Navigating Technological Sanctions: The Global Impact on Educational Access and Equity with a Case Study of Iran

• In Event: Navigating the Intersection of Politics, Technology, and Education in the Middle East and North Africa Region

Proposal

As the digital revolution reshapes educational landscapes globally, access to digital technologies has become a fundamental aspect of learning. Yet, geopolitical tensions and technological sanctions impose significant barriers, particularly in sanctioned countries such as Iran, where these restrictions profoundly affect educational access and equity. This paper presents Iran as a case study to explore the wider implications of technological sanctions on education within the global context, offering insights into the challenges and adaptive strategies employed by affected communities.

During the COVID-19 pandemic, the necessity for digital platforms like Zoom became critical for maintaining educational continuity. However, students and educators in Iran, alongside their peers in other sanctioned regions such as Cuba, Syria, and Sudan, were denied access to these essential services due to US economic sanctions. This study investigates how such sanctions have hindered educational pursuits and explores the broader policy and cultural challenges associated with digitalization in education under these conditions.

Further compounding the issue, sanctions have restricted access to the international banking network, which is crucial for engaging with many educational platforms that require financial transactions. This paper examines how these financial barriers exacerbate educational inequalities and limit the digital educational opportunities available to Iranian educators and learners.

This paper explores the ramifications of such sanctions on the accessibility of educational technology in Iran through interviews with approximately 50 stakeholders, including students, teachers, administrators, and educational experts.

The discussion also extends to a global perspective on the implications of US-imposed technological sanctions, analyzing their impact on educational access across multiple sanctioned states. Interviews with human rights activists and legal experts highlight efforts to mitigate these adverse effects and advocate for policy changes that could promote more equitable access to digital technologies.

By focusing on Iran as a case study, this research emphasizes the urgent need for inclusive digital policies that ensure equitable educational opportunities worldwide. It contributes to the dialogue at CIES 2025 on envisioning education in a digital society, stressing the importance of overcoming geopolitical barriers to support learning and teaching across diverse global contexts. The paper calls for a reevaluation of international policies concerning technological sanctions to foster a truly inclusive digital transformation in education, aligning with global efforts to enhance educational access and equity amid the challenges posed by political capitalism and international disputes.

Author

• Vahid Abedini, University of Arkansas