The Role of the School Ecosystem in Forming the Identity of Adolescents in Iran

Document Type : Research Paper

Authors

1 PhD Student in Cultural Policy Department, Faculty of Culture and Social and Behavioral Sciences, Baqir al-Olum University, Qom, Iran

2 PhD Student in Ethics and Philosophy Department, Faculty of Theology and Islamic Studies, University of Qom, Qom, Iran

3 PhD in Muslim Social Studies, Faculty of Culture and Social and Behavioral Sciences, Baqir al-Olum University

Abstract

Extended Abstract
 
Introduction and Objectives: Identity formation is one of the core developmental tasks of adolescence, shaped by a range of social and environmental factors. Erikson (1968) defines identity as the distinction an individual makes between self and others—a construct encompassing internalized thought patterns, values, and communication styles. This psychosocial construct undergoes significant transformation during adolescence, as individuals begin to integrate their self-perceptions, external evaluations, and life goals (Schwartz, 2005; Khabaz et al., 2010).
Within this dynamic process, education plays a pivotal role. The school, as the primary educational environment, influences adolescent identity through curriculum design, teacher–student interactions, administrative structures, and even the hidden curriculum (Taleb-zadeh & Fathi, 2003; Giddens, 2011).
This study examines the role of the school ecosystem in shaping adolescent identity in Iran. Drawing on an ecological perspective, the research conceptualizes the school not as a static institution but as a dynamic socio-cultural environment. Within this framework, factors such as peer relationships, teacher behavior, school culture, physical space, and available resources are examined through qualitative methods and thematic analysis of Persian, English, and Arabic sources.
The primary aim of the study is to identify key school-based components that influence various dimensions of identity, while posing a critical question: Do students merely acquire knowledge, or do they undergo identity transformation? Ultimately, the research aims to provide practical insights for educational policymakers, curriculum designers, and practitioners, highlighting the school’s active role in forming identity. By adopting a comprehensive and multidimensional approach to identity development, this study contributes to a deeper understanding of adolescence within the context of Iran’s educational system.
Method: This study employs thematic analysis to examine the role of formal education in forming the identity of adolescents in Iran. The primary aim of this method is to extract descriptive and prescriptive codes that inform a conceptual model of causal relationships among variables. The analysis follows a grounded theory approach, closely aligned with the structuralist framework of Strauss and Corbin. Rather than imposing a predefined theoretical structure, the method relies on the researcher’s interpretive creativity during coding, thereby fostering theoretical sensitivity.
In the initial phase, 350 sources in Persian, English, and Arabic were reviewed. After refinement, 24 final sources were selected—comprising 12 Persian, 10 English, and 2 Arabic texts—all directly related to the role of schooling in adolescent identity formation. These included 6 dissertations and 18 papers, chosen based on criteria such as credibility, theoretical rigor, and relevance to the research question.
Thematic analysis of these sources yielded 98 rich codes, which were categorized based on their directional impact into four groups: identity-enhancing, identity-eroding, context-dependent, and non-influential. Only findings derived from empirical research methodologies were considered; theoretical content lacking empirical support was excluded.
The stages of thematic analysis in this study included:

Familiarization with the data
Generation of initial codes and coding
Identification and exploration of themes
Mapping the thematic network
Analysis of the thematic network
Integration and synthesis of the final text

Results: Excerpt from Thematic Analysis Table
 




Primary Theme


School Ecosystem Component


Identity Construct


Direction of Influence




Influence of school context on students’ career orientation


School Context


Occupational Identity


Context-dependent




School’s role in reproducing class-based identities


School Context


Social Identity


Identity-eroding




Impact of school context on students’ attitudes


School Context


Personal Identity


Context-dependent




Role of hidden curriculum in strengthening national identity


Hidden Curriculum


National Identity


Identity-enhancing




Lack of influence of the hidden curriculum on religious identity


Hidden Curriculum


Religious Identity


No impact




Weak infrastructure and planning in promoting national identity


School Technology


National Identity


Identity-enhancing




School’s role in shaping group and social identity


School Structure


Social Identity


Identity-enhancing




School’s efforts toward ritual-based religious identity aligned with political development


School Structure


Political Identity


Identity-enhancing




Tensions between school and family across identity, academic, religious, political, and disciplinary dimensions


School Structure


Religious Identity


Identity-enhancing




Schools’ success in cultivating compliant students in contrast to family norms


School Structure


Personal Identity


Identity-enhancing




Pre-vocational schools’ faster impact on career identity compared to pre-academic schools


School Structure


Occupational Identity


Context-dependent




Influence of school relationships on strengthening religious identity


Actor Interactions


Religious Identity


Identity-enhancing




Peer interactions shaping students’ moral identity


Actor Interactions


Personal Identity


Identity-enhancing




Group activities fostering collective identity


Actor Interactions


Social Identity


Identity-enhancing




Teacher–student relationships promoting positive academic identity


Actor Interactions


Occupational Identity


Identity-enhancing




Staff behavior influencing students’ moral identity


School Actors


Personal Identity


Identity-enhancing




Unintended negative impact of schools and teachers on adolescent identity


School Actors


Personal Identity


Identity-eroding




Influence of teachers and peers on religious, ethical, and devotional development


