Exploring the Path to Humanized L2 Education in Iran: A Qualitative Study of Determinants

Humanized pedagogy centers on student agency, diversity, and holistic development. Despite a growing international interest, there is a lack of research on operationalizing this approach within the Iranian EFL context. This study explored the determinants of implementing humanized pedagogy in English as a Foreign Language (EFL) education in Iran. The qualitative study involved semi-structured interviews and life history narratives from seven university lecturers and five school teachers in Iran. Thematic analysis identified two key themes as determinants of humanized L2 education in Iran: 1) aligning education systems with new student-centered paradigms, including redefining educational goals, improving teacher-student relationships, involving students in assessment, integrating technology, and bridging local and global perspectives, 2) implementing participatory curriculum development by fostering collaboration among stakeholders, cultivating shared ownership, and nurturing democratic values. Comprehensively modernizing curriculum, instructional approaches, and stakeholder engagement are crucial for transitioning toward humanized EFL education in Iran. This involves policy shifts, updated teacher training, balanced integration of localization and globalization, and iterative curriculum review processes engaging diverse voices. The study discusses implications based on its findings for implementing humanizing pedagogies, and it provides a contextual model for identifying determinants that can inform efforts to implement humanizing pedagogies across educational settings.