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Key Facts: Konkur-e Farhangian Exam

The dedicated Farhangian booklet is 40 multiple-choice questions answered in 60 minutes.

Teacher Aptitude has 20 items in 40 minutes and carries a coefficient of 3.

Islamic Education has 20 items in 20 minutes and carries a coefficient of 2.

Islamic Education is drawn from the first three chapters of Qara'ati's Teacher Skills plus prescribed Religion and Life lessons.

Scoring is +3 for a correct answer and -1 for a wrong answer, the standard one-third negative marking rule.

The maximum age for admission is 30 years completed under Article 16 of the Supreme Council of the Cultural Revolution regulation.

For the Mathematics, Experimental Sciences and Humanities groups the secondary academic record carries 50% of the final admission score.

The dedicated booklet itself carries 10% of the final score for those groups and 20% for the Art and Foreign Languages groups.

A minimum taraz of 5,000 on the dedicated booklet is required for admission.

The Konkur Farhangian dedicated booklet is 40 multiple-choice questions in 60 minutes with one-third negative marking, testing Teacher Aptitude (coefficient 3) and Islamic Education (coefficient 2) for entry to Iran's teacher training universities.

Sample Konkur-e Farhangian Practice Questions

Try these sample questions to review concepts for the Konkur-e Farhangian exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1A high school teacher notices that several tenth-grade students consistently struggle to extract the core thesis from dense expository texts, getting bogged down in minor historical anecdotes. According to effective verbal comprehension strategies in pedagogical contexts, which instructional intervention is most appropriate to develop their analytical reading skills?

A.Model how to identify organizational signal words, distinguish primary claims from illustrative evidence, and summarize central themes in their own words

B.Instruct the students to memorize the topic sentences of each paragraph without evaluating the supporting arguments

C.Replace all expository passages with short multiple-choice factual quizzes to minimize cognitive strain

D.Have the students transcribe the entire reading passage verbatim to build mechanical familiarity with complex phrasing

Explanation: Effective reading pedagogy emphasizes cognitive modeling: demonstrating how to identify structural markers (signal words), separate primary assertions from subordinate illustrative details, and reconstruct the thesis in the learner's own words builds durable comprehension and metacognitive awareness.

2In an educational seminar, an educator asserts: 'Effective questioning in classroom discourse does not merely test factual recall; it stimulates dialectical inquiry and cognitive restructuring.' What is the primary implication of this assertion for lesson design?

A.Questions should be strictly reserved for summative exams at the conclusion of each instructional unit

B.Classroom questioning should exclusively consist of rapid-fire yes-or-no queries to assess memorization speed

C.Teachers should prioritize open-ended, inferential, and evaluative questions that encourage students to articulate reasoning and evaluate assumptions

D.Only academically advanced students should be permitted to answer classroom questions to maintain instructional momentum

Explanation: Stimulating dialectical inquiry and cognitive restructuring requires higher-order questioning techniques—open-ended, inferential, and evaluative queries—that challenge learners to explain their thinking, compare viewpoints, and synthesize knowledge rather than repeating isolated facts.

3Read the following pedagogical statement: 'While extrinsic motivators such as letter grades can initiate task compliance, durable intellectual engagement requires cultivating intrinsic task value and perceived self-efficacy.' Which of the following statements represents the most accurate logical deduction from this premise?

A.Grading systems must be entirely eliminated before any student can experience intellectual curiosity

B.Extrinsic incentives alone are insufficient to sustain deep, long-term cognitive commitment to academic learning

C.Intrinsic motivation is biologically fixed at birth and cannot be influenced by instructional practices

D.Students who receive high grades inevitably suffer from diminished academic self-efficacy

Explanation: The passage clearly asserts that while extrinsic motivators can spark initial compliance, sustaining deep and long-term intellectual commitment necessitates internal task value and self-belief; therefore, external incentives on their own cannot guarantee sustained academic engagement.

4Consider the following verbal analogy: Curriculum is to Instruction as Blueprint is to:

A.Demolition

B.Decoration

C.Inspection

D.Construction

Explanation: The relationship is structural plan to operational execution: a curriculum provides the formal educational plan and goals, which instruction puts into practice; similarly, a blueprint is the architectural plan that construction turns into physical reality.

5In a reading passage discussing educational equity, the author states: 'Standardized curricular pacing often exacerbates educational disparities by treating diverse entry points as uniform baselines.' What is the author's primary critique of rigid pacing guides?

