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Experiences of Families in a Border Region Regarding Their Children's Educational Challenges: A Phenomenological Study | ||
| Iranian Journal of Applied Educational Research | ||
| دوره 2، شماره 3، دی 2026، صفحه 36-49 اصل مقاله (509.22 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22111/ijaer.2026.56979.1055 | ||
| نویسندگان | ||
| Negin Nikbin1؛ Samaneh Khazaei* 2؛ Seyed Alireza Ghasemi1؛ Seyed Mostafa Saffari3 | ||
| 1Ph.D. Student in Educational Psychology, Department of Counseling and Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran | ||
| 2Assistant Professor of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Birjand University, Birjand, Iran. | ||
| 3Master's Student in Educational Psychology, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran | ||
| چکیده | ||
| Objective: This study aimed to explore the lived experiences of families regarding their children's educational challenges in a rural border region of eastern Iran. The study sought to understand how parents perceive educational opportunities, barriers, and the factors influencing their children's learning and development. Methods:A descriptive phenomenological approach was employed. Thirteen mothers and fathers from rural border villages in Darmian, South Khorasan, Iran, participated during the 2025–2026 academic year. Participants were selected through purposive sampling and interviewed using semi-structured interviews. Data were analyzed using Colaizzi's(1969) seven-step phenomenological method. Trustworthiness was ensured according to Lincoln & Guba’s(1985) criteria of credibility, dependability, confirmability, and transferability. Results:Analysis identified six interconnected themes: education as a pathway to children's holistic development and future success; supportive relationships fostering school belonging; structural and contextual barriers in border schools; active parental involvement in children's learning; integration of academic, moral, and cultural values; and aspirations for equitable educational opportunities. Although parents described challenges such as limited facilities, multi-grade classrooms, and insufficient educational resources, they consistently emphasized the positive roles of committed teachers, supportive family–school relationships, and strong educational aspirations in promoting children's motivation, resilience, and sense of belonging. Conclusions:Families perceived children's educational experiences as shaped by the interaction between structural disadvantages and relational strengths. Despite persistent educational inequalities in border communities, supportive teachers, engaged families, and positive school relationships emerged as important protective factors that enhanced children's educational experiences. These findings highlight the need for context-sensitive educational policies that improve educational resources while strengthening collaboration between families and schools. | ||
| کلیدواژه‌ها | ||
| Border regions؛ Educational challenges؛ Families؛ Lived experiences؛ Phenomenology | ||
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آمار تعداد مشاهده مقاله: 2 تعداد دریافت فایل اصل مقاله: 1 |
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