This study was conducted to examine the role of schools in strengthening students’ citizenship behaviors and their impact on sustainable urban development. In terms of purpose, the research is applied, and in terms of nature, it follows a descriptive–correlational approach. The statistical population consisted of all first- and second-level secondary school students in Azarshahr County, from which 221 students were selected using proportional random sampling. Data were collected using standardized questionnaires on citizenship behavior and indicators related to school performance.



The results of the data analysis indicated that the level of students’ citizenship behaviors was higher than the assumed average, and that different components of school performance had a positive and significant relationship with the dimensions of students’ citizenship behaviors (p < 0.01). Furthermore, the findings from hypothesis testing showed that both the first hypothesis (the relationship between school performance and citizenship behavior) and the second hypothesis (the relationship between citizenship behavior and sustainable urban development) were confirmed at the 99% confidence level.



Accordingly, it can be concluded that schools, by enhancing awareness, promoting social participation, and fostering a sense of responsibility among students, play a key role in shaping citizenship behaviors. These behaviors, in turn, provide an effective foundation for achieving sustainable urban development.