The extensive social and psychological transformations in the post-war period confront educational systems with multilayered challenges. In this context, teachers—especially in war-affected societies—play a pivotal role in rebuilding human capital and strengthening the psychological and social resilience of future generations. Farhangian University, as the official institution for teacher education in Iran, bears a fundamental responsibility for equipping student-teachers with psycho-social competencies—competencies that, in post-war conditions, are not only a scientific requirement but also a social imperative.



The present study, aiming to explain the role of Farhangian University in developing these competencies, adopts an analytical–descriptive approach and examines the upstream policy documents of the Ministry of Education, teacher-education curricula, and findings from related field studies. The results indicate that, through redesigning certain educational courses, emphasizing ethical and identity-based education, and strengthening skills such as empathy, emotional self-regulation, effective communication, and conflict resolution, Farhangian University has succeeded in fulfilling part of the requirements of teacher education in post-war contexts.



However, gaps such as the lack of specialized training in the field of psycho-social interventions, limited opportunities for authentic field experiences, and weaknesses in linking theoretical knowledge with educational practice still pose significant challenges. The findings underscore that the development of programs based on empowerment-oriented approaches, the use of the capacity of language and literature (including the Arabic language) to enhance intercultural literacy, and the creation of supportive teacher-education networks can significantly strengthen the role of Farhangian University in promoting teachers’