Exploring the Factors Influencing Job Commitment of Teachers in Underprivileged Areas: A Qualitative Study
Keywords:
Environmental identity, curriculum, environmental education, thematic analysis, secondary educationAbstract
This study aimed to identify the dimensions of environmental identity in secondary school curricula through a qualitative approach and analysis of expert perspectives. The study employed a qualitative design using conventional content analysis. Data were collected through semi-structured interviews with 16 experts in environmental education, curriculum planning, and educational sciences, selected via purposive sampling. Data collection continued until theoretical saturation was reached. Thematic analysis was conducted using Nvivo software to code and categorize the data. The analysis revealed three main themes: "Environmental Knowledge and Awareness," "Environmental Attitudes and Values," and "Environmental Behaviors and Actions." Each theme included several subthemes such as environmental literacy, personal responsibility, environmental justice, sustainable lifestyle, experiential learning, and school-based ecological practices. The findings indicated that school curricula can play a vital role in shaping students’ environmental identity, provided they are intentionally designed to integrate these dimensions. Environmental identity among students is a multidimensional construct that should be explicitly addressed in the design and implementation of curricula. The identified components offer a framework for revising educational content, improving teacher training, and enhancing environmental education in Iran’s secondary school system.
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