The President of Farhangian University: Transformational Programs to Empower Student Teachers Must Align with the Official Teacher Growth Chain

The President of Farhangian University, welcoming transformational approaches in educational affairs, emphasized the necessity for all empowerment and teacher growth activities to align with the official structures of the university and the Ministry of Education.

According to the public relations department of Farhangian University, on Khordad 9, 1405, a meeting was held with the participation of Rajab‑Ali Borzooei, President of Farhangian University, members of the Student Basij Council, and the specialized steering committee of the Student Basij.

At the beginning of the meeting, Mohammadi, who represents the Basij Student Council, emphasized the need to reassess the metrics for recruiting and the course contents, advocating for a reform in the internship process based on an analysis of the challenges faced in the educational field.

He added that in this regard, a proposal to conduct intensive five-day training courses for the 1400 intake of student teachers has been designed to restore the genuine identity of educational affairs within schools.

In response to these concerns, Borzooei acknowledged the critical role of training mentors in schools and suggested that these courses be held initially on a national scale, virtually, and utilizing distinguished experts from across the country.

He insisted that the certification from these courses should be considered as one of the qualifications for teaching.

Subsequently, Ahmadi, from the Basij Council, elaborated on the “Teaching Path” and “Unified Discussions Framework” program, indicating that these were crafted to stimulate dialogue about the fundamental transformations needed in the education system based on the philosophies of the Islamic Revolution and the ideals of the Shahid Revolution.

He continued to explain that this program aims to bring student teachers to a complete understanding of the concept and necessity of profound transformation in education, directing them toward a shared understanding of transformation by correcting superficial interpretations.

The President of Farhangian University warmly welcomed this foundational perspective on transformation, underlining the importance of ensuring that all empowering and growth activities for teachers are consistent with the formal structure of Farhangian University and the Ministry of Education.

He emphasized that to achieve meaningful results, these plans must be integrated into the official chain of teacher growth which begins at Farhangian University, ensuring sustainable impact.

Borzooei warned that if these valuable efforts are not linked to formal structures and a long-term professional growth trajectory for teachers, there is a risk that the initiatives will be futile, asserting that this chain must be designed to encompass the teacher growth process from the moment they enter university until the end of their service in education.

Shamsini presented the "Iran School" proposal, noting that the new approach to jihadist activities has shifted from "construction and infrastructure" to "specialist and identity presence in schools." He emphasized that while transformation cannot occur without a jihadist approach, student teachers now pursue identity jihad through educational networks within both formal and informal frameworks, imparting the concepts of resistance and national identity within traditional subjects like mathematics and geography.

Agreeing with this perspective, the President of Farhangian University urged maximum engagement of student teachers in this initiative and added, "The lifestyle of a jihadist teacher should be embraced by all student teachers. We must utilize the opportunity created in the Ramadan War to articulate strategic issues of our system to young generations."

With appreciation for the sincere and passionate spirit of the student teachers involved in Basij, he remarked, "I have a strong belief in working with youth and will create opportunities for their activities. I also believe this university belongs to the authorities and the system, and it must remain true to its core mission."

Borzooei addressed various budgetary and infrastructural challenges, identifying the provision of facilities such as dormitories and sports spaces as the university’s priority, reiterating the commitment to addressing the welfare and living conditions of students.

He concluded by calling for cohesion among different sections of the university and the student body to respond to external pressures and enhance the status of teacher training in the country. During this meeting, Morteza Karimi, the representative of the Basij Student Council across Farhangian University, affirmed the transformative approach of the council and noted, "In redesigning the post-war task strategy, all plans are based on the original discourse of the Islamic Revolution and the comprehensive ideas of Imam Khomeini and Martyr Khamenei. We view the training of teachers in line with the revolutionary ideals not just as a slogan, but as a strategic necessity to counter cultural assaults and achieve a new Islamic civilization. Accordingly, all courses and initiatives are designed to foster well-rounded student teachers who will turn the educational environment into a base for nurturing faithful, revolutionary, and justice-seeking individuals committed to the ideals of the Islamic Revolution."