Scientific and Future-Oriented Comparison of Artificial Intelligence Education Programs in Iranian and Estonian Schools
Author: Dr. Hossein Talebzadeh
Faculty Member, Farhangian University
Date: May 28, 2025
Abstract
This article compares two national approaches to artificial intelligence (AI) education at the school level: Estonia’s national program “AI Leap 2025” and Iran’s initiative to train one million students. Using indicators such as educational policy coherence, digital readiness, curriculum integration, educational foresight, and inter-institutional investment, the study provides a scientific and evidence-based analysis. Findings indicate that Estonia, with stronger infrastructure and more coherent policymaking, has been more successful in achieving AI education goals, while Iran, with its larger student population, requires broader strategic planning and institutional support.
Introduction
In the third decade of the 21st century, AI education has become a cornerstone of future-oriented educational systems worldwide. Countries such as Estonia, despite their small populations, have introduced AI education as a foundation for cultivating digital citizens. Iran has recently announced a large-scale initiative to train one million students in AI. This article aims to provide a comparative analysis of the two national programs from a scientific perspective.
Methodology
The analysis is based on a descriptive-analytical approach using secondary data from official sources, including the Estonian Ministry of Education, the Iranian Vice-Presidency for Science and Technology, and OpenAI reports. Five indicators were selected for comparison:
- Coherence of educational policymaking
- Digital readiness of the educational system
- Integration of AI concepts into the curriculum
- Educational foresight
- Inter-institutional collaboration and investment
Findings
۱٫ Educational Policy: Estonia has a long-term, coherent policy coordinated with both public and private stakeholders. Iran has taken initial steps but requires greater consistency and continuity in implementation.
۲٫ Digital Readiness: Estonia’s schools benefit from highly developed digital infrastructure, while Iran continues to face challenges, particularly in underprivileged regions.
۳٫ Curriculum Integration: Estonia has formally integrated AI concepts into its national curriculum, whereas Iran remains at the introductory and supplementary stage.
۴٫ Educational Foresight: Estonia’s program is designed with a focus on cultivating future-oriented digital citizens. In Iran, foresight remains underdeveloped and less institutionalized.
۵٫ Inter-Institutional Collaboration: Estonia collaborates with international technology companies such as OpenAI and Anthropic. In Iran, cooperation between government and academic institutions has begun but is not yet extensive or sustainable.
Discussion
Estonia’s success can be attributed to its prior digital experience, systemic approach to education, and integration of technology with educational policy. In Iran, the large human resource base provides a significant opportunity for transformation, but this requires institutional support, a comprehensive roadmap, and teacher training. Infrastructure challenges may also lead to digital inequality in implementation.
Conclusion
Both Estonia and Iran have designed their AI education programs with transformative intentions, yet they face structural, infrastructural, and strategic differences in implementation. For Iran’s program to succeed, emphasis must be placed on infrastructure development, teacher empowerment, coherent curriculum design, and stakeholder engagement.