Identifying the Dimensions of Social Meaning-Making in Development-Oriented Education
Keywords:
Social meaning-making, development-oriented education, meaningful learning, educational identity, social interaction, thematic analysisAbstract
This study aimed to identify the dimensions of social meaning-making in the process of development-oriented education. Using a qualitative design, the study employed semi-structured interviews with 21 teachers, education experts, and policy professionals in Tehran. Participants were selected purposefully, and data collection continued until theoretical saturation. Data were analyzed thematically using NVivo software to extract core patterns and dimensions of social meaning-making within the context of development-oriented education. Analysis revealed three main categories: “Purposeful Social Interaction,” “Representation of Identity and Meaning in Education,” and “Facilitating Meaningful Action in Learning.” Each category encompassed multiple subthemes and open codes, illustrating that social meaning-making is a multidimensional construct shaped by interpersonal, cultural, and contextual factors. The findings suggest that development-oriented education can lead to meaningful learning when it fosters interactive relationships, supports identity reflection, and enables learners to engage in socially meaningful actions. These results provide valuable insights for curriculum designers, teacher training programs, and education policy reform.
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