Abstract
This study draws on the educational, social, and professional capacities of the Persian Language and Literature program and emphasizes the need to rethink the educational policies and curriculum planning of this field. An examination of the relationship between the labor market, entrepreneurial skills, and the requirements of higher education in this area indicates that broad factors, such as managerial decision-making and the dominance of a classical approach to the education of this field, have been among the most significant causes of stagnation and deviation from the path of practical application. Accordingly, redesigning the curriculum and incorporating compulsory courses centered on entrepreneurship can strengthen the connection between students and graduates and the labor market, while also enhancing the appeal of this field at both the national and international levels. Based on the indicators presented in this study, transforming the educational system, purposefully revising the curriculum, and allocating compulsory entrepreneurship-related courses can provide the foundations for the growth of Persian Language and Literature and improve graduates’ engagement with the labor market. The continuation of this process can not only increase the sense of hope among students and graduates but also contribute to attracting active, capable, and competent professionals to this field, both domestically and internationally.

Introduction
One of the most fundamental objectives of any educational system—and a principal rationale for the establishment of universities—is to create a suitable environment in which the alignment between societal needs, student recruitment, educational design, and labor market connections is properly determined. In this context, the university is no longer conceived merely as a scientific-cultural institution but is increasingly understood as an economic-scientific entity in which knowledge and skill are transformed into value and productive capacity. Accordingly, entrepreneurship in higher education—particularly in the humanities—constitutes a structural necessity that must be taken seriously in the design of university curricula.
In the field of Persian Language and Literature, educational policies have for the most part focused on training specialists for government employment. However, given the economic transformations of recent decades, the shrinking of the public sector, the expansion of new technologies, and changes in employment patterns, this model has proven inadequate. The result has been a weakening of the employment situation of graduates of this field. The paradox is that although Persian Language and Literature is rich from a cognitive and cultural standpoint, it faces a serious crisis in terms of practical application. Redesigning the curriculum, defining entrepreneurship-oriented courses, and establishing effective connections among education, market, and skills can contribute to revitalizing this field and increasing students' motivation and employment prospects.
Entrepreneurship should not be treated merely as a supplementary or elective subject; rather, it is necessary to regard it as a core element within university programs, as a fresh perspective, and as a model of avoiding the unsustainable dependencies of the past. Moreover, the university itself must be transformed from a purely scientific-cultural institution into an economic entity capable of functioning as a knowledge market that produces and delivers economic value. In this connection, research indicates that entrepreneurship is an acquired capacity, and that education, training, and skill development play a fundamental role in shaping it. Therefore, if the curricula of Persian Language and Literature are redesigned in such a way that entrepreneurial knowledge, market-engagement skills, and professional capabilities occupy a clear place within them, an effective link can be established between university education and students' occupational lives. The central problem of this study, therefore, is how the occupational crisis of this field can be mitigated through a reconsideration of teaching methods, curriculum planning, and the management of educational objectives, and how it can be transformed from a purely knowledge-oriented domain into one with clear and sustainable functions. The main research question is: How can Persian Language and Literature be made practical and applied, and how can its core and operational indicators be categorized?

Research Methodology
This research is applied in orientation and employs a descriptive-analytical method, drawing upon both library-based and field-based data. The study seeks to achieve a relatively accurate statistical picture of the situation of instructors, students, and graduates of Persian Language and Literature through the collection, summarization, classification, and description of numerical facts. The study population was categorized by age group and divided into two categories of instructors: those with formal employment and those employed as adjunct instructors.
The statistical population of the study consisted of thirty-five individuals (men and women) from among the graduates of Persian Language and Literature. The majority of respondents belonged to the younger age group, and the results concerning educational attainment were consistent with this pattern. Among the students of literature, the age group of twenty to twenty-five years constituted 37% of the interviewees; these were students and graduates of the Bachelor's, Master's, and Doctoral programs. The next frequency belonged to the age range of twenty-five to thirty years, comprising approximately 33% of the statistical population, and the next category was the age range of thirty to forty years, comprising 40% of the population. In addition, thirteen instructors of Persian Language and Literature were examined as a study sample; of these, eleven were faculty members and two were adjunct instructors. The age range of the instructors was up to fifty-five years, and they held the ranks of assistant professor and associate professor.
The study also drew upon data from the Statistical Center of Iran, the Ministry of Culture and Islamic Guidance, and the House of Books, as well as the annual reports of the Ministry of Culture and Islamic Guidance concerning book publication and digital commerce. In addition, statistical data on online businesses, virtual platforms, and the digital economy were consulted through reports from the National Center for Cyberspace and the Center for E-Commerce Development. The data analysis proceeded through the classification of occupational indicators, the identification of labor market capacities, and the evaluation of the alignment between educational content and market needs.

