Green Curriculum Education Plan in the Iranian Education System: A Qualitative Research

In this study, an attempt was made to explain and identify the green curriculum training plan in iranian education, through qualitative research design and in particular qualitative case study. in this regard, faculty members in the fields of curriculum planning, social sciences, and environment from selected universities as our study experts were selected by using a purposeful approach. leading experts were selected by using the theoretical saturation criterion. the interview was carried out with all the10 members of the study sample. then, the obtained data were analyzed for the content analysis technique using nvivo software. the findings were organized in the form of themes. based on the results, a matrix framework of curriculum elements (purpose, content, teaching method, and evaluation) was formed. 4 organizing themes and 21 basic themes were identified and a network of themes was extracted; thus, the design of a green curriculum for the iranian education system (as a comprehensive theme) with the following organizing themes in 4 dimensions introduced: objectives, content, teaching methods, and evaluation. each of the categories has different dimensions in the basic themes of the organized framework, hence as a content plan of the green curriculum in the iranian education system. obviously, the findings of this study have provided the possibility of teaching a green curriculum in the iranian education system in primary schools.

Green Curriculum Education Plan in the Iranian Education System: A Qualitative Research

In this study, an attempt was made to explain and identify the green curriculum training plan in Iranian education, through qualitative research design and in particular qualitative case study. In this regard, faculty members in the fields of curriculum planning, social sciences, and environment from selected universities as our study experts were selected by using a purposeful approach. Leading experts were selected by using the theoretical saturation criterion. The interview was carried out with all the10 members of the study sample. Then, the obtained data were analyzed for the content analysis technique using Nvivo software. The findings were organized in the form of themes. Based on the results, a matrix framework of curriculum elements (purpose, content, teaching method, and evaluation) was formed. 4 organizing themes and 21 basic themes were identified and a network of themes was extracted; thus, the design of a green curriculum for the Iranian education system (as a comprehensive theme) with the following organizing themes in 4 dimensions introduced: objectives, content, teaching methods, and evaluation. Each of the categories has different dimensions in the basic themes of the organized framework, hence as a content plan of the green curriculum in the Iranian education system. Obviously, the findings of this study have provided the possibility of teaching a green curriculum in the Iranian education system in primary schools.