Identifying the Indicators for Integrating Climate Education into Official School Curricula

Abstract

The purpose of this study was to identify the educational dimensions of sustainable lifestyle in the content of primary education, focusing on expert perspectives in curriculum planning, environmental education, and moral training. This qualitative study employed thematic analysis. Data were collected through semi-structured interviews with 25 experts in primary education, curriculum design, environmental education, and ethics. Participants were selected purposefully based on relevant expertise and experience. Interviews were transcribed and analyzed using NVivo software until theoretical saturation was achieved. Three main themes emerged: “Ethical and Responsible Living,” “Sustainable Coexistence with Nature,” and “Informed and Future-Oriented Decision-Making.” These included nine subthemes and various concepts such as social responsibility, environmental sensitivity, low-consumption lifestyle, self-regulation, justice orientation, critical thinking, and behavioral consequence awareness. Together, they reflect the multidimensional nature of sustainable lifestyle education in the primary curriculum. The findings suggest that education for a sustainable lifestyle requires an integrative approach that simultaneously addresses ethical, environmental, and cognitive dimensions. Revising primary education curricula and empowering teachers to effectively instill sustainability values are critical steps recommended by the study.