Qualitative Study of the Components of the Environmental Etiquette Education Model from The Perspective of the Iranian Islamic Model of Progress

The development of Environmental Ethics, Character and Etiquette in human societies is necessary to improve the behavior of humans with the environment. Environmental education in formal and informal forms plays an important role in its protection. In order to effective education to be achieved in accordance with the philosophy, foundations and local culture of the society, it is necessary to use appropriate models. The purpose of this research is to identify the components of the model of Environmental Etiquette Education from the perspective of the Iranian Islamic model of progress.

This research was conducted qualitatively and by the method of theme analysis and identifying the network of themes related to the research subject among various related texts. By in-depth study of 43 sources, related sentences were identified and 1057 codes were extracted. Then, the related codes were categorized based on thematic and conceptual relationship and were revised several times to ensure the acceptability and objectivity of the data. In this way, the organizing categories were identified and by repeatedly examining the categories with an inductive approach, the components of the model were concluded. Finally, 1057 codes were organized in 49 categories and 8 components.

Ethical Considerations:

Honesty and trustworthiness have been observed in the report and reference to the texts.

The constituent components of the environmental education model from the perspective of the Iranian Islamic model of progress were: basics, principles, message of the model, goals, teaching and learning components, the role of the learner, the role of the instructive, the environment and context of learning and evaluation. Alsoindicators such as "attention to the concept of guidance", "management of genetic infrastructures of education and learning", "attention to three-dimensionality existence of environment", "environmental etiquette", "Islamic view of the motherhood of the environment for humans", "attention to the rational capacity of the audience in communication and education" and "measurement and evaluation without grade criteria" were very important variables from the islamic point of veiw in environmental etiquette education.

It is necessary to extract and design the foundations, principles, patterns, objectives and educational methods of educating environmental etiquette, appropriate to the biosphere and the characteristics of Iranian people, through the teachings of Islam. The need to differentiate between the widely used concepts of environmental ethics, environmental behavior and environmental etiquette is emphasized. In the environmental etiquette education, the teacher has a reference role and is not just a facilitator. The initial assessment is necessary for each audience to recognize the rational capacity of the learner, in order to personalize the programs and methods of teaching and environmental etiquette education by the teacher. The final assessment in environmental etiquette education is based on the level of effort and responsibility of the learner and without the grade criterion