In recent months, restrictive and exclusionary decisions adopted by the administrators of international language proficiency exams (such as Duolingo, TOEFL, IELTS, and Cambridge tests) have effectively cut off Iranian applicants' access to these assessments. This measure, implemented under the pretext of political tensions, has inflicted devastating consequences on the academic and professional futures of a young population that bears no responsibility for governmental disputes. The purpose of this writing is to present a reasoned and conscientious protest against this unjust discrimination and to demand an immediate review of these restrictive policies.

Points of Objection and Arguments

Blatant Discrimination Between Iranian Students and Other Nationalities in Crisis: While students and youths from other countries embroiled in similar or severe regional wars and crises enjoy international support and freedom of movement for educational mobility, Iranian applicants face systematic deprivation. Imposing unilateral restrictions on a nation due to the political tensions of its rulers constitutes a clear instance of national discrimination and a violation of the principle of equal educational opportunities.

Peaceful Background, Rule of Law, and Exceptionally Low Crime Rates: Contrary to stereotypical portrayals, the Iranian immigrant and applicant community has consistently been recognized as one of the most law-abiding and lowest-crime groups in host countries (such as the United States, Canada, and Europe). Official police statistics and demographic reports demonstrate that crime rates among Iranians are noticeably lower than the host societies' averages, and this demographic has consistently proven to be useful, law-abiding, and peace-seeking citizens.

Absence of Refugee Waves in Recent Crises: Unlike other geographical crises, recent upheavals and conflicts have never resulted in massive waves or flows of refugees from Iran toward foreign borders. Displacements resulting from tensions have generally been limited to temporary internal relocations, and Iranian society lacks the phenomenon of mass outward asylum-seeking.

Presence of an Elite, Specialized, and Academic Class: The demographic structure of the immigrant and study-abroad applicant population from Iran relies heavily on elites, researchers, students, and skilled professionals. These individuals are valuable assets to international societies, and targeting them with educational sanctions is a direct blow to scientific and human progress.

Destructive Impact on Livelihoods and Domestic Employment: Limiting access to international language tests does not merely mean closing the doors to foreign universities; it also disrupts the livelihoods and careers of thousands of language teachers, translators, and education specialists within the country, directly threatening the job security of ordinary citizens.

Specific Demands and Requests

Lift Sanctions and Language Test Restrictions: We urge all test-administering organizations (Duolingo, TOEFL, IELTS, Cambridge) to restore access to platforms and test centers for applicants residing in Iran or holding Iranian passports, and to facilitate identity verification and testing processes in alignment with humanitarian conditions.

Separation of Politics from Education: We emphasize that international educational and academic institutions must maintain their independence from geopolitical conflicts and adhere to the principles of the Universal Declaration of Education and Human Rights, which state that education must be universal and accessible to all.