Identifying Key Strategies to Strengthen Cultural Resilience in Schools Located in Crisis-Prone Areas

Abstract

This study aimed to identify key strategies to enhance cultural resilience in schools located in crisis-prone areas. Using a qualitative research approach and conventional content analysis, 19 participants including school principals, teachers, counselors, and education experts from crisis-affected schools in Tehran were purposefully selected with maximum variation. Data were collected through semi-structured interviews and continued until theoretical saturation was achieved. NVivo 12 software was used for data analysis, employing open coding, categorization, and theme development. Analysis of the data led to the identification of three main themes: "school cultural empowerment," "cultural crisis management," and "rebuilding school social capital." These themes encompassed subthemes such as cultural training for teachers, flexible curriculum development, intercultural dialogue, identifying cultural threats, and parental involvement. The findings indicated that cultural resilience in crisis-prone schools is a multilayered, context-bound, and participatory construct. The study revealed that strengthening cultural resilience in vulnerable schools requires integrated, school-based strategies. Educational policymakers should provide schools with relative autonomy in cultural decision-making and promote local community engagement. The findings offer practical implications for designing cultural interventions and improving education quality in fragile contexts.