Sustainable School Transformation Through Action Research for Transformation: An Example from Turkey

Education plays a pivotal role in global sustainability efforts, yet traditional school practices often fall short of catalyzing the necessary transformative change. This study investigates the implementation of a participatory whole-school approach to Education for Sustainable Development (ESD) in a Turkish middle school through Action Research for Transformation (ART). Moving beyond a focus on mere environmental management, this research distinguishes between the "school organization" (structures and policies) and the "school community" (relationships and culture), examining how structural changes can foster a sustainable community ethos.The research aimed to examine how the school community perceives the changes initiated, the challenges and successes encountered during this process, and the outcomes of integrating sustainability into the school’s culture. A longitudinal design (2018–2020) was employed, utilizing a consensus coding strategy to ensure qualitative rigor. Multiple data sources, including semi-structured focus group interviews with 22 teachers and 24 students, visual documentation of school activities, and interim progress reports—were triangulated. The results indicate that the WSA fostered significant positive changes. Participants reported increased ecological awareness, stronger global citizenship values, and the development of a more sustainable school culture. Students expressed a heightened sense of being valued and more responsible behavior, while teachers observed reductions in negative behaviors and greater collaboration. These findings highlight the value of collaborative, context-sensitive educational initiatives in advancing sustainability within centralized education systems.