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

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.