A Comparative and Systematic Study of Multi-Grade Classes in Iran and Leading Countries (Finland, Austria, Canada, and Australia)

Background and Objectives: Multi-grade classes in Iran encounter challenges, while leading countries see them as a valuable educational opportunity. This study compared the challenges and management strategies in Iran and selected countries (Finland, Austria, Canada, Australia) to propose solutions for improving educational quality. Methods: Using a qualitative, comparative systematic review, this study analyzed Persian and English documents (2013-2025) selected via purposive sampling. Data from documentary sources were analyzed thematically. Findings: Challenges in Iran included time constraints, insufficient teacher training, lack of tailored resources, and a rigid curriculum. Leading countries used strategies such as specialized teacher development, integrated flexible curricula, technology, and support networks to transform challenges into learning opportunities. A core difference was the perspective: constraint in Iran versus opportunity abroad. Conclusion: Improving multi-grade education in Iran requires shifting from a problem-focused to an opportunity-focused mindset and implementing integrated strategies at policy, pedagogical, and support levels. Localizing international best practices can advance educational equity. A limitation was reliance on documentary data without field research.