Objective: Limited research has examined the impact of the class system on public education during the Sassanid era, particularly concerning the education of the masses. During this period, pronounced class divisions led to inequalities in access to education. This study aims to elucidate the relationship between social classes and public education in the Sassanid era and to explore the consequences of such disparities.
Method: This qualitative study employs a descriptive-analytical approach. Historical data were collected and analyzed using credible sources to clarify how the class structure influenced educational policies.
Results: The findings indicate that public education in the Sassanid era was largely restricted to the elite and nobility, while the general population remained illiterate. Vocational training was primarily transmitted within families and tribes. The limited education provided to the masses by Zoroastrian priests (Mobeds) was mainly aimed at socialization and reinforcing class identity to maintain the existing social order.
Conclusions: The class system in Sassanid society engendered profound educational inequalities and contributed to the consolidation of social identities across different strata. These educational disparities not only challenged the ideal of equal education but also perpetuated the dominance of the upper classes and the passivity of the masses. This study underscores the role of social structures in shaping educational inequalities.