Iran (IMNA) - Called ParsiGo, the platform has been developed by knowledge-based educational technology company Daneshgostar in cooperation with the International Language Center of Amirkabir University of Technology. It is designed primarily for non-Iranian students and other foreign learners of Persian, including those preparing to travel to Iran for university studies.
Unlike language-learning applications focused mainly on individual lessons and exercises, ParsiGo follows a structured educational pathway based on each learner's language level. Students can progress through lessons featuring instructional videos, tests and assignments, while also submitting written or audio exercises for feedback.
Artificial intelligence is incorporated into the system to support the assessment process. According to its developers, AI can analyze students' test answers and assignments, identify recurring language errors and assist in preparing educational reports.
The developers emphasize that AI is intended to complement rather than replace teachers. Educational supervisors remain responsible for monitoring students, providing support and intervening when learners fall behind.
The platform can track activities such as lesson participation, assignment submission and overall learning progress. This allows educators to identify students who become less active or experience academic or technical difficulties and provide assistance when necessary.
ParsiGo also includes an administrative web-based system for universities and educational organizations. Institutions can use the system to register students, activate courses and review reports on learners' performance.
The model could also enable universities outside Iran to offer Persian courses to their students without developing an independent digital learning infrastructure. According to the developers, courses can be adapted to the requirements of different institutions and countries.
Potential users include international students preparing to study in Iran, foreign students already enrolled at Iranian universities, learners interested in Persian language and culture, and institutions offering Iranian studies, Persian language or regional studies programs. Language institutes and cultural and academic organizations are also among the potential users.
The project further envisages cooperation with foreign universities, educational agencies and organizations involved in recruiting international students. Depending on the partnership model, participating institutions could introduce students to Persian courses, monitor their progress and receive educational reports.
For Iranian universities seeking to attract international students, providing Persian instruction before students arrive could help them become familiar with the language in advance. It could also give universities a clearer picture of students' progress and preparedness.
The initiative comes as digital education creates new opportunities for expanding access to Persian language instruction beyond traditional classrooms. Online platforms could be particularly useful in countries where qualified Persian-language teachers are not readily available.
Persian, also known as Farsi, is primarily spoken in Iran, Afghanistan—where it is known as Dari—and Tajikistan, where the Tajik variety is spoken. With a literary tradition spanning more than a millennium, the language offers learners access to a substantial cultural and literary heritage.
For foreign learners, Persian can present challenges including its right-to-left writing system, vocabulary influenced by Arabic and Turkic languages, and grammatical features such as verb conjugation and complex sentence structures. At the same time, its relatively straightforward phonetic system and absence of grammatical gender in nouns can make some aspects of the language more accessible.
The difficulty of learning Persian also varies according to a learner's linguistic background. Speakers of languages with similarities to Persian may find some elements more familiar, while learners whose native languages have substantially different grammatical structures may require more time to master Persian syntax and grammar.
Ultimately, the effectiveness of platforms such as ParsiGo will depend on how successfully artificial intelligence, digital tools and qualified instructors are integrated. For Iranian universities and cultural institutions, however, digital Persian education could provide a new channel for reaching international learners and make language preparation an integral part of the journey to studying in Iran.
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