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

Abstract

Abstract One characteristic of societal changes is the emergence of societies that possess a diverse and pluralistic orientation towards digital platforms. These societies recognize the importance of implementing pluralistic educational approaches within their educational programs. The objective of this research was to investigate the perspectives of Iranian English as a Foreign Language teachers regarding a diverse digital education. To achieve this goal, a qualitative thematic analysis and a semi-structured interview were employed. The study participants consisted of 20 Iranian English teachers, both male and female, who were selected through convenience sampling. The results of the 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; the promotion of individual and group pride and identity; the encouragement of critical thinking skills in students; the establishment of a fair distribution of power within society; the recognition and utilization of individual and group differences; the emphasis on personal growth and development; the creation of inclusive classrooms that value all perspectives, experiences, and thought processes; the teaching of effective responses to cultural and ethnic differences; the incorporation of diversity in evaluation procedures; the importance of fairness in the evaluation process; the evaluation of learning outcomes and achievements; the promotion of multicultural awareness among students; and the encouragement of gender equality. These findings hold important implications for EFL learners, teachers, and curriculum planners.