Nahj al-Balaghah. (n.d.). Sermon 11. {in Persian}.
Abdipour, P., Maghoul, A., Ghobadian, M., & Jafarkhani, F. (2023). A review of honoring the status of teachers. Islamic Lifestyle with a Focus on Health, 7(2), 159–173. {in Persian}
https://sid.ir/paper/1134103/fa
Alipour, F., & Alizadeh, R. (2024). Explaining the characteristics of a revolutionary school based on the thoughts of the Supreme Leader. Theory and Practice in Teacher Education (Special Issue), 10, 67–90.
https://doi.org/10.48310/itt.2024.16259.913 {in Persian}
Abri, L. (2023). Transformation-oriented education with an emphasis on the thoughts of Imam Khamenei (may his shadow be prolonged). In Proceedings of the 8th International Conference on Educational Sciences, Psychology, Counseling, Education, and Research (Tehran). {in Persian}
https://civilica.com/doc/1968853/.
Asadi Garmaroudi, A. (2024). A model for revolutionary education in the governance of teacher education at Farhangian University with emphasis on the epistemic system of the leaders of the Islamic Revolution. Research in Islamic Education and Training, 5(2), 101–117.
https://doi.org/10.22034/riet.2024.16244.1247 {in Persian}.
Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academy Press.
Darabi Emarati, A. (2024). Identification and validation of an expert teacher model based on Islamic values. Teacher Professional Development, 9(4), 51–75.
Dadgar, S. A., Emam, S. M., & Pourmanouchehri, S. A. (2021). An examination of the educational and guiding role of the teacher from the perspective of the Qur’an. Quarterly Journal of Educational and School Studies, 9(25), 335–361. magiran.com/p2257500 {in Persian}
Dewey, J. (1916). Democracy and Education. Macmillan.
Emam Jomeh, M., & Mehrmohammadi, M. (2006). A critique and review of reflective teaching approaches with the aim of proposing a curriculum for reflective teacher education. Quarterly Journal of Curriculum Studies, 3, 30–66.
http://noo.rs/0Sbpf {in Persian}.
Ejike, O .(2025). Teachers Rights And Responsibilitiesand Societal Expectations, UnizikJournal of Educational Laws and Leadership Studies (UNILAWS)VOL.1 (1), 213UNILAWS; Vol.1 (1).
Khamenei, S. A. (2020). Remarks at the meeting with teachers. Office of the Supreme Leader. {in Persian}https://farsi.khamenei.ir/
Khamenei, S. A. (2007). Remarks at the meeting with teachers. Office of the Supreme Leader.
https://farsi.khamenei.ir/{in Persian}
Khamenei, S. A. (2011). Remarks at the meeting with teachers. Office of the Supreme Leader.
https://farsi.khamenei.ir/{in Persian}.
Mohammadi Pouya, F., & Torkashvand Sina. (2020). Education as a foundation for the new Islamic civilization with emphasis on the thoughts of the Supreme Leader (may his shadow be prolonged). Journal of Research in Islamic Education Issues, 28(46), 103–124. {in Persian} magiran.com/p2149827
Mohammadzadeh Banitorfi, M., Shemakhteh, M., & Mashhadi, H. R. (2022). Educational characteristics of the ideal revolutionary teacher from the viewpoint of the Supreme Leader. Tarbiat-e Mota‘ali, 1(2), 25–46. {in Persian}
https://tarbiatmotali.ismc.ir/article_159600_089e64c4c3a1eb2947cd39ca891e4c8e.pdf
Motahari, M. (1998). Education and ethics. Sadra Publications. {in Persian}
https://dor.isc.ac/dor/20.1001.1.24765600.1401.7.4.3.9
Mousavi Khomeini, R. (1991). Sahifeh-ye Imam (Collected works of Imam Khomeini). Institute for Compilation and Publication of Imam Khomeini’s Works. {in Persian}
Mousavi, S. M., Esmaili, M. M., Khaleghi, S., & Paeiz. (2023). Examining the role and mission of teachers in the development of the Jihad of Explanation and the necessity of educational management and planning. Educational Management and Planning Necessities, 4(3), 104–119. {in Persian}
https://psjournal.ir/fa/paper.php?pid=204
Samieipour, S. (2025). The role and position of Farhangian University in educating future teachers. Proceedings of the First International Conference on Technological Innovations in Education, Ramshir. {in Persian}
https://civilica.com/doc/2356306/
Shamshiri, B. (2017). The role and status of cultural education in the teacher education system. Journal of Research in Teacher Education, 1(2). {in Persian}
Sharif, S., Ghafoori, A., & Salehi, K. (2020). An analysis of occupational issues of teachers in the Ministry of Education. Journal of Research in Teacher Education, 3(2), 39–68. {in Persian}
Maleki Anvar, M. (2022). An examination of the principles of teachers’ professional ethics in the conduct of the Prophet Muhammad (PBUH). Teacher Professional Development, 7(4), 39–56. {in Persian}
Mohammadi Kashani, K., Nasiri Valikbani, F. S., & Navid Adham, M. (2025). A comparison of the professional competencies of novice elementary teachers based on recruitment type (graduates of Farhangian University and Article 28 skill trainees) in Tehran. Teacher Professional Development, 10(3), 47–70.
