As of 2020, the literacy rate of women in Iran was 85.5 percent. The literacy rate of men in Iran was slightly lower at about 80.8 percent in that year.

Iran IR: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 97.678 % in 2014. This records an increase from the previous number of 97.438 % for 2013. Iran IR: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 96.435 % from Dec 1976 (Median) to 2014, with 10 observations. The data reached an all-time high of 97.678 % in 2014 and a record low of 42.328 % in 1976. Iran IR: Literacy Rate: Youth Female: % of Females Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Iran – Table IR.World Bank.WDI: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Iran: Youth literacy rate, ages 15-24: The latest value from 2022 is 98.81 percent, an increase from 98 percent in 2016. In comparison, the world average is 90.52 percent, based on data from 65 countries. Historically, the average for Iran from 1976 to 2022 is 91.15 percent. The minimum value, 56 percent, was reached in 1976 while the maximum of 98.81 percent was recorded in 2022.

Iran literacy rate for 2022 was 88.96%, a 2.96% increase from 2016.

<ul style='margin-top:20px;'>

<li>Iran literacy rate for 2016 was <strong>86.00%</strong>, a <strong>1% increase</strong> from 2014.</li>
<li>Iran literacy rate for 2014 was <strong>85.00%</strong>, a <strong>0% increase</strong> from 2013.</li>
<li>Iran literacy rate for 2013 was <strong>85.00%</strong>, a <strong>1% increase</strong> from 2012.</li>
</ul>Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.

Iran IR: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 0.995 Ratio in 2014. This records an increase from the previous number of 0.993 Ratio for 2013. Iran IR: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 0.988 Ratio from Dec 1976 (Median) to 2014, with 10 observations. The data reached an all-time high of 0.995 Ratio in 2014 and a record low of 0.597 Ratio in 1976. Iran IR: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Iran – Table IR.World Bank.WDI: Education Statistics. Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

IR: Gross Intake Ratio in First Grade of Primary Education: Female: % of Relevant Age Group data was reported at 97.955 % in 2015. This records a decrease from the previous number of 100.919 % for 2014. IR: Gross Intake Ratio in First Grade of Primary Education: Female: % of Relevant Age Group data is updated yearly, averaging 100.484 % from Dec 1971 (Median) to 2015, with 28 observations. The data reached an all-time high of 107.573 % in 2013 and a record low of 63.735 % in 1971. IR: Gross Intake Ratio in First Grade of Primary Education: Female: % of Relevant Age Group data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Iran – Table IR.World Bank.WDI: Education Statistics. Gross intake ratio in first grade of primary education is the number of new entrants in the first grade of primary education regardless of age, expressed as a percentage of the population of the official primary entrance age.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

IR: Compulsory Education: Duration data was reported at 8.000 Year in 2016. This stayed constant from the previous number of 8.000 Year for 2015. IR: Compulsory Education: Duration data is updated yearly, averaging 8.000 Year from Dec 1998 (Median) to 2016, with 19 observations. The data reached an all-time high of 8.000 Year in 2016 and a record low of 5.000 Year in 2004. IR: Compulsory Education: Duration data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Iran – Table IR.World Bank.WDI: Education Statistics. Duration of compulsory education is the number of years that children are legally obliged to attend school.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median; Aggregate data are based on World Bank estimates.

Iran: PISA reading scores: The latest value from is index points, unavailable from index points in . In comparison, the world average is 0.000 index points, based on data from countries. Historically, the average for Iran from to is index points. The minimum value, index points, was reached in while the maximum of index points was recorded in .

IR：性别对等指数（GPI）：非文盲率：青年15-24岁在12-01-2014达0.995Ratio，相较于12-01-2013的0.993Ratio有所增长。IR：性别对等指数（GPI）：非文盲率：青年15-24岁数据按年更新，12-01-1976至12-01-2014期间平均值为0.988Ratio，共10份观测结果。该数据的历史最高值出现于12-01-2014，达0.995Ratio，而历史最低值则出现于12-01-1976，为0.597Ratio。CEIC提供的IR：性别对等指数（GPI）：非文盲率：青年15-24岁数据处于定期更新的状态，数据来源于World Bank，数据归类于全球数据库的伊朗 – 表 IR.世行.WDI：教育统计。

Background and aimHealth literacy (HL) is one of the effective factors in controlling the COVID-19 epidemic. Considering the high prevalence of COVID-19 disease, the present study aimed to determine the relationship between HL and the adoption of COVID-19 preventive behaviors.Materials and methodsThis was a descriptive-cross sectional study conducted on 214 students selected by simple random sampling method in Esfarayen Faculty of Medical Sciences, Iran, in 2022. The data included demographic and background characteristics, health literacy for Iranian Adults (HELIA), and a valid and reliable questionnaire to measure COVID-19 preventive behaviors. The data were analyzed using SPSS 23, descriptive statistics, and ordinal logistic regression tests.ResultsThe mean and standard deviation of the scores of adoption of COVID-19 preventive behaviors and HL among students were 18.18) 4.02(out of 25 and 72.14) and 12.75 (out of 100, respectively. The results of the logistic regression test showed that the HL (P = 0.003), gender (P

BackgroundThis study was conducted to measure depression literacy (D-Lit) and mental health literacy (MHL) and to investigate their relationship with psychological status and quality of life among Iranian patients with type 2 diabetes mellitus (T2DM).MethodsThis cross-sectional study was conducted in 2021 among 400 patients with T2DM in Iran. Samples were selected using proportional stratified sampling. Data collection tools comprised a demographic questionnaire, measures of MHL and D-Lit, the diabetes quality of life (DQOL) scale, and the DASS-21. After confirming the normality of the data using the Kolmogorov-Smirnov test, parametric statistical tests (such as one-way ANOVA, independent samples t-test, and Chi-Square) were used to investigate the relationship between the variables using SPSS v22 software. The results of continuous quantitative data are reported in the form of means and standard deviations, and qualitative data are reported in the form of absolute and relative frequencies.ResultsIn this study, 10.25% of the participants (n = 41) had severe depression, while 36.75% (n = 147) experienced severe anxiety. The mean (standard deviation) of MHL was 80.92 (9.16) from 130 points. Of the participants, only 1.7% (n = 7) did not answer any questions correctly on the D-lit scale, and only 5.8% (n = 23) were able to answer 15 questions or more correctly on the D-lit. MHL had a significant negative correlation with depression (r = −0.236), anxiety (r = −0.243), and stress (r = −0.155) (P < 0.001). There was a positive and significant correlation between MHL and D-Lit (r = 0.186) (P < 0.001). D-Lit had a significant negative correlation with depression (r = −0.192), anxiety (r = −0.238), and stress (r = −0.156) (P < 0.001). There was a positive and significant correlation between the ability to recognize disorders (r = 0.163), knowledge of self-treatment (r = 0.154), and DQOL (P < 0.001). Depression (r = −0.251), anxiety (r = −0.257), and stress (r = −0.203) had a significant negative correlation with DQOL (P < 0.001).ConclusionMHL and D-Lit levels were found to be inadequate in patients with T2DM. These low levels of MHL and D-Lit among patients with T2DM were associated with higher levels of anxiety, depression, and stress, as well as a lower quality of life. Therefore, designing and implementing preventive programs to improve the mental health of patients with T2DM can help prevent mental disorders and ultimately improve their quality of life.

Demographic and background characteristics of the students.