Urban Economics and Planning

Urban Economics and Planning

Investigating the Mechanism of Socio-Cultural Component in The Educating City Based on Global Experiences

Document Type : Original Article

Authors
Sara Feli 1
Farah Habib 2
Hossein Zabihi 3
1 Ph.D. Candidate, Department of Urban Development, Faculty of Civil Engineering, Architecture and Art, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 Professor, Department of Urban Development, Faculty of Civil Engineering, Architecture and Art, Science and Research Branch, Islamic Azad University, Tehran, Iran
3 Associate Professor, Department of Urban Development, Faculty of Civil Engineering, Architecture, and Art, Science and Research Branch, Islamic Azad University, Tehran, Iran
10.22034/uep.2024.446497.1474
Abstract
Introduction 
Formal education as a foundation for further education is necessary but insufficient. Therefore, education should be brought to a space where all people can attend without any restrictions, that is, the entry of education into the city and its connection with urban life. In many countries, the city has been used for education and valuable experiences have been gained. Now, in Iran, some people need education. In this situation, in some cases, the limitation of access to education has led to the imposition of many costs. Despite the upcoming challenges, the capacity of the city as a platform and tool in the service of education to increase readiness in solving challenges has been neglected; Therefore, the problem of the current research is that in the topic of the educating city with the application of the socio-cultural component, the existing knowledge is not practical enough to create a suitable platform for educating adults and Citizens should act based on their learning from the educational resources of the cities. Therefore, in the upcoming research, an effort has been made to resolve the gap in the field of the city and the socio-cultural component of education by using the category of the educating city based on successful global experiences. Therefore, this research aims to investigate the mechanism of the sociocultural component of the educating city based on global experiences, and seeks to find answers to these questions: The conceptual model of the sociocultural component of the educating city in Iran is based on global experiences, based on what criteria and indicators? How are they prioritized? How effective are the indicators identified from the socio-cultural component of the educating city on each of the dimensions of lifelong learning? 
Materials and Methods
With an interpretive philosophy and an inductive approach, the present research is placed in the group of applied research (based on the goal) and descriptive of the type of content analysis (from the point of view of nature) in terms of strategy. Also, in terms of selection, it has mixed data (qualitative-quantitative), based on the time frame of the single-section method (in the second half of 1402), collecting its data using the library-field method and the tools of existing documents and documents. The questionnaire was for experts.
 Conducting this research was based on five steps: In the first place, this research, using the library method and the tools of existing documents, examines the theoretical concepts and selects and introduces 17 examples of successful global experiences from the teaching city according to various criteria (including access to the document valid, using a special program in it and achieving successful results). In the following, the background of the research was stated. At the end of this section, the conceptual model of the research was presented. In the second step, introduced experiences were compared, classified, and categorized by the method of content analysis and were presented in the form of criteria and indicators of the socio-cultural component, including encouraging social participation, fighting discrimination, improving educational policies, improving the quality of life, preserving cultural identity and creating ideological foundation criteria. In the third step, a questionnaire compiled for experts from the criteria and indicators identified from the sociocultural component was given to 10 experts (urban development experts) to give their opinions regarding the criteria and indicators selected to present and according to the mixed method (quantitative-qualitative), quality criteria and indicators be converted into quantitative numbers. In the fourth step, the reliability of the questionnaire was checked by Cronbach’s alpha test. Then, to measure the validity of the questionnaire, the exploratory factor analysis method was used. In this method, the Kaiser-Mayer-Olkin (KMO) index and Bartlett’s test were used to confirm or reject the appropriateness of the desired data for factor analysis. To perform the exploratory factor analysis method, the principle component method was used to extract the criteria, and the Varimax Rotation method with Kaiser Normalization was used to rotate the factors. Then, research criteria and indicators were prioritized using the Friedman method, and after that, the impact of the indicators on the social, cultural, economic, and individual aspects of lifelong learning was analyzed using the path analysis method. In the fifth step, the conceptual model of the research was presented and finally, the conclusion was explained.
Findings
First, the reliability and validity of the research measurement tool (questionnaire) were ensured. The reliability of the questionnaire was measured by Cronbach’s alpha test. The results of the test revealed that the used questionnaire had the necessary accuracy and reliability. In the following, exploratory factor analysis was used to measure the validity of the questionnaire. In this method, first, it was ensured that the number of data is suitable for factor analysis or not. For this reason, the KMO index and Bartlett’s test were used. The value of the KMO index was equal to 0/906 (more than 0/6), so the number of samples (number of respondents) was sufficient for factor analysis. Also, the sig value of Bartlett’s test was equal to zero (less than 0/05). This showed that factor analysis is suitable for identifying the structure of the factor model and the hypothesis of the correlation matrix being known was rejected. Further, in the exploratory factor analysis, the principal components method was used to extract the criteria, and the Varimax method with Keyser normalization was used to rotate the factors. The decision criterion for survival or removal of questionnaire questions from factor analysis was their extracted commonality values. In addition, eigenvalues higher than 1 and factor scores higher than 0/4 are considered decision criteria for question classification. In the following, according to the analyses carried out, with the achievement of the extracted commonality value of more than 0/5 for all questions, it is not necessary to exclude any of the questionnaire questions from the factor analysis. In addition, according to these analyses, 6 criteria with a characteristic value higher than one were extracted, and all the questions related to the socio-cultural component of the educating city were included in these 6 criteria. Also, considering the factor loads of the questions, each of the questions had the highest factor load in the same factor that was determined in advance. Therefore, each question measures the same factor for which it was designed, so the questions of the questionnaire have the necessary validity. Friedman’s test was used to check the importance and rank of the criteria and indicators of the socio-cultural component of the educating city. According to the results, among the criteria of the research, creating an ideological foundation, improving the quality of life, fighting discrimination, improving educational policies, encouraging social participation, and preserving cultural identity are respectively weighted 3/71, 3/54, 3/48, 3/45, 3/42 and 3/40 are the most and least important. 33 research indicators were assigned different weights respectively. In the last part of the findings, the path analysis method was used to investigate the impact of research indicators on lifelong learning. The test results showed that the research indicators were effective in lifelong learning with a path coefficient of 0/7 on the social dimension, 0/51 on the economic dimension, 0/50 on the cultural dimension, and 0/44 on the individual dimension.
Conclusion
Educating cities has an essential role in the education process by emphasizing the socio-cultural component. By creating an ideological foundation, improving the quality of life, fighting discrimination, improving educational policies, encouraging social participation, and preserving cultural identity, these cities provide a suitable platform for the development of lifelong learning processes and they reduce the obstacles related to the time and place limitations of education and this makes it possible for everyone to access it more easily. In addition, by overcoming challenges and emphasizing potential, these cities offer educational opportunities to various groups in society, including minorities, the disadvantaged, and the elderly. As centers of educational opportunities, these cities contribute to the development of society by improving the level of knowledge and awareness of citizens. The investigated indicators of the sociocultural component of the teaching city directly affect the 4 social, economic, cultural, and individual dimensions of lifelong learning. These results show that the social and cultural actions and activities that are carried out to improve the platform of an educating city, can directly contribute to the promotion of lifelong learning processes.
Keywords
Educating City
Global Experiences
Lifelong Learning
Socio-Cultural Component

Subjects

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Urban Economics and Planning
Volume 5, Issue 2
Spring 2024
Pages 6-21

  • Receive Date 18 March 2024
  • Revise Date 30 April 2024
  • Accept Date 01 July 2024