A Comparative Study of Components of Promoting Environmental Literacy in Selected Countries: Lessons for Iran

The purpose of research was to investigate the components of improving environmental literacy in order to provide suggestions to the planners of Iran's higher education system. The research method was comparative-exploratory using a systematic review approach. To analyze the data and present the results, the Bereday method was used. The research sample includes eight leading countries in the field of environmental education i.e. Iceland, Finland, Japan, Switzerland, USA, Sweden, Canada, and China. The findings indicated that Iceland and Canada are similar in choosing the approach of "combined teaching of environmental subjects with other subjects". Also, Finland and Switzerland are similar in the development and expansion of the field of environmental education and new environmental trends, Finland and Sweden in the field of continuous updating of course content with environmental needs & requirements, and Sweden and China in the field of relying on the sustainable development approach. In addition, Japan and USA are similar in applying new technology & innovations and supporting & encouraging students through the allocation of financial support.Other finding is that Switzerland and Canada are similar in supporting the creation and expansion of mid and long-term university-approved programs. Canada, China and Iceland are similar in terms of active participation and participatory monitoring & evaluation of educational and group programs to solve environmental problems. The difference between the countries indicates that Japan has the advantage of designing a comprehensive program of environmental education at the higher education level and creating systems for sharing national & global experiences, while the emphasis of the USA is on expansion of green universities and Sweden on the provision of holistic project-based education. According to the findings, it is suggested to Iran's higher education planners to consider a comprehensive and holistic program with an integrated approach in the field of environmental literacy.