This paper explores the application of Paulo Freire's critical pedagogy to educational reform efforts in the Kurdistan Region of Iraq. Drawing from Freire’s rejection of the traditional "banking model" of education, the study examines how dialogical, student-centered learning approaches can address systemic issues in Kurdish educational institutions, including rote learning, centralized curricula, and lack of critical engagement. Through qualitative analysis of current reforms and pedagogical practices in the region, the paper highlights both the challenges and opportunities of integrating Freirean principles in a post-conflict, culturally rich context. The findings suggest that fostering critical consciousness among students and educators could be a transformative step toward a more participatory and democratic education system in Kurdistan.

Critical pedagogy, Paulo Freire, educational reform

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