Identifying Key Indicators of Collaborative Learning for Sustainable Education

Abstract

This study aimed to identify key indicators of collaborative learning aligned with sustainable education from the perspective of educational experts. This qualitative study employed thematic analysis. Data were collected through semi-structured interviews with 21 experts in education, curriculum planning, and sustainable development based in Tehran. Purposeful sampling was conducted until theoretical saturation was reached. NVivo software was used for data analysis. The analysis revealed three main themes: "Collaborative Learning Processes," "Supportive Learning Contexts," and "Learning Values and Attitudes." These categories included subthemes such as effective interpersonal interaction, group responsibility, collective decision-making, teacher support, curriculum structure, participatory assessment, intrinsic motivation, and commitment to sustainability goals. The results indicated that collaborative learning supports sustainable education when social interactions, structural support, and sustainability-oriented values are holistically integrated. The identified indicators offer both theoretical and practical foundations for designing collaborative learning strategies aligned with sustainable education. Incorporating these indicators into curriculum planning, teacher training, and educational policymaking can improve learning quality and foster learners' social and environmental competencies.