University and the Challenge of Social Trust in Iran

Author

Department of Social Studies, Institute for Cultural, Social and Civilization Studies, Tehran, Iran

10.22059/jisr.2025.391273.1595

Abstract

This study compares the levels of social trust among university students and graduates in Iran with those of other societal groups. While international research frequently establishes a correlation between higher education and heightened social trust, Iranian research contradicts this trend by demonstrating a decrease in trust among the educated population. This discrepancy implies that social attitudes among individuals with higher education may be substantially influenced by broader contextual factors, particularly those related to institutional function.
The research is founded on secondary analysis of data from the 2023 National Survey of Iranian Values and Attitudes. The study employs statistical methods, including regression analysis, to investigate the correlation between trust levels and perceptions of institutional efficacy and procedural justice among various educational cohorts.
The findings suggest that the levels of social trust reported by university students and graduates are substantially lower than those of individuals without higher education. The negative perception of fundamental institutions such as the judiciary, police, and government bodies, is a significant explanatory factor. Regression models show that institutional effectiveness and procedural justice jointly account for approximately 48% of the variation in social trust among students and 47.5% among graduates. These results emphasize the increased sensitivity of educated individuals to systemic inefficiencies and perceived injustices.
The research highlights that higher education does not universally enhance social trust, particularly in situations where institutional deficiencies are apparent. In Iran, well-educated individuals seem to be more aware of the deficiencies in state institutions, which has resulted in a rise in skepticism rather than civic unity. The research concludes that the restoration of public trust necessitates the improvement of transparency, accountability, and equity within governmental structures. These insights challenge the traditional belief that education is the sole factor in the development of social capital and underscore the critical role of institutional quality in shaping collective attitudes.

Keywords

References

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