Designing a Conceptual Model of Factors Influencing Sustainable Citizenship Education in Formal Schooling
Keywords:
Sustainable citizenship education, formal education, curriculum, education for sustainability, thematic analysis, Iranian education systemAbstract
The aim of this study was to design a conceptual model of factors influencing sustainable citizenship education in formal schooling, focusing on curriculum content, school role, and socio-cultural context. This research employed a qualitative design using thematic analysis. Data were collected through semi-structured interviews with 15 teachers, educational experts, and policymakers in Tehran, selected via purposive sampling until theoretical saturation was achieved. Interviews were transcribed and analyzed using NVivo software, resulting in the extraction of key themes and subthemes. The findings were categorized into three main themes: curriculum content, the role of teachers and schools, and socio-cultural infrastructures. Each theme contained several subthemes such as integration of sustainability concepts, cognitive skill development, teacher competencies, school culture, media influence, and supportive policymaking. The final conceptual model illustrated the interconnection between in-school and out-of-school factors in shaping sustainable citizenship. Educating sustainable citizens requires effective coordination among curriculum design, teacher empowerment, school culture, family involvement, and national educational policy. The proposed conceptual model serves as a framework for developing educational strategies, teacher training programs, and policy reforms aligned with sustainable development goals.
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