Iranian Journal of Educational Sociology 2645-3460 9 May 2026 2026 05 01 Exploring the Challenges of Establishing Smart Schools in Iraq Based on Thematic Analysis Exploring the Challenges of Establishing Smart Schools in Iraq Based on Thematic Analysis 1 11 10.61838/kman.ijes.1470 EN Journal Article 2026 01 01 <p><strong>Purpose:</strong> The present study aimed to explore the challenges of establishing smart schools in Iraq and to provide a comprehensive conceptual model for their development based on thematic analysis.</p> <p><strong>Methods and Materials: </strong>This study was conducted using a mixed-methods approach with a sequential exploratory design and an applied orientation. The qualitative phase employed deductive thematic analysis based on the Attride-Stirling approach to identify the challenges associated with establishing smart schools in Iraq. The statistical population consisted of educational experts, specialists, and individuals knowledgeable about educational digitalization in Iraq during the 2023–2024 academic year. Eighteen participants were selected through purposive and criterion-based sampling. Data were collected through semi-structured and in-depth interviews lasting approximately sixty to ninety minutes and were analyzed using MAXQDA 2020 software. The coding process was conducted at three levels, including basic, organizing, and global themes. To ensure data trustworthiness, the criteria proposed by Lincoln and Guba, including credibility, dependability, confirmability, and transferability, were applied.</p> <p><strong>Findings: </strong>The findings revealed that the implementation of smart schools in Iraq is affected by a multidimensional network of interconnected challenges categorized into six major domains: structural and infrastructural challenges, human resource and empowerment challenges, financial and economic challenges, technological challenges, legal and managerial challenges, and cultural-social challenges. The results indicated that human, governance, and cultural barriers were more influential than purely technological deficiencies. Weak technological infrastructure, insufficient teacher competencies, lack of continuous professional development, inadequate financial resources, organizational resistance, absence of comprehensive legal frameworks, weak institutional coordination, and low social acceptance were identified as the most significant barriers.</p> <p><strong>Conclusion: </strong>The findings demonstrated that the successful establishment of smart schools in Iraq requires an integrated and systemic approach that simultaneously addresses technological, organizational, cultural, financial, and governance-related dimensions.</p> https://qijes.com/index.php/ijes/article/download/1470/1468