Extracting the Educational Dimensions of Sustainable Consumption Literacy in School Curricula

Abstract

The present study aimed to extract the educational dimensions of sustainable consumption literacy within school curricula, based on expert perspectives in curriculum planning and environmental education. This qualitative research employed a content analysis approach. The participants consisted of 21 experts in the fields of curriculum studies, environmental education, and pedagogy, selected through purposive and snowball sampling in Tehran. Data were collected via semi-structured interviews and analyzed using NVivo software through open, axial, and selective coding. Interviews continued until theoretical saturation was achieved. Findings revealed that sustainable consumption literacy encompasses three main educational dimensions: "awareness and knowledge," "attitude and value orientation," and "behavior and action." Each dimension included several components such as environmental literacy, economic understanding, media message analysis, personal responsibility, frugality, support for local production, and resource management. The analysis emphasized the interrelation of these dimensions in achieving effective sustainable consumption education. The study concluded that integrating sustainable consumption literacy into school curricula requires a multidimensional and interdisciplinary approach. Educational content should simultaneously address cognitive, affective, and behavioral aspects to cultivate responsible and sustainable consumption habits among students. The findings offer practical implications for curriculum development and teacher training programs.