A Qualitative Study on Iranian EFL Teachers’ Perceptions of a Diversified Education

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A Qualitative Study on Iranian EFL Teachers’ Perceptions of a Diversified Education

https://doi.org/10.21203/rs.3.rs-3783310/v1

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One characteristic of societal changes is the emergence of societies that possess a diverse and pluralistic orientation towards digital platforms. These societies recognize the importance of implementing pluralistic educational approaches within their educational programs. The objective of this research was to investigate the perspectives of Iranian English as a Foreign Language teachers regarding a diverse digital education. To achieve this goal, a qualitative thematic analysis and a semi-structured interview were employed. The study participants consisted of 20 Iranian English teachers, both male and female, who were selected through convenience sampling. The results of the analysis revealed several key themes, including the utilization of diverse teaching methods, materials, tools, and activities; the development of curricula that cater to the interests, needs, and opinions of students; the provision of equal opportunities for all students to maximize their potential; the promotion of individual and group pride and identity; the encouragement of critical thinking skills in students; the establishment of a fair distribution of power within society; the recognition and utilization of individual and group differences; the emphasis on personal growth and development; the creation of inclusive classrooms that value all perspectives, experiences, and thought processes; the teaching of effective responses to cultural and ethnic differences; the incorporation of diversity in evaluation procedures; the importance of fairness in the evaluation process; the evaluation of learning outcomes and achievements; the promotion of multicultural awareness among students; and the encouragement of gender equality. These findings hold important implications for EFL learners, teachers, and curriculum planners.

Digital Education

Diversified Education

Multiculturalism

Pluralistic Education

Pluralistic Evaluation

In recent years, the field of English as a foreign language (EFL) learning/teaching has encountered a variety of challenges stemming from factors such as globalization and online learning. A prominent indication of societal changes is the emergence of societies characterized by a diverse digital orientation, where the incorporation of pluralistic education is imperative in their educational programs (Zohrabi et al., 2019). Stika (2012) asserts that a paradigm shift is evident in various societies, with pluralism playing a significant role in their educational systems by fostering novel realms of thought and knowledge through the facilitation of diversity. In this context, Nanggala (2020) posits that the implementation of pluralistic education is crucial for shaping the moral fabric of any given society. This can contribute to the mitigation of conflicts among community members, as they are able to comprehend and contextualize realities and events with the aid of diversity. Wulandari (2020) argues that pluralistic education not only expands the range of diverse attitudes, but also fosters an increased awareness of different cultures within society, enhances intercultural competence, and combats racism, discrimination, sexism, and prejudice, among other things. Copeland and Tarver (2020) advocate for pluralistic education, highlighting its potential to heighten instructors' understanding of the intricacies of diverse cultures and the interconnectedness of race, gender, age, social class, language background, and exceptionalities, thereby empowering students to transcend oppressive structures within society.

In addition to the above changes explained, technological advancements have been recently intermingled with education to improve the quality of instruction and consequently learning and change the manner information is accessed and shared in educational settings (Valdez, 2020). Before such advancements, teachers, textbooks, and pamphlets were the only reliable resources for education. However, the recent methods of education are characterized by new educational technologies which have made the use of different forms of resources and communication platforms possible (Allcoat et al., 2021). Technological advances have enabled students in different countries to be in communication with their peers and teachers through information and communication technology (ICT). Besides, teachers’ teaching methods and strategies have been transformed as a result of technological advancements in education (Gao et al., 2020). Interestingly, many teachers have positive attitudes towards using educational technologies which are rooted in the belief that using technology leads to more achievements in education (Anthony & Clark, 2011). All these advancements call for new educational approaches in EFL teaching which are appropriate for new generation of learners throughout the world.

Although scholars in the field (e.g., Parker, 2019; Sleeter, 2008; Stika, 2012; Zohrabi et al., 2019) have demonstrated that pluralistic education should be incorporated into EFL education to address the diverse needs, goals, and desires of the new generation of learners in various contexts, and to ensure that learners and teachers are equipped to navigate the evolving social, political, and cultural landscapes, an examination of Iran's educational system reveals that pluralistic education has not yet been implemented in the English Language Teaching (ELT) system (Zohrabi et al., 2019). This represents a failure on the part of ELT administrators and authorities in any society to align ELT programs with pluralistic education in a tangible manner (Parker, 2019).

