According to the Public Relations Office of Iran’s Organization of Student Affairs, quoting Eskanews, the development of scientific diplomacy and the recruitment of international students has become one of the key pillars of higher education policymaking in recent years. While Iran’s Seventh Development Plan outlines a target of recruiting 320,000 international students, challenges such as language barriers, welfare infrastructure, banking and accommodation services, and regional competition from countries like Turkey and Saudi Arabia continue to persist.
In this context, an Eskanews reporter conducted an in-depth interview with the Director General for International Student Affairs at the Organization of Student Affairs, examining the current status of foreign student recruitment, university revenues, the instruction program in a second language, and the most significant demands of these students. The full interview follows:
A portion of Iran’s Ministry of Science, Research, and Technology's revenue is derived from international students and their educational, welfare, and cultural services. In this regard, what is the structure of international students' semesterly tuition, and is it determined differently based on the student's country of origin?
The financial structure of Iran’s Ministry of Science differs from that of universities. The Ministry is a government ministry with its own formal structure, whereas universities are governed by Boards of Trustees, which possess independent financial structures. Financial decisions are made based on the powers of these Boards, which approve specific regulations.
University income consists of both state budget allocations and private revenue generated from open courses, international students, laboratories, and other resources, which is then spent according to approved regulations. Iran’s Ministry of Science, Research, and Technology does not intervene in this area; it plays no role in how a university decides to allocate its own revenue.
International student tuition is determined based on the resolutions of the university’s Board of Trustees and follows a clear framework. It increases annually in accordance with the inflation rate. In a general sense, tuition is in no way linked to the student's country of origin; regardless of their nationality, the university sets a fixed amount for each semester or academic year that must be paid. These fees are typically set in international currencies such as the US Dollar or the Euro.
However, for certain cases—such as students who have studied in Iran and entered universities through the National Entrance Exam (e.g., foreign nationals holding Iranian high school diplomas)—tuition is collected in Rials at a lower rate than the "open tuition" charged to Iranian students. But in the international sector, generally speaking, there is no difference based on nationality; everyone pays a fixed amount.
Alongside various university revenue streams, what share of the total university budget is derived from international students, and how are these funds utilized in practice? Are they spent solely on the welfare and education of international students, or are they used in other university sectors?
Tuition fees typically vary by field of study; in other words, academic programs are tiered. For example, Humanities has one tuition level, Basic Sciences has another, and Engineering and Medical fields have different rates because they incur higher costs for the university due to laboratories and workshops.
The expenditure of these funds follows the university's financial regulations and can be utilized across all sectors. However, we at the Directorate General for International Student Affairs emphasize that a portion of this tuition must be specifically allocated to the international students themselves and to the enhancement of their welfare and quality of services.
Furthermore, one of the initiatives we are seriously pursuing is dedicating a portion of this tuition to the recruitment of new students—meaning investing in international marketing. This includes universities participating in recruitment exhibitions and utilizing digital tools, and even Artificial Intelligence, to introduce their capacities, thereby strengthening the overall recruitment process.
The goal is to move universities beyond their current limited scope and increase national diversity. Currently, focus is heavily concentrated on a few specific countries, and we must broaden this scope to ensure student intake comes from a wider variety of nations. Ultimately, this creates a sustainable economic cycle within the university.
Regarding the fact that the vast majority of Iran's international students come from neighboring countries like Iraq and Afghanistan, why does the nationality diversity of foreign students in Iranian universities remain limited, with fewer students from regions such as East Asia, Europe, and the Gulf countries?
Several factors can hinder our nationality diversity. Currently, approximately 60% of our international students are Iraqi and about 26% are Afghan. While we have students from about 93 nationalities, these numbers are scattered and small; practically, two countries constitute the bulk of the population.
One of the most significant reasons is the Persian language. For many foreign students, Persian is considered a difficult language, and studying in it can be quite challenging. Furthermore, many of these students do not have access to Persian language training centers in their home countries and lack prior familiarity with the language.
