Identifying the Components Influencing Self-Awareness in School-Based Educational Programs
Keywords:
Self-awareness, educational programs, schools, thematic analysis, social-emotional learningAbstract
This study aimed to identify the components influencing self-awareness in school-based educational programs using a qualitative approach. A qualitative thematic analysis approach was employed. Sixteen participants—including teachers, counselors, school staff, and curriculum developers in Tehran—were selected through purposive sampling. Data were collected using semi-structured interviews and continued until theoretical saturation. The data were systematically analyzed using NVivo software, and coding was conducted across open codes, subcategories, and main themes. Three main themes emerged from the data: (1) Individual foundations of self-awareness (including emotional awareness, recognition of strengths and weaknesses, self-acceptance, intrinsic motivation, and reflection); (2) Interpersonal and environmental influences (including peer interactions, teacher role, classroom climate, school-family interaction, cultural diversity, and media influence); and (3) Programmatic and instructional strategies (including curricular integration, creative activities, mindfulness practices, personal growth assessments, and life skills training). Findings revealed that self-awareness in students is shaped through the dynamic interaction of personal, interpersonal, and educational factors. School-based educational programs that integrate these components can effectively foster self-awareness and contribute to holistic student development. It is recommended that the identified strategies be incorporated into educational policy and curriculum design.
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