Investigating the Causes of the Marginalization of Introduction to Environmental Science Courses in Higher Education in Iran

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Rangeland and Watershed Management, Faculty of Natural Resources and Environment, Water and Environment Research Institute, Ferdowsi University of Mashhad, Mashhad, Iran

2 Master Student of Environmental Education, Department of Planning, Management and Environmental Education, Faculty of Environment, University of Tehran, Tehran, Iran

Abstract

The present study aims to identify the factors that cause the marginalization of the presentation of the INTRODUCTION TO THE ENVIRONMENT course. The research was conducted using a qualitative approach, specifically the Grounded Theory Method, with the participation of professionals and experts in a Delphi panel. The study's participants included teaching Vice-Chancellors of all faculties at Ferdowsi University of Mashhad, Iran, specialized professors of the course, and executive officials at the Department of the Environment of Razavi Khorasan Province. A semi-structured interview was conducted through targeted sampling. The interviews continued until theoretical saturation was reached, and the resulting transcripts were analyzed and coded to identify the main and secondary topics. The results show that the causal conditions for the marginalization of the course presentation are "non-compulsory presentation," "conflict of interests among the presenters," "lack of monitoring the quantity and quality of the presentation of this course," "lack of integration of the course content across different academic disciplines," and "weakness in informing and explaining the importance of presenting this course." The contextual conditions include "management transition and conflict of views among educational managers" and "lack of information and activism among students." The intervening conditions are "lack of textbooks and curriculum transparency" and "resistance to new contents and lecturers." Proposed strategies to address these issues include "creating the authority to present and monitor the course," "making the course compulsory," "preparing textbooks, setting the curriculum, and establishing a specialized team of lecturers," and "implementing sensory education." The predictable consequences of implementing these strategies are "increasing environmental awareness," "strengthening the spirit of environmental activism among students," and "organizing environmental education and nature experience at the higher education level." Finally, the study presents a paradigm model that offers a comprehensive approach to higher education policymakers.

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References

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Journals of Environmental Education and Sustainable Development
Volume 12, Issue 3
2024
Pages 9-28

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