Educational Policy and Psychology in Iran: Current Trends

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 beneficial.

Using a descriptive approach, this study retrieved articles from the Web of Science and Scopus databases.

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 While enrollment rates have increased, the system appears to face challenges such as outdated curricula, structural inefficiencies, centralized governance, and limitations in teacher training.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 insufficient coordination between research and policy implementation. Teacher motivation could also be affected by inadequate wages and institutional support, potentially influencing 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 significant role in improving mental wellbeing, motivation, and self-perception. Adolescents, in particular, seem to benefit from strong familial bonds, which could positively impact their mental health and academic performance. Based on these findings, it may be advisable to consider reducing political influence 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.

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)