The script and structure of Persian differ from many other languages, making it time-consuming to learn. When a student decides on a study destination, they calculate whether spending a year just on Persian will offer a meaningful advantage for their future.
In contrast, languages like English or Arabic provide a much broader communicative scope. English has billions of speakers, and Arabic has hundreds of millions. These comparisons weigh heavily on a student's decision.
For this reason, we proposed "instruction in a second language" so that students who do not have a specific requirement for Persian can begin their studies in another language. This could serve as a new channel to increase international student recruitment within our higher education system.
What stage is the second-language instruction program in, and how can international students benefit from it?
For the first time, in July and August of last year, permits for instruction in a second language were issued to the top 30 universities in Iran. This permit was communicated to the universities through the Admission Task Force of the Supreme Council of the Cultural Revolution, in cooperation with the Council for the Expansion of Higher Education. Because the permits were issued on the celebration of the start of the academic year, universities had insufficient time for promotion and recruitment. Additionally, certain domestic conditions and unrest impacted the recruitment process. We predict that if Iran's conditions become normal, second-language programs will be fully implemented based on approved regulations starting from October 2026. Under this scheme, a student begins their studies in English or Arabic from the start; upon success, this model will be expanded to other eligible universities.
Why is there still disagreement regarding second-language instruction, and why is this plan a necessity for the higher education system?
The existing disagreements stem largely from differing interpretations of certain constitutional principles. Some believe that education in Iran must be conducted solely in Persian. However, the Supreme Council of the Cultural Revolution has approved and issued the guidelines for second-languag tuiton, and we have issued permits based on those very guidelines. Our goal is not to weaken the Persian language; that is why the "Parsik" exam was designed and is conducted to assess the Persian proficiency of foreign students
Why does Iran lag behind countries like Turkey, Saudi Arabia, and the UAE in attracting international students?
Several factors influence a foreign student’s choice of study destination. Iran holds two key advantages: academic quality and relatively low costs. Our country ranks highly among global scientific producers, and the cost of education, accommodation, and living in Iran is lower than in many regional countries. However, factors such as the requirement to learn Persian, negative media portrayals, Iranophobia, domestic unrest, wars, and even internet restrictions affect students' and their families' decisions. Conversely, Iran has significant potential to attract students from Central Asia, the Caucasus, the Indian subcontinent, and African countries. Our efforts are focused on diversifying the nationalities of international students in these regions.
What measures have been taken to address complaints from international students regarding tuition fees and administrative issues?
International student tuition fees are strictly determined by official university resolutions, and universities are not permitted to collect amounts outside the approved framework. If any case of additional charges exists, it should be reported for follow-up. Additionally, to address the issues of international students, all universities have active supervisory units or international affairs offices where students can pursue their concerns. Over recent years, important structural measures—such as issuing long-term residency permits aligned with academic duration, removing multiple mobility restrictions, and reducing administrative burdens for foreign students—have been implemented to facilitate their educational and living processes in Iran.
What plans exist to improve dormitory facilities and welfare services for international students?
One of the primary conditions for granting universities the right to recruit international students is the availability of sufficient dormitory capacity. In fact, universities that cannot provide adequate dormitory facilities do not receive permission to recruit foreign students. Additionally, universities are obligated to provide dormitory services to international students during Nowruz, summer, and even in crisis situations. There is no specific policy for establishing separate dormitories, and decisions in this regard are left to the universities. However, our general approach is to strengthen cultural interaction between Iranian and foreign students, and thus, the complete separation of dormitories is not prioritized.
Which universities have been more successful in attracting international students, and what explains the differences in university performance?
