https://journal.cesir.ir/ Iranian Journal of Comparative Education en daily 1 Tue, 25 Aug 2026 00:00:00 +0330 Tue, 25 Aug 2026 00:00:00 +0330 https://journal.cesir.ir/article_242535.html This article presents the findings of a content analysis of research documents and a synthesis of empirical studies on technical and vocational education and training (TVET) in Iran. The study examined 97 research reports and official documents from Iran’s Ministry of Education to depict the current state of formal TVET. Additionally, several key international reports were reviewed to identify emerging labor market conditions and appropriate policy responses. A systematic review approach was employed to analyze the content and implications of these documents. The findings reveal that Iran’s education system has failed to overcome its chronic weakness in preparing human resources equipped for the labor market. This structural deficiency has been further exacerbated by rapid technological advancements and shifting labor market demands, placing the current skill-training model in technical and vocational schools under severe pressure. Developments in artificial intelligence and automation are diminishing employment prospects for graduates of formal TVET programs, as many tasks traditionally performed by mid-level skilled workers can now be executed by robots. Consequently, the continuation of existing TVET programs appears unjustifiable. Instead, it is imperative to adopt policies aligned with emerging labor market needs. In line with the transition toward an innovation-driven economy, this study recommends that Iran and other developing countries pursue the vocationalization of general education combined with STEM-based technological education. This approach not only enhances the quality of universal education but also reduces educational inequalities, offering a realistic and viable pathway forward. https://journal.cesir.ir/article_242540.html The main purpose of this study was to develop and explain an effective educational leadership framework for under-resourced secondary schools in West Azerbaijan Province, Iran. The study adopts a qualitative design based on the secondary analysis of a model originally developed through semi-structured interviews with 15 purposively selected educational experts. Interview data were coded into forty indicators and nine themes, refined through the Fuzzy Delphi method, and structurally organized using Interpretive Structural Modeling (ISM) and MICMAC analysis to identify hierarchical levels and driving–dependent relationships. Findings indicate that financial stewardship functions as the deepest structural driver enabling downstream domains such as governance quality, teacher professional development, supervision, and school–community interaction, culminating in improved teaching and learning. While this hierarchical logic is evident across contexts, differences emerge in operational pathways: constrained fiscal autonomy and uneven resource distribution delay mid-level leadership functions in Iran and India, whereas targeted funding mechanisms in South Africa partially accelerate governance and teacher-support processes. The results suggest that in disadvantaged school contexts, strengthening transparent budgeting and equitable resource allocation should precede instructional reforms, offering a practical sequencing logic for policymakers and school leaders. https://journal.cesir.ir/article_242539.html The aim of study was to compare the preschool educational systems in selected countries. The research findings reveal that the preschool system in Iran – based on Islamic/Iranian identity and coherent national programs-, has achieved improved educational coverage, which is similar to Japan in terms of the national program, although the lack of budget has created some limitations. Japan emphasizes cultural identity by combining the strategy of tradition and innovation, but the pressure of financial costs of extracurricular activities is high. Germany operates with a federal structure, with high quality and cultural acceptance, although the heterogeneity of standards has created challenges. England organizes play-based learning and comprehensive development of the child and independent quality assessment. This country is also similar to Italy in terms of play-based. Montessori and Reggio Emilia approaches are centered on creativity and collective participation in the Italian preschools; however, the pressure of standardization and the lack of infrastructure in some regions of this country are a serious threat. Also, the main similarity among selected countries is in their emphasis on the all-round development of children and importance of pre-primary education. According to the findings, Iranian educational planners are recommended to develop and implement coherent policies, revive integrated management, increase government financial support & investment, and approve national standards to improve the quality and quantity of preschool