A Comparative Study of the National Language Curriculum in the Educational System of Iran and the Scandinavian Countries

Abstract

Purpose: The present study aimed to conduct a comparative analysis of the national language curriculum in the educational system of Iran and the Scandinavian countries, including Sweden, Norway, Denmark, and Finland, with emphasis on educational objectives, curriculum content, instructional approaches, assessment methods, and socio-cultural functions.

Methods and Materials: This study was applied in purpose and descriptive–analytical in nature, employing a qualitative approach within the framework of comparative education studies. The analytical framework was based on Bereday’s comparative method, including the stages of description, interpretation, juxtaposition, comparison, and inference. The research population consisted of official curriculum documents and educational policy texts related to language education in Iran and the Scandinavian countries. The sample was selected purposively and included official curriculum documents related to national language education in Iran, Sweden, Norway, Denmark, and Finland. Data were collected through documentary analysis using a structured content analysis checklist based on curriculum components including educational objectives, curriculum content, teaching–learning strategies, assessment methods, language skills, and cultural elements. Data analysis was conducted through qualitative content analysis within the stages of Bereday’s comparative framework.

Findings: The findings revealed that the Persian language curriculum in Iran is predominantly based on an identity-oriented and culture-centered model emphasizing literary heritage, national identity, and text-based instruction. In contrast, the national language curricula in the Scandinavian countries are mainly grounded in a skill-oriented and communication-centered model focusing on communicative competence, critical thinking, multiliteracies, and students’ social participation. Furthermore, Scandinavian educational systems demonstrated greater emphasis on active learning approaches, collaborative instruction, diverse educational texts, and formative and performance-based assessment methods, whereas assessment in Iran was more dependent on written examinations and reading comprehension. The findings also indicated that Scandinavian curricula provide a more balanced development of the four language skills and integrate language education more extensively with educational technologies and multimedia environments.

Conclusion: The results indicated that the major difference between the national language curricula in Iran and the Scandinavian countries lies in their perspectives on the function of language in education. In Iran, language is primarily regarded as a means of preserving cultural identity and literary heritage, while in Scandinavian countries it is viewed as a tool for developing communicative competence, social participation, and intercultural interaction.