نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه ترویج و آموزش کشاورزی پایدار، دانشکده اقتصاد و توسعه کشاورزی، دانشگاه تهران، کرج، ایران
2 گروه ترویج و آموزش کشاورزی، دانشکده اقتصاد و توسعه کشاورزی، دانشگاه تهران، کرج، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Although there are proven and successful developments in higher education for sustainable development, many challenges remain. Among these challenges is the need for higher education institutions to improve the integration of sustainability into curricula, training, and research holistically. In this regard, the present study aimed to explore the challenges and limitations of integrating sustainability issues into higher education in Iranian faculties of agriculture and natural resources. The qualitative research method was thematic analysis, purposive sampling technique, and data collection method, a structured interview with sustainability professor experts, conducted until the topic was saturated and then analyzed using Maxqdawin20 software. Four criteria were used to evaluate the research findings: Accreditation, Transferability, Replicability, and Verifiability. The results of the data analysis in the coding process led to the identification of 137 open codes, which were finally categorized in terms of 24 central themes and under three overarching themes, including cognitive, cultural, and structural challenges. According to the results of the study, most of the challenges for the faculties of agriculture and natural resources lie in the integration of sustainability in the structural dimension. Finally, based on the research findings, practical approaches are presented that can be used by policymakers, educational planners, and faculty members in curriculum and academic planning.
کلیدواژهها [English]
Extended Abstract
Objectives
We inhabit a finite planet, yet our actions as a species often disregard its limitations. To ensure our survival, we must prioritize sustainability in all aspects of life. One widely accepted framework for promoting sustainability is the achievement of the Sustainable Development Goals (SDGs). These goals necessitate transformations in economic, social, and environmental dimensions. Education is recognized as a crucial element for the effective implementation of SDGs, particularly goals four and seven, which focus on education for sustainable development. It is essential to promote sustainable development at all educational levels, with higher education playing a pivotal role in transitioning to a more sustainable society. Consequently, integrating sustainability into the policies and strategies of higher education institutions is necessary. Numerous researchers have explored ways to incorporate sustainable development into university curricula, but evaluations of these integrations have often been superficial. Additionally, there is an ongoing debate about the qualifications needed to introduce sustainable development into university curricula. Comprehensive and transdisciplinary education that encompasses the social, environmental, and economic aspects of sustainability is expected to play a significant role in addressing global challenges. While there have been successful developments in higher education for sustainable development, many challenges remain. This research aims to analyze the challenges and limitations of integrating sustainability into higher education for agriculture and natural resources in Iran.
Research Methodology
This applied research employs a qualitative data collection method and focuses on expert faculty members in Iran's agricultural and natural resources fields. The study first examines the curriculum topics using latent and manifest qualitative content analysis, identifying lessons related to sustainability. Next, 32 expert faculty members with experience teaching these courses are interviewed using a theme analysis approach in MaxQDAwin20 software. This approach helps organize and present a comprehensive picture of the data. The process includes six steps: familiarizing oneself with the data, generating initial codes, searching for and generating themes, drawing a network of themes, defining and naming themes, and preparing a report. To support this stage, the researcher attends classes taught by three cooperating professors for one semester, benefiting from their experiences to verify and better analyze the theme network.
Results
After a three-step coding process, fundamental, central, and comprehensive themes are obtained. A total of 137 basic themes and 24 organizing or main themes are extracted into three overarching themes: cognitive, cultural, and structural challenges. The cognitive category includes themes of complex nature, weak belief, and lack of concern. The cultural category comprises inconsistent behavior, lack of commitment, weak participation culture, weak knowledge sharing, demonstration of actions, and lack of dynamism in environmental organizations. The structural category consists of 15 themes, including weak governance, lack of government support, lack of academic community support, weak faculty support, conflicting rules and regulations, quantification, lack of incentives, weak use of appropriate technology, weak monitoring, evaluation and reporting, non-interactive policy, the dominance of traditional education approaches, focus on cognitive education goals, limited curriculum and resources, non-applicable content, and non-experimental policy. The results indicate that the most significant obstacles to integrating sustainability in Iran's higher education for agriculture and natural resources lie within the structural themes. Furthermore, the findings highlight the critical state of skill-oriented education in most Iranian agriculture and natural resources faculties concerning sustainable development.
Discussion
Ten practical approaches based on the extracted themes are presented for policymakers, planners, and faculty members in the educational and curriculum planning process. These approaches include experimental (pragmatism), community service, living laboratory, place-based, constructivist, problem-solving-based, support-empowerment, forming and developing green committees, interdisciplinary and supra-disciplinary, and systemic thinking. For instance, to address the barrier of weak knowledge sharing, constructivism, forming green committees, interdisciplinary and supra-disciplinary promotion, and systemic thinking are more compatible. Implementing these approaches strengthens the reflection of sustainable knowledge and experiences, accelerating the transmission of sustainability-friendly behaviors within academic communities. Therefore, to take a step towards sustainability at higher levels, it is necessary to use more transformative and bold pedagogical approaches in the higher education system.
All authors contributed equally to the conceptualization of the article and writing of the original and subsequent drafts.
If the study did not report any data, you might add “Not applicable” here.
The authors would like to thank all participants of the present study.
The authors avoided data fabrication, falsification, plagiarism, and misconduct.
The author declares no conflict of interest.
The author declares no conflict of interest.
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