| dc.description.abstract | This thesis investigates whether high-quality education is appropriate in Iran's cultural setting, which aligns with the fourth Sustainable Development Goal (SDG). The study's exploratory qualitative methodology focuses on identifying and evaluating the cultural elements that affect Iran's ability to execute high-quality education. Twelve parents, educators, and educational consultants participate in semi-structured interviews to get their thoughts and opinions through questions and answers. The study explores the relationship between education and cultural norms, examining how cultural influences affect educational quality.
Based on Pierre Bourdieu's notion of cultural capital, this study's theoretical framework emphasizes embodied, objectified, and institutionalized cultural capital. The data revealed significant themes related to gender norms, religious impact, language and ethnicity, socioeconomic level, family expectations, location, and educational access.
The study's conclusions have essential ramifications for the Iranian educational system. They draw attention to the ways that deeply embedded cultural elements in Iranian culture can seriously impede students' access to high-quality education, which can result in educational disparities, especially for marginalized populations. The study also shows that cultural factors affect students' motivation and performance, directly affecting educational outcomes.
The study's results highlight the critical need for educational policies to adopt a more culturally aware stance. Inequality may be sustained by the present policies' inability to adequately address cultural diversity in the educational system. The study makes suggestions for a more integrated strategy that, if put into practice, may significantly improve the caliber and efficacy of educational initiatives. It also urges more investigation into the effects of cultural variations on schooling in various Iranian communities and areas.
Keywords: Quality Education, Sustainable Development, Cultural Capital, Cultural norms, SDG4 | |
