Identifying the Components and Dimensions of an Operational Strategy Model Based on the Realization of Social Banking with an Approach to Social Responsibility, Green Banking, and Banking via Social Networks in Parsian Bank

Abstract

The objective of this study is to design and validate a conceptual model for overcoming educational challenges in science education in Iraq by emphasizing student-centered approaches and integrating green banking principles as a contextual framework for sustainable learning enhancement. This research employed a qualitative approach using inductive content analysis. Participants included science teachers, educational group leaders, and curriculum developers in Iraq, selected through criterion-based purposive sampling. Data were collected via semi-structured in-depth interviews with 23 participants until theoretical saturation was achieved. Thematic coding and category clustering were applied to identify key dimensions, including influencing factors, core themes, consequences, strategies, contexts, and intervening variables. The findings were validated using expert feedback and model refinement techniques. The study identified five overarching clusters that form the foundation of the proposed model. Influencing factors included social capital, policy and legal frameworks, digital infrastructure, and socio-cultural dynamics. Core categories revolved around three manifestations of social banking: CSR-driven banking, green banking, and banking through social networks. These were associated with major outcomes such as sustainable development, customer loyalty, optimized resource allocation, and value creation. Strategic actions involved launching non-bank social finance platforms, digital banking, public awareness campaigns, and the use of financial tools. Contextual factors such as cultural orientation, creativity, banking structure, and security were also identified. The model emphasizes the role of value-based governance and state-level intervention in enabling green education practices. This study offers a validated, context-specific model for addressing systemic challenges in science education by aligning pedagogical strategies with principles of green and social banking. It highlights the importance of integrating structural, cultural, and policy-related elements in reform efforts that prioritize student agency and sustainable development.