Document Type : Research Paper
Authors
1 Professor & faculty member, Department of Agricultural Extension & Education, Khuzestan Agricultural Sciences & Natural Resources University
2 Doctor of Philosophy Professor (Associate) at Agricultural Sciences and Natural Resources University of Khuzestan, Iran
3 PhD student, Department of Agricultural Extension & Education, Khuzestan Agricultural Sciences & Natural Resources University
Abstract
Facing the unprecedented challenges of climate change, this research aimed to identify and prioritize the drivers for developing climate change education within Iran's agricultural higher education system. The study employed a mixed-methods design, was applied in its purpose, and exploratory in approach. Using a combined qualitative-quantitative approach within a futures studies framework, data were collected through semi-structured interviews with faculty members and analyzed using thematic analysis, resulting in the extraction of 40 basic themes, 23 organizing themes, and 8 global themes. In the quantitative phase, using MICMAC structural analysis and a survey of 15 experts, the eight drivers identified in the previous phase were prioritized and analyzed into four categories: strategic, effective, independent, and dependent. The findings indicate the stability of the climate change education system and identify "Education and Human Resource Development" as the most crucial strategic driver. Effective drivers included "Governance and Institutional Structure," "Continuous Evaluation and Quality Assurance of Education," "Educational Equity," "Educational Content and Curriculum," and "Foresight and Sustainable Development." The "Interaction and Communication" driver was classified as an independent variable, while "Research and Innovation" was categorized as a dependent variable. These results emphasize the necessity of adopting a systematic and comprehensive approach that simultaneously focuses on empowering human resources, improving governance and quality structures, and strengthening the connection between education, research, and society. This will enable climate change education to fulfill its role in building agricultural resilience and sustainability.
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