Aiming for More Inclusive Societies Through Education: A Comparative Study Between Iran and Italy

This study provides an in-depth analysis of two education systems that, at first glance, differ widely both geographically and culturally. This initiative stems from the desire to share knowledge and practices between countries to respectively improve levels of inclusion in schools. In Italy, inclusive education has been a cultural and political priority within the education sector since the 1970s, aiming to ensure equal opportunities for development and access to education for all students, regardless of their individual characteristics such as gender, origin, religion, and ability. In Iran, on the other hand, although there has been more awareness regarding inclusive education in recent years, few measures have been taken. These have generally been initiatives from teachers, school principals, and other stakeholders to ensure all students' access to education. Both countries recognise the importance of a student-centered approach and consider collaboration among educational actors fundamental. Iran and Italy also face similar challenges, even if at different levels and perspectives, related to the need for further teacher education and broader awareness of diversity and the risks of exclusion. In line with the principles underpinning the inclusive paradigm, these differences and similarities between the two contexts represent a wealth of opportunities for those seeking reflections through comparison to address emerging needs in the respective countries. This paper highlights the benefits of intercultural education in promoting inclusive and equitable quality education for all in both countries.