Educational Policy and Psychology in Iran: Current Trends
AI Summary
Education aligns with ideological goals since 1979; enrolment rose but curricula, centralised governance, and structural inefficiencies impede innovation and global competitiveness.
Pedagogy relies on rote learning; teacher training, motivation, wages, and weak research policy coordination limit educational quality and equity across regions and genders.
Student psychological distress is rising; integrate school-based mental health support, strengthen family and school environments, decentralise governance, and modernise curricula.
BACKGROUND AND OBJECTIVE: This research examines the intersection of education and political systems, exploring how instructional practices align with neoliberal policies. Education is often viewed as a means to address societal issues such as unemployment and inequality; however, its emphasis on creativity, critical thinking, and ethical considerations may sometimes be overlooked. A shift toward fostering critical engagement and societal development could be benefi cial.
METHODS: Using a descriptive approach, this study retrieved articles from the Web of Science and Scopus databases.
RESULTS: In Iran, the education system has undergone notable changes since the Islamic Revolution in 1979, primarily aligning with ideological objectives. While enrollment rates have increased, the system appears to face challenges such as outdated curricula, structural ineffi ciencies, centralized governance, and limitations in teacher training. Although reforms have aimed at reinforcing ideological priorities, their impact on fostering innovation and global competitiveness remains uncertain. Additionally, regional disparities and gender inequalities continue to be areas of concern. Key challenges may include an overreliance on rote learning, limited adoption of modern pedagogical methods, and insuffi cient coordination between research and policy implementation. Teacher motivation could also be aff ected by inadequate wages and institutional support, potentially infl uencing the overall quality of education. Furthermore, both teachers and students encounter barriers to accessing equitable and high-quality education, which may hinder educational progress. Psychological concerns among Iranian students appear to be rising, possibly due to academic stress, suboptimal educational environments, and family dynamics. Research suggests that supportive family and school settings may play a signifi cant role in improving mental wellbeing, motivation, and self-perception. Adolescents, in particular, seem to benefi t from strong familial bonds, which could positively impact their mental health and academic performance. Based on these fi ndings, it may be advisable to consider reducing political infl uence in education, modernizing curricula, investing in teacher re-training, and integrating psychological support within schools. Decentralizing governance and fostering innovation could contribute to a more dynamic and responsive education system.
CONCLUSION: While Iran’s education system has made strides in enrollment, addressing these structural and pedagogical challenges could enhance its ability to prepare students for the demands of modern society while supporting their psychological and social well-being. (Neuropsychopharmacol Hung 2026; 28(2): 115-130) Keywords: Educational, Iran, Psychology, current trends.
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