This study was conducted with the aim of examining the educational policies and practices of the Ministry of Education of the Islamic Republic of Iran during the years 1991 to 2020. The research employed a qualitative method based on semi-structured interviews with stakeholders (teachers, principals, and policymakers), and the data were analyzed using thematic analysis. The longitudinal approach over this three-decade period made it possible to identify trends, continuities, and the gap between approved policies and actual implementation.

Findings are grouped into three main themes:

Crisis of legitimacy and effectiveness in formal education, due to structural neglect, declining human capital, limited teacher specialization, and financial constraints.

Weak educational governance, including lack of strong leadership, underutilization of complementary institutions, and insufficient political support.

Inefficient structures and unclear vision, marked by traditional approaches, managerial weaknesses, and external challenges such as digital environments and generational gaps. Some initiatives, like student councils, were noted as partial successes, highlighting the system’s potential.

The results show that in order to revitalize the role of formal education, a fundamental rethinking of policy-making is necessary. Actions such as strengthening teacher expertise through the use of educational technologies, decentralization and delegation of authority to schools, securing sustainable resources, and promoting the active participation of cultural and social institutions should be pursued. By employing thematic analysis and a longitudinal study, this research provides a balanced picture of weaknesses and strengths and proposes innovative strategies for improving educational policies.