A Comparative Analysis of Scheduling, Educational Infrastructure, and Professional Development in Multi-grade Classes of Iran and Japan

Document Type : Original Article

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1 t

2 u

10.48310/mtt.2026.4824

Abstract

Purpose :The present study aimed to investigate the root causes of the gap between theoretical strategies and executive practices in managing multigrade classes in Iran and to propose a model based on the experiences of the Japanese Fukushiki system.Methods: This research adopted a qualitative approach and an analytical-comparative method based on George Bereday's four-stage model to analyze 33 selected scholarly sources and policy documents from both countries.
Findings: The results indicated that the time management crisis in Iran stemmed from the lack of operational methodologies such as Zurashi and Watari techniques, leading to the wastage of quality instructional time and teacher burnout. Furthermore, the lack of technical standardization in self-learning materials and an instrumental view of the student's role were identified as primary barriers to fostering independent learning. In terms of professional development, the stark contrast between Iran's virtual in-service courses and Japan's Lesson Study process was evaluated as a limiting factor in effective teacher empowerment.Conclusion and Recommendations: The results led to the design of a dual hardware-software model for modernizing the management of these classrooms. Accordingly, it was recommended that educational planners focus on developing technical time-engineering guidelines and producing learning packages equipped with self-correction mechanisms. Furthermore, institutionalizing collaborative models such as Lesson Study within Professional Learning Communities (PLCs) was suggested as an operational solution to transform individual experiences into shared knowledge and to promote educational dynamism in multigrade schools.
 

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History

  • Receive Date: 25 March 2026
  • Accept Date: 25 March 2026

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