DIMENSIONS OF MATHEMATICS DECLINE IN IRAN: A WARNING FOR THE FUTURE OF SCIENCE AND ENGINEERING EDUCATION

RafiePour, Abolfazl; Karimi, Pouya

doi:10.22047/ijee.2026.567939.2233

DIMENSIONS OF MATHEMATICS DECLINE IN IRAN: A WARNING FOR THE FUTURE OF SCIENCE AND ENGINEERING EDUCATION

Document Type : Scientific - Research

Authors

Abolfazl RafiePour ¹

Pouya Karimi ²

¹ Department of Mathematics Education- Faculty of Mathematics and Computer- Shahid Bahonar University of Kerman

² Department of Mathematics Education, Faculty of Mathematics and Computer, Shahid Bahonar University of Kerman

10.22047/ijee.2026.567939.2233

Abstract

The decline in demand for studying mathematics and physics in high school and, subsequently, the decline in demand for studying various engineering and basic science disciplines has become one of the fundamental challenges of the country’s higher education system in recent years. A challenge whose consequences go beyond universities and affect the future of the country’s scientific, technological, and industrial development. The aim of this article is to systematically analyze the dimensions of this phenomenon and explain its educational, social, economic, and structural roots, focusing on the role of mathematics education as the foundation for training engineers and basic science specialists in the country. The present study was conducted with a descriptive-analytical approach and using secondary data, official documents, statistical reports, and critical analysis of previous research. The findings show that the quantitative decline in students choosing mathematics-physics, along with the qualitative decline in mathematics learning based on the results of international tests (TIMES study), negative attitudes towards engineering disciplines, the mismatch of curricula with labor market needs, and the weakening of university-industry ties are key factors in the decline in the tendency towards these disciplines (technical-engineering and basic sciences). The results also indicate that the continuation of this trend, in addition to weakening the foundations of science, technology, engineering, and mathematics education (STEM education or popular education), can lead to a shortage of specialized human resources, a decline in innovation, and a weakening of the foundations of sustainable development. Finally, the article suggests ways out of the current situation by emphasizing rethinking mathematics education, improving the quality of curricula, and providing practical solutions to improve the interaction of the education system with society and industry.

Keywords

Science education

engineering education

STEM education

quantitative decline in mathematics

qualitative decline in mathematic

20.1001.1.16072316.1405.28.109.4.9

Subjects

Future of Engineering Education in Iran and Glob

Boslaugh, S. (2007). Secondary data sources for public health: A practical guide. Cambridge University Press.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publications.
Feyz, J. (2024). Challenges of higher education in engineering disciplines. Iranian Journal of Engineering Education, 25(100), 129-143. [in Persian]
Freire, P. (1993). Pedagogy of the oppressed. New York, NY: Continuum.
Jebehdarmaralani, P. (2020). A review of the significant decline in applicants to engineering programs. Iranian Journal of Engineering Education, 22(87), 137-143. [in Persian]
Johnston, M. P. (2017). Secondary data analysis: a method of which the time has come. Qualitative and Quantitative Methods in Libraries, 3(3), 619-626.
Kaiser, G., & Schwarz, B. (2006). Mathematical modelling as bridge between school and university. ZDM Mathematics Education, 38(2), 196-208.
Lyon, J. A., & Magana, A. J. (2020). A review of mathematical modeling in engineering education. International Journal of Engineering Education, 36(1), 101-116. ‏
Martin, J.P., Brown, J.S., Dunmoye, I.D. et al. AI and engineering careers: recent graduates’ outlook on opportunities and challenges. IJ STEM Ed 12, 64 (2025).
Memarian, H. (2024). Strategies for improving the quality of engineering education in Iran. Iranian Journal of Engineering Education, 26(104), 29-48. [in Persian]
Memarian, H. (2025). Technical and engineering education in Iran. Iranian Journal of Engineering Education, 27(106), 1-24 .[in Persian]
Mirshekari, F., & Shahraki, M. R. (2023). Identifying and prioritizing factors affecting the decline in applicants to engineering programs from the perspective of twelfth-grade students: a case study of Zahedan. Iranian Journal of Engineering Education, 25(98), 83-106. [in Persian]
Nazarzadehzare, M. (2023). The crisis of declining demand in science, technology, engineering, and mathematics (STEM) programs in Iran’s higher education system: Identifying solutions. Iranian Journal of Engineering Education, 25(99), 43-63. [in Persian]
Pasandideh, A. S., Shiroudi, G., Kamali, H., & Pasandideh, A. (2025). Reflection of the electricity industry labor market conditions on declining enrollment in technical and engineering programs in Iranian higher education. Iranian Journal of Engineering Education, e225066. [in Persian]
Parvaneh, S. A., & Rejali, A. (2019). A warning to the Iranian mathematics community and advocates of sustainable national development. Mathematics Culture and Thought, 38(65), 13-35. [in Persian]
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage Publications.
Plano Clark, V. L., & Ivankova, N. V. (2016). Mixed methods research: A guide to the field. Sage Publications.
Pepin, B., Biehler, R., & Gueudet, G. (2021). Mathematics in engineering education: a review of the recent literature with a view towards innovative practices. International Journal of Research in Undergraduate Mathematics Education, 7(2), 163-188. ‏
Rafiepour, A. (2021). Type I and type II decline in the teaching-learning process of mathematics in general education. Toward Mathematical Sciences, 1(1), 1-13. [in Persian]
Rafiepour, A. (2025). Identify effective factors in eight grade Iranian student’s mathematical performance at TIMSS 2019. Journal of Educational Psychology Studies, 22 (58), 107-132. [in Persian]
Rindermann, H., & Baumeister, A. E. (2015). TIMSS and PISA: a comparison of international large-scale assessments and their implications for education policy. International Journal of Educational Research, 76, 1-8.
Sadeghihabibabad, A., & De Cesaris, A. (2025). Artificial intelligence in architectural engineering education from the perspective of international experts. Iranian Journal of Engineering Education, e234033. [in Persian]
Simarro, C. & Couso, D. (2021). Engineering practices as a framework for STEM education: a proposal based on epistemic nuances. IJ STEM Ed 8, 53.
Sell, R., Razdan, R., Kase, K., & Rüütmann, T. (2025). The role of AI chatbots in engineering education: experimental findings and implementation strategies. International Journal of Engineering Pedagogy, 15(5). ‏ 10.3991/ijep.v15i5.56681
Tofighidarian, J. (2007). Pathology of the foundations of university-industry relations. Iranian Journal of Engineering Education, 9(34). [in Persian]
Tofighi, J., & Nourshahi, N. (2013). Proposing strategies for the development of university-industry collaboration in Iran. Iranian Journal of Engineering Education, 14(56), 75-95. [in Persian]
von Davier, M., Kennedy, A., Reynolds, K., Fishbein, B., Khorramdel, L., Aldrich, C., Bookbinder, A., Bezirhan, U., & Yin, L. (2024). TIMSS 2023 international results in mathematics and science. Boston College, TIMSS & PIRLS International Study Center.