شناسایی و تبیین ابعاد و مؤلفه‌های فرهنگ یادگیری دانش‌آموزان: مرور نظام‌مند

زهرا مشکوة; علیرضا صادقی; محمد نیرو; حسین چهارباشلو

Authors

Zahra Meshkat Department of Curriculum Planning, SR.C., Islamic Azad University, Tehran, Iran. Author
Alireza Sadeghi Department of Educational Sciences, Allameh Tabataba'i University, Tehran, Iran. Corresponding author
Mohammad Niroo Department of Educational Sciences, SR.C., Islamic Azad University, Tehran, Iran. Author
Hossein Charbashlu Visiting Professor, SR.C., Islamic Azad University, Tehran, Iran. Author

Keywords:

Learning Culture, Students, Systematic Review, Thematic Analysis, Educational Leadership, Educational Equity

Abstract

This study aimed to systematically identify and explain the principal dimensions and components of students’ learning culture and to provide a comprehensive understanding of the individual, educational, organizational, social, and technological factors contributing to its development. This qualitative study employed a systematic review design. The research corpus comprised Persian-language articles published from 2011 to 2025 and international articles published between 2010 and 2025. Relevant studies were identified through systematic searches of major national and international scientific databases using keywords related to learning culture, school culture, and student learning. Studies were screened according to predefined inclusion and exclusion criteria, and their methodological quality was assessed using the Critical Appraisal Skills Programme (CASP) checklist. Ultimately, 68 eligible studies were included in the final synthesis. The extracted data were coded and analyzed through thematic analysis using MAXQDA 2020. Inter-coder reliability was also examined, yielding a Cohen’s kappa coefficient of 0.85, indicating satisfactory analytical reliability. The analytical synthesis demonstrated that students’ learning culture is a multidimensional phenomenon emerging from the interaction of human and structural factors within the school ecosystem. Seven overarching themes were identified: school culture, educational leadership and management, teachers’ professional development, curriculum and teaching methods, social interactions and participation, technology and digital learning, and educational equity and cultural sensitivity. The findings indicated that school culture provides the fundamental context for learning, while educational leadership becomes effective when operating through a supportive learning culture. Teachers’ professional development functions both as a driver and an outcome of learning culture. Active teaching approaches cannot achieve their full potential without an appropriate cultural context, and educational technology enhances learning primarily when accompanied by teachers’ digital competencies. Social interactions among teachers, students, parents, and peers were also integral to a dynamic learning culture, while educational equity and cultural sensitivity emerged as essential conditions for its sustainability. Students’ learning culture should be conceptualized as an integrated, multilevel construct. Its sustainable development requires coordinated interventions addressing school culture, educational leadership, teacher empowerment, curriculum and pedagogy, social participation, digital technology, and educational equity.

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