Identifying the Components of a Curriculum Based on Environmental Legal Literacy Education Using a Thematic Analysis Approach

Abstract

Considering the intensification of environmental challenges and the necessity of enhancing citizens’ awareness and responsibility, this study is based on the assumption that formal education can play a fundamental role in developing environmental legal literacy. Despite the importance of this field, the absence of a coherent model for designing a curriculum based on environmental legal literacy education in the educational system is evident. Therefore, the aim of the present study was to develop a curriculum model based on environmental legal literacy education. In terms of purpose, this research is applied, and in terms of approach, it is qualitative and exploratory. The statistical population included specialists in the fields of educational sciences, law, and social sciences in West Azerbaijan Province, who were selected using purposive sampling and the snowball technique. The sampling process continued until theoretical saturation was achieved, and finally, 19 individuals participated in semi-structured interviews as the research sample. The data collection instrument was an in-depth semi-structured interview, and the data were analyzed using Braun and Clarke’s thematic analysis method. As a result of data analysis, 729 initial codes were extracted and, after refinement, were classified into 110 basic codes, 18 organizing themes, and 6 overarching themes, including the foundations and philosophy of the model, analysis of the current situation, objectives and competencies, principles governing content, teaching–learning strategies, and implementation and evaluation requirements. The results showed that the proposed model requires an interdisciplinary approach, localization of content, emphasis on students’ legal empowerment, and the use of performance-based evaluation.