Reflecting on the consequences of the Iranian university entrance examination: a systematic-narrative hybrid literature review

Abstract

Today, numerous countries utilize unified methods and systematic standardized examinations such as national examinations as formal procedures to select qualified applicants for admission to higher education institutions since higher education is viewed as the major path and criterion to upward mobility. In Iran, the university entrance examination is of primary importance, as it serves a sensitive high-stakes test upon which the Iranian applicants’ academic destinies depend. Considering this significance, the present study aimed to systematically review the recent developments and current state of the National University Entrance Examination (NUEE) in Iran which is locally known as “Konkour”. To this end, a systematic-narrative hybrid literature review (SNHLR) was chosen for the purpose of the study. Following a manual search, 74 peer-reviewed research articles published (inter)nationally were selected and examined in order to identify key themes, patterns, gaps, and trends with regard to the consequences of “Konkour”. The findings revealed that Iranian university applicants have faced various negative consequences such as socioeconomic, psychological, and educational implications as a result of “Konkour”. Several challenges and key gaps in the existing studies are also highlighted which need to be empirically addressed in future research. Some suggestions and potential solutions are finally recommended in order to rectify the higher education admission system.