Analysis of dominant themes in educational policy in Iran by Thematic analysis (qualitative research)

To understand educational policies, one must consider the larger social, economic and political conditions in which this phenomenon is formed. Therefore, the present study was formed with the aim of analyzing the dominant themes of educational policy in Iran.

For this purpose, a study with a qualitative approach was conducted. The participants of this study were 17 people consisting of professors, administrators, experts and specialists in the field of education were studied by purposive sampling. Semi-structured interviews were used to collect data and data were processed by content analysis.

Based on the findings, the dominant themes of educational policy-making included 74 minor themes that were divided into 6 general themes: social, individual, cultural, economic, religious and structural.

Summarizing the results of this study, it can be said that educational policy is a capacity to implement socio-political themes of society that dominate educational policy. Findings of the research By identifying these dominant themes in educational policy, there are important implications for education stakeholders and policy makers.