Iranian Journal of Comparative Education
Volume:7 Issue: 1, Winter 2024

This study offers a comparative exploration of English language education policies and practices in two pivotal Middle Eastern nations: Iran and Saudi Arabia. Employing a documentary research method for data collection and a thematic analysis approach for data interpretation, this study examines the impact of policies on English language education practices in both Iran and Saudi Arabia through the lens of language policy and planning (LPP). The analysis is structured around four dimensions of Kaplan and Baldauf's (2003) LPP evaluation framework, focusing on access policy, personnel policy, curriculum policy, and materials policy. The research findings underscore the diverse influences shaping English language education policy in these countries. In Iran, the anti-imperialist sentiment has notably shaped English language education policy and practice, while Saudi Arabia's approach has been considerably influenced by neoliberalism, serving as a major force in the country's language education policies. The study delineates distinct disparities: Iran exhibits limited exposure to English language education policy, delayed initiation of English learning, and a prevalence of localized teaching approaches. In contrast, Saudi Arabia demonstrates greater English integration in classrooms, an early introduction to English learning, and a stronger emphasis on communicative methodologies. By offering this comparative analysis of English language education policies in Iran and Saudi Arabia, this research contributes valuable insights with potential global relevance. It highlights the intricate interplay of political, cultural, and economic factors that significantly mold language education strategies in diverse contexts, emphasizing the complexity of policies and practices across different cultural and societal landscapes.

The purpose of the study was to investigate performance of educational system of Iran in the implementation of BOM program in the middle secondary schools to provide experience to the developing countries. In this qualitative study, data was collected and analyzed through a phenomenological approach and a semi -structural interview. The seventeen school principals of middle secondary schools in Shiraz were selected using a snowball sampling method. Also, structural and internal validity was provided through the theoretical saturation and external validity through the multiple reviews of the analysis. The research findings include three basic lessons for third -world educational policymakers and planners when implementing reform programs: First, voluntary implementation of reform programs does not necessarily lead to the active collaboration and cooperation of school principals and teachers; Second, the presentation of innovative programs and plans unchanged in the traditional structure of the educational system mainly leads to failure, and Third, without training of school principals and teachers, implementing reforms programs and plans will not be successful.

Teacher education has been one of the fundamental challenges of Iran's educational system during the last hundred years. The purpose of research is to provide a meaningful analysis of the evaluation of the implementation of internship curriculum in Farhangian University, Iran. The research method was a qualitative type using grounded theory and the data collection method was a semi-structured interview. The research findings led to the presentation of a semantic model. Extracted from the basic concepts, this model contains seven categories and main core namely "continuation of incomplete implementation of internship program". Also, the findings reveal that causal conditions (educational and organizational challenges), contextual conditions (financial obstacles) and intervening conditions (role of supervisors, guidance teachers, student interns, and school administrators) have caused Farhangian University internship’s program could not be realized according to the planned plan. Other finding shows that supervisors and student-teachers use three strategies of analyzing previous experiences, applying individual creativity, and mastering despair and hopelessness to accept or deal with the current situation of the internship program. The current semantic model can contain this important lesson for teacher training planners in other developing countries that the realization of the goals of reform programs depends on the reform of conditions that are sometimes beyond the power of teachers and schools.

The purpose of research was to examine ethics education from the two religious thinkers’ perspective of Iran namely Mustafa Malikian and Abolghasem Fana’i. The method of data collection was documentary through the review of primary and secondary sources indexed in various scientific databases. The method of analysis was conceptual content analysis. Based on the findings, the most important similarities of ethics education in the Malikian and Fana’i’s thoughts are as follow: Trans-religious nature of ethics education; absence of coercion in ethics education, and emphasis on use of integrated approach in ethics education. The differences between these two thinkers are: while Malikian's emphasis on individual ethics education, lack of attention to modern human characteristics in Iran's education system, and universality of ethics life compared to moral practice; Fana’i highlighted social ethics education, replacing ethics with jurisprudence in Iran's education system, clash of ethics education with religious education in this system, and existence of a gap between knowledge and ethics practice. According to the findings, it is suggested to the curriculum planners of Iran to take a more comprehensive look at the views of traditional thinkers and the modern religious thinkers’ perspectives in ethics education of learners.

Educational policymakers believe that providing young children access to technology can boost their academic achievement and activate their latent intelligences. Thus, the purpose of this study was to compare the impact of human and technology-based mediators on ego-resiliency and multiple intelligences of young English language learners. Over 6 months, two groups of 30 learners (15 students in each group) were exposed to two forms of mediation: the teacher- and computer-made mediators. Pre-tests and post-tests were used to measure learners’ improvements in ego-resiliency and multiple intelligences. The results revealed that the learners involved in computer-mediated instruction proved superior compared to the teacher-mediated group in their ego-resiliency and multiple intelligences. It shows that the learners interacting with a computer mediator surpass those interacting with a human-made mediator, namely the teacher. Our findings suggest that nonhuman mediators (technology) are more effective than humans, possibly due to their enticing features that enhance learners' motivation and interest.

The present study aimed to evaluate cultural values and tendencies in Iranian primary school textbooks. This study used a comparative, descriptive approach employing content analysis for data analysis. The study population consisted of five primary school “Gifts of Heaven” (Religious Instruction) textbooks, which were selected through targeted sampling and analyzed in full. Two lists were used to code the content of the textbooks, one for individualistic-collectivistic values and the other for cognitive tendencies. Individualistic and collectivistic values were found in the studied textbooks, with collectivism being more prevalent. Self-direction and tradition were the most frequent components of individualism and collectivism, respectively, while stimulation and benevolence were least frequent. The textbooks showed a balance between individualistic and collectivistic tendencies. Individualistic and collectivistic categories were similarly distributed across grade levels, with greater prominence in textbooks for grades three to six. Lower grade levels, especially second grade, had a higher prevalence of collectivist elements compared to higher grades when examining the cognitive tendencies in studied textbooks. The study provides insights on Iranian cultural values in education. Iranian "Gifts of Heaven" textbooks show a balanced representation of individualistic and collectivistic values. This balance is essential in promoting respect for different cultures among students and facilitating their understanding and appreciation of cultural diversity. The key recommendation is for Iranian curriculum planners to maintain a balanced perspective that avoids radical deviations towards any one value and to prioritize including educational materials that expose students to diverse cultural perspectives, resulting in a more inclusive and tolerant society.