Identifying Curriculum Design Indicators for Climate Justice Education in Iran’s Educational System

Authors

    Parvin Taherimoghadam Department of Educational Technology, Yazd University, Yazd, Iran
    Mahmoud Sharifi * Department of Strategic Educational Planning, Yazd University, Yazd, Iran m.sharifi@yahoo.com

Keywords:

Climate Justice, Curriculum Design, Climate Education, Equity in Education, Thematic Analysis

Abstract

Climate justice has emerged as a critical dimension of citizenship education, requiring deliberate inclusion in curriculum design. This qualitative study aimed to identify key indicators for designing a climate justice-based curriculum within Iran’s educational system. Using thematic analysis, data were gathered through semi-structured interviews with 23 participants, including environmental educators, curriculum developers, and social activists. The results highlighted four main indicators: integration of climate and social justice education, equitable access to climate-related learning resources, emphasis on local activism, and fostering critical awareness of climate inequalities. These indicators can inform equity-driven curricular reform.

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Published

2025-04-03

Submitted

2025-01-28

Revised

2025-03-03

Accepted

2025-03-23

Issue

Section

مقالات

How to Cite

Taherimoghadam, P., & Sharifi, M. (2025). Identifying Curriculum Design Indicators for Climate Justice Education in Iran’s Educational System. Training, Education, and Sustainable Development, 3(1). https://journaltesd.com/index.php/tesd/article/view/23

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