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Abstract
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This study aims to compare the goals, teaching methods, content, and assessment strategies of
environmental education in the national curricula of Iran, the United States, Canada, and Finland to
identify similarities, differences, and opportunities for improvement. The study employed a qualitative,
comparative-descriptive design using George Bereday’s four-stage model (description, interpretation,
juxtaposition, and comparison). National curriculum documents, educational policy papers, research
articles, and official reports from the four selected countries were purposefully sampled and analyzed.
Data collection focused on primary and secondary education systems, with particular attention to
environmental education content, objectives, pedagogical approaches, and evaluation methods.
Credibility of the sources was ensured through internal and external validation, and data were analyzed
using thematic comparison and content synthesis. All countries share a strong emphasis on fostering
environmental responsibility, resource conservation, and cognitive understanding of environmental
systems. The U.S., Canada, and Finland apply integrated goals encompassing knowledge, attitudes, and
skills, while Iran lacks a clear emphasis on skill development. Teaching strategies across all coun tries
prioritize active and experiential learning, though methods such as simulation, digital media, and lab -
based inquiry are more prevalent in Western systems. Content related to ecology, sustainability, and
environmental threats is uniformly present, with only minor terminological differences. Assessment
practices vary: Finland favors qualitative feedback, the U.S. emphasizes standardized testing, and
Canada and Iran apply performance-based and innovative evaluative methods. While there is global
consensus on the core components of environmental education, national approaches vary according to
cultural, structural, and technological contexts. The study highlights the need for Iran to integ
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