International Journal of Learning Spaces Studies
Online ISSN: 2980-8995

A Comparative Study of Primary Education Systems in Iran and the United Arab Emirates with an Emphasis on Educational Technology Integration

Document Type : Original Research Manuscripts

Authors

Raha Abedi 1
Fatemeh Rezaei 2
Elahe Foroughi Nematollahi 3
Fatemeh Fakouri Oghan 4

1 Assistant Professor, Department of Methods, Educational Planning, and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

2 M.A. in E-Learning, 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 B.A. in Education, Department of Methods, Educational Planning, and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

10.22034/lss.2026.575155.1064
Abstract
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.

Keywords

Comparative Education, Primary Education, Educational Technology, Digital Pedagogy, Iran&ndash
UAE
Subjects
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  • Receive Date 12 September 2025
  • Revise Date 19 October 2025
  • Accept Date 28 November 2025

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