Page 370 - Vseživljenjsko učenje kot temelj trajnostne družbe

Nika Konestabo in Eda Birsa

tic review through the lens of the business science literature. International
Journal of Management Education, 22(1), 100904.
Vogrinc, J. (2008). Kvalitativno raziskovanje na pedagoškem področju. Pedagoš-
ka fakulteta.
Williams, E. N., in Hill, C. E. (2012). Establishing trustworthiness in consensual
qualitativeresearchstudies.VC.E.Hill(ur.),Consensualqualitativeresearch:
A practical resourcefor investigating social sciencephenomena (str. 175–185).
American Psychological Association.
Zupančič, T. (2014). Aktualni problemi likovnih dejavnosti v predšolskem ob-
dobju. Vzgojiteljica: revija za dobro prakso v vrtcih, 16(1), 7–10.

Integrating Sustainable Practices in Art Activities for Preschool Children
Integrating sustainable practices into art activities is a crucial approach for
fostering sustainability-conscious individuals from early childhood. Through
art, sustainable education can promote values such as responsibility, respect,
and sustainable thinking. By using various sustainable materials and visual
prompts related to sustainability, children are able to express concepts more
meaningfully and engage more deeply with environmental issues and other
dimensions of sustainability. The aim of this study was to examine preschool
educators’ understanding of sustainable development and to determine how
frequently and in what ways they incorporate sustainable practices into art
activities. Special emphasis was placed on identifying the primary challenges
faced when integrating sustainability content into creative learning processes.
A qualitative research design was employed in late 2024, based on semi-
structured interviews with eighteen preschool teachers. Findings reveal that
educators demonstrate ambiguity in their theoretical understanding of sus-
tainable development, often focusing primarily on its environmental dimen-
sion within art activities. Although participants recognize the importance
of sustainable practices, they report a need for additional professional sup-
port and training to effectively implement sustainability in the classroom. This
study contributes to the field by clarifying current gaps in educators’ knowl-
edge of sustainability and by offering practical insights for developing peda-
gogical strategies that enhance the integration of sustainability content into
early childhood art education.
Keywords: sustainable development, art activities, sustainable practices, early
childhood education, critical thinking

370