Background and Aims: The rapid transformation of Iran’s education system, especially in the face of social crises such as the COVID-19 pandemic, air pollution, and economic and political challenges, has created major consequences for the country’s educational structure. This study aimed to identify and explain the effects of these crises on educational processes and structures using the grounded theory method based on the emergent approach (Glaser).

Method: This qualitative and applied research targeted experts and specialists in education and educational sciences. Participants were selected through purposive sampling until theoretical saturation was achieved (14 people). Data were collected through semi-structured interviews, and the credibility, transferability, confirmability, and dependability of the findings were ensured. Data analysis was conducted using MAXQDA 2020 software through open, axial, and selective coding stages to extract main categories and core concepts.

Findings: The results showed that social crises had both positive and negative consequences for the education system. Positive effects included promoting educational justice, reforming the educational structure, and improving the quality of learning. Negative consequences included psychological and cultural stress, inequality in educational access, and limited learning resources.

Conclusion: Social crises, despite posing challenges, can also provide opportunities for educational transformation. Considering both positive and negative aspects and designing effective solutions for managing crisis situations can strengthen the resilience and sustainability of the national education system.