Identifying the Core Components of Internalizing Sustainable Development Values in Iran’s Formal Education System

Abstract

Internalizing the values of sustainable development presents a significant challenge for formal education systems in developing countries. This qualitative study aimed to identify the core components of such internalization among students. Data were collected through semi-structured interviews with 26 participants, including educational experts, curriculum planners, and experienced teachers in Tehran. Thematic analysis using NVivo software revealed four key components: teacher role modeling, integration of values in the hidden curriculum, creation of ethically interactive environments, and the reinforcement of meaning and purpose in education. These components offer a foundation for value-based sustainable education reform.