education. https://journal.cesir.ir/article_240551.html The influence of the Iranian political system encompasses all aspects of culture, including its economy. The aim of this research was a semantic study of the policy of the Islamic Republic of Iran in the field of cultural economy through a contextual analysis. This is a qualitative research in nature and semi-structured interviews and the systematic approach of Strauss and Corbin were used to collect and analyze the data respectively. The findings indicated the negative role of causal factors (political and economic challenges), contextual factors (lack of attention to consumer interests, lack of creativity, weakness in attracting capital, and lack of recognition of competitors), and intervention factors (ministries and government organizations) in weakening the economy of culture in Iran, which includes consequences such as weakening domestic production, increasing frustration among producers for investment, weakening the presence of Iranian culture on the international stage, the withdrawal of the workforce from the cultural products sector, and as a result, the destruction of the generational process of cultural knowledge transfer. In conclusion, it can be said that culture and cultural goods have generally been considered by Iranian policymakers as an "effective tool" for cultural influence and aggression rather than an effective commodity in generating national wealth. According to the findings and in order to improve & promote the economy of culture, it is recommended to reform the country's macro-cultural policies, increase the financial & supervisory role of the government (while reducing its interventionist role), and increase the role of the private sector. https://journal.cesir.ir/article_245671.html This study aims to investigate interfaith dialogue phenomenon among Christians and Muslims in the Manila City as a Catholic-dominant society. The study utilized Interpretive Phenomenological Analysis (IPA), semi-structured interviews and a systematic process of thematic clustering. Thematic analysis produced 5 main themes including readiness for dialogue, common belief in the omnipresence of God, elimination of ignorance about religion of others, different interpretations of the role of leaders, and recognize the transformative role of religious leaders. The findings indicated that dialogue between followers of religions can be spontaneous and unplanned. It was revealed that religious leaders in Manila are well aware of their role in encouraging dialogue between followers of different religions. The findings reveal that readiness and shared belief in God are spontaneous behavioral catalysts for dialogue, emphasizing the necessity of formalizing informal dialogue through religiously informed leadership. Future researchers are suggested to compare the phenomenon of interfaith dialogue between religious leaders in the Philippines, China, Indonesia, Malaysia, and Vietnam. https://journal.cesir.ir/article_244021.html This study comparatively examines the mechanisms used to select primary school principals in Iran, Japan, Malaysia, and Turkey. Adopting a qualitative comparative design, it draws on document analysis of primary and secondary sources, including official Ministry of Education regulations, policy documents, international reports published by UNESCO, the OECD, and the World Bank, as well as scholarly literature indexed in Scopus, ERIC, and ScienceDirect. The analysis was guided by Bereday’s four-stage comparative framework: description, interpretation, juxtaposition, and comparison. The findings show that principal selection in Iran remains largely dependent on written examinations and structured interviews, with limited pre-appointment preparation. By contrast, in Japan and Malaysia, selection is embedded in more systematic models of leadership preparation and ongoing professional development, alongside broader participation by school stakeholders, including teachers and parents. In Turkey, principal selection and evaluation remain centrally administered by the Ministry of National Education, while post-appointment oversight is carried out through educational inspection and related supervisory bodies. Overall, the comparison suggests that Japan and Malaysia have more effectively professionalized principal recruitment through sustained and specialized preparation, whereas Iran and Turkey still require broader structural reform to strengthen the quality and coherence of principal selection. https://journal.cesir.ir/article_187924.html Cloud computing is a new technology that has attracted the attention of modern educational systems by providing software, infrastructure, and platforms as internet services. The aim of research was to investigate e-learning based on cloud computing in virtual schools in Iran and Singapore as a substitute technology for Web 2 from a comparative perspective. This was a comparative research using documentary method and a questionnaire. To analyze the data, coding was used in the qualitative