Environmental Intelligence and Globalization: Redefining Educational Paradigms through an Iranian Perspective

Dariush, Babak; Dastyar, Maryam; Dastyar, Fatemeh

doi:10.22059/jcss.2025.390799.1130

Environmental Intelligence and Globalization: Redefining Educational Paradigms through an Iranian Perspective

Document Type : Original article

Authors

¹ Shaykh Baha al-din Architectural and Environmental Studies Research Institute, Tehran, Iran.

² Department of Geography and Urban Planning, Faculty of Geography, University of Tehran, Tehran, Iran.

10.22059/jcss.2025.390799.1130

Abstract

Background: Despite advancements in environmental policies and education, many individuals remain disconnected from nature, leading to ecological neglect and unsustainable behaviors.
Aims: This study explores the institutionalization of environmental intelligence in education, emphasizing an Iranian perspective within the context of globalization. It argues for an educational paradigm that integrates traditional ecological wisdom with contemporary learning models, fostering a holistic, experiential, and culturally grounded approach.
Methodology: Using literature synthesis and philosophical interpretation, this research draws on the spiritual and ethical teachings of Attar and Rumi alongside modern educational theories, including experiential, interdisciplinary, and quantum education.
Discussion: The study examines how globalization and urbanization have reshaped traditional environmental perceptions, particularly in Iranian culture, where mountains once held deep ecological and cultural significance but have become overlooked in modern urban life. Additionally, it investigates the role of global communication and virtual education in shaping environmental consciousness. Rather than proposing a replacement for existing environmental education, this study introduces a complementary framework that blends Iranian philosophical heritage, contemporary pedagogy, and digital learning. By fostering spiritual, ethical, and ecological awareness, this paradigm encourages a collective, participatory approach to sustainability.
Conclusions: It envisions an education system where cultural wisdom and modern innovation work together to cultivate deep, empathetic connections between people and the environment.

Keywords

Main Subjects

education

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