Comparative Study of Artificial Intelligence Education and Application in Iranian Schools with China (Preschool, Elementary, Secondary, University Levels)
Subject Areas : Educational Management
Sousan Hosseini
1
,
Faranak Mossavi
2
1 - Department of Educational Management, Ker.C., Islamic Azad University, Kermanshah, Iran
2 - Department of Educational Management, Ker.C., Islamic Azad University, Kermanshah, Iran
Keywords: Comparative Study, Artificial Intelligence, Education, Application of Artificial Intelligence, Learning Artificial Intelligence, Iranian Schools, Chinese Schools,
Abstract :
Introduction: Artificial intelligence is changing educational practices. Educational institutions are focusing on adopting artificial intelligence. Therefore, sufficient knowledge and awareness should be created in this field. The potential of countries to take advantage of this opportunity varies. Comparative studies in this field can help reduce gaps and create consistent patterns. The aim of the present study is to conduct a comparative study of the education and application of artificial intelligence in schools in Iran and China.
Methodology: In this comparative study of a systematic review type, all Persian and English articles published during the past period (1398-1403), (2019-2025) in the field of education and application of artificial intelligence in schools in Iran and China were reviewed based on the dimensions of the curriculum of the education system. This information was obtained through domestic and foreign scientific databases and using the keywords of artificial intelligence education in China/Iran education, application of artificial intelligence in China/Iran education. In order to collect data, a "data extraction form" designed based on the purpose of the study was used.
Findings: The result of this search was to find 100 domestic and foreign articles related to the topic, of which 80 articles were excluded from the study due to lack of inclusion criteria, and finally 20 studies were included in the study.
Conclusion: The comparative study identified major differences between Iran and China in AI education and its application in schools, including reliance on the private sector, limited introductory instruction, low teacher involvement, weak institutional support, inadequate infrastructure, and the absence of formal planning and a clear vision. Overall, AI education and application in Iran remain at an early stage. Despite sufficient awareness, interest, and perceived educational need, the lack of structural support and macro-level policymaking has limited the development of an effective AI-based educational system. To better utilize AI in learning, a shift toward integrated policymaking, teacher empowerment, infrastructure development, and balanced attention to educational effectiveness and equity is required.
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