part and structural equations were used in the quantitative part. The findings showed that the similarities between the two countries include the development of electronic learning software and applications, and trust and honesty in content production. Also, the three main differences between the educational system of Iran and Singapore are the network infrastructure, management and tools of interaction and communication. According to the findings, the planners of Iran's educational system are advised to use diverse and high-quality educational resources. Also, training programs can be adjusted and personalized. For the successful implementation and implementation of e-learning based on cloud computing, it is necessary to create appropriate infrastructure, data security and privacy, and to train and prepare teachers to use technology. https://journal.cesir.ir/article_212448.html Over the past two decades, technological advances have created new opportunities for teachers as educational technologists. English teachers, due to their proficiency in a foreign language, are pioneers in the use of technology in the teaching/learning process and have provided new opportunities for their students. The purpose of the present study is to examine the lived experience of Iranian students in social solidarity spaces with regard to their demands from English teacher-bloggers. The research method was qualitative and semi-structured interviews and a descriptive design were used to collect and analyze data respectively. The findings showed that responding well to student behaviors, achieving learner goals, time management, showing flexibility, showing a sense of responsibility and commitment, learning teamwork, and improving language learning skills were the most important demands of the followers of English teacher-bloggers. In addition, it was found that 72% of the teacher-bloggers and 84% of the learners believed that the content provided in social solidarity spaces, as a modern educational platform, met their demands. The lived experience of Iranian students illustrates the new opportunities that modern technologies are making available to students in third world countries. These opportunities will greatly weaken the long-standing obstacles and challenges of the educational systems of developing countries. https://journal.cesir.ir/article_242534.html This study uses a documentary and comparative-analytical method to compare four free AI tools, including ChatGPT, Gemini 2.0, LLaMA 3.1, and Claude 3.5, in the field of educational applications. The results show that Gemini 2.0 and Claude 3.5 perform outstandingly in scalability, content accuracy, ethics, and collaboration with teachers due to their integration with Google infrastructure. In contrast, GPT-3, despite its ability to personalize learning and interactivity, does not reach Gemini 2.0 and Claude 3.5 in the accuracy of specialized content and performance evaluation. LLaMA 3.1 also has limitations in interactivity and general educational applications due to its focus on research. In addition, Gemini 2.0 and Claude 3.5 perform better in privacy and compliance with ethical standards, although there are concerns about data security in all tools. According to the findings, Gemini 2.0 and Claude 3.5 are considered suitable options for advanced educational applications. It is suggested that higher education and distance education planners in Iran, by identifying the needs of users, benefit from the capabilities of these tools in personalizing learning, scalability, and providing accurate content. Also, to promote interactivity and security, it is necessary to adapt domestic educational platforms to ethical standards. Developing privacy regulations, increasing user awareness about safe use, and creating sustainable infrastructures based on modern technologies will be effective steps in developing the Iranian digital education system. https://journal.cesir.ir/article_242537.html One of the fundamental goals and missions of education is to establish and strengthen a culture of critical learning—that is, to promote critical and creative thinking skills among students. The main objective of the present study was to identify the components of creativity in Swedish classrooms, using a thematic analysis approach. The researcher employed the Attride-Stirling (2001) model of thematic analysis, which includes global themes, organizing themes, and basic themes. The participants consisted of teacher education faculty members from Swedish universities. Accordingly, 14 teacher educators were purposefully selected. Based on their narratives about creativity in the classroom, ten themes were extracted: teacher interventions to foster students’ creativity, students’ mental stimulation, risk-taking, fluency, tolerance for ambiguity, curiosity, imagination, the relationship between creativity and school subjects, the place of creativity in Swedish teacher education, and assessment in Swedish schools. These themes were grouped under two overarching global