ارزیابی میزان همسویی دانشجویان ایرانی با سیاست‌های فرهنگی جمهوری اسلامی

The cultural policy system of the Islamic Republic of Iran, in alignment with its official values, emphasizes strengthening the Islamic–Iranian identity, promoting ritualistic religiosity, preserving hijab, fostering institutional trust, reducing social harms, and decreasing the desire to emigrate. However, the central question is: to what extent is there a gap between the current state of students’ values and attitudes and the objectives of policymakers? Such a gap may indicate policy ineffectiveness, social resistance, and value transformations within society. The present study, aimed at assessing this alignment, provides an up‑to‑date picture of students’ attitudes. The research method consists of two steps: first, a documentary analysis of two key policy documents (“The National Cultural Engineering Map” and “Principles of Cultural Policy”) to extract reference values; second, a secondary analysis of the student population data from two reputable national surveys: “Iranians’ Values and Attitudes” (2023) and “Youth Values, Attitudes, and Behaviors” (2024). Alignment was measured based on majority responses (more than 50 percent). The findings reveal widespread misalignment across eight domains: in media use, 82.8% of students use Instagram and 78% use Telegram, while trust in the national broadcaster (IRIB) is only 17%. Regarding religious attitudes, only 27.4% consider themselves religious, and 64% define religiosity as having a pure heart rather than observing rituals. Concerning hijab, 70.3% view women’s dress as a personal matter that does not require government intervention. In politics, 72% prefer the separation of religion and politics, and 50.5% oppose support for oppressed nations. Evaluation of the current situation indicates high dissatisfaction (an average of 56.2%) with political, economic, and cultural conditions; high perceptions of the prevalence of social harms (average 70.4%); low institutional trust (average 24.6%); and a 54.1% desire to emigrate. These results suggest that the cultural policy system of the Islamic Republic—conceived as part of “the system” within the framework of Habermas’s theory—not only fails to serve the “lifeworld” of Iranian students (and youth more broadly) but, in effect, disregards it and moves in a direction of confrontation.