Volume 8, Issue 1 (3-2025)
Iranian Journal of Educational Sociology 2025, 8(1): 181-191 |
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Motamedi Barabadi H, Samadi M, Sarmadi M R, Mahmoudi M. (2025). Investigating the Factors Affecting the Applicability of Doctoral Dissertation Findings in the Field of Philosophy of Education in Educational Policy-Making. Iranian Journal of Educational Sociology. 8(1), 181-191. doi:10.61838/kman.ijes.8.1.17
URL: http://iase-idje.ir/article-1-1480-en.html
URL: http://iase-idje.ir/article-1-1480-en.html
1- Instructor, Department of Educational Sciences, Payame Noor University, Tehran, Iran.
2- Associate Professor, Faculty of Education and Training Research Institute, Tehran, Iran.
3- Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran.
4- Associate Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran.
2- Associate Professor, Faculty of Education and Training Research Institute, Tehran, Iran.
3- Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran.
4- Associate Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran.
Abstract: (183 Views)
Purpose: The objective of this study was to investigate the internal and external factors influencing the applicability of doctoral dissertations in the field of philosophy of education within the policy-making system of Iran's education sector.
Methods and Materials: This study employed a qualitative-exploratory research design. Data were collected through semi-structured interviews with 15 policymakers from the Supreme Council of Education and members of the Curriculum and Educational Planning Commission, selected via purposive sampling based on theoretical saturation. Data were analyzed using qualitative content analysis to identify categories and themes that reflect the conditions necessary for the practical use of doctoral dissertation findings in educational policy-making.
Findings: The findings revealed that policymakers rarely use doctoral dissertations in philosophy of education as sources for policy-making due to both internal and external barriers. Internally, dissertations often lack strong methodologies, relevant problem selection, practical recommendations, and high-quality, applicable findings. Externally, the absence of structured collaboration between universities and policymakers, weak research culture, inadequate institutional mechanisms for dissemination, and insufficient information literacy among stakeholders hinder the utilization of research outputs. Among internal factors, the most influential were problem-based topic selection, practical findings, and precise problem definition. Among external factors, interaction between policymakers and researchers was identified as the most critical condition for enhancing applicability.
Conclusion: To increase the impact of doctoral dissertations in philosophy of education on policy-making, there is a need for reforms at both academic and institutional levels. These include fostering stronger engagement between researchers and policymakers, improving methodological rigor, promoting applied and needs-based research, and establishing systemic frameworks for research dissemination and policy integration. Enhancing the research culture and institutional support will be essential to bridging the gap between academic inquiry and educational governance
Methods and Materials: This study employed a qualitative-exploratory research design. Data were collected through semi-structured interviews with 15 policymakers from the Supreme Council of Education and members of the Curriculum and Educational Planning Commission, selected via purposive sampling based on theoretical saturation. Data were analyzed using qualitative content analysis to identify categories and themes that reflect the conditions necessary for the practical use of doctoral dissertation findings in educational policy-making.
Findings: The findings revealed that policymakers rarely use doctoral dissertations in philosophy of education as sources for policy-making due to both internal and external barriers. Internally, dissertations often lack strong methodologies, relevant problem selection, practical recommendations, and high-quality, applicable findings. Externally, the absence of structured collaboration between universities and policymakers, weak research culture, inadequate institutional mechanisms for dissemination, and insufficient information literacy among stakeholders hinder the utilization of research outputs. Among internal factors, the most influential were problem-based topic selection, practical findings, and precise problem definition. Among external factors, interaction between policymakers and researchers was identified as the most critical condition for enhancing applicability.
Conclusion: To increase the impact of doctoral dissertations in philosophy of education on policy-making, there is a need for reforms at both academic and institutional levels. These include fostering stronger engagement between researchers and policymakers, improving methodological rigor, promoting applied and needs-based research, and establishing systemic frameworks for research dissemination and policy integration. Enhancing the research culture and institutional support will be essential to bridging the gap between academic inquiry and educational governance
Type of Study: Research Article |
Subject:
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Received: 2024/07/11 | Accepted: 2024/09/15 | Published: 2025/04/27
Received: 2024/07/11 | Accepted: 2024/09/15 | Published: 2025/04/27
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