Identifying Effective Strategies for Discourse Formation on Sustainable Development in Classrooms

Abstract

This study aimed to identify effective strategies for fostering sustainable development discourse in classrooms, focusing on educational, cultural, and social dimensions. Using a qualitative thematic analysis approach, data were collected through semi-structured interviews with 16 teachers and education experts in Tehran, selected through purposive sampling. Interviews continued until theoretical saturation was reached. The data were analyzed and coded using NVivo software. The analysis yielded three main themes: "educational-pedagogical strategies," "cultural-value-based strategies," and "communicative-social strategies." Each category included multiple subthemes and open codes, suggesting that effective sustainability education involves integrative teaching methods, student participation, incorporation of local cultural values, and the use of digital tools and storytelling techniques. Findings indicate that promoting sustainable development discourse in classrooms requires a multilayered and interactive approach where teachers act as learning facilitators. Integrating sustainability into everyday contexts, connecting it to students' lived experiences, and fostering cultural and intergenerational dialogue are key for institutionalizing this discourse. Educational policymakers are encouraged to design teacher training and curriculum development initiatives that align with sustainability goals.