ارائه مدل پارادایمی توسعه پایدار آموزشی با تاکید بر زیست بوم محلی در آموزش و پرورش ایران
کلمات کلیدی:
آموزش, ایران, توسعه پایدار, توسعه پایدار آموزشی, مدل پارادایمیچکیده
هدف از انجام این پژوهش ارائه مدل پارادایمی توسعه پایدار آموزشی در آموزش و پرورش ایران است. این پژوهش با توجه به ماهیت موضوع و اهداف، پارادایمی تفسیری و رویکردی کیفی دارد. روش انجام آن از نوع دادهبنیاد و دارای دو جامعه میباشد. جامعه نخست، مقالههای مرتبط با توسعه پایدار آموزشی و هویت فرهنگی است که حجم نمونه0 5 مقاله است. جامعه دوم، اساتید و متخصصان حوزه مدیریت آموزشی دارای نگاه به بحث توسعه پایدار آموزشی و زیست بوم محلی هستند. حجم نمونه در این بخش 33 نفر است. نمونهگیری در هر دو بخش از نوع کیفی هدفمند و گزینش مبتنی بر معیار است. علاوه بر این از نمونهگیری گلوله برفی نیز برای افراد استفاده شده است. ابزارهای پژوهش سنجههای نامزاحم و مصاحبه نیمه ساختار یافته هستند. برای تحلیل دادهها از نرم افزار مکس کیودا استفاده شد. در این پژوهش 6 مقوله، 17 مفهوم و 191 کد شناسایی شد که در قالب مدل پارادایمی قرار گرفت. نتایج بدست آمده نشان داد به دلیل نیاز به توسعه پایدار آموزشی با توجه به زیست بوم محلی (عوامل علی) باید آموزش برای توسعه فرهنگی، اجتماعی، اقتصادی و محیط زیست (پدیده محوری) به طرق آموزش پایدار و آموزش توسعهای با کمک جهتگیریها و سیاستها و همچنین نظام نظارت و ارزیابی پایدار(راهبردها) انجام شود. ویژگیهای سازمانی، مشارکتکنندگان و روابط آنها و مدیریت پایدار (عوامل زمینهای) در کنار عوامل فردی و ساختاری (عوامل مداخلهگر) موفقیت توسعه پایدار آموزشی را تحت تاثیر قرار میدهند و سبب پیامدهای فردی، اجتماعی و فرهنگی و محیط زیستی میشوند.
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