Introduction: While educational policies and curricula are designed at the macro level, their implementation in multi-grade nomadic primary schools is often compounded by systemic obstacles and numerous unique challenges, which are frequently overlooked in the mainstream educational discourse. These challenges significantly impact not only the educational outcomes but also the professional and personal lives of teachers, who act as crucial agents of change.



Purpose of the research: This research aims to delve deeply into the educational challenges faced by multi-grade nomadic primary schools in Kohgiluyeh and Boyer-Ahmad Province, using the lived narrative (life story) of a teacher. Drawing upon this firsthand experience, the study seeks to provide a comprehensive and multidimensional understanding of the barriers encountered, as well as the latent opportunities, within these unique educational settings.



Methodology: The study used a qualitative research approach and a narrative inquiry method to capture the depth of human phenomena. Data were collected from the personal reflections and memoirs of a teacher from the academic years 2015-2016 to 2024-2025 Solar Hijri. The data were analyzed using thematic analysis, which involved meticulous coding, categorization, and defining main themes for coherent presentation.



Geographical area of research: The study focuses on Kohgiluyeh and Boyer-Ahmad Province within the nomadic territories of Iran.



Results and discussion: The research findings are categorized into three main themes: "Teacher's Personal and Professional Challenges," "Structural and Infrastructural Barriers," and "Cultural and Social Obstacles," with the detailed implications of each theme being elaborated. The results demonstrate that the challenges operate in a systemic and interconnected manner, and addressing them requires a multifaceted approach that extends beyond merely improving infrastructure. Ultimately, based on this analysis, practical recommendations are provided for policymakers, teacher training authorities, and the teachers themselves.



Conclusion: This study underscores the pivotal role of the teacher as a cultural and social intermediary and highlights the necessity of comprehensive support to enhance the quality of education in underprivileged regions.