جستجوی مقالات مرتبط با کلیدواژه « environment » در نشریات گروه « علوم تربیتی »

The emergence of various environmental crises has created many problems for governments across the world. This has forced governments to recognize the factors causing environmental degradation and pollution and take steps to create programs for environmental protection (Akadiri et al., 2012). The initiatives and plans developed by governments and organizations to ensure long-term environmental sustainability are necessary to preserve and maintain nature (Scheiner & Willig, 2011). Meanwhile, educational institutions should plan in line with other organizations to protect the environment (Dibai & Lahijanian, 2008). One of the most important educational institutions in any country is school, which, in addition to the task of education, can play an important role in enhancing students’ environmental awareness (Hosseinpour et al., 2018). Schools are the most basic educational context for developing a sense of environmental responsibility in students (Parieshani et al., 2018). The success of any environmental education depends on whether individuals and institutions take responsibility for creating for the environment and change their daily actions to reduce environmental pollution (Barr, 2003). Currently, one of the most important topics that require further research is what different institutions and organizations should do to protect the environment. This research sought to identify the environmental challenges facing schools and provide some suggestions to address those challenges.

1- What measures have school principals implemented to promote environmental education and protect the environment?
2- Based on school principals’ experiences, what are the challenges facing schools in promoting environmental protection?

The current research was conducted using descriptive phenomenology, which is a qualitative research approach. The context of the current study was Sanandaj (Kurdistan province, Iran) and its educational Districts 1 and 2. The participants were principals of girls’ and boys’ primary schools in the academic year 2021-2022. The participants were selected using purposeful sampling. Among the schools in Sanandaj, 16 schools were active in the field of environment and had carried out some environmental initiatives. Semi-structured interviews, which included 8 general and open questions about the research topic, were used to collect qualitative data. In this regard, one of the researchers went to each school and conducted face- to-face, semi-structured interviews with the principals. Finally, collected data from these interviews were analyzed using Attride Sterling’s three-step thematic analysis method.

According to the results, schools could be classified into six categories based on the strategies they followed to support the environment. These six groups of schools focused on the following aspects of the environment: 1) enhancing students’ environmental awareness, 2) improving students’ environmental behavior, 3) promoting a sense of affinity between families and the local community with nature, 4) creating environmental-friendly contexts and equipment to optimize school management and minimize school expenses. , 5) promoting students to the representatives of well-being in the family and society, and 6) reducing the consumption of natural resources. More specifically, the third category of schools, for example, tried to bring families and the local community together and succeeded in heightening their environmental awareness (López et al., 2021). The fourth category of schools was focused on improving the context and physical conditions of schools by using optimal equipment, which, in turn, can be effective in instilling environmental responsibilities and values in students (Akbari Armand et al., 2020).
Organizational limitations in the education system were the primary obstacles raised by school principals (Soleimani et al., 2019). According to participant principals, educational limitations were the second group of challenges to environmental strategies facing primary schools in Sanandaj (Gündüz & Erdoğuş, 2017). The third group of obstacles concerned the community’s limited environmental awareness, which refers to the lack of awareness and cooperation by families and the media. It also refers to the lack of parents’ trust in schools in terms of safety and health, which is rooted in reductionist beliefs considering schools as closed classes limited to teaching of students by teachers (Soleimani et al., 2019). The lack of facilities and allocation of a limited budget for environmental activities formed the fourth group of challenges (Salaran et al., 2013). Structural and physical limitations were referred to by principals as the fifth group of obstacles undermining environmental activities in Sanandaj primary schools. School principals pointed out that neither school buildings nor their physical spaces were appropriate for promoting environmental activities in schools (Soleimani et al., 2019).

According to the results of this research, schools, as one of the key pillars of education in any country, can take measures to reduce energy consumption, enhance students’ environmental awareness, and promote a sense of friendship between families and society, on the one hand, and nature, on the other hand. In addition, schools can aim for green architecture and design, cooperate with environmental organizations, play a role in both creating green spaces in the city and cleaning public places, use different technologies for communication and exams, and change their consumption pattern. Other strategies that can be followed by schools to protect the environment include avoiding excess waste, reducing costs, and improving efficiency. In this regard, schools are recommended to utilize optimal equipment and smart sensors and create green spaces with local trees and plants that need little watering. These simple but effective measures will not only add to the beauty and cleanliness of schools but also help schools save energy and reduce their costs. The abovementioned measures and strategies, if implemented by schools, will turn schools into beautiful places that can provide job satisfaction for teachers and peaceful education for students.

The aim of the current research is to present the organizational culture model of the Ministry of Sports and Youth. The research method was applied in terms of purpose, qualitative in terms of data type, and grounded theory in terms of the nature and type of data study. The target population of the research includes faculty members with the rank of assistant professor and above and having experience and planning in the mentioned field and experts in the field of human resources of the Ministry of Sports and Youth with PhD in education and management experience based on the theoretical sampling method of the snowball type . Based on theoretical data saturation, 15 experts were selected for interview. The research tool was a semi-structured interview in which the dimensions, components and indicators of the mentioned model were set. . For the aforementioned interview form, a part of national and global models, findings, studies and theories were first examined. Then, with open coding, indicators were counted and through axial coding, they were categorized in the form of dimensions, components and indicators, and it was sent to 15 experts and the dimensions and components were identified with the help of selective coding through interviews, Delphi technique and brainstorming. As a result, 5 dimensions, 22 components and 142 indicators were finalized for the organizational culture model of the Ministry of Sports and Youth. After the final confirmation and prioritization of the experts, the dimensions, components and indicators of the model were drawn, and again, experts validated the mentioned model.

