Abstract

Introduction: Today, the world faces various environmental hazards as a result of unsustainable human activities, prompting communities to search for effective solutions to manage and overcome these challenges. Schools, as key social institutions, can play a significant role in reducing environmental risks through green education—particularly via the green curriculum. The present research aimed to identify and analyze the factors contributing to the successful implementation of the green curriculum from the perspective of elementary school administrators and teachers in Bashruyeh city.

Materials and Methods: This applied research employed a qualitative method using thematic analysis. The research population consisted of all elementary school administrators and teachers in Bashruyeh during the 2024-2025 academic year. Based on the principle of theoretical saturation and purposive sampling, 18 participants were selected. Data were collected through semi-structured interviews, which continued until theoretical saturation was achieved. To ensure the validity of the measurement tool, the coder agreement method was utilized, resulting in an agreement coefficient of 82.93%.

Findings: The analysis of the interviews resulted in the identification of 99 open codes, 22 axial codes, and 6 selective codes as the main components of the green curriculum. First, the "understanding of environmental concepts" was identified as the foundation of environmental literacy. Participant (1) stated: "Students must become familiar with basic concepts such as air pollution, natural resource degradation, and the importance of environmental preservation to develop a correct understanding of their surroundings." This highlights the critical role of fundamental scientific education in establishing a strong base for environmental comprehension, as weaknesses in this area can undermine other educational initiatives.The second factor, "enhancing environmental competencies," emphasized the teaching of practical skills, including waste separation, recycling, and conservation. Participant (5) remarked: "When I discussed water and soil pollution, some students realized for the first time how household waste leads to fish deaths in the river." This illustrates that the practical training of environmental skills deepens students’ learning and heightens their behavioral sensitivity.The third factor involved the "integration of environmental education within the formal curriculum." Participant (7) shared: "I tried to incorporate environmental education into math and science lessons; for example, we practiced counting the number of trees and waste items." Such interdisciplinary, project-based approaches significantly facilitate active learning and enhance students’ in-depth understanding of environmental issues. In addition, participant (11) noted: "There isn't a specific time allocated for environmental education in the curriculum, but I dedicate part of the class time to these topics because they are vital for the children's future." This participatory teaching approach stimulates enthusiasm and motivation among students.The fourth factor, "family-school interaction," supports alignment between learning environments. Participant (5) stated: "I asked parents to continue the school's environmental activities at home. Some children said their parents joined them." Likewise, participant (3) added: "During the school's tree-planting program, children eagerly planted saplings, and some said it was their first time doing such an activity." This synergy strengthens positive environmental attitudes and behaviors in students and highlights the importance of family feedback.

The fifth factor, "nurturing environmental ethics and responsibility," encompasses emotional and ethical dimensions beyond knowledge and skills. Participant (13) emphasized: "I told the children that animals are living beings with feelings; they must learn to be kind to animals." Similarly, participant (8) recounted: "One student shared that after throwing trash into the river, they felt bad and decided never to do it again." These examples underscore the significance of internalizing ethical responsibility and environmental conscience as foundations for sustainable behavior. The sixth factor, "embedding environmental attitudes," is fostered through cultivating a positive and critical perspective toward nature. Participant (10) described: "When we discussed global warming, students began asking questions about their role in the phenomenon." Participant (12) also remarked: "One student suggested using scrap paper to make decorative crafts to reduce waste." These instances indicate that positive, creative attitudes combined with critical thinking skills can facilitate shifts in perceptions and habitual behaviors. The seventh factor, "developing critical and sustainable insight," focuses on empowering students to critically analyze environmental issues. Participant (11) explained: "During nature trips, I emphasize that they should not harm branches, stones, or animals; such actions affect living things." Participant (7) added: "In class, I assigned each student responsibilities, such as caring for a plant pot, which fostered a stronger sense of belonging to nature." These evidences show that responsibility and role assignment transform mere awareness into tangible action. The eighth and final factor, "strengthening responsible environmental behaviors," was articulated by participant (9): "In the school project, children brought photos of waste separation at home and reported that their families participated as well." Participant (15) stated: "Some students decided to walk to school or ride bicycles and said they felt more energetic." These examples highlight the importance of repeated behavioral practice and collective modeling, showing that feedback and environmental support are essential to reinforcing sustainable environmental behaviors. In summary, this study demonstrates that the successful implementation of the green curriculum requires a comprehensive, multifaceted approach integrating scientific knowledge, attitudes, skills, ethics, and behaviors harmoniously. The pivotal role of administrators and teachers in integrating content and employing participatory methods, alongside effective family-school collaboration, is emphasized to institutionalize green values and practices. Additionally, fostering critical insight and enabling students to make informed decisions is essential for the durability of environmental education impacts. This research provides a contextualized theoretical and practical framework serving as guidance for policymakers, curriculum planners, and environmental education practitioners in elementary schools. It is recommended that the development of specialized teacher training programs, provision of localized educational resources, and establishment of participatory mechanisms with families and communities be prioritized to ensure the sustainability of green curriculum outcomes.

Discussion and Conclusion: The results of this study highlight that from the perspective of elementary administrators and teachers, the successful implementation of the green curriculum requires attention to multidimensional educational, attitudinal, and behavioral components. Emphasizing localization, participatory planning, and close collaboration between families and schools can strengthen the effectiveness of green educational programs. Policymakers and educational planners can utilize these findings to design and implement more effective and sustainable green curriculums in elementary education.