Strategies, Contexts, and Barriers to the Localization and Institutionalization of Epistemological Play with an Emphasis on Philosophy for Children in the Iranian Educational System (Case Study: Lower Secondary School Students)

Abstract

This study aimed to identify the strategies, contexts, and barriers to the localization and institutionalization of epistemological play with an emphasis on Philosophy for Children (P4C) among lower secondary school students in Iran. This applied qualitative study employed thematic content analysis. Twenty theoretical and practical experts in education, P4C, and educational games were selected through purposive sampling based on theoretical saturation. Data were collected using semi-structured interviews and analyzed with MAXQDA 2018. Validity was ensured through triangulation, inter-coder agreement, and participant validation, while reliability was confirmed via intra-coder (76%) and inter-coder (77.65%) consistency. Analysis yielded three overarching dimensions: strategies, contexts, and barriers. Strategies comprised institutional capacity building, teacher empowerment, supportive educational policymaking, and development of philosophical learning communities. Contexts included cultural-value, educational-pedagogical, human capital, and formal curriculum planning domains. Major barriers were the absence of a localized theoretical model, institutional resistance and traditional mindsets, insufficient professional readiness of teachers, and limited family and societal participation. The findings indicate that sustainable institutionalization of epistemological play within Iranian schools requires integrated reform across policy, curriculum, teacher development, and school–family–community partnerships; without such systemic alignment, meaningful implementation of this approach remains unattainable.