Kindergarten Teachers’ Perspectives on Sustainable Development: Insights from Early Childhood Education in Kindergartens

Abstract

The role of kindergarten teachers in shaping young children's understanding of sustainability is crucial. This research aims to understand preschool teachers' perceptions of sustainability and evaluate their practices in the classroom. The sample consisted of 16 early education teachers. In this study, data collected using a semi-structured interview form were analyzed using the thematic analysis method. Through in-depth interviews, researchers can interact directly with the research subjects and explore the thoughts and feelings of the interviewees through questions and follow-ups. Thematic analysis is a flexible method widely preferred in qualitative research, allowing for in-depth interpretation of the meaning and essence of the data. This type of research is rare in Majmaah, Saudi Arabia. The research is a basic descriptive qualitative research. The results revealed that teachers' approaches to sustainability and the individual measures they take for a sustainable life fall under four main themes: economic, environmental, social, and cultural. The participants' emphasis on the importance of starting sustainability education at an early age and connecting children with nature can be considered an important factor in increasing the permanence of this awareness.