Recognizing these issues, several countries have now taken steps to revitalize science education, even at the preschool level. Science education should encourage active student engagement through inquiry and discovery, emphasizing evidence-based reasoning and hypothesis formulation.

The concept of ‘learning by doing’ involves personal investigation, fostering cognitive processes, curiosity, and creativity. Inquiry-based activities promote communication skills through classroom discussions and interactions with teachers. Rather than rote memorization, Inquiry-Based Science Education (IBSE) encourages students to appropriate knowledge by investigating independently and asking questions. This hands-on approach aligns well with effective science teaching and learning strategies.

 

Given the significance of science education in schools, the ECO Science Foundation (ECOSF) has developed a capacity-building program for member states, focusing on technical support related to IBSE.

IBSE has been proposed as a framework for authentic science teaching and learning. It emphasizes active pupil engagement, problem-based learning, and the development of critical skills.

IBSE key points:

- Definition of Inquiry:

· Inquiry is an intentional process that involves diagnosing situations, formulating problems, critiquing experiments, researching, constructing models, debating with peers, and forming coherent arguments

· It encourages students to think historically and develop historical skills.

Features of IBSE:

- Active Engagement: Students actively participate in the learning process, emphasizing evidence-based knowledge claims.

- Problem-Based Learning: Authentic and problem-based activities drive learning.

- Systematic Skills Development: Students practice systematic observation, questioning, planning, and recording to obtain credible evidence.

- Collaboration and Communication: Group work, peer interaction, and argumentation are essential for learning.

- Autonomy and Self-Regulation: Developing autonomy and self-regulation is a goal of IBSE.

Misconceptions:

- IBSE is not merely a teaching method; it’s a broader framework.

- It’s not just about engaging students; it focuses on deeper learning and critical thinking.

The history of the collaboration between the University of Isfahan and ECOSF with a focus on IBSE

- The University of Isfahan has established an Inquiry-Based Science Education (IBSE) center in collaboration with the ECOSF, aiming to enhance science education and teacher training in the country

- The University of Isfahan has organized the first workshop on “Inquiry-Based Science Education (IBSE)” in collaboration with the ECOSF (Economic Cooperation Organization Science Foundation) and the French institute LAMAP. This workshop took place from December 17 to 24, 2016, at the University of Isfahan, with French instructors participating and part of the expenses covered by the ECOSF.

- The second workshop on “Inquiry-Based Science Education (IBSE)” was held from December 4 to 8, 2018, at the University of Isfahan in collaboration with the ECOSF and LAMAP. Again, French instructors were present, and part of the expenses was covered by the ECOSF.

- The University of Isfahan hosted the sixth executive committee meeting and the fourth board of trustees meeting of the ECOSF on July 19 and 20, 2019. Representatives from Iran, Afghanistan, Tajikistan, Turkey, and Azerbaijan attended the event.

- The seventh executive committee meeting and the fifth board of trustees meeting of the ECOSF were jointly hosted by the University of Isfahan and the Chamber of Commerce, Industries, Mines, and Agriculture of Isfahan on February 24 and 25, 2023. Representatives from Iran, Tajikistan, Turkey, Kazakhstan, and Uzbekistan participated.

- A joint webinar titled “Iran’s Action Plan in the European UNITEL Project: Lessons for the ECO region (Experiences of the University of Isfahan)” was organized by the University of Isfahan and the ECOSF in collaboration with the Iranian Virtual Education Association. Researchers from Iran, Pakistan, Italy, Turkey, and Kazakhstan attended the webinar on January 18, 2023.

- Another joint webinar was held on June 6, 2023, in collaboration with the Institute of Applied Sciences and Technology of Pakistan. Researchers from Iran, Pakistan, Spain, Italy, and Turkey participated in this event.

Achievable gains:

The collaboration between the University of Isfahan and the ECOSF holds great promise for advancing science education and fostering a culture of inquiry-based learning in Iran and beyond and may bring about the following outcomes:

1. Enhancing the Role of the University of Isfahan as a Focal Point for Modern Basic Science Education in Iran: The University of Isfahan, in collaboration with the ECOSF (Economic Cooperation Organization Science Foundation), has established an Inquiry-Based Science Education (IBSE) center. This initiative aims to play a significant role in shaping the future of science education and training educators in modern basic sciences within Iran.

2. Financial and Moral Support from the Head of the ECOSF: Dr. Tabibi, currently representing our country, holds the position of the head of the ECOSF. His support, both financially and morally, contributes to the successful launch of the IBSE center at the University of Isfahan.

3. Pursuing a Long-Term International Project: The University of Isfahan is actively pursuing a long-term international project. This project is of paramount importance for the country’s educational future and the training of educators in modern basic sciences.

4. Organizing Various Educational Workshops: The University of Isfahan hosts diverse educational workshops with the participation of international guests. These workshops focus on training teachers in both primary and secondary education, as well as university-level educators.

5. Proposed Activities of the IBSE Center in Isfahan: The activities proposed by the IBSE center at the University of Isfahan are not limited to the national level; they have the potential to expand across the ECO region.

In today’s rapidly evolving educational landscape, virtual learning has emerged as a pivotal component of higher education. At the University of Isfahan, the adoption of virtual learning through the Learning Management System (LMS) has revolutionized the way students engage with their coursework. This innovative approach not only enhances accessibility but also provides a flexible and inclusive learning environment that caters to the diverse needs of our student body.

One of the primary advantages of virtual learning is its unparalleled flexibility. Students can access course materials, participate in discussions, and complete assignments at their own pace and convenience. This is particularly beneficial for those juggling multiple responsibilities, such as part-time jobs or family commitments. The LMS platform at the University of Isfahan ensures that students can seamlessly integrate their studies into their daily lives, thereby promoting a balanced and manageable academic experience.

