A Qualitative Study of Iranian EFL Teachers’ Perceptions of a Digital Diversified Education

Because Iran is a country of learners of diverse languages, socio-economic classes, genders, and ages, digital diversified education seems appropriate to address needs in English language education. However, there is a notable gap in research on teachers’ perceptions about this type of education. To fill this gap, this study aimed to investigate the perspectives of Iranian teachers of English as a foreign language (EFL) regarding a diverse digital education. Data were collected via an open-ended survey with 30 EFL teachers, both male and female, who were selected through convenience sampling. Analysis revealed several key themes, including the utilization of diverse teaching methods, materials, tools, and activities; the development of curricula that cater to the interests, needs, and opinions of students; the provision of equal opportunities for all students to maximize their potential; and the promotion of individual and group pride and identity.