malayer university
Abstract: (296 Views)
Purpose: Transformation in the educational system and the attainment of effective governance are among the fundamental prerequisites for national development in Iran. In recent decades, increasing social complexities, the expansion of new technologies, and ongoing political and cultural transformations have rendered traditional models of educational management inadequate for meeting the evolving needs of the system. Accordingly, the purpose of this study was to design a national education governance model for Iran based on a localized approach and the systematic integration of previous research findings, in order to provide a comprehensive picture of the key components, challenges, and dimensions influencing educational governance in the country.
Materials and Methods:This applied research employed a qualitative meta-synthesis approach using the seven-step model of Sandelowski and Barroso (2007). The analytical process included: formulating the research question, searching and selecting relevant sources, screening, extracting findings, analyzing and synthesizing data, interpreting results, and constructing the conceptual model. The research population encompassed all domestic and international studies related to educational governance published between 2014 and 2025. After assessing the validity and conceptual adequacy of the sources, 49 qualified studies were selected and coded. Data analysis was conducted at three levels—open, axial, and selective coding—which led to the development of the final model of national educational governance in Iran.
Discussion and Conclusion: Findings revealed that educational governance in Iran consists of two major dimensions: (1) the external dimension, encompassing social challenges, technological advancements, global interconnections, and political transformations; and (2) the internal dimension, including intra-institutional challenges within universities and the education system, managerial factors, and mechanisms for enhancing national educational quality. The dynamic interaction between these two dimensions forms the foundation of effective educational governance. The final model suggests that achieving desirable educational governance in Iran requires redefining the roles of governmental and policy-making institutions, strengthening stakeholder participation, ensuring transparency and accountability in decision-making, and establishing data-driven and continuous evaluation systems. Moreover, educational governance must be grounded in the cultural and value-based framework of the Fundamental Transformation Document of Education to preserve the Islamic–Iranian identity of the educational system while benefiting from global capacities. Ultimately, the proposed model provides a theoretical and strategic foundation for reforming the structures of educational policy-making, planning, and national management in Iran.
Materials and Methods:This applied research employed a qualitative meta-synthesis approach using the seven-step model of Sandelowski and Barroso (2007). The analytical process included: formulating the research question, searching and selecting relevant sources, screening, extracting findings, analyzing and synthesizing data, interpreting results, and constructing the conceptual model. The research population encompassed all domestic and international studies related to educational governance published between 2014 and 2025. After assessing the validity and conceptual adequacy of the sources, 49 qualified studies were selected and coded. Data analysis was conducted at three levels—open, axial, and selective coding—which led to the development of the final model of national educational governance in Iran.
Discussion and Conclusion: Findings revealed that educational governance in Iran consists of two major dimensions: (1) the external dimension, encompassing social challenges, technological advancements, global interconnections, and political transformations; and (2) the internal dimension, including intra-institutional challenges within universities and the education system, managerial factors, and mechanisms for enhancing national educational quality. The dynamic interaction between these two dimensions forms the foundation of effective educational governance. The final model suggests that achieving desirable educational governance in Iran requires redefining the roles of governmental and policy-making institutions, strengthening stakeholder participation, ensuring transparency and accountability in decision-making, and establishing data-driven and continuous evaluation systems. Moreover, educational governance must be grounded in the cultural and value-based framework of the Fundamental Transformation Document of Education to preserve the Islamic–Iranian identity of the educational system while benefiting from global capacities. Ultimately, the proposed model provides a theoretical and strategic foundation for reforming the structures of educational policy-making, planning, and national management in Iran.
Keywords: educational governance, national model, meta-synthesis, Sandelowski and Barroso, educational policy-making
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