1 PhD Student in Educational Psychology, Faculty of Literature and Humanities, Department of Psychology, Islamic Azad University, Iran.

2 Department of Educational Psychology, Islamic Azad University of Kerman, Kerman, Iran.


Background: From the viewpoints of the experts of teaching and training, if teachers were acquainted with the model of Five Minds for the Future and were able to apply it in the process of their teaching, they would be able to train more successful students. The current research is done with the modeling purpose of Gardner’s Five Minds for the Future in education of the student teachers of Farhangian University.
Materials and Methods: Thisresearch is done with the approach, mixed with heuristic strategy. The under-study communities in the qualitative stage were all the professors and the student teachers of Kerman’s Farhangian University and all the student teachers of Farhangian University, Kerman, Iran, were included in the quantitative stage. The volume sample was 22 subjects for the qualitative stage and 400 subjects for the quantitative stage which have been chosen with random stratified sampling. The instruments for gathering information in the qualitative stage were the semi-structured interview and in the quantitative stage the structured interview.
Results: In the aggregate of the gained finding, the qualitative part includes 193 free codes which, after final analysis, were divided into 5 categories and 18 sub-categories. Principal gained findings include posteriori findings of the research, contextual conditions, intervening conditions, the implementation strategies and the implementation consequences. Quantitative Finding:The gained results of the structural equation modeling indicate that the drawn conceptual model has acceptable fitting.
Conclusion: Various factors like students’ awareness of five superior minds, preparation of university environment, creative course contents, are among the influential factors on teaching Five Minds for the Future to the student teachers.