Training, Education, and Sustainable Development

This study aimed to identify the behavioral components involved in educating a future-oriented generation within the Iranian educational system, based on the perspectives of teachers, school administrators, and educational experts. This qualitative study was conducted using a conventional content analysis approach. Data were collected through semi-structured interviews with 28 purposively selected participants from Tehran. Interviews continued until theoretical saturation was reached. The recorded interviews were fully transcribed and analyzed using NVivo software through open, axial, and selective coding procedures. Data analysis revealed three main themes: "Developing a Future-Oriented Mindset," "Fostering Conscious Agency Skills," and "Creating Educational Contexts for Future Readiness." Each theme included subthemes such as long-term thinking, global trend analysis, intergenerational responsibility, decision-making skills, self-management, critical thinking, role-modeling by educators, and innovative school environments. These behavioral components underscore the necessity of integrating future-oriented values and practices into everyday educational experiences. The findings demonstrate that educating a future-oriented generation requires more than theoretical instruction—it demands the cultivation of specific behavioral patterns and mindsets embedded within school culture, family engagement, and broader social structures. These insights can inform educational policy reforms, curriculum development, and teacher training programs.

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.

This study aimed to identify key strategies to enhance cultural resilience in schools located in crisis-prone areas. Using a qualitative research approach and conventional content analysis, 19 participants including school principals, teachers, counselors, and education experts from crisis-affected schools in Tehran were purposefully selected with maximum variation. Data were collected through semi-structured interviews and continued until theoretical saturation was achieved. NVivo 12 software was used for data analysis, employing open coding, categorization, and theme development. Analysis of the data led to the identification of three main themes: "school cultural empowerment," "cultural crisis management," and "rebuilding school social capital." These themes encompassed subthemes such as cultural training for teachers, flexible curriculum development, intercultural dialogue, identifying cultural threats, and parental involvement. The findings indicated that cultural resilience in crisis-prone schools is a multilayered, context-bound, and participatory construct. The study revealed that strengthening cultural resilience in vulnerable schools requires integrated, school-based strategies. Educational policymakers should provide schools with relative autonomy in cultural decision-making and promote local community engagement. The findings offer practical implications for designing cultural interventions and improving education quality in fragile contexts.

This study aimed to identify the key indicators of effective education in reducing social inequalities from the perspective of educational and social justice experts. A qualitative research design using content analysis was adopted. Data were collected through semi-structured interviews with 24 participants, including experts in education, curriculum planning, sociology of education, and social equity in Tehran. Purposeful sampling was used, and interviews continued until theoretical saturation was achieved. Data were analyzed and coded using NVivo 12 software. The data analysis resulted in three main themes: “Educational Justice,” “Social Empowerment through Education,” and “Structural and Policy-Oriented Strategies in Education.” Subthemes included equal access to educational resources, inclusive curricula, family engagement, teacher training for equity, life skills education, and equity-oriented policymaking. Participants emphasized that education can only reduce social inequalities when it is context-sensitive, participatory, and justice-oriented. The findings suggest that achieving effective education for reducing social inequalities requires structural reforms in policies, curriculum content, management systems, and teacher roles. Establishing monitoring systems for educational equity, focusing on social skill-building, and decentralizing educational governance are key strategies to achieve this goal.

This study aimed to identify the factors influencing the promotion of spiritual capital in education and training through a qualitative approach. This qualitative research was conducted using inductive content analysis. Data were collected through semi-structured interviews with 22 educational experts, teachers, and school administrators in Tehran. Participants were selected using purposive sampling based on theoretical saturation. Data analysis was performed using NVivo 12 software through open, axial, and selective coding phases. The analysis resulted in three main themes: “Individual foundations for enhancing spiritual capital,” “Institutional and school-related factors,” and “Cultural and societal dimensions.” A total of 16 subthemes and over 50 open codes were identified. Key factors included spiritual self-awareness, intrinsic motivation, moral role models at school, home–school collaboration, school cultural environment, educational justice, and cultural policymaking. The findings indicate that the promotion of spiritual capital in education requires a multilayered approach encompassing personal, institutional, and socio-cultural dimensions. Strategic planning, curriculum development, and teacher training must be reoriented to prioritize spirituality and moral development.

The present study aims to design a strategic model for enhancing intercultural interaction in border schools in Iran, based on the experiences of teachers, principals, and education experts. This qualitative study employed thematic analysis. Data were collected through semi-structured interviews with 20 teachers, school principals, and educational experts in Tehran. Participants were selected purposefully with maximum variation sampling, and interviews continued until theoretical saturation was reached. The textual data were analyzed using NVivo software through a six-phase thematic analysis process. Three main themes emerged from the data: (1) Cultural empowerment of teachers and students, (2) Supportive intercultural policies and structures, and (3) Promotion of coexistence and intercultural dialogue. These themes included 8 subthemes and over 30 key concepts addressing various dimensions of intercultural interaction in border school settings. Participant quotes emphasized the need for intercultural training, inclusive curriculum content, and culturally responsive learning environments. Findings indicate that fostering intercultural interaction in border schools requires a multi-layered approach, including curriculum planning, teacher capacity-building, learning environment reform, and institutional support. The proposed model can promote educational equity, social cohesion, and multicultural citizenship education in border regions.

The purpose of this study was to identify the educational dimensions of sustainable lifestyle in the content of primary education, focusing on expert perspectives in curriculum planning, environmental education, and moral training. This qualitative study employed thematic analysis. Data were collected through semi-structured interviews with 25 experts in primary education, curriculum design, environmental education, and ethics. Participants were selected purposefully based on relevant expertise and experience. Interviews were transcribed and analyzed using NVivo software until theoretical saturation was achieved. Three main themes emerged: “Ethical and Responsible Living,” “Sustainable Coexistence with Nature,” and “Informed and Future-Oriented Decision-Making.” These included nine subthemes and various concepts such as social responsibility, environmental sensitivity, low-consumption lifestyle, self-regulation, justice orientation, critical thinking, and behavioral consequence awareness. Together, they reflect the multidimensional nature of sustainable lifestyle education in the primary curriculum. The findings suggest that education for a sustainable lifestyle requires an integrative approach that simultaneously addresses ethical, environmental, and cognitive dimensions. Revising primary education curricula and empowering teachers to effectively instill sustainability values are critical steps recommended by the study.

The purpose of this study was to identify the educational dimensions of sustainable lifestyle in the content of primary education, focusing on expert perspectives in curriculum planning, environmental education, and moral training. This qualitative study employed thematic analysis. Data were collected through semi-structured interviews with 25 experts in primary education, curriculum design, environmental education, and ethics. Participants were selected purposefully based on relevant expertise and experience. Interviews were transcribed and analyzed using NVivo software until theoretical saturation was achieved. Three main themes emerged: “Ethical and Responsible Living,” “Sustainable Coexistence with Nature,” and “Informed and Future-Oriented Decision-Making.” These included nine subthemes and various concepts such as social responsibility, environmental sensitivity, low-consumption lifestyle, self-regulation, justice orientation, critical thinking, and behavioral consequence awareness. Together, they reflect the multidimensional nature of sustainable lifestyle education in the primary curriculum. The findings suggest that education for a sustainable lifestyle requires an integrative approach that simultaneously addresses ethical, environmental, and cognitive dimensions. Revising primary education curricula and empowering teachers to effectively instill sustainability values are critical steps recommended by the study.