https://doi.org/10.48310/tpd.2025.19571.1928 {in Persian}
Mohammadi Pouya, F. (2021). Explaining the demands of the Supreme Leader from the education system in the first phase of the Islamic Revolution. magiran.com/p2149827 {in Persian}
Molaei Parde, B., Saeidi Asl, G., & Saeidi Asl, R. (2022). Factors influencing teacher effectiveness and the status of the teacher in Islamic education. Journal of New Research Approaches in Management and Accounting, 6(23), 1412–1423.
Mousavi Nia, S. F., & Saffar Heydari, H. (2012). Examining the role and status of the teacher as the most prominent moral role model in education from the perspective of Islam. Iranian Journal of Medical Ethics and History, 5(9), 104–105. {in Persian}
Niroo, M. (2025). Teacher, architect of the new civilization: A practical roadmap for transforming the education system based on the Leader’s statements. Remarks of the Supreme Leader to teachers, administrators, and education officials on Teacher’s Week 2025. {in Persian}
OECD. (2023). Education at a Glance. OECD Publishing.
Rabiei Hashemi, F. S. (2023). Competencies and requirements of the ideal revolutionary teacher from the viewpoint of the Supreme Leader. In Proceedings of the 19th International Conference on Research in Psychology, Counseling, and Educational Sciences. {in Persian}
Rahmani, N. (2024). Empowerment model of the ideal teacher of the Islamic Revolution: A meta-synthesis study. Educational Sciences from the Islamic Perspective, 12(26), 5–30.
https://doi.org/10.30497/esi.2024.245971.1753 {in Persian}
Sabhanijanbahan, O. R., & Khorasani, A. (2022). The status and value of the ideal revolutionary teacher from the viewpoint of the Supreme Leader. Proceedings of the First National Conference on Education and Insight, Qazvin. https://civilica.com/doc/1675669 {in Persian}
Tavakoli, Y. (2018). Teacher education aligned with the ideals of the Islamic Republic of Iran based on the teachings of the Holy Qur’an. Teacher Professional Development, 3(2), 75–89. {in Persian} The Holy Qur’an. (n.d.). Surah Al-‘Alaq (96), verses 1–5.
Transformation Document of Fundamental Education. (2011). {in Persian}
Vafaee Nejad, M. (2023). Educational characteristics of the ideal revolutionary teacher from the viewpoint of the Supreme Leader. Proceedings of the 17th International Conference on Psychology, Counseling, and Educational Sciences. https://civilica.com/doc/1762588{in Persian}
Kamolova, A. (2025). Professional Health of Teachers as A Key Factor in The Development of Modern Education. European International Journal of Pedagogics, 5(01), 121–124. Retrieved from https://inlibrary.uz/index.php/eijp/article/view/66569
Sahlberg, P. (2011). Finnish Lessons: What Can the World Learn from Educational Change in Finland? Teachers College Press.
Tisar Dewi Pratiwi. (2025). Innovative Learning Strategies and the Role of Teacher Professionalism in Improving the Quality of Education. Gateway for Understanding Research in Education, 1(1), 30–38. Retrieved from
Zare, M., Parsa, A., & Safaei Moghaddam, M. (2016). Custodian of teacher education: Higher education or the Ministry of Education? Theory and Practice in Curriculum, 4(8), 85–118.
https://sid.ir/paper/241903/fa {in Persian}
)