Identifying the Factors Influencing the Integration of Religious Education and Environmental Education
Keywords:
Religious education, Environmental education, Curriculum integration, Sustainable development, Thematic analysisAbstract
This study aimed to identify the factors influencing the integration of religious education and environmental education in Iran's educational system. This qualitative study employed thematic analysis. Participants included 24 experts in religious education, environmental studies, curriculum planning, and pedagogy, selected through purposive and snowball sampling from among academic faculty and specialists in Tehran. Data were collected via semi-structured interviews and analyzed using NVivo software. Thematic coding was performed in three stages: open, axial, and selective coding. Trustworthiness was ensured through member checking and peer review techniques. The results revealed three main themes influencing the integration process: “value-based and epistemological foundations,” “institutional and structural capacities,” and “educational and psychological contexts.” Subthemes included alignment of religious teachings with environmental ethics, lack of integrated curriculum structure, teaching-learning styles, intrinsic motivation, and the role of religious institutions. The study concludes that integrating religious and environmental education—through curriculum reform, teacher empowerment, leveraging religious institutions, and promoting experiential and value-based learning—can facilitate the internalization of pro-environmental behaviors among students and contribute to education for sustainable development.
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References
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