Presenting a Model of the Role of the Education System in Sustainable Development with the Approach of the Iranian Islamic Model of Progress

The present study implemented with the aim of presenting a model of the role of the education system in sustainable development with the Islamic-Iranian model of progress approach. This is both an applied research and a mixed exploratory study (qualitative and quantitative). The research method in the qualitative part was content analysis and in the quantitative part was descriptive survey. Participants in the quality section included 38 education system experts, officials from the UNESCO National Commission's Education Unit and the Higher Education Council, who were selected for interview by purposive sampling method. The statistical population consisted 440 managers, official experts and experts of the General Department of Education in Tehran, 205 of whom were selected by stratified random sampling according to their organizational positions as our research sample. The data gathering tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. Credibility criteria were considered to ensure the quality of qualitative findings. In this way, the feedback of the participants in the research was applied. Also, in order to validate the findings, the triangulation in investigator method was used. In the quantitative part, the face and content and construct validities of the questionnaire were checked and confirmed and the reliability was also confirmed by using Cronbach's alpha coefficient so that the reliability of all major variables was greater than 0.70. Data analysis was performed using descriptive and inferential statistical tests including confirmatory factor analysis and structural equation modeling. The results showed that there were 38 components that has role in the education system in sustainable development with the approach of the Iranian Islamic model of progress. Its 29 components in four cultural, social, environmental and economic dimensions were extracted from the content analysis of the interviews and 9 components were obtained from the content analysis of the document of fundamental change in education. The result of studying structural equations also showed a significant relationship among the dimensions of the model.