Discussion
Statistical Findings on Student and Graduate Employment
The findings on the employment status of students and graduates of Persian Language and Literature reveal a troubling picture. The results indicate that 31% of respondents lacked any employment, 27% held government employment related to literature, and 30% held government employment unrelated to their field of study. The most important variable in this analysis—"entrepreneurial knowledge"—showed the lowest frequency, at less than 12%. Similarly, the variable of "general skills" stood at approximately 11%, while "business planning" and "managerial skills" showed the lowest levels, at approximately 10%. These initial results indicate that managerial skills, entrepreneurial skills, and general skills all have very low averages, and that this situation affects the occupational system and other skills. The occupational connection between graduates and the market, as well as their creative skills, is at its lowest level. This ratio is the reverse of administrative and clerical occupations, which indicates a non-productive trend in the strategic policies of this field. It can therefore be said that this knowledge-oriented approach, rather than a practical and operational one, has turned Persian Language and Literature into a field with a predominantly service-oriented statistical profile.
Statistical Findings on Instructors
The connection of Persian Language and Literature instructors with the market and diverse economic domains is at its lowest level and is, to some extent, contrary to expectations. Of the twenty-four instructors studied, thirteen were adjunct instructors and eleven were faculty members. The economic engagement of the majority of instructors with society occurs through the educational system and government salaries and institutions. This pattern is even more pronounced among non-faculty instructors, and given their lower income, their tendency toward financial activity outside the educational domain remains at a very low frequency. Instructors active in financial markets are observed at the lowest frequency; four of them were adjunct instructors and two were employed instructors. This ratio confirms the study's hypothesis concerning the lack of proper understanding of economic systems and financial markets outside the university environment. Among the study cases, only eighteen had financial and economic experience limited to receiving salaries through teaching and the administrative system; none had any other sources of income.
The markets in which Persian Language and Literature instructors were involved are as follows: 100% had experience in editing scientific texts and collaborating with publishers, journals, and authors; 85% had experience in the capital and stock market (all since 1999, with negative returns); 30% had limited experience in digital currency markets; 15% in online shops and marketing; 15% in traditional land investment; and 15% in product sales. These figures indicate that the practical engagement of instructors with the market is limited and largely unsuccessful.
Income Generation through Publishing
The publication sector constitutes one of the most important and key pathways for attracting capital, generating income, and creating value in the contemporary world. Publishing, in this research, refers to the "set of activities undertaken to make data, content, and information available through channels such as books, journals, and newspapers, as well as the production and sale of these materials." The publishing industry, in both print and electronic forms, allocated approximately 22% of the total global revenue of creative and cultural industries in 2015—equivalent to 225 billion dollars. The current trend in Iran, while different from other countries in certain respects, nonetheless demonstrates a significant capacity. Given this capacity, strategic planning and the identification of goals for production and distribution, with a focus on publishing, will be among the most important economic behaviors of policy makers in this field.
The most important traditional market for graduates of Persian Language and Literature is the publishing sector. The important point is that the publishing industry, in comparison with other industries, relies heavily on specialized services and the service sector, and enjoys high productivity and value added. This gives this sector particular attractiveness, and the role of Persian Language and Literature graduates in the production and editing of content is significant. The value chain of content production and writing requires specialized expertise that this field can provide. The implicit connection between the statistics on book publication in the country and the students and graduates of Persian Language and Literature is evident in the number and titles of published books. An examination of the relevant table shows that the country's production index is comparable to that of advanced countries, but in indicators such as print run and number of copies, the quality is not favorable. Moreover, an important portion of this data, as well as the first chart, includes textbooks, which constitute a significant share of the print run and distort the market analysis by conflating the textbook market with the general book market. The importance of this point lies in the fact that the share of Persian Language and Literature students and graduates in this market is mostly focused on general books, while textbooks and educational books cannot accommodate the capacities of the general student body.
Income Generation through Editing and Proofreading
Editing and proofreading of literary and scholarly works is one of the most important capacities that students and graduates of Persian Language and Literature can exploit. This process, which involves the preparation of texts in the form of correction, summarization, organization, and systematization, leads to the production of a coherent and well-organized work. It includes content, structural, and technical editing, as well as the correction of linguistic and content-related errors, the standardization of writing, the application of proper grammar, punctuation, spelling correction, unification, coherence, rewriting, summarization, structural and content editing, and the editing of scientific and literary texts. Familiarity with publishing guidelines, the stages of preparing a work for publication, professional interaction with the author and publisher, the drafting of contracts, and the estimation of editing fees, as well as the identification of occupational opportunities in this field, can constitute another component of this course. After completing this course, the student should be able to evaluate and edit a text from linguistic, technical, structural, and content perspectives and produce a standard, publication-ready text. Professional editing thus represents one of the practical pathways connecting university education with the employment of graduates of this field.
