Navigating supervisory and structural challenges in phD education: a qualitative study of Iranian phD candidates' perspectives.

backgroundDoctoral education in transitional systems such as Iran faces multiple challenges, including inconsistent supervision, unclear institutional roles, and emotional strain. Although global interest in PhD students' experiences is growing, few studies have examined these issues through a multi-level theoretical lens in non-Western contexts. In Iranian medical universities, structural uncertainties and limited support systems strongly shape the doctoral journey. While reforms increasingly emphasize student needs, research that amplifies student voices in these settings remains scarce.

methodsThis qualitative descriptive study took place at Isfahan University of Medical Sciences. We recruited thirty-one PhD candidates in medical sciences through purposive sampling. To qualify, participants needed to have been enrolled for at least two years and be willing to share their experiences. We reached saturation after conducting 28 interviews. The semi-structured interviews were held face-to-face, transcribed word-for-word, and analyzed using conventional content analysis. Findings were organized according to Bronfenbrenner's ecological systems theory, covering microsystem, mesosystem, exosystem, and macrosystem levels.

resultsWe identified twelve categories and 45 subcategories. At the microsystem level, students shared feelings of emotional fatigue and difficulties in their supervisory relationships. Moving to the mesosystem, challenges included mismatched curricula and feelings of isolation among peers. In the exosystem, barriers were evident in the form of unclear procedures, unequal access to resources, and frustrating bureaucratic delays. At the macrosystem level, students dealt with pressures related to publication, disparities in funding, and uncertainty about their careers. Gender-related issues and a lack of structured support were also prevalent. Suggested reforms included training for supervisors, redesigning curricula, and realigning policies. IMPLICATIONS: The challenges that PhD students face in transitional contexts are interconnected across various ecological systems, highlighting the need for comprehensive reform. Institutions should focus on providing emotionally supportive supervision, ensuring that curricula are aligned, and promoting transparency in procedures. Policymakers must address funding disparities and career planning to foster sustainable environments for doctoral education. This study offers context-specific insights and a systems-based framework to guide reforms in doctoral education in Iran and similar settings.