Moreover, virtual learning significantly reduces the barriers to education. By eliminating the need for physical presence, students from various geographical locations can enroll in courses without the constraints of travel and accommodation. This inclusivity is especially important for international students and those residing in remote areas. The University of Isfahan’s LMS platform facilitates a global classroom environment, fostering cultural exchange and broadening the horizons of all participants.

 

The University of Isfahan’s dedicated center for virtual learning offers a comprehensive range of courses, including prestigious MBA programs and specialized majors such as financial management and human resources management. These programs are designed to equip students with the skills and knowledge required to excel in their respective fields. The virtual format allows for a dynamic and interactive learning experience, with real-time feedback and collaboration opportunities that mirror traditional classroom settings.

Another significant benefit of virtual learning is the cost-effectiveness it offers. Students can save on commuting, housing, and other associated expenses, making higher education more affordable and accessible. Additionally, the use of digital resources and e-books reduces the need for costly textbooks, further alleviating financial burdens. The University of Isfahan’s LMS platform leverages these advantages to provide a high-quality education that is both economical and efficient.

 

Furthermore, virtual learning promotes the development of essential digital skills. In an increasingly digital world, proficiency in online communication, collaboration, and problem-solving is crucial. The LMS platform at the University of Isfahan not only delivers academic content but also prepares students for the demands of the modern workforce. By engaging with cutting-edge technology, students gain valuable experience that enhances their employability and career prospects.

In conclusion, the University of Isfahan’s commitment to virtual learning through its LMS platform underscores the institution’s dedication to providing a flexible, inclusive, and high-quality education. By embracing the benefits of virtual learning, the university ensures that students are well-equipped to navigate the challenges of the 21st century and achieve their academic and professional goals. The wide range of courses offered, including MBA programs and specialized majors, reflects the university’s holistic approach to education, fostering a vibrant and dynamic learning community.

In 1975, with the increasing number of students and the expansion of universities within Iran, the “Deputy for University Affairs Supervision in the National Organization of Educational Testing” was established with the aim of overseeing higher education activities. This structure continued its work until 1981.

Simultaneously, with the formation of the Council for Supervision and Assessment of Education in universities and higher education institutions in the late 1980s, the “Office of Supervision and Assessment of Education” was established in 1982 within the Ministry of Science, Research, and Technology. From 1988, this office endeavored to create supervision and assessment units in universities.

 

In 1991, this structure was renamed the “Office of Higher Education Supervision and Evaluation,” and the Higher Education Supervision and Evaluation Council was established to oversee and assess universities and higher education institutions, and to determine the extent to which quantitative and qualitative goals in the country’s higher education system were being achieved.

In line with the policy of decentralizing supervision and evaluation activities, in 2008, the Ministry of Science, Research, and Technology approved guidelines and established provincial boards. Each province selected a state university affiliated with the Ministry to lead and guide the supervision and evaluation process of institutions in that province. Accordingly, the University of Isfahan, as the selected university of Isfahan province, began overseeing universities and higher education institutions from 2008. Initially, it compiled comprehensive information on higher education institutions in the province and developed the “Higher Education Profile of the Province” booklet. To implement its supervisory goals, it formed six supervision and evaluation working groups: 1) Supervision and Evaluation of State Universities and Higher Education Institutions, 2) Supervision and Evaluation of the Comprehensive Applied Science University, 3) Supervision and Evaluation of Payame Noor University units and centers, 4) Supervision and Evaluation of Non-Governmental – Non-Profit Higher Education Institutions, 5) Supervision and Evaluation of Islamic Azad University, and 6) Supervision and Evaluation of Open Higher Education Institutions.

In June 2011, based on Article 23 of the Fifth Economic Development Plan and Clause 110 of the Single Article of the 2011 Budget Law of the Islamic Consultative Assembly, the Technical and Vocational University was separated from the Ministry of Education and began its activities as an independent subsystem under the Ministry of Science, Research, and Technology. Consequently, the Isfahan Provincial Supervision Board established a working group for the supervision and evaluation of the Technical and Vocational University and included the supervision of its affiliated colleges in its agenda.

In 2012, the supervision and evaluation offices of various deputy ministries were consolidated under the title “Center for Higher Education Supervision and Evaluation,” operating independently under the direct supervision of the Minister. Following the approval of the Supreme Council of the Cultural Revolution to consolidate all teacher training centers across Iran into an independent subsystem called “Farhangian University” and obtaining permission from the Higher Education Development Council, the Isfahan Provincial Supervision Board began the supervision and evaluation process of this subsystem in 2015 under the working group “Supervision and Evaluation of State Universities and Universities Affiliated with Executive Bodies (Farhangian University).”

In 2016, with the revision of supervision and evaluation regulations, all supervision and evaluation activities were targeted with a “quality assurance” approach. Consequently, the title “Center for Higher Education Supervision and Evaluation” was changed to “Center for Supervision, Evaluation, and Quality Assurance of Science, Research, and Technology,” and accordingly, the title of this board was also changed to the “Board of Supervision, Evaluation, and Quality Assurance of Science, Research, and Technology of Isfahan.”

In 2018, the “Provincial Higher Education Crime Prevention and Supervision Working Group” was formed to prevent and reduce crimes and violations in the educational domain of Isfahan province.

Additionally, in 2020, with the COVID-19 pandemic and the shift to electronic teaching and learning activities, the specialized working group “Supervision, Evaluation, and Quality Assurance of Electronic Teaching and Learning” was established to formulate policies and evaluate the performance of electronic teaching and learning activities in universities and higher education institutions in Isfahan province.