Creating globally inclusive AI systems demands datasets reflecting diverse social norms. Iran, with its unique cultural blend, offers an ideal case study, with Farsi adding linguistic complexity. In this work, we introduce the Iranian Social Norms (ISN) dataset, a novel collection of 1,699 Iranian social norms, including environments, demographic features, and scope annotation, alongside English translations. Our evaluation of 6 Large Language Models (LLMs) in classifying Iranian social norms, using a variety of prompts, uncovered critical insights into the impact of geographic and linguistic context. Results revealed a substantial performance gap in LLMs’ comprehension of Iranian norms. Notably, while the geographic context in English prompts enhanced the performance, this effect was absent in Farsi, pointing to nuanced linguistic challenges. Particularly, performance was significantly worse for Iran-specific norms, emphasizing the importance of culturally tailored datasets. As the first Farsi dataset for social norm classification, ISN will facilitate crucial cross-cultural analyses, shedding light on how values differ across contexts and cultures.

Using large language models (LLMs) for educational applications like dialogue-based teaching is a hot topic. Effective teaching, however, requires teachers to adapt the difficulty of content and explanations to the education level of their students. Even the best LLMs today struggle to do this well. If we want to improve LLMs on this adaptation task, we need to be able to measure adaptation success reliably. However, current Static metrics for text difficulty, like the Flesch-Kincaid Reading Ease score, are known to be crude and brittle. We, therefore, introduce and evaluate a new set of Prompt-based metrics for text difficulty. Based on a user study, we create Prompt-based metrics as inputs for LLMs. They leverage LLM’s general language understanding capabilities to capture more abstract and complex features than Static metrics. Regression experiments show that adding our Prompt-based metrics significantly improves text difficulty classification over Static metrics alone. Our results demonstrate the promise of using LLMs to evaluate text adaptation to different education levels.