multifaceted challenges in english language education: perspectives from secondary school teachers and students in baluchistan, iran

English language education in baluchistan, iran, faces unique challenges due to the region’s socio-economic conditions and limited access to resources. this study investigates the specific teaching and learning difficulties within secondary schools in this region. a mixed-methods approach was employed, gathering quantitative data from 80 teachers through a questionnaire and qualitative insights from 57 students via semi-structured interviews. the findings reveal that teachers encounter obstacles such as unclear course objectives, inadequate instructional methods, time constraints, and insufficient administrative support. students, on the other hand, struggle with curriculum disengagement, a lack of authentic language practice opportunities, low motivation, and emotional barriers like anxiety and fear of judgment. additionally, the limited integration of technological resources hampers effective language learning. these insights challenge the assumption that resource availability alone can improve language teaching, underscoring the importance of proper resource utilization and teacher training. the study advocates for a localized approach to curriculum design that aligns global language learning goals with baluchistan’s socio-cultural context. practical recommendations include modernizing teacher training, addressing emotional barriers, and creating a more supportive environment for teachers and students alike.