Innovation in Teaching, Learning and Evaluation

Innovation in Teaching, Learning and Evaluation

Digital Transformation in Iran's Education System Based on a Meta-Synthesis of Research

Document Type : Original Article

Authors
Department of Educational Management, Faculty of Educational Sciences, University of Mohaghegh Ardabili, Ardabil, Iran
Abstract
Despite the expansion of policies, digital transformation in Iran’s education system faces significant implementation challenges and conceptual fragmentation across existing studies. This study aimed to provide an integrated and interpretive understanding of conceptual models of digital transformation in Iranian education through the synthesis of prior qualitative research.

This study adopted a meta-synthesis approach based on the seven-step model of Barroso and Sandelowski. Following a systematic search process, 25 qualitative and mixed-method studies published between 2016 and 2025 were selected according to predefined inclusion criteria, and their findings were synthesized using interpretive thematic analysis.

The interpretive synthesis resulted in the extraction of five main themes: human capital empowerment, transformational digital educational leadership, organizational and cultural contexts, technological infrastructures, and educational and organizational outcomes. The findings indicate the dominance of a human-centered and leadership-oriented logic over purely technology-driven approaches.

Achieving sustainable digital transformation in Iran’s education system requires moving beyond a fragmented, technology-centric focus toward a systemic strategy that simultaneously emphasizes teacher and school leader empowerment, the development of digital leadership, and the strengthening of a learning-oriented organizational culture. The findings provide an integrated conceptual framework to inform policymaking and future research.
Keywords
Subjects

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