Taking this fact into account that Iran is a country hosted by learners from diverse languages, socio-economic classes, genders, and ages, diversified education seems appropriate to solve many problems in ELT education and consequently place Iranian ELT system in a path which is compatible with the educational transformations in the world. Moreover, although a number of investigations (e.g., Enyew & Melesse, 2018; Parker, 2019; Zohrabi et al., 2019) have recently investigated pluralistic education from different aspects, diversified education has not been yet touched in the context of Iran. For example, Zohrabi et al. (2019) conducted a study on pluralistic education in ELT at Iranian high schools. In another similar study by Motamed et al. (2013), pluralistic education was recommended to be used in the realm of education in Iran. To fill this gap, this study sought to explore the perceptions of Iranian EFL teachers of a digital diversified education. In so doing, the following question was formulated:

RQ. What are Iranian EFL teachers’ perceptions of a digital diversified education?

2.1. Theoretical Framework

Theoretical underpinnings of this study are informed by the concept of pluralistic education. Despite the fact that scholars have reached a consensus on key principles, concepts, and directions, pluralistic education remains a diverse and multifaceted field (Gay, 2004). Advocates of pluralistic education argue for reforms that address pedagogy, teaching materials, curriculum, and methods in order to create a fair and impartial education system. They believe that teachers play a crucial role as change agents in facilitating educational reform (Cochran-Smith, 2004).

Banks (1995a) has proposed five dimensions of pluralistic education: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering the culture of educational settings. The main principles of pluralistic education can be summarized as follows:

1. Pluralistic education is a conceptual framework, an educational reform, and a process that requires educational settings to actively challenge racism and hegemony (Banks, 1997).
2. It should embrace and value the diversity of cultures within society and classrooms (Banks, 1997).
3. It is an anti-racist critical pedagogy-based approach to education that aims to promote social justice for all students (Nieto & Bode, 2008).
4. It extends beyond the confines of the classroom to effect societal change. This requires the implementation of plans, priorities, programs, and strategies that empower teachers (Nieto & Bode, 2008).
5. Its goal is to provide high-quality education to all groups of students, including those from different social classes, genders, exceptionalities, and minority groups. This is achieved by giving teachers agency and leveraging the benefits of pluralism (Sleeter & Grant, 1987).
6. It aims to support the educational success of all groups of students, particularly those who have been historically marginalized and overlooked within the education system (Sleeter & Grant, 1987).
7. It advocates for educational materials that address the needs, preferences, and potentials of diverse cultural groups of students, with the ultimate aim of providing social justice and equal opportunities for education to all students (Grant, Elsbree & Fondrie, 2004).

Pluralistic education is a comprehensive concept that encompasses various dimensions (Banks, 2009). According to Banks (2009), educators can utilize these dimensions to implement educational transformations when promoting pluralistic education. The main dimensions of pluralistic education are as follows: 1) content integration, 2) the process of knowledge construction, 3) prejudice reduction, 4) pedagogy justice, and 5) empowering the culture and social structure of the educational system. Given that the nature of this study is primarily exploratory, the specific aspect to be considered will depend on the participants' perceptions.

2.2. Empirical Studies

Sadeghi (2010) conducted a qualitative study to investigate the components of pluralistic education in the National Curriculum of Iran. The results of the document analysis revealed that while certain aspects such as assessment procedures, objectives, course descriptions, and others partially embody pluralistic principles, the strategies employed for teaching and learning fail to encompass these elements. The absence of pluralistic education in the National Curriculum of Iran can be attributed, to some extent, to the deficiencies in the teacher education system of Iran. This is the main focus of the current study.

Taylor et al. (2015) examined pre-service teachers in terms of their perceptions of pluralistic teacher education. To do so, a descriptive survey design was utilized. The findings confirmed that most of the participants proponed the incorporation of pluralistic education in teacher education programs. Moreover, they showed a lack of awareness of how to use pluralistic issues in teaching students with diverse backgrounds. The researchers suggested that teacher education curricula be revised so that principles of pluralistic education are included in them. This study is similar to the present study in terms of its general mission. However, it is more limited by addressing just one research question and using only one research tool (i.e., questionnaire). Additionally, the researchers have worked in an ESL context, rather than an EFL one. Finally, the participants of this study have been pre-service teachers.

Childs (2017) conducted an investigation into the historical development of pluralistic education in the United States. The purpose of this study was to examine various perspectives and positions that could contribute to the establishment of pluralistic curricula in the future. The study emphasized the importance of delving beyond superficial approaches to intercultural teaching in order to uncover the role of pluralism in the classroom. It was concluded that, given the inevitable shifts in student demographics, it is imperative to integrate pluralistic ideas into areas such as curriculum planning and teacher education.

