Abstract



Introduction: The nomadic community, as one of the significant and influential groups within Iran’s social structure, faces persistent challenges in accessing stable education due to its unique lifestyle and high mobility. Frequent relocations caused by seasonal migration disrupt students’ educational continuity and deeply impact the teaching–learning process. A deeper understanding of the lived experiences of teachers working in these areas can provide valuable insights for shaping more appropriate educational policies.



Research Purpose: This study aims to explore the lived experiences of teachers in nomadic schools, focusing on how student mobility affects the quality of education. Emphasis is placed on teachers' perceptions, interpretations, and the challenges they face in dealing with this phenomenon.



Geographic Scope: The study was conducted in Kermanshah County, a region with a significant nomadic population. The area's cultural diversity, geographical dispersion, and unique environmental characteristics provided a suitable context for examining various aspects of education in a nomadic setting.



Methodology: Employing a qualitative approach and a phenomenological methodology, the study utilized purposive and snowball sampling. Data were collected through semi-structured interviews with eight nomadic teachers and analyzed using a three-stage coding process (open, axial, and selective). To ensure the credibility of the findings, techniques such as data immersion, member checking, and expert validation were employed.



Findings: Data analysis revealed that teachers' experiences could be categorized into three main themes: weaknesses, strengths, and challenges. The most significant challenges included educational discontinuity due to student mobility, academic decline, lack of curricular coherence, and students’ psychological instability. However, teachers also highlighted cultural cohesion, opportunities for experiential learning, and the strengthening of indigenous identity as potential assets.



Conclusion: The recurring mobility of students, as a structural feature of nomadic life, has far-reaching implications for the educational system in these communities. To mitigate its adverse effects, it is essential to revise educational policies, develop curriculum strategies suited to nomadic lifestyles, enhance support infrastructures, and promote spatial justice in education. The findings of this study can inform the development of strategic approaches aimed at improving educational quality and achieving sustainable development in Iran’s nomadic regions.