Phenomenological reflection in coeducational rural primary schools

Document Type : -

Authors

1 Master's student of Curriculum Planning, Faculty of Education, University of Tehran, Tehran, Iran.

2 Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Education, University of Tehran, Tehran, Iran

10.30465/ws.2025.49305.4160

Abstract

Schools in Iran are categorized into two types, girls' and boys', based on gender segregation. However, in rural and underprivileged areas where student numbers are insufficient, Coeducational schools are established. This study aimed to explore the experiences of teachers and students within the context of rural Coeducational schools during the primary education period, utilizing a qualitative approach and descriptive phenomenological method. The research encompassed all teachers and students from the Primary School of Qazvin province who were involved in the combined rural schools of the area. A targeted sampling method was employed to select 12 teachers and 10 students, and data was collected through semi-structured interviews with both groups, which were then analyzed using a comprehensive seven-step strategy. The findings indicated that rural Coeducational schools at the primary level offer educational, communication, and parenting opportunities, while also confronting cultural concerns, management challenges, and peer dynamics. Participants noted that although the challenges faced by Coeducational schools create more difficulties for girls than for boys, these institutions effectively prepare both genders for adulthood by providing a quasi-real environment.

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History

  • Receive Date: 20 June 2024
  • Revise Date: 09 September 2024
  • Accept Date: 10 November 2024

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