a new concept in curriculum studies. The approach employed in this research was qualitative with systematic review. The research data was collected through library studies and documentation. The findings of this study indicated that the concept of counseling curriculum has its theoretical basis and ground in new conceptualists’ theories, including phenomenology theory and autobiography of the curriculum. In addition, curriculum counseling could play an important role in improving the level of learning and the teaching-learning methods, and particularly the development and enhancement of learner personality within the framework of curriculum. Counseling and psychology could cooperate effectively in curriculum studies in order to achieve curriculum counseling goals. 

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Gender informs different understanding and interpretations of educational experience and hence these different interpretations of interactions and potential capacities offer a new perspective on higher education and can even cause changes in higher education. Applying narrative inquiry and post-structural approach to gender, this paper attempts to describe lived experience of women doctoral students in Education as well as their understanding of gender in the pathways of higher education to doctoral level. 

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This paper aims to explain the underground curriculum in the field of ethnicity and provide its practical evidence from the Iranian schools. This paper follows a qualitative research method According to the results of this research, when ethnic groups do not have a proper position in formal curricula, and in many cases, there is a cultural humiliation of subcultures, in other words, when cultural occupation takes place in schools, in such circumstances, Ethnicity is considered as one of the main areas for the formation of underground curricula. Also, based on the data analysis, seven main themes related to this research are: Preference for mother tongue on formal language, ethnicity bias of teachers and students, opposition to the content of formal curriculum, the use of ethnic symbols in schools, the spread of ethnic music and their symbols in schools, humiliation Other ethnic groups and expansion of separatist ideas.

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The purpose of this study was to investigate the position of ethnicity in formal and hidden curricula of the new secondary education system in the 98-97 academic year. The research method in the first part of the research included documentary analysis and qualitative content analysis. Sampling in this section was targeted and included 6 volumes of books in the form of more than 960 pages of history & sociology books in the second secondary school.The content analysis unit in this section was text, images, and textbook activities. In the second part of the research, the research method was qualitative and ethnographic and various tools such as student journals and informal interviews were used in collecting research data. Finally, based on the findings of this study, it can be acknowledged that the position of ethnicity in the formal and hidden curricula of the secondary school was undesirable.

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A research was conducted using qualitative approach, to identify the required knowledge for mathematics educators that are preparing prospective elementary teachers. Two mathematics educators from “Farhangian University” participated in this study. The data collected from four different sources observation of virtual classes of two participants while teaching multiplication and division of fractions, semi-structred interviews with participant, educators’ lesson plans and first author’s field notes. The classes hold virtually due to the Covid-19 pandamic. After many levels of systematic data reduction, three categories emerged as “the role of educators’ beliefs in teaching mathematicsL, “choosing challenging content for developing conceptual understanding of multiplication and division of fractions and “recognition of misconceptions of elementary students”. As a result, a theoretical framework developed for required knowledge of mathematics educators with four components as “knowledge of mathematics-content”, “knowledge of mathematics curriculum", "knowledge of students’ mathematics misconceptions” and “knowledge of modifying teaching to fit the situation.”