Developing an Optimal Model for Environmental Education Based on a Comparative Study of Educational Systems in Developed Countries
Keywords:
Environmental education, comparative study, curriculum design, qualitative assessment, participatory learningAbstract
The aim of this study was to develop an optimal model for environmental education in Iran’s educational system based on a comparative analysis of the educational systems of four developed countries: Finland, Canada, the United States, and Iran. This was a descriptive-applied study using a comparative approach. Data were collected through the analysis of official curriculum documents, educational guides, policy reports, and the official websites of the selected countries' ministries of education. Purposeful sampling was applied based on criteria such as educational success, access to English-language resources, and geographical diversity. Data were analyzed using Brady’s four-step comparative model (description, interpretation, juxtaposition, and comparison). Results indicated that an effective environmental education model should consist of four key components: objectives, content, teaching methods, and assessment strategies. Sub-components such as fostering environmental responsibility, understanding human and technological impacts, practical training, the integration of digital tools, and qualitative assessment were found to be central to successful systems. The Iranian system demonstrated considerable gaps in curriculum integration, contextual relevance, and methodological diversity compared to its developed counterparts. Improving environmental education in Iran requires a comprehensive curriculum framework, technological integration, teacher training, and multi-dimensional assessment practices. The experiences of developed countries highlight that impactful environmental education must be cohesive, participatory, and grounded in real-world contexts.
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Copyright (c) 2025 Maryam Ashrafi (Author); Isa Barghi; Sadegh Maleki Avarsin, Behbood Yarigholi (Author)
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