Systematic Elucidation of the Issues at Farhangian University through Pathological Research: A Systematic Review

Articles in Press

Document Type : Review Article

Authors

1 M.A. student in Family Counseling, University of Tehran, Tehran, Iran.

2 Postdoctoral Researcher, Department of Psychology, Women’s Research Institute, Alzahra University, Tehran, Iran.

10.48310/itt.2026.22177.1296

Abstract

Objective: This research was designed and conducted to systematically and network-based elucidate the pathologies affecting Farhangian University, as the primary institution for teacher education in the Islamic Republic of Iran. Background: Through a systematic search in domestic databases, 42 relevant studies published between 1395 (2016) and 1404 (2025) were identified and selected for final analysis. Method: The research method was a qualitative systematic review based on the standard PRISMA guidelines. Data from these studies were examined using qualitative content analysis, and main codes and categories were extracted. Key Findings: The research findings indicate that the pathologies of Farhangian University can be categorized into seventy sub-categories, fourteen categories, and three conceptual levels [M1]. At the foundational level, discursive and philosophical pathologies, ambiguity and deficiencies in educational-educational goals, and serious weaknesses in the systematic needs assessment process were identified. At the process level, challenges related to the content and organization of the curriculum, weaknesses in teaching strategies, deficiencies in the evaluation system, shortcomings in internship, time management and planning issues, and weaknesses in effective interaction with the school environment were emphasized. At the structural level, pathologies related to faculty human resources, centralized and bureaucratic management structure, dilapidated technological infrastructure, inefficient admission process, weaknesses in the research and knowledge production system, and deficiencies in cultural-educational activities were identified as major obstacles. The findings emphasize that transformation in this institution requires moving away from one-dimensional and temporary solutions and towards strategic, integrated, and holistic interventions.

Keywords

Main Subjects

Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 29 August 2026

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