Identifying the components of multicultural policy in Iranian public education

 The purpose of this research is to identify the components of multicultural policy making in Iran's public education in order to provide a more suitable background and perspective for formulating this way of policy making.

 Based on this, the data was collected with a qualitative research design of the synthesis type and with the help of the seven steps of Sandelowski and Barroso (2007). The research population was more than 790 scientific documents that were searched in 10 foreign scientific databases. From this number, after examining the topic, abstract and content, and using acceptance and non-acceptance criteria and vital evaluation skills program, 25 articles were selected and analyzed.

 The findings include the main themes resulting from the synthesis of the selected articles, including 7 cases of multiculturalism, social justice, cultural awareness, social identity, assimilation, policy making, and social cohesion.

 The results indicate that educational policy making in culturally diverse societies will not achieve the necessary success, and Iran's society, with its multi-cultural characteristics, needs a kind of policy making that diversity and Recognize diversity in various fields, especially in education, and provide the necessary platforms to pay attention to it, which has not been done in this field, and most of the countries that have recognized diversity have achieved favorable results. And in order to enrich it, they have made appropriate policies in their public education.