themes: (1) the teacher’s role as a facilitator and (2) the dimensions of creativity in the classroom. According to the participants’ accounts, teachers in Sweden employed creative methods during their education and sought to nurture creativity in their professional practice. Swedish teachers pay considerable attention to the components of creativity in the classroom and strive to develop creative students. Based on these findings, it is recommended that curriculum planners in developing countries incorporate creativity components into curriculum content and teacher guides, thereby cultivating thoughtful and creative individuals. https://journal.cesir.ir/article_242538.html The present study aims at detecting and comparing basic and integrated science process skills (SPSs) in the primary school textbooks between Iran and South Africa using comparative method. Skills were compared by percentage to ensure a fair, proportion-based analysis. Drawing on the finding, both countries’ textbooks omit the place and time relation skill, which is essential for developing students’ understanding of spatial and temporal scientific concepts. The textbooks emphasize deduction in South Africa (40.4%) and communication in Iran (29.7%) as the dominant basic science skills. These differences align with curricular goals in each country. Furthermore, experimentation emerges as the most frequent integrated science process in both countries. This skill is critical for hands-on learning and scientific inquiry and is consistent with educational strategies that promote active engagement. However, the overall frequency of SPSs in South African textbooks (1877) significantly exceeds that of Iranian textbooks (635). This difference could be due to the greater number of pages in the South African textbooks. Also, it indicates a more thorough integration of these skills into the curriculum and may reflect a broader pedagogical emphasis on student interaction with scientific processes. It is necessary to include the correct and balanced number of all SPSs in Iranian science textbooks. https://journal.cesir.ir/article_242541.html پژوهش حاضر در راستای اهمیت توسعه پایدار و نقش آموزش شیمی در آینده کشور با هدف "مطالعه تطبیقی برنامه درسی شیمی چین و مالزی با تاکید بر توسعه پایدار" انجام شده است. روش پژوهش کیفی- تطبیقی و جمع آوری داده،ها اسنادی و تحلیل آن الگوی بردی بود. نتایج بیانگر شباهت‌ها و تفاوت‌هایی بین اهداف، محتوا، روش‌های تدریس و شیوه ارزشیابی بین دو کشور بود. هر دو کشور مفاهیم مرتبط با توسعه پایدار (مانند تغییرات اقلیمی، انرژی‌های تجدیدپذیر و مدیریت پسماند) را در برنامه درسی شیمی گنجانده‌اند و بر فعالیت‌های آزمایشگاهی و پروژه‌های دانش‌آموزی برای درک بهتر مسائل زیست‌محیطی تأکید و آموزش شیمی را با سایر علوم (مانند زیست‌شناسی و فیزیک) و همچنین با مسائل اجتماعی- اقتصادی تلفیق کرده اند. اما ساختار برنامه درسی در چین متمرکز و یکپارچه و در مالزی انعطاف‌پذیرتر با تأکید بر مشارکت محلی در پروژه‌های پایدار است. روش‌های تدریس در چین سنتی‌تر با تأکید بر محتوای نظری و آزمون‌محور و در مالزی روش‌های فعالیت‌محور و مشارکتی با تأکید بر حل مسئله و تفکر انتقادی برنامه‌ریزی شده است. شیوه ارزیابی در چین بیشتر مبتنی بر آزمون‌های استاندارد و در مالزی به صورت ترکیبی است. شباهت ها بیشتر در اهداف برنامة درسی و تفاوت‌ها بیشتردر اجرا، محتوا، روش‌های تدریس و شیوه‌های ارزشیابی دیده می‌شود. از آنجایی که برنامه درسی شیمی در کشورهای در حال رشد نیازمند بازنگری اساسی با محوریت توسعه پایدار است. این مطالعه با بررسی تطبیقی تجربیات چین (برنامه‌ریزی متمرکز و کلان‌نگر) و مالزی (روش‌های فعالیت‌محور و مشارکتی)، پیشنهادهایی عینی برای بهبود آموزش شیمی ارائه می‌دهد. https://journal.cesir.ir/article_243307.html گفتمان بینافرهنگی، رویکردی نوین در عصر معاصر برای گفتگوی بین فرهنگ هاست. مفاهیم انسانی، جنسیت زدایی، انعطاف و تاب آوری، صلح و نوعدوستی، نفی نژادپرستی، محیط زیست و مانند آن از اصلی ترین مولفه‌های گفتمان بینافرهنگی هستند. کتب درسی یکی از ابزارهای مناسب برای آموزش مفاهیم بینافرهنگی به نسل جوان است. این پژوهش به صورت کمی وکیفی و مبتنی بر شیوه تحلیل محتوا انجام شده تا فراوانی موضوعات بینافرهنگی را در کتب درس فارسی دوره متوسطه ایران بررسی کند و چگونگی بازتاب این موضوعات را بررسی نماید. اولین یافته پژوهش نشان می دهد که 12 موضوع بینافرهنگی مانند تعاملات زبانی و ادبی، توریسم، محیط زیست، ادبیات ملل، مفاهیم متعالی انسانی در کتب درس فارسی آمده است. دومین یافته مبین توجه ویژه مولفان ایرانی کتب درس فارسی به ادبیات ملل – با اختصاص بالاترین حجم - از بین مولفه های گفتمان بین فرهنگی است. سومین یافته نشان می دهد کتب فارسی پایه های دوازدهم و نهم به ترتیب بیشترین و کمترین فراوانی را به آموزش مولفه های بین فرهنگی به فراگیران اختصاص داده اند. چهارمین یافته آشکار ساخت علیرغم پرداختن به مولفه‌های بینافرهنگی در همه پایه ها و طرح موضوعات ارزشمندی مانند محیط زیست و توریسم، بسیاری از موضوعات و مفاهیم بینافرهنگی در این کتابها نیامده و مفاهیم موجود بخش اندکی از صفحات کتاب را به خود اختصاص داده اند. آخرین یافته پژوهش نشان می دهد که مولفان کتب فارسی در برخی موارد، رویکردی منفی و تردید آمیز به موضوعات بینافرهنگی دارند. https://journal.cesir.ir/article_247596.html Iranian fourth grade students’ reading literacy scores showed a declining trend across three PIRLS cycles: 