The Role of School in Promoting Sustainable Lifestyle and Environmental Literacy in Primary Education: A Review Article

Abstract

With the intensification of environmental crises in Iran and the world, the role of the school as a key institution in promoting a sustainable lifestyle and fostering environmental literacy has become increasingly important, especially in primary education, which is the most sensitive period for the formation of attitudes and behaviors. The aim of this systematic review article was to identify, categorize, and explain the role of the school in promoting a sustainable lifestyle among primary school students. This research was conducted using a systematic review approach, searching Persian and English databases from 2011 to 2025. After screening and applying inclusion and exclusion criteria, 33 sources were selected for final analysis. The extracted data were analyzed using thematic analysis, and the findings were organized into four main themes: explicit curriculum, hidden curriculum, extracurricular activities and participatory projects, and physical infrastructure and the concept of the green school. The results showed that the largest volume of domestic research has been dedicated to the explicit curriculum, but this component has the least impact on changing students' sustainable behavior, while the hidden curriculum and extracurricular activities, despite having very high potential impact, have been severely neglected. Furthermore, the physical infrastructure component suffers from a severe lack of research and implementation. Overemphasis on textbooks and formal content in Iran, although necessary, is not sufficient, and transformation in school culture, teacher behavior, participatory practical activities, and physical infrastructure is essential for raising sustainable students. Based on the findings, the conceptual model of the "Four-Sided Sustainable School" comprising the pillars of explicit education, hidden culture, participatory action, and green infrastructure was proposed. The most important research gaps identified include the lack of experimental and interventional studies, the absence of longitudinal studies, the neglect of the hidden curriculum, and the lack of indigenous assessment tools.