Enyew and Melesse (2018) examined the extent to which the concept of pluralism is incorporated into the university environments in Ethiopia. Through random sampling, a total of four hundred and forty-four instructors and students were selected from five universities. Data collection involved the use of a structured questionnaire and an unstructured interview. The quantitative data were analyzed using a one-sample t-test, while the qualitative data were analyzed through narration. The findings from the quantitative analysis revealed that pluralism was indeed integrated into the university programs, whereas the qualitative analysis did not support this claim.

Wei (2018) explored the introduction of pluralism in curriculum shifts in China since the beginning of the 21st century. The study discussed how, over a period of 15 years, the government responded to rapid economic development and the pressures of exam-oriented teaching by introducing a postmodern curriculum framework that went beyond the confines of the traditional curriculum. However, the implementation of these shifts has been slow due to cultural inertia and the absence of a micro-culture within the classroom, leading to a disconnection between policy-making and actual practices.

Parker (2019) focused on the value of pluralistic education in English Language Teaching (ELT) and teacher education at the post-secondary level. The study explored various aspects of critical pluralistic education as guiding principles for English as a Foreign Language (EFL) learners in comprehending course content. The study recommended that stakeholders use these elements as a basis for re-conceptualizing their teaching principles and methods.

Zohrabi and colleagues (2019) endeavored to devise and validate a pluralistic curriculum (PC) model for English Language Teaching (ELT) in high schools in Iran. To accomplish this objective, they employed a mixed methods design. The study participants consisted of experts in curriculum development. Through data analysis, the researchers formulated a model comprising various components, which was subsequently authenticated by the experts. This study serves as a commendable initiative towards the integration of pluralism as a fundamental element in the ELT system of Iran. However, it is important to note that the study's focus was limited to only one aspect of pluralism within the context of ELT curriculum in high schools in Iran.

In a study conducted by Pourdavood and Yan (2020), the authors examined how in-service teachers' perceptions of pluralistic matters evolve when exposed to a diversity-oriented course. The researchers employed classroom discussions, paper presentations, and field notes as research methods. The findings indicated that teachers believed that classroom discussions positively influenced their perspectives on pluralism. It is crucial to emphasize that this study specifically revolves around instruction on diversity and does not encompass pluralistic teacher education. Hence, the present study distinguishes itself by offering a broader scope and objectives.

In a similar vein to Pourdavood and Yan's (2020) study, Vassallo (2020) investigated changes in teachers' conceptions of pluralism following their participation in a short course on multicultural education. The author compared teachers' understanding of pluralism before and after the course by utilizing reflective journals. The results suggested that the course enhanced teachers' inclination towards self-reflection. Overall, the teachers demonstrated improvements in their conceptions of pluralism as a direct result of their participation in the course. In comparison to Pourdavood and Yan's (2020) study, this investigation was more limited in terms of data collection tools. Nevertheless, both studies approached pluralism from a general perspective. The present study surpasses these previous studies by employing a diverse range of tools and encompassing a variety of objectives. Importantly, the present study primarily focuses on pluralistic teacher education, rather than pluralism in a general sense.

Beqiri and Sylaj (2021) examined pluralism as a factor influencing student socialization. The researchers explored the perceptions of teachers and students through the employment of two standardized questionnaires. The findings revealed that pluralism had a positive impact on student socialization. However, the researcher acknowledged the existence of challenges in implementing pluralism, which should not discourage administrators. This study solely addressed pluralism as an approach in a general context. In contrast, the present study specifically aims to explore pluralism within the realm of teacher education. Furthermore, as this study solely relied on questionnaires as a research tool, the validity of the findings may be limited.

3.1. Design

Congruent with the aim of the present study, a qualitative thematic analysis design was used. In this type of design, qualitative data are qualitatively content-analyzed to extract the recurrent themes in them.

3.2. Participants

The study's participants were comprised of 30 individuals, specifically 15 males and 15 females, who were Iranian EFL teachers from various universities in Iran. These teachers held either a Master's or a Ph.D. degree in TEFL. They were chosen using convenience sampling from different virtual groups on Eitaa, WhatsApp, and Telegram. In order to uphold ethical standards, the participants provided their consent to take part in the study. Additionally, they were provided with assurances regarding the confidentiality and anonymity of their personal information.

