A meta-analysis of research on multicultural education, citizenship education, moral education, political education and religious education in Iran

According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values.