Page 407 - Vseživljenjsko učenje kot temelj trajnostne družbe

Predictors of Preschool Teachers’

Environmental Activities in Kindergarten:
A Path to a Sustainable Future

Marina Semiz
University of Kragujevac
Faculty of Education in Užice
semizmarina@pfu.kg.ac.rs

In line with the priorities of the United Nations 2030 Agenda and the grow-
ing emphasis on competencies for sustainable development in education,
early childhood and preschool education are increasingly recognized as crit-
ical stages for fostering environmental awareness and designing sustainable
curricula. As key educational agents, preschool teachers play a central role in
implementing environmental initiatives in kindergartens and nurturing en-
vironmentally responsible attitudes and behaviours in young children. This
paper presents findings from a study examining the predictors of preschool
teachers’ engagement in environmental activities, with a focus on selected
personal and sociodemographic variables: years of service, education level,
teaching group, and the development of environmental competencies. The
study involved a sample of 101 preschool teachers from four administrative
districts in Serbia. Data were collected using two instruments: one measuring
the development of environmental competencies and another assessing the
frequency of environmental activities implemented in kindergartens. The re-
sults indicate that teachers’ environmental competencies have a direct and
moderately positive influence on their engagement in environmental prac-
tices. Strengthening these competencies increases the likelihood of preschool
teachers’ involvement in environmentally sustainable practices. Other exam-
ined variables did not emerge as significant predictors of participation in envi-
ronmental initiatives. The multiple regression analysis accounted for approxi-
mately 31 of the variance in the frequency of environmental activities, high-
lighting the need for future research to explore additional predictive factors.
Based on the findings, the development and implementation of targeted train-
ing and professional development programmes are recommended to further
enhance preschool teachers’ environmental competencies.
Keywords: sustainable development, environmental education, environmental
well-being, environmental skills, preschool teachers
© 2025 Marina Semiz
https://doi.org/10.26493/978-961-293-538-2.24

Hudovernik, S., Lepičnik Vodopivec, J., Drljić, K., Birsa, E., Mezgec, M., Cotič, N.,
Dolenc, P., Ferbežar, N., Hozjan, D., in Štemberger, T. (ur.). (2025). Vseživljenjsko učenje
kot temelj trajnostne družbe. Založba Univerze na Primorskem.