درخت حوزه‌های تخصصی

In the 21st century, educational philosophers face critical responsibilities, including theorizing, analyzing, and evaluating educational issues, while determining educational approaches and reassessing goals for conceptual clarity. The present study undertakes a comparative analysis of the roles and responsibilities of Iranian and non-Iranian educational philosophers through qualitative interviews. This qualitative study involved interviews with a selection of Iranian and non-Iranian educational philosophy professors. Entry criteria required participants to be professors with at least five years of teaching experience, while exit criteria allowed participants to withdraw from the study at any time. Thematic analysis was conducted to identify core resposibilities and influences shaping their educational philosophies. Additionally, literature on educational philosophy in both Iranian and non-Iranian contexts was reviewed to derive emergent themes illustrating similarities and differences across the two settings. Findings indicate that while the responsibilities of Iranian professors align with those of their global counterparts, their perspectives are influenced by local cultural contexts, especially religious values, and a strong sense of Iranian identity. This reflects a meaningful intersection of global educational philosophy and distinctive local contexts. The study highlights the necessity for educational philosophers to tackle contemporary challenges by diagnosing problems, analyzing issues, and proposing effective solutions. It emphasizes the importance of training future educational philosophers to recognize cultural and religious influences and cultivate skills to effectively address educational issues in a global context.