scientific journal Political Sociology of the Islamic Revolution

Abstract This article presents a comparative analysis of educational policymaking in the Islamic Republic of Iran, Japan, Finland, and South Korea, with the aim of explaining how the concept of the "empowered and desirable human" is constructed within each of these educational systems. Adopting a qualitative, comparative, and Boolean analytical approach, this study identifies key components and prerequisites that influence the development of human capital. The main findings indicate that successful educational systems (Japan, Finland, and South Korea) have focused on factors such as life skills education, alignment with labor market needs, high-quality teacher training systems, and effective evaluation mechanisms to nurture creative, responsible, and globally adaptable individuals. In contrast, the analysis shows that Iran’s educational system faces fundamental challenges—including excessive centralization, weak connections with the labor market, deficiencies in teacher education, lack of quality assessment systems, and a dominant ideological orientation—that hinder the realization of an empowered human model and the effective development of human capital. This paper concludes by offering policy recommendations and emphasizes the urgent need for a fundamental redesign of Iran’s educational system to build a capable and balanced generation.

Abstract In today's world, as citizenship is accepted as one of the characteristics of democratic systems, citizenship education is essential for the progress of society and its preservation. On the other hand, the diversity of concepts and topics around "citizen" shows that not only the phenomenon of citizenship is important, but this phenomenon is changing. Accordingly, since human beings are educated in different ways from birth and "education is the cornerstone of creation, preservation and progress of all human societies", citizenship education is required to achieve the goals set forth in every society.

The purpose of this research is to examine the place of citizenship education in the document of the fundamental transformation of education in the Islamic Republic of Iran. The research method in this study is qualitative content analysis. The sampling method was purposeful and the research tool was quantitative. According to the findings of this research, the model of citizenship education can be proposed and presented in the component of citizenship knowledge, citizenship skill and citizenship attitude and 27 separate indicators. The results showed that there are many indicators of citizenship education in the text of the fundamental transformation of education.