1- Faculty members of the Institute for Research and Planning in Higher Education
2- 2Masters Graduate, Department of Agricultural Extension and Education, College of Agriculture, Tarbiat Modares University
3- Graduate of Agricultural Education and Extension, Tarbiat Modares, Tehran, Iran. ,m.saadvandi@modares.ac.ir
2- 2Masters Graduate, Department of Agricultural Extension and Education, College of Agriculture, Tarbiat Modares University
3- Graduate of Agricultural Education and Extension, Tarbiat Modares, Tehran, Iran. ,
Abstract: (71 Views)
This research aimed to explain and validate the green curriculum’s (GC) characteristics based on the critical competencies of education for the 21st century. Hence, a mixed research method was used. In the qualitative section, being used for identifying characteristics of GC, experts who have scientific experience(s) related to sustainability in Iran's higher education system were selected using snowball sampling, data were collected and analyzed through semi-structured interviews and content analysis, respectively. The validity of the identified GC characteristics was examined quantitatively based on the Lawshe method. In this section, based on the Lawshe method, 40 faculty members and doctoral students in educational sciences were selected using simple random sampling to evaluate the characteristics’ appropriateness by a three-level scale. Based on the results, 50 characteristics were extracted from the interviews and the documents. However, two of them were not acceptable based on the Lawshe method. Moreover, results revealed that each of the five competencies defined for education in the 21st century (including learning to know, learning to be, learning to do, learning to live together, and learning to transform oneself and society) is aligned with several characteristics of the green curriculum. Finally, some of our suggestions to operationalize the mentioned competencies in the format of GC can be offered as follow; considering environmental management in academic curricula in various fields, defining practical projects for students to apply whatever they have learned, encouraging students to communicate with environmental organizations, and also global research communities to widen their horizons toward environmental issues.
Article Type: Original Research |
Subject:
Agricultural Extension and Education
Received: 2024/02/18 | Accepted: 2024/01/1
Received: 2024/02/18 | Accepted: 2024/01/1
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