Key Factors Among Preschool Teachers in Promoting Sustainable Development in Early Childhood Education

Abstract

Early childhood education for sustainable development is the basis for achieving sustainability in all dimensions: ecological, economic, social and cultural. Starting from the theory of education for sustainable development, the aim of this quantitative, empirical study, which was part of a wider international research on early childhood education for sustainable development, was to examine the perspective of Slovenian preschool teachers on implementing education for sustainable development in kindergarten through an educational assessment of their practice. Data was collected through an online survey with an assessment scale, in 2024, on a sample of 114 preschool teachers employed in Slovenian kindergartens. The results of the factor analysis indicated different approaches to promoting sustainability in the kindergarten context. Three factors have been singled out that indicate that the implementation of education for sustainable development is realized through the following: Planned and comprehensive activities of education for sustainable development (integrative and participatory approach), Encouraging social sustainability (development of social skills and empathy) through daily peer interactions and Promoting sustainable behaviour through the daily routine.