The role of cultural customization in PBL for Farsi learners

This study explores the role of cultural customization in Problem-Based Learning (PBL) for Farsi learners, emphasizing how Iran's unique historical, spiritual, and socio-cultural characteristics—many of which are exclusive to Persian civilization—create distinct challenges for non-native learners. Unlike languages rooted in more universally familiar cultural frameworks, Farsi demands not only linguistic proficiency but also deep cultural literacy to navigate its context-dependent nuances. Some topics like engaging native Persian speakers in PBL discussions due to their lived cultural experiences often prove alienating or overly complex for foreign learners. We argue that PBL methodologies for Farsi must strategically incorporate cultural references familiar to the learners' own backgrounds to boost participation and comprehension. By adapting PBL scenarios to align with the learners' pre-existing cultural schemas and with analogous cultural dilemmas from their own societies, instructors can mitigate disengagement and foster meaningful dialogue. This paper synthesizes empirical evidence from PBL and cross-cultural education to propose a framework for culturally adaptive PBL design, ultimately advocating for a balanced approach that respects Farsi's cultural richness while prioritizing pedagogical accessibility for diverse learners.

کلیدواژه ها:

cultural background ، customization ، PBL ، teaching ، Farsi