Operational steps in the field of educational diplomacy

Empowering the nation through the dissemination of identity models is one of the primary functions of educational diplomacy. However, educational diplomacy cannot be considered an isolated entity within a country’s foreign policy framework. Accordingly, educational diplomacy operates softly and intelligently, and inherently creating opportunities. The key question is: How is the role of language defined within the core of this intelligent educational diplomacy? In this regard, three fundamental points deserve attention:

First, language in the realm of educational diplomacy serves as a symbol and a conduit for conveying messages. Introducing symbols of Iranian progress, civilization, and history through the tool of language can be regarded as one of the primary hallmarks of educational diplomacy. Even the most profound and prestigious messages, if not conveyed effectively to other nations due to a lack of linguistic tools, will remain mere potential. In educational diplomacy, particularly in conveying its themes and examples through language, we aim to transform potential capacities into actual ones.

Second, in the field of educational diplomacy, using language as a tool and conduit, we need to design a smart and long-term process. While short- and medium-term goals are also envisioned in this process, our primary focus is on establishing the country’s civilizational and cultural teachings through continuous, dynamic, and informed linguistic connections between Iran and other countries. Designing this process depends on aligning various factors, the most important of which is recognizing and understanding the role of educational diplomacy and the unparalleled tool of language in advancing it. Here, both structure and method matter, and neither should be considered in isolation. This comprehensive and forward-thinking approach, if reflected in the country’s decision-making framework, will create innovative and valuable opportunities for us beyond our borders.

Third, the valuable experiences gained during my tenure at the Iran Language Institute clearly demonstrate that direct and unmediated storytelling by nations about their civilizational-cultural capacities and social authenticity plays a significant role in creating new communication paradigms among them, extending to other domains (economic, interactive, etc.). In this process, individuals learn, teach, and ensure the flourishing of people-to-people interactions. Therefore, educational diplomacy and its components, particularly the use of language education capacities, cannot be considered limited. We are speaking of a framework, model, and tool that has proven its effectiveness in many countries. We firmly believe that our country’s vast historical and civilizational heritage is the most critical factor guaranteeing Iran’s educational and linguistic diplomacy abroad. It is sufficient to recognize the importance, position, and effectiveness of this process and take bold steps to advance it. In this journey, we must not hesitate for a moment.