Qualitative study uncovers systemic issues in doctoral education, highlighting emotional support and curricula alignment in Iran.
The challenges that PhD students face in transitional contexts are interconnected across various ecological systems, highlighting the need for comprehensive reform. Institutions should focus on providing emotionally supportive supervision, ensuring that curricula are aligned, and promoting transparency in procedures. Policymakers must address funding disparities and career planning to foster sustainable environments for doctoral education. This study offers context-specific insights and a systems-based framework to guide reforms in doctoral education in Iran and similar settings.
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Ghaseminangi et al. (2025) studied this question.
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