A.Pacing guides make standardized curriculum too inexpensive to administer nationwide

B.Rigid schedules cause all students to achieve mastery at identical accelerated rates

C.Pacing guides encourage teachers to spend excessive time diagnosing individual student readiness

D.Uniform instructional schedules ignore variations in students' prior knowledge, leaving underprepared learners behind

Explanation: The critique focuses on the assumption of uniform baselines: when teachers are forced to adhere strictly to chronological pacing guides regardless of class readiness, students who enter with gaps fall progressively further behind, widening academic gaps.

6A text argues: 'Formative assessment is an instructional compass, whereas summative assessment is a final balance sheet.' Based on this metaphor, what is the principal educational function of formative assessment?

A.Ranking students hierarchically for university entrance admission

B.Providing real-time diagnostic feedback to guide immediate adjustments in teaching and learning

C.Assigning immutable letter marks at the end of the academic year

D.Determining administrative bonuses for school leadership teams

Explanation: Like a compass that provides continuous navigational orientation to travelers on a journey, formative assessment yields real-time evidence of student understanding to steer instructional decisions and adjust pedagogical strategies during the learning process.

7An author writes: 'The transition from teacher-centric pedagogy to active inquiry does not abdicate the educator's authority; rather, it transforms the educator from a dispenser of predigested facts into an architect of learning environments.' Which phrase best summarizes the redefined role of the educator in this model?

A.A passive observer who allows students to discover curricular content without structure

B.An authoritarian lecturer who demands verbatim memorization of canonical texts

C.A deliberate designer who creates structured opportunities for students to investigate and construct meaning

D.An administrative proctor focused strictly on recording disciplinary attendance

Explanation: An 'architect of learning environments' purposefully plans, scaffolds, and designs instructional contexts, resources, and inquiries that empower students to actively explore concepts and build conceptual understanding under professional guidance.

8Read the following statement on linguistic development: 'A student's expressive vocabulary in secondary school is heavily conditioned by domain-specific academic register, not merely everyday conversational fluency.' Which instructional implication directly follows?

A.Teachers in all subject areas must explicitly teach and contextualize technical terminology rather than assuming conversational fluency suffices

B.Conversational fluency in the vernacular is completely useless for social communication in school

C.Subject teachers should eliminate all technical words from textbooks to avoid confusing students

D.Expressive vocabulary cannot be taught in the classroom and depends entirely on home environment

Explanation: Because academic register and specialized disciplinary vocabulary differ substantially from everyday conversational speech, educators across all content disciplines must intentionally introduce, define, and contextualize specialized terms in instructional activities.

9In an educational text, the term 'epistemic humility' is used to describe a teacher's stance when encountering unexpected student questions. Which of the following best exemplifies epistemic humility in classroom practice?

A.Acknowledging that the educator does not know the specific answer, followed by guiding the class to investigate the question using reliable sources

B.Pretending to know the answer immediately to maintain an illusion of infallibility before the students

C.Reprimanding the student for asking a question that deviates from the pre-written lesson outline

D.Dismissing the question as irrelevant to avoid appearing unprepared

Explanation: Epistemic humility in pedagogy involves recognizing the boundaries of one's own knowledge without defensive posturing, modeling honest intellectual curiosity, and turning the unknown question into a shared investigative opportunity for the class.

10A passage on cognitive load theory asserts: 'Novice learners benefit most from worked examples and high scaffolding, whereas advanced learners may experience the expertise reversal effect when forced to follow redundant step-by-step guidance.' What is the primary operational takeaway for differentiated instruction?

A.All students must receive identical instructional materials regardless of their demonstrated mastery

B.Worked examples should be permanently banned from secondary school classrooms

C.Scaffolding and worked examples should be gradually faded as learners demonstrate competence, transitioning toward independent problem solving

D.Advanced students should be barred from engaging in self-directed problem-solving exercises

Explanation: The expertise reversal effect indicates that instructional supports beneficial to novices become cognitive burdens for experts. Consequently, effective differentiation requires fading scaffolding as student proficiency grows, shifting from heavy guidance to open problem solving.

