Scenarios of educational sports of Iraq in the horizon of 2033

Document Type : Research Paper

Authors

1 Ph.D. Student in Sport Management, Razi University

2 Professor in sport management, Sport Science Faculty, University of Razi, Kermanshah, Iran

3 Razi University

4 Associate Professor of Razi University

5 Assistant Professor. Governance Faculty, University of Tehran

10.22089/res.2025.17170.2545
Abstract
One of the very important pillars of sports is educational sports, and the process of developing sports begins with educational sports. Therefore, the aim of this research was to develop scenarios for the educational sports of Iraq in the horizon of 2033. The present research was interpretive in terms of foundations, inductive in terms of research approach, and mixed method in terms of its nature. The participants in the study were stakeholders of educational sports in Iraq, including teachers, university professors, Pupils and students. A total of 20 individuals were purposefully selected as the qualitative sample based on theoretical saturation, while 14 were chosen for the quantitative aspect of the research. Data analysis employed structural analysis, and effects balancing analysis. The results indicated that three scenarios with high scores and higher likelihood of occurrence in future conditions of educational sports in Iraq by 2033 are conceivable, among which the scenario of improvement portrays hopeful and desirable conditions, the fluctuation scenario depicts intermittent conditions, and the weakening scenario presents critical and discouraging conditions. Given the results from policymakers and planners in the field of educational sports in Iraq, it is essential to design educational sports programs considering the country’s economic growth rate, the direction of domestic policies, the penetration of technology, the lifestyle of Iraqi citizens, and the state of environmental discourse in Iraq. Various scenarios should be taken into account for the development of these programs.

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Articles in Press, Accepted Manuscript
Available Online from 21 June 2025

  • Receive Date 26 August 2024
  • Revise Date 15 May 2025
  • Accept Date 09 June 2025