Abstract
In the victory process of the Islamic revolution, social forces were present in the form of different social classes and layers. The teachers and students were one of the most important new social forces, which, due to the blocking of the political space and non-participation in the power structure, sought to carry out fundamental reforms in the way power was exercised in the country based on Imam Khomeini's statements. The teachers and students of Qazvin city and its subordinate parts were among the most important active and critical social forces who challenged the structure of governments with different methods and with their extensive and continuous presence in protests, marches and the mobilization of passive political forces strongly in creating an action. They were in charge of a comprehensive revolution.
The purpose of this research is to investigate the actions of teachers and students of Qazvin city towards the ineffective policies of the Pahlavi government and their role in the political mobilization of the masses of the people in the process of victory of the revolution. The method and approach of this research is descriptive and analytical based on documentary sources, oral history and library. The findings of the research show that teachers and students were among the pioneers of the protest against the Pahlavi regime in Qazvin city and played an important role in organizing and guiding people to the revolution.
Keywords: Teachers, Students, Imam Khomeini, Islamic Revolution, Qazvin.
 
Introduction
In this article, we examine the role of teachers and students of Qazvin city in the victory process of the Islamic Revolution. The available archival sources and documents show that since the early fifties and especially in the last two years leading to the revolution, the activities of Qazvin city students were limited to improving the quality and raising the quantitative and qualitative level of their social and cultural life. , by taking inspiration from Imam Khomeini's political and campaigning nature, it has changed its nature to union and political activism. They played an influential role in the reproduction and distribution of Imam's announcements, writing revolutionary slogans, closing schools, writing union and political resolutions, and organizing gatherings. Documents and reports testify that they were present in all scenes and due to their social status among different strata of society, with deliberate and purposeful behavior, such as extensive communication networks, they brought other passive sections of society to the revolution and the spreading of the discourse of Islam.
 
Materials & method
The research method and approach is descriptive and analytical based on documentary sources, oral history and library. Based on the statistical chart, the findings of the research show that teachers and students were among the pioneers of the protest against the Pahlavi regime in Qazvin city and played an important role in raising awareness, organizing and guiding the people to the revolution.
 
Discussion
According to the information and data available in the explanation of contemporary social and political movements, teachers and students were among the most important active and critical social forces in the society. With their widespread presence in the streets and the political mobilization of passive forces, they have greatly contributed to the creation of comprehensive revolutionary actions. An example that also applies to the political behavior of teachers and students in Qazvin city. By forming civic and cultural centers and associations in the cities, they made other sections of the society aware. Their strikes and protests in the cities of Qazvin, Buin Zahra, Takestan and other large and small villages brought the revolution to the lower and passive layers of society
 
Conclusion
The findings of the research show that Qazvini teachers and students, who considered themselves part of a larger protest movement in the process of the victory of the Islamic Revolution, engaged in civil disobedience in various ways and participated in revolutionary activities at the city level. Sometimes they closed the market and participated in street clashes with the security forces and colored the streets with their testimony. According to the available figures, of the forty-five martyrs identified in the last two years leading to the revolution in Qazvin city, fourteen were students and one was a teacher, which shows the active presence of teachers and students in the revolutionary action.