Document Type : Original Article
Authors
1
Department of Elementary Education, Chamran Campus, Farhangian University, Tehran, Iran
2
Member of the Educational Sciences Department, Shahid Chamran, Farhangian University, Tehran, Iran
10.48310/edup.2026.23397.1473
Abstract
Global developments in education, such as the spread of new technologies, artificial intelligence, problem-based learning, and the emergence of 21st century competencies, have highlighted the need for a fundamental review of teacher education policymaking. The main issue of this research is that teacher education policymaking in Iran, like many educational systems, lacks agile, learning, and evidence-based mechanisms. This research aims to explain the role of the "policy laboratory" in promoting teacher education policymaking and transforming it into an agile, learning, and future-oriented system. The research method is based on the analysis of global documents related to the future of teacher education and the examination of new policymaking models, including data analysis, scenario writing, and behavioral simulation.
The findings show that the policy lab can transform the structure of teacher education through behavioral modeling and simulation to predict unintended consequences, designing diverse pathways, revising teacher education programs based on 21st century competencies, replacing traditional assessments with performance-based models and feedback, and continuous and personalized professional development. The research conclusion shows that the policy lab is able to transform teacher education policymaking from a slow and bureaucratic system to an agile, evidence-based system that is compatible with the future of education.
Keywords
Main Subjects
)