3.3. Instruments

3.3.1 Semi-Structured Interview

A semi-structured interview was employed to investigate the perceptions of English as a Foreign Language (EFL) teachers regarding digital diversified education. This interview encompassed open-ended questions that were formulated based on previous similar studies (e.g., Zohrabi et al., 2019) and guidance from the study supervisor. The interview was conducted in the English language, without a specified time frame, allowing the interviewees to freely respond to the questions. Additionally, the interviewees individually provided their answers through messaging platforms such as Eitaa, WhatsApp, and Telegram. The researcher himself conducted the interview and transcribed it verbatim for further analysis.

In the context of qualitative data analysis, the concepts of validity and reliability are replaced by the notions of dependability and credibility. To ensure these two characteristics, the utilization of low-inference descriptors and member checks was employed. The use of low-inference descriptors entails directly quoting the interviewees' responses. On the other hand, member checking involves verifying the accuracy of interpretations with the interviewees, in order to ensure that their statements have been correctly understood.

3.4. Procedure and Data Analysis

To gather the necessary information, data collection began after the appropriate sampling procedures were executed. The researcher conducted a semi-structured interview with the EFL teachers to ascertain their perceptions of digital diversified education. All interviews were conducted individually by the researcher using communication platforms such as Eitaa, WhatsApp, and Telegram. The researcher transcribed these interviews verbatim in order to create written data for analysis. Subsequently, the transcribed interview data underwent qualitative content analysis. This analysis was carried out in four distinct steps. Initially, the researcher familiarized themselves with the data by taking notes and carefully reviewing it. Following this, the data was coded, with specific phrases and sentences being highlighted and assigned corresponding codes to represent their content. The next step involved examining these codes to identify any recurring patterns. Finally, the extracted themes were thoroughly reviewed to ensure their accuracy.

Through qualitative thematic analysis of the data, the following themes were extracted. Along with each theme, one quotation is presented.

1. Diversity in teaching methods, materials, tools and activities

The first theme is ‘Diversity in teaching methods, materials, tools and activities’. This theme means the use of diverse teaching methods, materials, tools and activities. This theme entails that different teaching methods, activities, and tools should be used instead of constraining teaching to specific methods, strategies, tools, etc. Participant 3 stated:

To meet the interests of diverse groups, ethnicities, and cultures, rather than a single teaching method and teaching activity, diverse technology-laden teaching methods, materials, tools, and activities are recommended.

2. Designing curricula based on the students’ interests, needs, and opinions

The second theme is ‘Designing curricula based on the students’ interests, needs, and opinions’. It implies developing curriculum based on all students’ interests, needs, and opinions. As recommended by Participant 8:

In some classes, students do not have the same gender, ethnicity, culture, and religion. Curriculum developers need to meet all students' needs, attitudes, and ideological preferences. This should be done in a way that technology is incorporated in educational procedures.

3. Equal opportunities for all students to develop their fullest potential

The third theme is ‘Equal opportunities for all students to develop their fullest potential’. This means that all students, regardless of their ethnicity, color, religion, gender, social and class, should be provided with equal opportunities in education. As mentioned by Participant 12:

The students with different ethnicities, color, religions, genders, and social classes have the right to develop academically and cognitively with their full potential. In teaching methods, they should be provided with equal technological educational and learning opportunities.

Promoting individual and group pride and identity

The fourth theme is ‘Promoting individual and group pride and identity’. It means that students should be taught to feel proud of their own identities. They should be also taught to respect others' identity. In the words of Participant 21:

The students should know that each person's identity is important and they should respect the other students' identities. They must be nurtured in a way that they respect both their own and others’ identity.

4. Encouraging critical thinking in students

The fifth theme is ‘Encouraging critical thinking in students’. This theme means that critical thinking in the students must be fostered. Participant 19 argued:

Students should be technologically trained to think critically and avoid using clichés. They should also be trained through technology to criticize the current social, political, and educational systems and provide solutions for the problems.

5. Promoting fair distribution of power in society

The sixth theme is ‘Promoting fair distribution of power in society’. According to this theme, society should be turned into an ideal place to practice democracy and anti-discrimination. To this end, in educational places, it should be emphasized that power should be distributed fairly in society. As mentioned by Participant 30:

Through fair distribution of power in the classroom via technology opportunities, students learn that all groups of people in the society have the voices to be fairly heard by the policy makers and decision makers. In the classroom, in addition to teachers, all students have a power which should be taken into account by administrators and curriculum developers.

