Fundamental Reform Document of Education Seeks a New Educational Paradigm
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Fundamental Reform Document of Education Seeks a New Educational Paradigm 3
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University Advisor: FTEU Must Lead the Shift toward Holistic, Value-Based Teacher Education
In a strategic address delivered at the Council of Directors meeting in Tehran, Hojjat ul-Islam Ainollah Abedi, Advisor to the Chancellor of Farhangian Teacher Education University (FTEU) for Provincial Affairs, described the Fundamental Reform Document of Education as a national and strategic blueprint rooted in an Iranian-Islamic worldview. He emphasized that the document is designed to respond to both local needs and global imperatives.
According to FTEU’s Public Relations Office, the meeting was held on Wednesday, August 27, 2025, and focused on the university’s unique role within the educational ecosystem shaped by the Transformation Document.
A Paradigm Shift in Educational Philosophy
Abedi clarified that the Transformation Document is not merely a set of regulations or operational guidelines, but a comprehensive national framework built upon a monotheistic worldview and the philosophy of Islamic education.
“It offers a coherent and identity-driven structure that integrates theories, values, systems, and methodologies—serving as a compass for the entire formal and public education system.”
He described the core function of education within this paradigm as the “elevation of human potential,” aiming to shift societal discourse from slogans to lived culture, decision-making, and daily practice.
“Every component of the education system—from schools and teachers to curriculum, assessment, families, and media—must align under a shared model of transformative learning.”
Local Wisdom, Global Relevance
Abedi positioned the document as a strategic response to indigenous realities and global challenges.
“It stands as a culturally grounded alternative to secular and imported models, designed to replace fragmentation and imitation with coherence, identity, and spiritual-human excellence.”
He warned against superficial implementation and fragmented approaches, stating that meaningful transformation requires coordinated action and practical commitment.
Strategic Collaboration and Intellectual Leadership
In closing, Abedi emphasized the need for a deep, reciprocal partnership between the Ministry of Education and FTEU in shaping the future of teacher education.
“As the Supreme Leader has repeatedly affirmed, FTEU belongs to the Ministry—not just administratively, but through a profound and mutual mission.”
He urged the university to remain focused on its educational paradigm and not be distracted by operational constraints:
“FTEU is not merely a training center—it is a space for dialogue, ideation, critical thinking, and the birth of new educational thought.”