Educational Needs of Arabic-Speaking Communities in Iran in the Area of Public Library Services

Document Type : Original Article

Authors

1 Department of KIS, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

2 Department of Social Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

3 Ph.D. in Sociology, Islamic Azad University, Shoushtar Branch, Shoushtar, Iran.

4 Ph.D. Student in KIS, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

10.61186/publij.30.3.240
Abstract
Objective: This study identifies and ranks the educational needs of Arabic-speaking communities in Khuzestan,
Iran, focusing on public libraries as centers for lifelong learning and cultural engagement. It emphasizes the need for
culturally responsive library programs to address language barriers, support cultural preservation, promote social
integration, and empower economically. The research advocates for transforming libraries into community hubs that
enhance cultural identity, foster inclusion, and improve quality of life for Arabic-speaking residents.
Methods: This mixed-method research employed a sequential qualitative-quantitative approach, emphasizing the
importance of qualitative findings. The qualitative phase involved thematic analysis of data collected through focus
group discussions across five targeted counties. Based on these findings, a survey was conducted using stratified ran-
dom sampling, gathering quantitative data from 517 participants.
Results: The study’s findings reveal prioritized educational needs, including identity-based, artistic, entrepre-
neurial, linguistic, religious, scientific, and social skills. These priorities highlight the unique socio-cultural needs
of Khuzestan’s Arabic-speaking communities, aiming to enable public library administrators to design community-
specific educational programs. By addressing these needs, libraries can enhance their role as inclusive spaces fostering
social integration and cultural preservation.
Conclusions: The originality of this study lies in its exploration of multicultural library services tailored for mi-
nority groups. If applied by policymakers and public library administrators, these findings can guide the development
of educational programs that align with the Arabic-speaking community’s needs, thus promoting social cohesion and
lifelong learning. This framework could serve as a model for public library services in other ethnically diverse regions
of Iran.

Keywords


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