The ideal model of the environmental education curriculum based on sustainable development indicators in the first middle school, with a functional approach

Document Type : Research Paper

Authors

• Fatemeh Azizzadeh ¹
• Mohsen Dehghani Ghanatghestani ²
• Kolsoum Nami ³
• Mahmoud Sabahizadeh ³

¹ PhD student in Environmental Management, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas , Iran.

² Associate Professor, Department of Environmental Sciences and Engineering,Bandar Abbas Branch, Islamic Azad University , Bandar Abbas, Iran

³ Assistant Professor, Department of Educational Sciences, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran

10.30495/jedu.2023.30699.6158

Abstract

Introduction: The World Commission on Environment and Development considers sustainable development to meet the needs of the present generation without compromising the ability of future generations to meet their needs. This development has three important dimensions: human, environment and future, and the realization of human development precedes development in economic dimensions. Honke and his colleagues believe that the best way to reduce environmental problems is to educate people. The aim of the present study was to investigate the optimal model of the environmental education curriculum based on sustainable development indicators in the first secondary school and of a descriptive-survey type.
research methodology The current research is practical and has been done using a mixed exploratory method. In the research, a combination of qualitative and quantitative tools, and in its exploratory type, qualitative data were used to build a quantitative scale. In this regard, a qualitative method, in-depth interviews with experts, and a quantitative (descriptive-survey) method were used to collect data from environmental experts for qualitative content analysis. In the current research, the data obtained from the qualitative content analysis of the interviews were used to create a questionnaire. Participants in the qualitative section are experts in environmental issues. The quantitative population of this research was education workers of Hormozgan province. Semi-structured questionnaire, the results of the post-test questions, which were given to 10 experts, were calculated and categorized using descriptive-survey statistics. Finally, 24 categories with a central code were identified.
Findings: The highest identified code was related to the integration of teaching and the lowest index was related to the extra-organizational index. Finally, the connection between environmental education curriculum and sustainable development with an implementation approach was designed as a schematic model.

Keywords

• curriculum
• sustainable development
• environmental education

20.1001.1.20086369.1401.13.6.9.2

---

References

1. Adams, W. M. (2019). Green Development: environment and sustainability in the Third World. Routledge.‏
2. Apostolopoulos, N., Al-Dajani, H., Holt, D., Jones, P., & Newbery, R. (2018). Entrepreneurship and the sustainable development goals. Emerald Publishing Limited.‏
3. Beechler, S., & Woodward, I. C. (2009). The global “war for talent”. Journal of international management, 15(3), 273-285.‏
4. Burbach, R., & Royle, T. (2010). Talent on demand? Talent management in the German and Irish subsidiaries of a US multinational corporation. Personnel Review.‏
5. Collins, A. E. (2009). Disaster and development. Routledge.‏
6. Connelly, J., Smith, G., Benson, D., & Saunders, C. (2012). Politics and the environment: from theory to practice. Routledge.‏
7. Denzin, N. K. (2010). Moments, mixed methods, and paradigm dialogs. Qualitative inquiry, 16(6), 419-427.‏
8. Duane, B., Harford, S., Ramasubbu, D., Stancliffe, R., Pasdeki-Clewer, E., Lomax, R., & Steinbach, I. (2019). Environmentally sustainable dentistry: a brief introduction to sustainable concepts within the dental practice. British dental journal, 226(4), 292-295.‏
9. Elliott, J. (2012). An introduction to sustainable development. Routledge.‏
10. Bethke-Langenegger, P., Mahler, P., & Staffelbach, B. (2011). Effectiveness of talent management strategies. European Journal of International Management, 5(5), 524-539.‏
11. Haselhuhn, M. P., Wong, E. M., & Ormiston, M. E. (2017). With great power comes shared responsibility:Psychological power and the delegation of authority. Personality and Individual Differences, 108, 1-4.‏
12. Liao, Z. (2018). Content analysis of China’s environmental policy instruments on promoting firms’ environmental innovation. Environmental Science & Policy, 88, 46-51.‏
13. Morton, S., Pencheon, D., & Squires, N. (2017). Sustainable Development Goals (SDGs), and their implementationA national global framework for health, development and equity needs a systems approach at every level. British medical bulletin, 1-10.‏
14. Segnestam, L. (2003). Indicators of environment and sustainable development: theories and practical experience. THE WORLD BANK ENVIRONMENT DEPARTMENT
15. Soubbotina, T. P. (2004). Beyond economic growth: An introduction to sustainable development. World Bank Publications.‏
16. Tomislav, K. (2018). The concept of sustainable development: From its beginning to the contemporary issues. Zagreb International Review of Economics & Business, 21(1), 67-94.‏
17. Izadi, p., Ramesh, A., & Azimi, f. (2013). The relationship between curriculum with sustainable development of national conference changes in curriculum of education courses in Birjand. [in persian]
18. Rezaei, M., Ahmadi, Na., Imam Friday, S., & Nasri, p. (2018). Investigating the amount of attention to the educational components for sustainable development in the social science curriculum of elementary school. Research in curriculum planning, 15 (30) 28-42. [in persian]
19. Solomon Pour Civil, M., Yarmohammadian, M., & ship votes, N. (2016). Validating the pattern of environmental education curriculum in the Iranian secondary education system. Research in curriculum programming, 12 (47),28-23. [in persian].
20. Zwolinska,K. , Lorenc, S. & Pomykała, R.(2022). Sustainable Development in Education from Students’Perspective—Implementation of Sustainable Developmentin Curricula.Sustainability 14(6):3398.