Abstract

Background and purpose: The concept of Community-centered school is a spatial discourse with an explanation of how currents exist in a local community. Based on this, the present methodological research has identified, investigated, and analyzed the insights and components of the social school and presented the overall theoretical-conceptual framework and modeling of the variables involved in it based on the perspective of sustainable development to provide the possibility of evaluating the tools and extractive variables. It should be a framework for further studies. These insights are grouped, into four main axes: The first insight is educational communication based on learning based on the local community. In the second vision, integration with the neighborhood community is discussed. The third insight, local community participation, and the fourth insight, citizen-based actions have been proposed.
Methodology: The methodological nature, is based on knowing the appropriate methods of investigation and analysis of its new subject.   Based on the importance of the physical role of urban elements and its social-identity function based on the use of pragmatist philosophy and mixed approach, the application of content analysis technique and discrete consensus support method by extracting themes and concepts and categorization through database coding and then applying it in the support model Discrete consensus, factors influencing the formation of neighborhood-oriented community schools based on sustainable development have been studied and analyzed. This approach is hierarchical and first, the effective components of the research were identified using a qualitative approach. Then the findings were analyzed based on a quantitative approach. In this study, descriptive strategies and grand theory strategy were used as a road map; Techniques such as content analysis, validity, and reliability have been proposed and experts' questionnaires have been used. The statistical population is all printed texts in the field of local community schools, sustainable urban development, and all the experts of the urban planning system of Iran. In this society, the basis for determining the sample size is the theoretical saturation limit. On the other hand, in the quantitative part, i.e. measuring tools for qualitative analysis, urban planning experts were used, based on theoretical saturation, there were 12 experts in this field.
Findings and discussion: The present study was proposed based on the identification and development of the initial model of local community schools and urban sustainability. To identify the impact of community schools on the physical structure of the city and its role in the urban planning system, the researcher has collected qualitative data to find the most important and basic general framework from among the experts of the urban planning system of Iran and the codes extracted from printed texts. to identify   First, 11 influencing variables of content analysis were identified. To prioritize and select the best variables, a discrete consensus support method was used. In the summary, discussion, and conclusion, the influential variables were obtained based on the highest level of consensus of the experts, and two main variables were removed from the study process due to the lack of consensus level. Therefore, 9 variables remained in the extracted model. The results of this summary were determined based on a targeted sample and extracted from specialized sources and 12 experts on the urban planning system, which show the importance of 9 variables of political structure, cultural management, economic management, social management, environmental management, learning, full-time schools, multi-functional space, the management of educational space are community-oriented in defining and modeling schools.
Conclusion: The influencing variables on the formation of the discourse and road map of local community schools in sustainable urban development are political structure variables such as intellectual systems in planning and political theoretical foundations influencing the educational process. Cultural management includes concepts such as continuous change and evolution, cultural diversity and promotion of appropriate biological principles. Economic management includes local links, development capacity building, production innovations, and links of different economic sectors. Social management includes the implementation of collaborative programs, preservation of cultural heritage, capacity building of institutions, control, and supervision at local levels; These findings are consistent with the present study. Environmental management: The community-oriented school emphasizes the relationship between the natural environment and human society more than anything else, and includes the topics of technology changes, sustainable quality of biological resources, and energies, land use changes, tourism, land use management, and environmental integrity. Learning is a concept related to experience and processes of understanding and applying it. Full-time schools have been used as a dependent variable in the qualitative section and selective coding in the movement from part to whole. This variable is the community-oriented school, which has a full-time social function, as an effective structure in the social system. Multi-functional space: It is a space belonging to all generations and it is a local community-oriented school with various functions in the city. Educational space management: includes a set of concepts in education, educational communication, academic motivation, per capita, school location, and physical-human resources. According to the collective agreement of the elites of Iran's urban planning system, all these effective elements in the model of community-oriented schools can be a model for measuring schools in Iran to determine how much and how they can be classified based on the sustainability system and neighborhood-oriented communities.
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