About the Konkur-e Farhangian Exam

The Dedicated Teacher-Student Admission Examination for Farhangian University (آزمون اختصاصی پذیرش دانشجو-معلم در دانشگاه فرهنگیان و دانشگاه تربیت دبیر شهید رجایی), commonly referred to as Konkur-e Farhangian, is Iran's specialized national entrance pathway for recruiting and training prospective primary and secondary school educators. Established by resolution of the Supreme Council of the Cultural Revolution, the examination identifies candidates demonstrating strong cognitive aptitude, pedagogical interest, moral grounding, and communication abilities for direct admission to four-year tuition-free teacher preparation programs that lead to immediate civil service employment with the Ministry of Education upon graduation. Candidates sit a dedicated 40-question, 60-minute test booklet alongside their chosen secondary academic track paper (Humanities, Experimental Sciences, Mathematics, Art, or Foreign Languages). The dedicated booklet assesses two vital competency domains: Teacher Aptitude and Intelligence (Housh va Estedad-e Moallemi, carrying a weighting coefficient of 3), which evaluates verbal reasoning, classroom problem solving, and analytical ability; and Islamic Education and Pedagogy (Ta'lim va Tarbiat-e Eslami, carrying a weighting coefficient of 2), based on foundational pedagogical texts including Mohsen Qara'ati's Teacher Skills (Maharat-e Moallemi) and high-school Religion and Life (Din va Zendegi) curricula. Eligibility requires Iranian citizenship, completion of secondary education, and a maximum age of 30 years. This question bank is an independent English-language multiple-choice study adaptation prepared by OpenExamPrep. It provides 100 targeted practice questions spanning cognitive problem solving, classroom decision-making, educational ethics, and pedagogical principles tested on the official examination. It is not an official translation, reproduction, or endorsement by Sanjesh, Farhangian University, or the Iranian Ministry of Education.

Exam sponsor: National Organization for Educational Testing (Sanjesh / NOET) & Farhangian University. The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

Candidates for Farhangian University and Shahid Rajaee Teacher Training University sit a dedicated booklet of 40 four-option questions in 60 minutes, in addition to the specialist booklets for their academic group. The booklet has two subjects: Teacher Aptitude and Intelligence (هوش و استعداد معلمی), 20 questions in 40 minutes with a coefficient of 3, for which Sanjesh names no set text; and Islamic Education (تعلیم و تربیت اسلامی), 20 questions in 20 minutes with a coefficient of 2, drawn from the first three chapters of Mohsen Qara'ati's Teacher Skills (مهارت معلمی) together with prescribed parts of the school Religion and Life books. For the Mathematics, Experimental Sciences, Art and Foreign Languages groups those parts are Din va Zendegi 1 lessons 8-12 and Din va Zendegi 2 lessons 11-12; for the Humanities group they are Din va Zendegi 1 lessons 9-14 and Din va Zendegi 2 lessons 16-18. Scoring follows the standard Sanjesh scheme of +3 for a correct answer and -1 for a wrong one, the one-third negative marking rule. The 1405 sitting was held on 29 and 30 Mordad alongside the national konkur.

Time Limit

60 minutes for the dedicated booklet (20 minutes Islamic Education, 40 minutes Teacher Aptitude)

Passing Score

Competitive ranking on a weighted composite, not a fixed pass mark. For the Mathematics, Experimental Sciences and Humanities groups the final score is 15% national konkur, 10% dedicated Farhangian booklet, 50% secondary academic record, and 25% teaching-competency assessment; for the Art and Foreign Languages groups it is 25%, 20%, 30% and 25%. A minimum taraz of 5,000 on the dedicated booklet is also required.

Exam / Certification Fees

Registration fee set annually in IRR by Sanjesh

Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Official sources

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

50%

Teacher Aptitude & Intelligence (هوش و استعداد معلمی)

Verbal comprehension, pedagogical scenario analysis, situational judgement in classroom settings, logical deduction, and quantitative and data-interpretation reasoning. Sanjesh prescribes no set text for this subject.

50%

Islamic Education & Pedagogical Principles (تعلیم و تربیت اسلامی)

The first three chapters of Mohsen Qara'ati's Teacher Skills (مهارت معلمی), covering teacher ethics, clarity of explanation, encouragement and the teacher-student relationship, together with prescribed lessons of the school Religion and Life (دین و زندگی) books for Grades 10 and 11.

