The focus of education during K-12 and Higher Education (HE) in Iran is on theoretical empowerment of students; therefore, our students get an illusion of knowing. In fact, what happens is not learning and understanding; rather, it is verbatim transfer of available information in the textbooks into the students’ minds. It might be because the students and teachers (as the main stakeholders of the education) are the least powerful parties within the pyramid of power amongst educational practitioners and policymakers. It means their voice, feedback, needs, and ideologies have no place in the educational decisions and policies. In alignment with the mainstream of the present research; it is an innovative idea to explore the students’ living/ studying experience during K-12, and their ideals and expectations from higher education studies. To do so, we asked 60 university students to portray their experience (in a phenomenological research design) concerning living and studying through K-12 and their ideals and expectations from Higher Education. Students’ drawings are the main source of data collection and inductive analysis of data is administered to find students’ responses which are categorized under three major and six minor themes, respectively.
students’ drawings, phenomenological research design, K-12 educational system, higher education, Iranian educational context
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Recommended APA Citation
Tohidian, I., Abbaspour, A., & Khorsandi Taskoh, A. (2021). Iranian Students’ Experience of K-12 and Higher Education: Use of Drawings to Convey the Difference Between Ideals and Reality. The Qualitative Report, 26(11), 3392-3424. https://doi.org/10.46743/2160-3715/2021.4911
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