The relationship between critical thinking and creative thinking in the level of biology learning development of 11th grade students

Background and aim: With the development of new communication technologies, social networks have attracted the attention of researchers as one of the most effective platforms for interaction and information exchange in various fields, including education. The use of social networks in education is one of the new platforms in the field of education. Therefore, the purpose of this study is to explain the perception of university professors of the nature and application of social networks in educational processes.
Data and method: This study was conducted with a qualitative approach and phenomenological method. The statistical population included members of the faculty of Birjand University, and the sample was selected using purposive sampling method and based on predetermined criteria. The data collection process continued using semi-structured interviews until theoretical saturation was achieved. The resulting data were analyzed using coding.
Findings: According to the participants' perceptions, social networks are dynamic and evolving in nature. According to the professors' perspective, social networks in Iran have characteristics such as imbalance in use, lack of appropriate infrastructure, and political interference. Also, according to the professors' perspective, these networks have recreational, economic, and educational functions. Challenges such as the negative attitude of some professors and unbalanced use by students were also extracted from other themes. Based on the findings of this study, it seems necessary to pay attention to solutions such as reviewing policies, the knowledge management process, building educational culture, developing infrastructure, and developing clear procedures for the purposeful use of social networks in the higher education system. Among the educational consequences of social networks, we can mention the strengthening of intimate relationships, facilitating lifelong learning, and difficulty in knowledge management.     
Conclusion: According to the findings, it can be concluded that the optimal use of social networks in education requires attention to individual, organizational, cultural, and social dimensions, and paying attention only to one dimension does not lead to the appropriate use of this educational procedure.