Preparing for the Konkur-e Farhangian Exam

What You Need to Know

Passing score: Competitive ranking on a weighted composite, not a fixed pass mark. For the Mathematics, Experimental Sciences and Humanities groups the final score is 15% national konkur, 10% dedicated Farhangian booklet, 50% secondary academic record, and 25% teaching-competency assessment; for the Art and Foreign Languages groups it is 25%, 20%, 30% and 25%. A minimum taraz of 5,000 on the dedicated booklet is also required.
Assessment: Candidates for Farhangian University and Shahid Rajaee Teacher Training University sit a dedicated booklet of 40 four-option questions in 60 minutes, in addition to the specialist booklets for their academic group. The booklet has two subjects: Teacher Aptitude and Intelligence (هوش و استعداد معلمی), 20 questions in 40 minutes with a coefficient of 3, for which Sanjesh names no set text; and Islamic Education (تعلیم و تربیت اسلامی), 20 questions in 20 minutes with a coefficient of 2, drawn from the first three chapters of Mohsen Qara'ati's Teacher Skills (مهارت معلمی) together with prescribed parts of the school Religion and Life books. For the Mathematics, Experimental Sciences, Art and Foreign Languages groups those parts are Din va Zendegi 1 lessons 8-12 and Din va Zendegi 2 lessons 11-12; for the Humanities group they are Din va Zendegi 1 lessons 9-14 and Din va Zendegi 2 lessons 16-18. Scoring follows the standard Sanjesh scheme of +3 for a correct answer and -1 for a wrong one, the one-third negative marking rule. The 1405 sitting was held on 29 and 30 Mordad alongside the national konkur.
Time limit: 60 minutes for the dedicated booklet (20 minutes Islamic Education, 40 minutes Teacher Aptitude)
Exam / certification fees: Registration fee set annually in IRR by Sanjesh Official sources

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Konkur-e Farhangian: Suggested Study Strategy

1Master the core themes of Teacher Skills (Maharat-e Moallemi) by Mohsen Qara'ati, particularly teacher-student rapport, active listening, clarity in explanation, and ethical leadership.

2Practice timed reading comprehension and situational judgment items to build efficiency for the 60-minute, 40-question dedicated booklet.

3Review the prescribed Religion and Life lessons rather than the whole book: Din va Zendegi 1 lessons 8-12 and Din va Zendegi 2 lessons 11-12 for most groups, or lessons 9-14 and 16-18 for Humanities candidates.

4Exercise caution with negative marking: because an incorrect answer costs one-third of a mark, avoid blind guessing on items where you cannot eliminate at least two distractors.

5Analyze classroom scenario questions by identifying the constructive, student-centered, and pedagogically sound resolution rather than punitive or authoritarian choices.

6Remember that the dedicated booklet is only part of the decision. The secondary academic record carries 50% of the final score for the Mathematics, Experimental Sciences and Humanities groups, so school grades matter more than the exam itself.

Frequently Asked Questions

What is the Konkur-e Farhangian?

The Konkur-e Farhangian is Iran's dedicated national entrance examination track for admission into teacher education programs at Farhangian University and Shahid Rajaee Teacher Training University, leading to formal recruitment by the Ministry of Education upon graduation.

What is the format and duration of the dedicated Farhangian booklet?

The dedicated Farhangian booklet contains 40 multiple-choice questions administered in 60 minutes, comprising 20 questions on Teacher Aptitude & Intelligence and 20 questions on Islamic Education & Pedagogy, with one-third negative marking for wrong answers.

What is the maximum age limit for Konkur Farhangian applicants in 2026?

The maximum age is 30 years completed. This follows Article 16 of the Regulation on the Assessment and Admission of Service-Committed Students for the Ministry of Education, approved by the Supreme Council of the Cultural Revolution at session 904 (20/06/1403) and amended at session 921 (08/07/1404). For the 1405-1406 year the reference date is 1 Mehr, so only those born on or after 01/07/1375 were eligible. Military service and prior work experience do not extend the limit.

What subjects are included in the Islamic Education section?

Islamic Education draws on the first three chapters of Teacher Skills (مهارت معلمی) by Mohsen Qara'ati plus prescribed lessons of the school Religion and Life books. For the Mathematics, Experimental Sciences, Art and Foreign Languages groups these are Din va Zendegi 1 lessons 8-12 and Din va Zendegi 2 lessons 11-12; Humanities candidates take Din va Zendegi 1 lessons 9-14 and Din va Zendegi 2 lessons 16-18. Always check the current year's brochure, as the prescribed lessons have changed between sittings.

Does the Konkur Farhangian have negative marking?

Yes. The examination follows standard Sanjesh multiple-choice scoring with one-third negative marking: each correct answer awards 3 points, while each incorrect response deducts 1 point (or a one-third score deduction on percentage calculations).

What happens after passing the written Konkur Farhangian exam?

Candidates who reach the required taraz are invited to the teaching-competency assessment, which in the current system is run as an assessment centre rather than a traditional interview, alongside medical examination and the general suitability review (gozinesh). That assessment carries 25% of the final admission score.