This research aims to synthesize the literature concerning the internationalization of Iran's higher education system to identify its barriers. The study utilized a qualitative meta-synthesis method, employing documentary data collection and systematic analysis based on the Strauss and Corbin approach. To ensure the validity and reliability of the data, the researcher utilized the essential tool of Glin and consulted experts in the field. A total of 184 codes, fourteen components, and two dimensions were identified. The findings reveal that the barriers to the internationalization of Iran's higher education system encompass internal dimensions and their associated components, including policy-related barriers, English language barriers, resource-related barriers (financial, human, and equipment), management-related barriers, curricular barriers, technology-related barriers, and legal barriers within the educational system. External dimensions include barriers such as macro-management system barriers, cultural barriers, legal barriers, economic barriers, political barriers, and barriers in the international domain. Based on the findings, it is recommended that planners of higher education systems in developing countries initially concentrate on necessary measures and strategies to overcome internal barriers to the internationalization of higher education; otherwise, achieving this goal will likely fail if efforts focus solely on addressing external barriers.