6. Taking benefit from individual and group differences

The seventh theme is ‘Taking benefit from individual and group differences’. The meaning of this theme is that individual and group differences are not a threat but an opportunity which can be used effectively by teachers. Participant 24 stated:

Teachers can benefit from personal and group differences to prepare the students for living in complex societies consisting of different ethnicities. For this purpose, they can take advantage of group work, role play, etc. in classes.

7. Emphasizing personal development

The eighth theme is ‘Emphasizing personal development’. This means that education function goes beyond academic development, and it also deals with personal growth and development. In the opinion of Participant 17:

The objective of digital diversified education is not only to promote the academic development of the students, but also to help them grow personally. This should be very emphasized in educational programs.

8. Creating classes based on all voices, experiences and thinking lines

The ninth theme is ‘Creating classes based on all voices, experiences and thinking lines’. This theme revolves around the point that the voices, experiences, and thinking lines of teachers and students should be equally heard. In other words, in education, voices, experiences and thinking lines of all students and teachers from different cultures, ethnicities, social classes, etc. should be considered. Participant 1 said:

Teachers' experiences, students' experiences as well as minority groups' voices and experiences should be equally heard in the classrooms. Thinking approach of these groups should be equally respected and observed. Technology should be used in teaching.

9. Teaching how to respond to cultural and ethnic differences

The tenth theme is ‘Teaching how to respond to cultural and ethnic differences’. The meaning behind this theme is that students should learn how to respond to cultural and ethnic differences. According to Participant 10:

Students should learn that within the same society, there are different ethnicities and cultures which might not think similarly and might have conflicts. Therefore, they should know how to tolerate cultural and ideological conflicts and differences. In this path, technology should be employed in any possible way.

11. Diversity in evaluation procedures

The eleventh theme is ‘Diversity in evaluation procedures’. Based on this theme, rather than one single type of test (e.g., multiple test), various types of tests and exams should be used by the teachers. Participant 13 argued:

It is clear that students with different personality types and attitudes might have different attitudes towards different types of tests. Some students may prefer cloze passage items and some others may like matching items. Therefore, teachers should use various test and exam forms in their electronic formats.

12. Fairness of evaluation

The twelfth theme is ‘Fairness of evaluation’. According to this theme, evaluation of students’ learning should be done fairly. In the words of Participant 20:

Evaluations of students should be digitalized, just and fair. Students should not be evaluated beyond their real level of proficiency. Moreover, they should not be assessed with test materials on which they have not been trained.

13. Evaluation of learning and achievement

The thirteenth theme is ‘Evaluation of learning and achievement’. According to this theme, students should be evaluated through both formative and summative assessment. According to Participant 24:

In addition to formative evaluations, evaluation should provide enough information about students' academic achievement and what they attained as a results of being exposed to the content of curriculum. Of course evaluation should benefit from technological techniques. It should not be neglected.

14. Increasing multicultural awareness of students

The fourteenth theme is ‘Increasing multicultural awareness of students’. This theme means that students’ multicultural awareness should be enhanced by teachers. As said by Participant 29:

Teachers should create a positive attitude toward different cultures in the students to reduce prejudice toward native culture among them. They should raise the students’ awareness of different cultural characteristics.

15. Encouraging gender equality

The fifteenth theme is ‘Encouraging gender equality’. According to this theme, equality of the rights of males and females should be encouraged in education. Participant 6 said:

The way should be paved through technological channels for students to get acquainted with the rights of men and women. Although gender differences should be emphasized, it should be more emphasized that both men and women have their own rights. Teachers should use technology help students recognize the active role of women in community development. Men should not be introduced as the prominent gender in the society.

