Environmental Awareness, Attitudes, and Behaviour of Secondary School Students and Teachers in Tehran, Iran

Many human behaviours, including social, political, and economic actions, have an impact on the natural environment, and are responsible for causing many of the current environmental challenges and issues. This raises the importance of education, particularly environmental education (EE), as a necessary tool to equip people to address environmental issues and move towards environmental sustainability. International EE declarations such as the Tbilisi Declaration have highlighted that investigating peoples’ environmental awareness, attitudes, and behaviour towards environmental issues could inform educational approaches geared towards a more sustainable future. The research presented in this thesis explored the environmental awareness, attitudes, and behaviour of secondary school students and teachers in Tehran, Iran. The aim was to investigate the current context of EE in Iranian secondary schools. An interpretive approach was used to explore participants’ perspectives through a mix of quantitative and qualitative data, including questionnaires, individual interviews, and focus group interviews. Data were collected in six secondary schools in Tehran, the capital city of Iran. Two populations were included: 337 secondary school students (9th grade) and 12 secondary school teachers. Two different computer software programmes (SPSS for quantitative and NVivo for qualitative data) were used for data analysis and coding. The findings indicated that students had reasonably high levels of understanding about environmental issues, particularly about local issues that have a greater impact on their everyday lives, such as air pollution. This highlights the important issue of context. Students also expressed positive attitudes towards the environment, but indicated low levels of agency. Many researchers have shown that both awareness and attitudes are prerequisites of pro-environmental behaviour. However, they are not necessarily sufficient for action, as confirmed in this st