A comparative study of educational administration and curriculum of smart schools in Australia, Malaysia and Iran

The current study is aimed at comparing the state of incorporation of information and communication technology in educational administration and curriculum of smart schools in countries of Australia, Malaysia and Iran. In this descriptive research comparative analysis based on George, Z, F, and Bereday were used. The population of the study consisted of all smart schools in these three countries. Malaysia and Australia were chosen as the sample because they have been pioneers in making smart schools. In Iran, 4 high schools were chosen through target sampling as smart school pioneers. The results revealed that there has been a considerable success in Australia regarding the incorporation of information and communication technology in educational administration and curriculum of smart schools using different administrative software such as content administration system, network administration system and incorporating information and communication technology to educational administration and curriculum (such as online education) and evaluation process. Malaysia could incorporate all six parts of educational administration by designing an administrative system for smart schools and has been almost successful in incorporating information and communication technology into its curriculum and student evaluation process. Iranian smart schools are also moving toward taking benefit out of incorporating information and communication technology into their educational administration, curriculum and students’ evaluation process, but traditional methods are still being used in administration and management of schools.