Some universities, such as Semnan, Qom, Tabriz, Kharazmi, and Tarbiat Modares, have demonstrated notable success in attracting international students. Among large universities in Tehran, the University of Tehran, Allameh Tabataba'i, Shahid Beheshti, and Amirkabir also perform well. The differences in university performance primarily stem from the level of commitment by administrators, internal university policies, cooperation from academic staff, and strategic planning for attracting foreign students. For example, Sharif University of Technology, despite its prominent academic standing, has recruited fewer international students, which appears to be due to its more stringent admission policies.
Considering the fact that the Seventh Development Plan's goal of recruiting 320,000 international students, what is the primary obstacle to achieving this objective?
Currently, we do not perceive any serious or structural obstacles to achieving this goal. The Seventh Development Plan is a five-year framework with clearly defined annual targets. In the first year, the goal was to recruit approximately 60,000 international students, of which nearly 99.5% was achieved, with 59,600 students enrolled.
In 2026 (1404 in the Persian calendar), despite certain domestic conditions and events that impacted the recruitment of foreign students, by January (Bahman), we had approximately 82,000 international students, with a target of 90,000—meaning about 91% of the annual plan was achieved.
With the completion of the admission processes and resolution of pending cases, we anticipate that the final 2026 statistics will approach full achievement of the target. If the country maintains the necessary stability and tranquility, combined with the international policies currently being pursued, reaching the objectives of the Seventh Development Plan will be entirely feasible.
International students continue to complain about issues such as SIM card acquisition, banking services, and insurance. What actions are being taken to resolve these problems?
A significant amount of these issues relates to national infrastructure. For example, foreign students typically arrive in Iran with personal mobile devices, but the current regulations do not specifically address mobile device registration for international students. As a result, many students are forced to purchase new phones in Iran.
We are currently in discussions with relevant agencies, including communication regulators, to develop a special solution for international students and ensure that they can use their personal devices throughout their studies.
In the case of SIM cards, students can receive them without difficulty after obtaining the necessary identification codes. Additionally, efforts are underway to ensure that students' SIM cards are not immediately deactivated if they temporarily leave Iran.
Regarding insurance, universities are obligated under existing regulations to provide coverage for international students, and the associated fees are collected at the time of registration. Furthermore, discussions are ongoing regarding the provision of supplementary insurance for students and their families.
Another challenge relates to currency transfer and international payments, which are constrained by Iran's banking limitations. In this regard, negotiations with Iran’s Central Bank and other relevant agencies are ongoing to provide greater facilitations for international students.
What services does the "Adab" system offer to international students, and is this system connected to other relevant agencies?
The "Adab" system is designed as a comprehensive management system for international students and will gradually replace previous systems. Its primary goal is to manage and oversee all processes related to the admission and academic journey of foreign students.
In this system, academic documents and qualifications of applicants are first reviewed, and necessary verifications are conducted with relevant authorities. After final approval, the university can issue formal admission.
The "Adab" system is integrated with Iran’s Ministry of Foreign Affairs for issuing student visas, the Police Immigration and Foreigners Affairs Department for issuing residency permits, and other related systems. As a result, almost all stages—from initial admission to visa issuance, residency, academic status registration, and graduation—are conducted electronically, minimizing manual processes.
Do international students have the possibility of transferring between universities? Can they continue their studies in higher degrees without taking the national entrance exam?
Transferring international students differs from the process for domestic students. Each international student enters Iran and begins studies based on the admission of a specific university; therefore, if they wish to change universities, they must withdraw from the previous university and reapply to the new one.
However, if accepted by the new university, there is a possibility of partially recognizing previously completed credits in accordance with regulations. Additionally, regulations are in place to prevent misuse of this process.
Regarding pursing academic studies, there are no restrictions. All international students can continue to higher degrees without participating in the national entrance exam, based on the admission criteria of the target university. The target university makes the decision regarding admission after reviewing the applicant's academic records and documents.
Furthermore, according to existing regulations, international students may, under certain conditions, repeat a degree program at a different university once. Therefore, continuing studies in higher degrees or changing universities, provided new admission is obtained, is possible for these students.