Research-Based Education: The Missing Link in the Quality Cycle of Education and Learning in Iran's Higher Education System

Introduction: In recent years, the issue of educational quality in universities and higher education institutions in Iran has been widely discussed by experts in the field. As the primary mission of these institutions is to train skilled and committed professionals for national service, focusing on the quality of education is crucial, as it directly affects graduates' effectiveness in contributing to society. However, studies indicate that the effectiveness of higher education in Iran is questionable, with graduates often lacking the knowledge, attitudes, and skills expected by society. Several factors contribute to this issue, including uncontrolled quantitative growth despite serious deficiencies in quality standards, the emergence of a degree-oriented culture driven by misguided policies, commercialization of higher education, irrational tendencies in university management, weakened faculty institutions, memory-based learning systems, misconceptions regarding virtualization effects, centralization impacts, and neglect of demand-side needs in the education system (Eghbali et al., 2021; Farasatkhah, 2022; Keshavarz Ruodaki et al., 2023; Rashidi, 2017). These factors contribute to the deterioration of 'quality learning' in universities. As a result, scientific thinking and curiosity-driven inquiry are not nurtured in students; they are also not encouraged to develop professional and cultural self-awareness (Andresen et al., 2020). To address these challenges, an educational approach that instigates fundamental changes in conventional structures is required. One such approach is Research-Based Education (RBE), which emphasizes integrating research into teaching practices. The core idea behind RBE is to establish a link between teaching and research as a catalyst for better connections between students and society. The ultimate goal of this approach is to bridge the gap between theoretical education and real-world practice while equipping students with both knowledge and skills necessary for effective application to improve educational quality (Huet, 2017; Syaharuddin et al., 2022).
Method: This study was designed and conducted within the interpretive paradigm, with a qualitative approach and phenomenological method. The participants included 21 higher education experts who were selected through purposeful sampling, utilizing snowball sampling and maximum variation techniques. Data was collected through in-depth unstructured interviews, and the data analysis was performed using the seven-stage strategy of Colaizzi.
Results: The study's findings indicate that research-based education can significantly contribute to mitigating the quality deficit in education. Data analysis identified a primary category, "Research-Based Education," and three subcategories: "Research-Oriented Teaching," "Management and Support," and "Ethical-Cultural Charter." Research-oriented teaching emphasized cultivating creativity and research competencies, while management and support focused on transformational leadership and providing robust support to both students and faculty as pivotal factors in enhancing educational quality.
Discussion and Conclusion: The findings suggest that many Iranian universities underemphasize faculty professional development and struggle to establish an effective nexus between teaching and research. Consequently, this has contributed to a decline in educational quality and a misalignment with the needs of the labor market. The research-based education model offers a potential avenue to bridge this gap by fostering a more interactive and dynamic learning environment. With the integration of teaching and research, the curriculum can evolve dynamically, and novel research questions can arise from student-faculty interactions, facilitating continuous improvement in both teaching and research endeavors. Furthermore, research-based education equips students with essential problem-solving, critical thinking, and research skills necessary to address real-world challenges. In conclusion, this study indicates that enhancing the quality of university education hinges on the effective integration of teaching and research. These findings also underscore the necessity for systemic reforms within the higher education structure, advocating for the broader implementation of research-based educational programs. Policy recommendations include establishing teaching excellence centers at prominent universities, allocating targeted educational grants to exemplary educators, and developing educational development centers alongside reinforcing research infrastructures, such as research hubs and networks.