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Predictors of Preschool Teachers’ Environmental Activities in Kindergarten

challenges that teachers encounter in implementing these values (Türkoğlu,
2019). Particularly critical are issues related to preschool teachers’ competen-
cies for carrying out environmental activities (Mitranić Marinković et al., 2019;
Višnjić-Jevtić et al., 2022) and the identification of factors that influence their
engagement in education for sustainable development. Research indicates
that while preservice preschool teachers show basic predispositions toward
sustainable behaviour, these are insufficient without systemic education and
a reflective pedagogical approach (Šindić et al., 2021).
This paper aims to investigate the predictors of preschool teachers’ en-
gagement in environmental activities within kindergartens, with particular
attention to variables such as years of service, level of education, teaching
group, and the degree of development of their environmental competen-
cies. Understanding these factors is essential for designing effective profes-
sional development strategies and support mechanisms that can enhance
preschool teachers’ capacities, ultimately improving the quality and increas-
ing the frequency of environmental activities in early childhood education.

Preschool Teachers’ Competencies for Implementing Environmental
Education and Education for Sustainable Development Programmes
In the context of increasingly complex environmental, social, and economic
challenges, preschool teachers hold a pivotal role, as they have the unique
opportunity to shape children’s values of sustainability and foster a sense
of responsibility toward the environment and society through real-life and
learning experiences. Their role extends beyond merely conveying informa-
tion to actively creating learning environments that promote critical think-
ing, exploration, and emotional connectedness to nature (Kahriman-Öztürk,
2010; Ernst & Burcak, 2019). UNESCO’s Target 4.7 highlights the necessity for
preschool teachers to be proficient in integrating values of sustainability, so-
cial responsibility, ecological balance, and social justice into their teaching
practices (UNESCO, 2017). This competence encompasses not only a thor-
ough understanding of environmental concepts but also the ability to en-
hance children’s awareness of the cause-and-effect relationships between
human actions and environmental outcomes, as well as to encourage chil-
dren’s willingness to respond to environmental injustices and degradation.
However, despite increasing consensus on the importance of education
for sustainable development, its practical implementation continues to pose
significant challenges. Research indicates that while preschool teachers gen-
erally hold positive attitudes toward incorporating environmental topics into
their daily work with children, they often express insecurity regarding their

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