Navigating supervisory and structural challenges in phD education: a qualitative study of Iranian phD candidates’ perspectives

The challenges that PhD students face in transitional contexts are interconnected across various ecological systems, highlighting the need for comprehensive reform. Institutions should focus on providing emotionally supportive supervision, ensuring that curricula are aligned, and promoting transparency in procedures. Policymakers must address funding disparities and career planning to foster sustainable environments for doctoral education. This study offers context-specific insights and a systems-based framework to guide reforms in doctoral education in Iran and similar settings.