The purpose of this study was to investigate the impact of teaching philosophy to children on epistemological beliefs and learning environmental concepts in 11th- grade students. The research method was quasi-experimental and pre-test-post-test with a control group. The statistical population consisted of 11th- grade students in Arak city, 44 of whom were selected by convenience sampling method and were randomly divided into two groups of 22 control and experimental groups. Subjects in the experimental group were taught human and environmental lessons for 12 sessions based on the principles of the philosophy for children program. Whereas in the control group the training method was conventional. Data collection tools were Schumer's Epistemological Beliefs Questionnaire (1990) and a researcher-made environmental concept test. Analysis of covariance was used for data analysis. The results showed that applying philosophy in the children programs had a positive and significant effect on epistemological beliefs and their components as well as learning environmental concepts of students (p = 0.001). Based on the results of the study, it is suggested to incorporate the principles of philosophy for children in the curriculum rather than being implemented separately.

A medium is required to convey a message, and animation is one of the best ways in this regard, especially for children. In Iran, the capacity of animation has been less used for the environmental education. The current study was conducted to investigate the effect of animation  on educating students in terms of the types of waste, duration of the waste decomposition and its impact on the environment. The research population included 70 primary school second grade male students in Isfahan city in the academic year of 2018-2019. The students were divided into treatment and control groups, so  that the treatment group received training using animation and the control group only received regular school instruction. After completing the training cycle, a questionnaire was prepared and distributed between both groups. The reliability of this questionnaire was calculated using Cronbach's alpha (α = 0.89). The results showed that there was a significant difference (p <0.001) between the treatment group  (mean = 11.73) and control group (mean = 5.61). Findings indicated that after the training course using animation, knowledge, attitude and behaviors of students towards the environment were significantly increased. Thus, the impact of animation on the waste management training was positive and significant, showing that the effectiveness of environmental education could be increased using animation.

The strategy for smart specialization university has been one of the main policies of the European Union in recent years to develop regional performance and economic growth through university systems. In spite of this, no research has been done to identify the components of this strategy. Accordingly, this study aimed to identify the components of the smart specialization strategy of higher education institutions. This qualitative research was conducted using the meta-synthesis strategy and content analysis. In the findings, fifteen components were extracted as follows: specialized pedagogy (efficient teaching methods, environmental learning), specialized research (specialized research policy-making, research targeting, research networking), academic entrepreneurship (continuous university-industry link, entrepreneurial institutionalization, and development of research cooperation capacities with the industry and different sectors), specialized governance (multi-level governance, specialized regional governance, specialized governance in higher education), specialized general management (efficient public management, effective government monitoring and evaluation), specialized management of higher education (new management in higher education and university job creation), specialized regional development (regional innovation ecosystem, crowdsourcing decision-making and regional decision-making, regional entrepreneurship, university regional compatibility), human resource capital development (professional development of faculty members, students and staff), information and communication technology (statistical-technical and technological innovations), university finance (the allocation of financial resources, planning and financial resource management), hard capacity building (hard public and research capacity building), legal mechanisms (compilation and revision of laws), incentive-support mechanisms (development of incentive and support mechanisms), development of cultural capacities (social and academic culture) and creating a competitive atmosphere (competition within and beyond higher education). Finally, a schematic model of smart specialization of the university and the proposed policies for Iran's higher education system are presented.

The purpose of this study is to examine the Qur'an's view of the environment in order to develop an educational model. This is a qualitative research. In this study, the researcher first uses a purposeful sample of the Qur'an and valid interpretations of the subject of the environment, then extracts the results and findings from the perspective of the Qur'an by interpreting the environment and presents an educational model. In this study, according to the key role of the two elements of man and nature, their corresponding attributes are extracted from the Qur'an. Subsequently, five normative propositions and five realistic propositions are extracted. Pairs of normative-realist propositions corresponding to each other are then considered as the preconditions of a deductive argument, and five prescriptive propositions as educational principles are inferred from each of these conjugate propositions, which include: Of the world of nature, the principle of establishing an innate connection with the world of nature to understand its purpose, the principle of strengthening the sense of responsibility for allowing nature to conquer, the principle of mentioning the blessings of nature to strengthen the sense of gratitude towards it and the principle of strengthening holistic insight. Educational methods are proposed for the fair use of nature and, finally, for each of these principles. Therefore, it can be expected that the findings of the present study in the form of a proposed model based on practical teachings and methods, can lead to purposeful and responsible human occupation of nature and lead to land development and environmental protection, and also this model should be used by decision makers in the formal education systems of the country and also in the field of public culture.