Income Generation in Cyberspace
Cyberspace is one of the most important centers of income generation in the contemporary world, and it has come to occupy a significant share of the labor market. Social networks play a key role in communication, cultural exchange, commercial success, and professional advancement, and they can even make their users responsive to the reactions of other network members, thereby activating them with respect to various issues. This economic core is of such importance that the head of the Center for E-Commerce Development estimated the daily financial turnover of social networks in 2022 at approximately 68 to 95 billion tomans. This estimate, conducted through multiple methods and combined with banking transactions, inquiries, and censuses of virtual pages, showed that financial transactions dependent on virtual networks amounted to approximately 25 to 35 thousand billion tomans annually. This statistic, announced for the first time by the head of the Center for E-Commerce Development in an interview with ISNA and Entekhab, indicates that the real figure may differ from this estimate for the years 2022–2023, because restrictions on certain virtual pages have changed the type and tools of precise calculation. Given the high volume of financial circulation, the low initial capital required, and the creation of a space for self-presentation and active presence in this domain, cyberspace appears to be the most important and attractive core of activity for students and graduates of Persian Language and Literature, especially women.
Among virtual networks, Instagram has the most important core of income generation and money circulation. According to the statistics of the National Center for Cyberspace, small businesses on Instagram number approximately 415,000 pages, and the detailed report of the Center indicates that the revenue from digital businesses on domestic and foreign platforms amounted to approximately 70 thousand billion tomans in one year. Various types of businesses have developed in the Instagram space, including guild businesses, small businesses, and content businesses. Content businesses, which operate through content production and page management, benefit from fame and visibility as a position for attracting advertising and generating income; this sector accounts for approximately 60% of Instagram businesses, equivalent to nearly one million jobs. The Instagram economy, based on multiple statistical centers and the monitoring reports of the National Center for Cyberspace, indicates that approximately 3.7% of the country's digital economy in various dimensions is dependent on this application, amounting to approximately 30 thousand billion tomans. This volume consists of approximately 15 thousand billion tomans in the service sector (advertising services, support services, etc.) and 25 thousand billion tomans in the digitized economy (product sales, etc.).
Practical Applications of Literature through Cyberspace
Given this capacity and situation, students of Persian Language and Literature can engage in cyberspace activities in the following ways: (1) activities to represent literary subtleties such as riddles, chronograms, ambigrams, and long-meter poems on Instagram and Rublica and creating channels on YouTube; (2) activities in the analysis and interpretation of verses, the introduction of poets, and the presentation of exquisite single verses; (3) activities in illustration, the production of clips introducing exquisite verses, literary masters and their sayings, and literary works; (4) the performance and recitation of poetry, storytelling, and narration; (5) the sale of new and second-hand books in the field of Persian Language and Literature; (6) the introduction and focus on Persian dialects and the explanation of attractive and enduring elements of languages and accents; (7) the introduction of fiction and stories with specific audiences and the summary of novels and the reflection of critics' views in this field; (8) the establishment of literary-artistic magazines in the form of virtual pages and channels and the production of content for artistic and literary magazines; and (9) the establishment of virtual schools focusing on literature in the form of websites, weblogs, and activity in them.
Tourism and Cultural Industries
Tourism and travel constitute one of the most important and key pathways for attracting capital, generating income, and creating value in the contemporary world. Countries such as Thailand, Greece, Turkey, and Brazil have based their annual budget and capital development on tourism, and the tourism industry encompasses a wide range of attractions and entertainments that are not limited to a single dimension but extend across various aspects. In Iran, tourism is developing, and statistics on tourism are among the key indicators related to employment and income for students and graduates of Persian Language and Literature. According to the statistics of the Statistical Center of Iran, the share of the tourism industry in Iran's economy in 2015 was equivalent to 7.7% of total domestic production. Iran ranks after Turkey, the UAE, and Saudi Arabia as the fourth country in the region in terms of domestic tourism production. According to the National Statistics Center, in the same year, 560 thousand people were directly employed in this sector, and 624 thousand people were indirectly employed; this figure is after Turkey and Egypt. Given the importance of this industry, the hypothesis of this research is that a content-oriented use of this capacity can be realized in the form of a plan for the activity of students and graduates of Persian Language and Literature.
Literary tourism is a form of tourism that is shaped around places, characters, works, events, and heritage related to literature, with the aim of creating meaningful experiences for the audience through familiarity with literary, historical, and cultural contexts. In this type of tourism, the home, resting place, birthplace of poets and writers, the locations of events and literary narratives, the spaces reflected in literary works, and even the routes and dimensions of a cultural work related to a work of art can be transformed into tourism destinations. From this perspective, literary tourism is not merely a visit to a historical or literary place, but a process of reading and reinterpreting literary heritage in the context of a cultural experience in which the literary text, place, and audience interact with one another.
