Designing environmental literacy curriculum for secondary school education system in Iran: Using an integrated approach

Aim: This study was aimed to design environmental literacy curriculum for secondary school education system in Iran using an integrated approach. Methods: This study is a quantitative type. Theory basis, former resources, and environmental literacy component were extracted from theoretical resources and research background using a descriptive narrative overview, and then the proposed environmental literacy training framework study were classified as four elements (purpose, content, methods of teaching-learning and evaluation) that consists of three components of knowledge, skills, and attitude to the environment. Result: Data were presented to environmental experts and curriculum developers. Kolmogorov-Smirnov single group test, binomial distribution test, single group t-test, and Friedman test with SPSS software (version 20) were used for analysis purposes. Binomial distribution and t-test results (P ≤ 0.05) represent the item's importance in the views of the participants. Conclusion: The findings show that develop the four basic elements of the curriculum based on the integrated approach, based on three main components of the knowledge, skills, and attitude, facilitate environmental literacy in high school students. In this context, it can be a combination of objectives, content, teaching methods, and evaluation are applying. Environmental literacy Integrated method proposed in this research is cross disciplinarily.