A Basic Model of Sustainable Development Decision-Making in Education Policy (an Approach to Improve Productivity)

Education plays a fundamental role in institutionalizing sustainable development. This research, which is a descriptive survey, seeks to identify the factors involved in sustainable development decision-making and the degree of deviation and the optimal situation in education policy. To ensure the validity of the questionnaire, in the first stage, the ambiguous points were clarified consulting the experts and in the second stage, using SPSS and the results of confirmatory factor analysis, those questions whose factor loadings had an effect on the fit of the model, were keep in the measurement model. Also, regarding convergent validity, Smart PLS was performed and the value of factors was greater than 0.4 which indicates acceptable validity. To measure reliability, both Cronbach's alpha and combined reliability test (CR) were used and in both cases, the value was higher than 0.7, indicating acceptable reliability. A combination of sampling methods, including available, purposive, snowball, and theoretical samplings was used. The statistical population consisted of all education experts and policymakers and the sample size was 70. Ten of the participants were selected as a qualitative sample for in-depth interviews and 60 people were selected as a quantitative sample. Finally, based on the output of PLS, the ranking of responsibility, future orientation, system orientation, practical skills, and individual participation, respectively, were identified as the decision-making factors of sustainable development in education policy, and it was found that there is a gap about one unit between the current and the desired situation in this regard.