The nature of literary tourism in this area indicates that students of this field possess the specialized and practical skills required for it. The student of this field should be able to transform literary language into appealing and attractive language for the audience and, through storytelling and narrative, introduce the life and works of poets and writers, the context of the formation of works and their importance, and the cultural places that are the destination of tourists. Moreover, the ability to recognize and document places related to literature, the analysis of literary heritage and culture, the transformation of literary elements into attractions, and the necessary skills in this field are among the skills that can be transformed into professional and occupational opportunities. Therefore, the teaching of literary tourism in the curriculum of Persian Language and Literature can be considered as one of the skill-oriented courses of this field. In this course, in addition to the theoretical foundations of tourism, skills such as linguistic and technical editing, the correct application of grammar and punctuation, the correction of spelling and writing errors, unification and coherence of text, rewriting and summarizing, structural and content editing, and the editing of scientific and literary texts should be taught practically. Moreover, familiarity with publishing guidelines, the stages of preparing a work for publication, professional interaction with the author and publisher, the drafting of contracts, and the estimation of editing fees, as well as the recognition of occupational opportunities in this field, can constitute another part of the content of this course.
Suggested Foundational Institution
A branch of tourism with the aim of recognizing good literary figures, attractive figures, human capacities, and their works can be a combination of tourism and literary culture. This institution, which is currently without precedent in the country, can be useful by emphasizing this goal and with a completely new and innovative perspective. Some of the activities in this area have been carried out in a partial manner, but no useful and exploitable results have been achieved. The creation of a research institute or a research center affiliated with the university, with a share of 51% private and 49% governmental, can be a suitable beginning. The establishment of such an institution, which can grow at the global level and become a successful commercial enterprise, can, in a short period of time, become a two-way bridge between the university and researchers, on the one hand, and the global audience, on the other. The cultural and scientific layers of Iran can present their products, such as books, guidebooks, films, and educational documentaries, as well as creative and artistic activities of students, as products for employment and income generation.

Conclusion
The most important factor in the imbalance is the lack of proper understanding of economic systems and financial markets outside the university environment. The connection of faculty members with entrepreneurship centers, creativity, and skill development has not been aligned with their lived and economic experiences, and the effectiveness of their solutions and plans will be subject to criticism and scrutiny. The quality of the statistical activity of the community with the capital market and the dependence on collective and enthusiastic movement and the analysis of strategic and tactical approaches is not included in it. The connection of Persian Language and Literature instructors to centers of money circulation, economic centers, large industries, and entrepreneurship is not favorable. The same group, in terms of economic growth and development, does not have a common concern and common point in recognizing their concerns; the need to create an economic discourse and train economic thinkers from the beginning of the university period is an important and significant issue. The lack of risk-taking of the literary community in the field of economic exchanges, a kind of conservative and opportunistic view of the students of this field, and a kind of risk-taking and the consequences of psychological action in the economic field for them can lead to zero results. Therefore, it can be concluded that the lack of connection between the economic thinking and market-oriented thinking in the faculties of humanities, and the lack of a practical approach to the field of Persian Language and Literature, has turned this field into a serious crisis.
The present research showed that the employment crisis and the lack of connection between students and graduates of Persian Language and Literature and the market can be considered as one of the most important crises of this field in the coming years, and the attraction of elite students at the national and international levels, as well as the sense of hope for the future and the improvement of educational quality, depends on it. The field of Persian Language and Literature, with its awareness-oriented approach and its focus on the application and practicality of this field, has caused the employment crisis of students and graduates. Therefore, it is necessary to design a course in this field. However, according to the studies conducted, this field can be considered as the most important and up-to-date field of activity. The use of cyberspace capacities is one of the most important and up-to-date fields of activity, and the most important centers of income generation in cyberspace are safe and away from the tensions of the real world, especially for women, who can be successful and pioneering in this field. Classical fields such as publishing and editing can partially compensate for this gap. Among the students and graduates of Persian Language and Literature, the delay in the emergence of artificial intelligence has caused the reconstruction and integration of all these fields, which has led to the dependence of society on the traditional sectors of publishing and editing, and even the production of content, to become very limited. However, in the current space, this capacity can be effective as a source of side income for students and graduates in Iran. Ultimately, interdisciplinary fields and connections with cinema and theater have a good proportion in creating a business space in this field and can be defined as a suitable source of income in this regard. But what should be given more attention in this field is the training of financial intelligence and the strengthening of an economic-oriented view among students of this field, which has two axes: first, the training of instructors and officials of this field and their mental and educational goal-setting in injecting this view and directing teaching in this direction; second, the definition of courses and the holding of classes with an approach to connection with society and industry and increasing financial intelligence at the Bachelor's level in the form of compulsory and workshop courses. These two approaches can quickly remove a significant portion of ineffective courses from priorities and, in contrast, practical courses with an operational approach can take their place.