The first extracted theme was ‘Diversity in teaching methods, materials, tools and activities’. This theme resonates with previous studies (e.g., Colombo, 2013; Taylor et al., 2015) who emphasized diversity in teaching procedures. The second theme was ‘Designing curricula based on the students’ interests, needs, and opinions’. This is congruent with the finding of Mostafazadeh et al. (2015) who recognized students’ needs and wants as the main basis for curriculum development. The third theme was ‘Equal opportunities for all students to develop their fullest potential’. This theme is in line with several studies (e.g., Aikamn & Unterhalter, 2007; UNGEI, 2010b; UNESCO, 2014; Wilson, 2003) in which equality of learning opportunities has been profoundly supported. With regard to the fourth theme ‘Promoting individual and group pride and identity’, Subrahmanian (2005) was among the researchers for whom the values and identity of individuals as separate members and as members of groups are equally important. Group is as respectful as individual in this view. The fifth theme was ‘Encouraging critical thinking in students’. This is consistent with USAID’s (2008) finding which supports enhancement of students’ criticality and question posing capacity. The sixth theme was ‘Promoting fair distribution of power in society’. Similar to the present study, Gollnick and Chinn (2002) argued for giving priority to fair power distribution in educational settings. The seventh and eighth themes ‘Taking benefit from individual and group differences’ and ‘Emphasizing personal development’ are unique to the present study with no empirical support in the existing literature. The ninth theme ‘Creating classes based on all voices, experiences and thinking lines’ is backed by Beqiri and Sylaj (2021) who emphasized collaboration among students and teachers in building the basis of education. Concerning the tenth theme ‘Teaching how to respond to cultural and ethnic differences’, in line with this study, Zohrabi et al. showed the necessity to equip students with different strategies to enhance their cultural and ethnic tolerance. The eleventh and twelfth themes ‘Diversity in evaluation procedures’ and ‘Fairness of evaluation’ resonate with the findings of Pourdavood and Yan (2020), Vassallo (2020) and Zohrabi et al. (2019) according to which evaluation techniques must be simultaneously diverse and just. The thirteenth theme ‘Evaluation of learning and achievement’ was specific to the present study and was not approved by the previous researchers. The fourteenth theme ‘Increasing multicultural awareness of students’ is consistent with the studies by Enyew and Melesse (2018), Wei (2018), and Childs (2017) wherein multicultural knowledge and awareness of students was enumerated as a main component of pluralistic education. Finally, the fifteenth theme ‘Encouraging gender equality’ is consistent with the findings of Aikman and Unterhalter (2007), Gollnick and Chinn (2002), UNESCO (2003) and UNGEI (2010b) who understood that the equality of genders should be clarified and supported in education.

In line with the findings, it can be concluded that a digital diversified education is characterized with diversity in different educational dimensions including teaching methods, strategies, tools and activities, as well as evaluation procedures. Therefore, to generate a digital diversified education, EFL teachers should benefit from diversity in these dimensions of teaching. Moreover, it is concluded that students and their needs and interests must be taken into account in planning educational materials. Furthermore, no student should be superior to others due to his/her gender, culture, and ethnicity. All students’ voices and opinions should be paid attention in teaching, assessing, learning opportunities, etc. The other conclusion is that individual is as important as group. Therefore, personal and group values, identities and goals should be respected and recognized. Additionally, criticality and challenging the status quo should be taught in EFL classes. This may pave the ground for personal growth, development, learning and achievement. Fairness and dynamicity should also be there in teaching and evaluation. Just constraining students’ evaluation to final tests is not recommended. Fair formative and summative assessment are appropriate for a digital diversified education. Finally, students should learn that both genders are equal in terms of their individual and collective rights. No gender is superior to other.

Different groups of stakeholders can benefit from the findings. EFL students can benefit from the findings in the form of being exposed to a digital diversified education wherein their wants, rights, interests and ideologies are heard. They can learn in a safe environment wherein educational opportunities are there equally for all the students. EFL teachers can take useful insights from this study and teach through diverse methods and evaluate students with diverse evaluation procedures. EFL curriculum planners can plan future curricula in a way that the perceptions extracted in this study toward a digital diversified education are incorporated as much as possible.

Ethical Approval

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Funding

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Availability of data and materials

Data file is uploaded and available in the menu of the submitting author.

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No competing interests reported.

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A Qualitative Study on Iranian EFL Teachers’ Perceptions of a Diversified Education

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Abstract

1. Introduction

2. Literature Review

2.1. Theoretical Framework

2.2. Empirical Studies

3. Method

3.1. Design

3.2. Participants

3.3. Instruments

3.3.1 Semi-Structured Interview

3.4. Procedure and Data Analysis

4. Findings

1. Diversity in teaching methods, materials, tools and activities

2. Designing curricula based on the students’ interests, needs, and opinions

3. Equal opportunities for all students to develop their fullest potential

4. Encouraging critical thinking in students

5. Promoting fair distribution of power in society

6. Taking benefit from individual and group differences

7. Emphasizing personal development

8. Creating classes based on all voices, experiences and thinking lines

9. Teaching how to respond to cultural and ethnic differences

11. Diversity in evaluation procedures

12. Fairness of evaluation

13. Evaluation of learning and achievement

14. Increasing multicultural awareness of students

15. Encouraging gender equality

5. Discussion

6. Conclusions and Implications

Declarations

References

Additional Declarations

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