Designing a Participatory Policy-Making Model in Development-Oriented Education
Keywords:
Participatory policy-making, development-oriented education, stakeholder participation, educational justice, thematic analysis, institutional capacity-buildingAbstract
The purpose of this study was to design a participatory policy-making model in development-oriented education based on the experiences and perspectives of educational stakeholders. This research employed a qualitative approach using thematic analysis. Participants included 17 educational policymakers, school principals, teachers, and experts selected through purposive sampling from Tehran. Data were collected via semi-structured interviews and continued until theoretical saturation. The data were analyzed using NVivo software, involving open coding, categorization, and the extraction of main and subthemes. The findings were categorized into three major themes: prerequisites for participatory policy-making, features of development-oriented educational policy, and strategies for enhancing participation. Key components identified include institutional capacity building, stakeholder trust-building, synergy between expert and experiential knowledge, educational justice, integration of education with local development, and the use of digital technologies. Moreover, transparency in decision-making processes and strengthening multilevel dialogue mechanisms were emphasized as crucial strategies for effective participation. The results highlight that participatory policy-making requires structural, cultural, and technological reforms in the educational system. A localized and participatory model can improve decision-making quality, promote educational equity, and support sustainable development at the school level.
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