نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی واحد کرمانشاه
2 دانشجوی دکترای تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران ، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objective: Nomadic education represents one of the most challenging domains of public policy, situated at the intersection of efforts to achieve educational equity and the ecological realities of nomadic life.
research methodology: This study systematically examines three dimensions of the nomadic education system—its nature, challenges, and solutions—through a systematic review using a qualitative content analysis approach. The research synthesizes findings from 19 selected scientific documents within national contexts (with a focus on Iran and the Qashqai tribe) and international experiences (particularly Nigeria and Kenya).
Findings: The findings indicate that the nature of nomadic education has historically oscillated between the objectives of “political control and sedentarization” and “developmental and equity-oriented goals”. Today, it faces a fundamental paradox: rigid formal systems often perceive nomadic communities as unsuccessful due to their non-conformity with sedentary criteria. In terms of challenges, mobility and seasonal migration constitute the primary structural barrier, leading to learning discontinuities. The analysis of proposed solutions suggests that shifting from static models toward flexible and hybrid approaches—such as mobile schools, semi-mobile schools, and offline e-learning—alongside curriculum localization and the revitalization of local teacher-training centers, represents the most effective pathway for sustainability.
Conclusion: The study concludes that the success of nomadic education lies not in transforming the nomadic lifestyle, but in a paradigmatic shift toward aligning schooling with the rhythm of migration and recognizing diversity in educational models.
کلیدواژه‌ها [English]
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