Evidence-Based Policymaking in Iranian Education: Analysis of Upstream Documents and Design of a Local Conceptual Model
Keywords:
Iranian Education, Knowledge Translation, Thematic Analysis, Evidence-Based Policymaking, Educational PolicymakingAbstract
This study aimed to design a localized model for implementing evidence-based policymaking in the Iranian education system through the analysis of upstream policy documents. This research employed a qualitative approach using thematic analysis. The data consisted of official upstream education documents, including the Fundamental Transformation Document, general national policies, legislative acts, and resolutions of policymaking bodies. Documents were selected through purposive sampling based on their policy relevance and authority. The analysis process involved initial coding, conceptual categorization, and the extraction of overarching themes. To ensure trustworthiness, independent coding, consensus procedures, and expert validation in educational policymaking were applied. The findings revealed that evidence-based policymaking in Iranian education is constrained by significant structural and institutional challenges. Five core themes were identified: lack of intermediary institutions, disconnection between policy formulation and implementation, dominance of political considerations, absence of systematic evaluation and feedback mechanisms, and weak policy analysis capacity. These findings indicate that the full cycle of evidence-based policymaking is not coherently established, and the use of evidence in decision-making remains limited. In response, a six-dimensional model was proposed, encompassing structural, conceptual, governance, evaluation and feedback, human resources, and cultural-normative dimensions. The model is designed to bridge the gap between research and policymaking, enhance institutional capacity, and strengthen the application of evidence in decision-making, thereby offering a practical framework for improving educational policymaking in Iran.
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