Attracting innovation in primary schools: Identifying factors, challenges, and providing a framework for educational planning.

Articles in Press

Document Type : research article

Authors

1 Professor of Department of Education, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz,Ahvaz, Iran

2 Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

10.22080/eps.2025.28497.2307

Abstract

Objective: This research investigates the adoption of innovation in primary schools in Andika County with the aim of identifying factors and challenges and providing a framework for educational planning.
Methodology: It is a qualitative and descriptive-exploratory study, and data was collected through semi-structured interviews with 8 managers and teachers who have a minimum of 5 years of experience during the years 1402-1403. Participants were selected using purposive non-probability sampling.
Findings: The findings indicate that innovations are primarily focused on teaching methods, interaction with parents and the local community, and higher-level directives. In-school innovations play a minor role, and schools show a greater tendency to utilize formal innovations. Additionally, inadequate infrastructure and cultural and social norms hinder the adoption of innovation.
Conclusion: The results highlight the need to review the adoption of innovation in primary schools in Andika County. Managers must pay attention to the needs of the environment, students, and parents, and to develop innovative educational planning, focus on stakeholder engagement and interaction with the local community.
Innovation and Originality: This study, with its qualitative approach and in-depth examination of internal and external factors, considers the cultural, social, and economic conditions of the region and has innovation and originality in the context of national educational planning and the needs of underprivileged areas.

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References

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Journal of Educational Planning Studies

Articles in Press, Accepted Manuscript
Available Online from 14 October 2025

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  • Receive Date: 24 January 2025
  • Revise Date: 11 April 2025
  • Accept Date: 14 October 2025

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