Critical review of Iranian studies in the field of sustainable higher education

The purpose of this article is to provide a critical review of Iranian studies about sustainable higher education based on two paradoxical paradigms about sustainability. This research has been carried out using a qualitative method in two steps. In the first step, after searching in scientific sources and databases, 30 articles were selected which include the concepts of sustainability, sustainable development, and sustainable higher education. In the second step, in addition to conceptual classification, the concepts have been analyzed quantitatively as well. The findings of this theoretical and contextual study recognize the paradox between two approaches about sustainability that can lead to two heterogeneous paths of sustainable higher education. It is noteworthy to mention that most Iranian studies had been unable to recognize these two paradoxical concepts. Such defects could lead, among other things, confusion in the conceptualization of sustainable higher education based on theoretical concepts and practical experiences that could finally pervert generations to come.