Journal of Research in Educational Systems
Scientific Journal

Comparative study of community schools in the United States, Germany, India and neighborhood educational center school in Iran

Document Type : Original Article

Authors

Seyed Sadegh Nabavi 1
Nooali Abbas Pour 2

1 Department of Psychology and Counseling, Farhangian University, Tehran, Iran.

2 . Department of Education, Farhangian University, Tehran, Iran

https://doi.org/10.22034/jiera.2026.580564.3490
Abstract
Objective: The present study aimed to compare the dimensions and components of community schools in the United States, Germany, and India with the neighborhood educational center school in Iran.
Method: The approach of this research was qualitative. The study population of this research included documents, research reports, and domestic and foreign scientific articles related to social schools and neighborhood educational center schools during recent decades, in foreign databases (including ERIC, Emerald, SAGE, Taylor & Francis, Direct Science) and domestic databases (including SID, Magiran, Noormags, Civilica). Based on the purposive sampling method, 25 documents, articles, and research reports related to social schools in the United States, Germany, India, and the Neighborhood Educational Center School in Iran were selected. To determine the validity and reliability of the data collection tool, experts' opinions and the external and internal validity of the sources were used. Documentary and comparative-explanatory analysis were used to analyze the data.
Results: The results of the study showed that the dimensions of social schools in the United States, Germany, India, and also the neighborhood educational center school in Iran include eight dimensions: policymaking, leadership, and management; school programs; learning environment; external community; parents and families; intervening factors; outcomes; and monitoring and evaluation along with related components and indicators The most important difference between community schools and neighborhood educational center schools is in the decentralized management method, providing neighborhood-based medical services to families, creating semi-open spaces and vibrant environments near classrooms, improving the economic conditions of the local community and the school, and collaborating with local hospitals, churches, clinics, colleges, and universities in running the school.
Conclusions: According to the research findings, it can be concluded that by considering the dimensions, components, and indicators of social schools in the countries studied, as well as the similarities and differences between social schools and neighborhood educational centers in Iran, the planners and managers of the Ministry of Education will prepare the ground for improving the educational, cultural, and social status of schools by formulating relevant laws and regulations in order to transform schools into neighborhood educational centers in Iran.

Keywords

Neighborhood Educational Center
Neighborhood School
Community Schools
Subjects
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Journal of Research in Educational Systems
Volume 20, Issue 73
Spring 2026
Pages 87-100

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