Iranian Higher Education
Volume 18, Issue 1 (2026)
ihej 2026, 18(1): 26-49 |
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Akbari Sarcheghaei A. Identifying the Challenges of Internationalization of Iranian Higher Education. ihej 2026; 18 (1) :26-49
URL: http://ihej.ir/article-1-2192-en.html
URL: http://ihej.ir/article-1-2192-en.html
Ph.D. Student in Higher Education Development Planing, Faculty of Literacy and Humanities Sciences, University of Kurdistan, Sanandaj, Iran , a.akbarisarcheghei@uok.ac.ir
Abstract: (20 Views)
transforming universities in the 21st century. The present study, by adopting a meta-synthesis approach, aims to systematically and interpretively synthesize the existing research literature on the internationalization of higher education in Iran, seeking to identify and present a comprehensive and integrated picture of the existing challenges in this path.
Method: The research approach is qualitative, using the seven-step meta-synthesis method by Sandelowski and Barroso (2006). The research field included studies conducted at the national level up to the year 1404 SH (2025/2026 Gregorian), within the timeframe of 1384-1404 SH (2005-2025 Gregorian), encompassing 48 studies, from which 16 documents were selected for final analysis. Thematic analysis was used for data analysis, leading to the extraction of 306 basic themes, 29 organizing themes, and 2 overarching themes. The quality and validity of the primary articles were confirmed using the Critical Appraisal Skills Programme (CASP) checklist, and the validity and reliability of the extracted codes were verified through review and application of expert opinions.
Results: The findings of the study revealed that the most significant challenges of the Iranian higher education system in the field of internationalization include: 1) Structural and governance blockage in facing the requirements of globalization, and 2) Functional disconnection and interactive obstacles in the value chain of internationalization.
Conclusion: The results indicate that the challenges of internationalizing Iranian higher education lie in structural blockage and centralized governance, and functional disconnection in the value chain. The emergence of such a situation has made the educational system resistant to change and incompatible with global requirements. To change this situation, a transition from centralized governance towards network-based models and the real institutional delegation of authority to universities, along with creating integrated functional links in the processes of international recruitment, education, and research, are proposed as two key strategic pillars.
Method: The research approach is qualitative, using the seven-step meta-synthesis method by Sandelowski and Barroso (2006). The research field included studies conducted at the national level up to the year 1404 SH (2025/2026 Gregorian), within the timeframe of 1384-1404 SH (2005-2025 Gregorian), encompassing 48 studies, from which 16 documents were selected for final analysis. Thematic analysis was used for data analysis, leading to the extraction of 306 basic themes, 29 organizing themes, and 2 overarching themes. The quality and validity of the primary articles were confirmed using the Critical Appraisal Skills Programme (CASP) checklist, and the validity and reliability of the extracted codes were verified through review and application of expert opinions.
Results: The findings of the study revealed that the most significant challenges of the Iranian higher education system in the field of internationalization include: 1) Structural and governance blockage in facing the requirements of globalization, and 2) Functional disconnection and interactive obstacles in the value chain of internationalization.
Conclusion: The results indicate that the challenges of internationalizing Iranian higher education lie in structural blockage and centralized governance, and functional disconnection in the value chain. The emergence of such a situation has made the educational system resistant to change and incompatible with global requirements. To change this situation, a transition from centralized governance towards network-based models and the real institutional delegation of authority to universities, along with creating integrated functional links in the processes of international recruitment, education, and research, are proposed as two key strategic pillars.
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