Page 408 - Vseživljenjsko učenje kot temelj trajnostne družbe

Marina Semiz

Introduction
Investigating the frequency and diversity of environmental activities in kin-
dergartens, along with their correlates and predictors, is gaining importance
in light of strategic priorities set globally (United Nations, n.d.; UNESCO, 2012;
2017) and nationally (Strategy for the Development of Education by 2030,
2021; National Strategy for Sustainable Development, 2008; Youth Strategy of
the Republic of Serbia 2023–2030, 2023). Global challenges such as poverty,
social inequality, climate change, and the depletion of natural resources have
positioned education for sustainable development as a key instrument for
fostering environmentally responsible and sustainable societies (United Na-
tions, n.d.). Education is thus recognized as a central factor in raising aware-
ness among current and future generations about global issues in the do-
mains of the economy, society, and the environment (Vukić, 2020, p. 93), as
well as in promoting critical thinking, ethical reflection, and civic engage-
ment (Sánchez-Santamaría & Manzanares-Moya, 2017).
AsTrifunović(2011,p.213) notes,‘In theattemptsto overcome,orat least re-
duce, environmental, technological and financial risks, the modern man can-
not ignore the importance of the educational process, especially its ability to
shape a person’s worldview.’ Given its transformative potential, education for
sustainable development provides the foundation for equipping new gener-
ations with the knowledge and skills needed to address twenty-first-century
environmental challenges. In this context, it also offers an ethical framework
for responsible action amid global change.
Early childhood is widely recognized as a formative period for develop-
ing fundamental attitudes, values, and behaviours, making it particularly
suitable for fostering environmental awareness (Ferreira et al., 2016; Chawla,
2020). At this stage, children display natural curiosity and emotional recep-
tiveness toward the natural world. Direct interaction with nature – through
play, exploration, and caring for plants and animals – enhances both emo-
tional and cognitive connectedness to the environment, while also nurtur-
ing empathy for other living beings (Åström et al., 2020; Chawla, 2020; Ernst &
Burcak, 2019; Meier & Sisk-Hilton, 2007). These findings highlight the unique
potential of early childhood environmental education to build a foundation
for long-term environmental responsibility.
Although international and national strategic documents – such as the
2030 Agenda (United Nations, n.d.) and the National Strategy for Sustainable
Development (2008) – emphasize the importance of early childhood educa-
tion in achieving a sustainable future, preschool practice reveals numerous

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