Educational Pathology of the Faculty of Psychology and Educational Sciences at the University of Tehran from the Students Perspective

Articles in Press

Document Type : research article

Authors

1 Educational Administration, Faculty of Psychology and Educational Sciences, University of Tehran, Mashhad, Iran

2 Educational Administration, Faculty of Psychology, University of Tehran, Tehran, Iran

10.22080/eps.2026.31968.2424

Abstract

Aim: Identifying educational challenges through students’ learning experiences is a prerequisite for improving the quality of higher education and enhancing educational planning. Accordingly, this study aimed to investigate the educational challenges of the Faculty of Psychology and Educational Sciences at the University of Tehran from students’ perspectives based on their lived experiences.
Methodology: This study employed a qualitative approach using phenomenology. The participants consisted of 20 undergraduate and graduate students from the Faculty of Psychology and Educational Sciences at the University of Tehran, who were selected through purposive sampling using snowball and convenience sampling techniques. Data were collected through in-depth semi-structured interviews and analyzed using Colaizzi’s seven-step phenomenological method.
Results: The analysis revealed that students’ educational experiences were organized into five main themes: educational quality and teaching, assessment, faculty members, educational resources and facilities, and academic support and educational structure. The findings indicated that students’ educational experiences were shaped by the simultaneous interaction of strengths and challenges across these domains. Alongside positive experiences, such as participatory teaching practices, major challenges included inconsistency in teaching quality, misalignment between assessment practices and professional competencies, inadequate educational resources and facilities, insufficient academic feedback and guidance, and limited access to scholarly resources.
Conclusions and suggestions: The findings suggest that the quality of students’ educational experiences results from the interaction of educational, curricular, structural, and support-related factors, and therefore cannot be improved through isolated or individual-level interventions. Improving educational quality requires an integrated approach encompassing educational planning, curriculum revision, assessment reform, enhancement of faculty professional competencies, and strengthening academic support systems. It is therefore recommended that the findings of this study be used as evidence to inform educational policy-making and planning aimed at improving the quality of education within the faculty.
Innovation and originality: The novelty of this study lies in providing an integrated understanding of the faculty’s educational challenges based on students’ lived experiences and translating these experiences into practical evidence to support educational planning, policy-making, and quality enhancement.

Keywords

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References

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Journal of Educational Planning Studies

Articles in Press, Accepted Manuscript
Available Online from 06 March 2027

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History

  • Receive Date: 31 May 2026
  • Revise Date: 05 August 2026
  • Accept Date: 25 August 2026

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