457 in 2011, 428 in 2016, and 413 in 2021. This trend study applied multilevel modeling to compare student level (Students Like Reading, Students Confident in Reading) and school level (School Emphasis on Academic Success) predictors across the three cycles. Data were analyzed using student weights (TOTWGT) and teacher weights (TCHWGT) via the EdSurvey package, and restricted maximum likelihood estimation was used for two level random intercept models. Results showed that the predictive power of “students confident in reading” increased significantly from 2011 (B = 10.81, p < .001) to 2016 (B = 16.67, p < .001), then slightly decreased but remained strong in 2021 (B = 15.44, p < .001). In contrast, “Students Like Reading” showed a decreasing trend, dropping from B = 5.94 (p < .001) in 2011 to B = 4.18 (p < .05) in 2016, and became non significant in 2021 (B = 1.23, p > .05). “School Emphasis on Academic Success” had small but significant effects in all three cycles (B = 6.11 in 2011, 4.41 in 2016, and 7.05 in 2021; all p < .05). Between school variance remained high (ICC ≈ 0.38–0.40) across the decade, which was nearly double the PIRLS 2021 international average (0.21). It is recommended that educational policymakers implement interventions to enhance reading student confidence and pay attention to reducing between school inequities. https://journal.cesir.ir/article_251724.html This qualitative research employs George Bereday's comparative method in four stages: description, interpretation, juxtaposition, and comparison. Data were collected through triangulation of sources, including credible international documents, semi-structured interviews, and a three-round Delphi technique. The findings reveal that in Finland, with its decentralized and teacher-centered approach, educational needs assessment relies on qualitative tools such as focus groups and formative evaluations. In contrast, Singapore, with its centralized and data-driven structure, utilizes labor market analysis, national surveys, and predictive modeling. Despite these differences, both systems emphasize foresight and adaptation to economic and cultural changes. Conversely, Iran's educational system, due to centralization and over-reliance on traditional tools, performs below the global average. Based on these insights, the proposed hybrid model for Iran comprises three components: (1) broad stakeholder engagement through regional councils, (2) use of mixed tools including qualitative interviews and big data analysis, and (3) cultural adaptation through pilot implementation in five selected provinces. This model, inspired by the strengths of Finland and Singapore, has been validated by domestic and international experts (90% consensus in the third Delphi round). The research innovation lies in presenting a localized and operational model that bridges the gap in previous studies by combining Bereday's method and the Delphi technique for consensus-building in educational needs assessment. https://journal.cesir.ir/article_252122.html Reading ability is foundational to school learning and a core indicator of educational quality. The Progress in International Reading Literacy Study (PIRLS), conducted every five years, offers a comparable picture of fourth-grade students’ reading literacy across education systems. Iran has participated since 2001; however, its average achievement has remained below the international benchmark (500) across cycles. This study analyzes barriers to reading literacy development in Iran using PIRLS evidence from 2001–2021 within a mixed exploratory (sequential) design. First, secondary PIRLS data were examined to describe Iran’s performance gap relative to the international mean. Second, in-depth semi-structured interviews with 12 education experts were analyzed through thematic coding to identify key constraints. Third, drawing on the qualitative results, a questionnaire was developed and administered to 147 fourth-grade teachers in Zanjan (public and non-public schools). Quantitative data were analyzed in SPSS using descriptive statistics, Pearson correlations, and multiple linear regression to estimate the relative contribution of content, orthography, and bilingualism to reported instructional practices, and to support mixed-methods triangulation across phases. Findings converge on three interrelated domains: (1) partial misalignment between the primary curriculum and Persian language textbooks and the meaning-oriented, text-based approaches emphasized in PIRLS frameworks; (2) limitations in preservice preparation and sustained professional development for evidence-informed reading instruction; and (3) challenges linked to bilingualism and linguistic diversity in non-Persian-speaking regions amid insufficient instructional support. Policy directions include revising primary curriculum and textbooks toward comprehension-focused pedagogy, institutionalizing scalable teacher professional learning, and adopting linguistically and culturally responsive supports for bilingual learners.