A Comparative Study of Primary Education Systems in Iran and the United Arab Emirates with an Emphasis on Educational Technology Integration
نویسندگان
1 Assistant Professor, Department of Methods, Educational Planning, and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
2 B.A. in Education, Department of Methods, Educational Planning, and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
3 B.A. in Education, Department of Methods, Educational Planning, and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
4 M.A. in E-Learning, Department of Methods, Educational Planning, and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
doi
10.22034/lss.2026.575155.1064چکیده
This study presents a comparative analysis of primary education systems in Iran and the United Arab Emirates (UAE), with particular emphasis on educational technology integration and quality assurance mechanisms. Employing a descriptive-analytical comparative design grounded in Bereday's Comparative Method, data were collected through the triangulation of national policy documents, international reports (UNESCO, OECD), and peer-reviewed studies. The analysis focuses on pedagogical approaches, teacher–student interaction, and the application of information and communication technologies (ICT) in primary education. Findings indicate that the UAE adopts a semi-decentralized, competency-based educational model characterized by systematic technology integration and multi-layered quality monitoring frameworks such as KHDA and ADEK. In contrast, Iran operates within a highly centralized, content-based system in which technology adoption is often symbolic and constrained by infrastructural limitations and teacher-centered pedagogy. The study concludes that effective digital transformation in Iran requires sustained professional development in digital pedagogy and the establishment of feedback-oriented quality assurance mechanisms that directly link technology use to student learning outcomes. The findings offer comparative insights and policy-relevant implications for improving educational quality in developing contexts.