School Actors


Religious Identity


Context-dependent




Teacher leadership strengthening national identity


School Actors


National Identity


Identity-enhancing




Staff’s scientific enthusiasm contributing to students’ career success


School Actors


Occupational Identity


Identity-enhancing




Social atmosphere of schools reinforcing national identity


School Atmosphere


National Identity


Identity-enhancing




Social atmosphere of schools reinforcing religious identity


School Atmosphere


Religious Identity


Identity-enhancing




School environment shaping students’ moral identity


School Atmosphere


Personal Identity


Identity-enhancing




Physical structure of schools promoting national identity


School Architecture


National Identity


Identity-enhancing




Physical structure of schools promoting religious identity


School Architecture


Religious Identity


Identity-enhancing




Spatial architecture influencing collective identity


School Architecture


Social Identity


Context-dependent




School counseling systems enhancing students’ psychological well-being


Educational Process


Personal Identity


Identity-enhancing




Role modeling in schools shaping girls’ gender identity


Educational Process


Gender Identity


Identity-enhancing




Credentialism in education conflicting with family values


Educational Process


Occupational Identity


Identity-eroding




Unintended effects of teaching processes on adolescent identity development


Instructional Process


Personal Identity


Context-dependent




Negative impact of teaching strategies in art classes on career identity


Instructional Process


Occupational Identity


Identity-eroding




Schools shaping girls’ gender identity through family engagement and responsibility


Instructional Process


Gender Identity


Identity-enhancing




Curriculum programs fostering and deepening national identity


Instructional Process


National Identity


Identity-enhancing




Educational and skill-based programs promoting students’ social development


Instructional Process


Social Identity


Identity-enhancing




Curriculum’s influence on adolescent identity development


Educational Content


Personal Identity


Context-dependent




Role of textbooks in shaping students’ national identity


Educational Content


National Identity


Identity-enhancing




Role of textbooks in shaping students’ religious identity


Educational Content


Religious Identity


Identity-enhancing




 
 
The thematic analysis of sources reveals that various components of the school ecosystem exert a significant influence on the identity formation of adolescents in Iran. The core findings are summarized across three domains:

Affected Identity Dimensions

Among the different facets of identity, the most impacted were:

Personal Identity (36 codes)
National Identity (18 codes)
Religious Identity (14 codes)
Social Identity (12 codes)
Occupational Identity (11 codes)
Gender and Political Identity (3 codes each)
Cultural Identity (1 code)

These results indicate that the formal education system plays a predominant role in shaping students’ personal, national, and religious identities.

Influential School Components

The following school components were found to have the greatest impact on adolescent identity:

School Actors (teachers, staff, students, administrators): Most influential, especially on personal, religious, and occupational identity (18 codes)
Educational Processes: Influential on personal, occupational, national, and social identity (16 codes)
School Structure: Impactful on personal, national, and social identity (13 codes)
Hidden Curriculum and School Atmosphere: Strengthening religious and national identity
Physical Environment of the School: Influential on social, personal, and national identity


Identity-Weakening Factors

Five factors were identified as potential barriers to identity development:

School Environment: May reproduce social inequalities
Rigid Educational Processes: Can hinder identity formation
Institutional Norms: May restrict students’ freedom of expression
Credentialism: Reduces creativity
Traditional Teaching Methods (especially in the arts): Can inhibit self-expression

In summary, while most components of the school ecosystem contribute positively to identity development—particularly in personal, national, and religious domains—certain structural and pedagogical practices may obstruct the complete and multidimensional formation of identity. Addressing these challenges requires greater flexibility and inclusivity within educational systems.
 
 
 
 
 
 
The conceptual model of the role of the school ecosystem in student identity formation
 
Discussion and Conclusion: Adolescents are the architects of a society’s future, and the coherence of their personality and life trajectory is shaped mainly by the identity they develop during this formative stage. Among the institutions influencing this process, the formal education system plays a pivotal role. A comprehensive and systematic view of this system—as a complex socio-cultural ecosystem—offers more profound insight into its function in shaping the identity of today’s youth in Iran.
This study, through thematic analysis of 24 sources, identified 98 detailed themes related to adolescent identity formation. Within this framework, 12 core components of the school ecosystem were recognized, including educational technologies, educational processes, architecture, context, structure, environment and atmosphere, interpersonal interactions among school actors, and the hidden curriculum.
These components impact eight key dimensions of identity: personal, social, gender, occupational, religious, cultural, political, and national. Notably, despite their growing relevance, civilizational and virtual (online) identities were not addressed in the reviewed sources and warrant future investigation.
The findings reveal that the school ecosystem, as a multidimensional and dynamic system, exerts profound influence on the development of students’ identity. Various elements—such as school actors, institutional structure, educational and formative processes, school atmosphere, and curricular content—significantly affect personal, national, religious, social, and occupational identity. Among these, school actors had the most substantial impact on personal, religious, and occupational identity, while multiple ecosystem components broadly shape national and religious identity. Furthermore, certain elements, such as school context and instructional processes, can function both as enhancers and inhibitors of identity formation.
These insights underscore the importance of considering the school ecosystem as a vital component in the adolescent identity formation process. They demonstrate that student identity emerges from the complex interplay of internal and external factors within the school environment.
If the cultivation of an Iranian-Islamic identity among adolescents is a strategic goal for policymakers, it necessitates focused attention on the formal education system—particularly because national and religious identity are the most affected dimensions within this ecosystem.
This study proposes a culturally ecological model as an alternative to traditional cultural approaches in school-based research, inviting future studies to explore emerging components and the diverse impacts of various school types on adolescent identity.

Keywords

References

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