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

Iran IR: Literacy Rate: Youth: % of People Age 15-24 data was reported at 97.938 % in 2014. This records an increase from the previous number of 97.777 % for 2013. Iran IR: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 97.038 % from Dec 1976 (Median) to 2014, with 10 observations. The data reached an all-time high of 98.014 % in 2012 and a record low of 56.454 % in 1976. Iran IR: Literacy Rate: Youth: % of People Age 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: 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).

Adult literacy rate of Iran increased by 3.44% from 86.00 % in 2016 to 88.96 % in 2022. Adult literacy rate is the percentage of people ages 15 and above who can, with understanding, read and write a short, simple statement on their everyday life.

Graph and download economic data for Literacy Rate, Adult Total for the Islamic Republic of Iran (SEADTLITRZSIRN) from 1976 to 2022 about Iran, literacy, adult, and rate.

Iran IR: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 84.705 % in 2014. This records an increase from the previous number of 84.627 % for 2013. Iran IR: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 82.331 % from Dec 1976 (Median) to 2014, with 11 observations. The data reached an all-time high of 84.705 % in 2014 and a record low of 36.518 % in 1976. Iran IR: Literacy Rate: Adult: % of People Aged 15 and Above 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. 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.; ; 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).

Historical dataset showing Iran literacy rate by year from 1976 to 2022.

Iran IR: Literacy Rate: Youth Male: % of Males Aged 15-24 data was reported at 98.192 % in 2014. This records an increase from the previous number of 98.109 % for 2013. Iran IR: Literacy Rate: Youth Male: % of Males Aged 15-24 data is updated yearly, averaging 97.627 % from Dec 1976 (Median) to 2014, with 10 observations. The data reached an all-time high of 98.334 % in 2012 and a record low of 70.900 % in 1976. Iran IR: Literacy Rate: Youth Male: % of Males 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: 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 IR: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 89.635 % in 2014. This records an increase from the previous number of 89.542 % for 2013. Iran IR: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 87.272 % from Dec 1976 (Median) to 2014, with 11 observations. The data reached an all-time high of 89.635 % in 2014 and a record low of 48.183 % in 1976. Iran IR: Literacy Rate: Adult Male: % of Males Aged 15 and Above 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. 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.; ; 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).

View yearly updates and historical trends for Iran Adult Literacy Rate. Source: World Bank. Track economic data with YCharts analytics.

Iran IR: Literacy Rate: Adult Female: % of Females Aged 15 and Above data was reported at 79.839 % in 2014. This records an increase from the previous number of 79.756 % for 2013. Iran IR: Literacy Rate: Adult Female: % of Females Aged 15 and Above data is updated yearly, averaging 76.803 % from Dec 1976 (Median) to 2014, with 11 observations. The data reached an all-time high of 79.839 % in 2014 and a record low of 24.423 % in 1976. Iran IR: Literacy Rate: Adult Female: % of Females Aged 15 and Above 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. 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.; ; 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, République islamique d’: Male literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Iran, République islamique d’ de 1976 à 2022. La valeur moyenne pour Iran, République islamique d’ pendant cette période était de 93.97 pour cent avec un minimum de 71 pour cent en 1976 et un maximum de 98.69 pour cent en 2022.

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).

Dataset from a case-control study (n=500, aged 30-60) on oral health literacy, socioeconomic factors, and denture use in Hamadan Province, Iran. Includes raw data (demographics, OHL scores, behaviors, DMFT), a Persian questionnaire, STATA analysis script, and README. Highlights higher education as protective (OR: 0.37, p=0.005) and low income as a risk factor (OR: 2.15, p

Frequency distribution of the health literacy level and behaviors to prevent COVID-19 among students.

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 .

BackgroundSince the occurrence of the COVID-19 pandemic, information dissemination has increased rapidly. Promoting health literacy is currently crucial to prepare people to respond quickly to situations, such as the COVID-19 pandemic. Due to the importance of health literacy in this critical situation, we are looking for a questionnaire to measure COVID-19 health literacy. The COVID-19 Germany Health Literacy Questionnaire (HLS-COVID-Q22) is an excellent tool, so the study aimed to create a cultural validity of this questionnaire for the Iranian population.MethodsIn this validation study, 880 samples were enrolled using a convenient sampling method. The questionnaire was translated through a backward forwarding procedure. Confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) were employed for Persian version validity. McDonald's omega (Ω), Cronbach's alpha, and average inter-item correlation (AIC) coefficients were assessed for reliability.ResultsUsing EFA on the random half sample (n = 440), the EFA indicated that the scale had four factors: accessing, understanding, appraising, and applying health-related information in the COVID-19 pandemic context, which explained 59.3% of the total variance. CFA was used for the sample's second part (n = 440) to evaluate the goodness of fit of the four-factor solution. CFA showed the model fit. All indices RMSEA = 0.067, CFI = 0.934, IFI = 0.934, PCFI = 0.772, PNFI = 0.747, and CMIN/DF = 2.972 confirmed the model fit. The convergent validity of the HLS-COVID-Q22 was confirmed. McDonald's omega and Cronbach's alpha were very good (α and Ω >0.80).ConclusionThe Persian version of the HLS-COVID-Q22 had acceptable psychometric properties and is applicable to measure COVID-19 health literacy.

IR：非文盲率：年轻女性：15-24岁女性百分比在12-01-2014达97.678%，相较于12-01-2013的97.438%有所增长。IR：非文盲率：年轻女性：15-24岁女性百分比数据按年更新，12-01-1976至12-01-2014期间平均值为96.435%，共10份观测结果。该数据的历史最高值出现于12-01-2014，达97.678%，而历史最低值则出现于12-01-1976，为42.328%。CEIC提供的IR：非文盲率：年轻女性：15-24岁女性百分比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.

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.