Page 416 - Vseživljenjsko učenje kot temelj trajnostne družbe

Marina Semiz

Based on the descriptive indicators for the individual items, a clear distinc-
tion emerges between everyday environmental habits and more complex,
participatory forms of environmental engagement. The highest mean values
were recorded for the following statements: ‘I actively use and maintain nat-
ural and recycled materials’ (M = 3.00, SD = 0.20), ‘I regularly air the rooms to
ensure a healthy indoor climate’ (M = 2.96, SD = 0.38), ‘I consciously choose
environmentally friendly products and reduce the use of plastic and harm-
ful chemicals’ (M =2.97, SD =0.17),‘Iuse water rationally (e.g.Ido notleave
taps running, I use water sparingly during activities)’ (M =2.85, SD =0.38),
and ‘I use electricity wisely (e.g. unplugging appliances when not in use, us-
ing energy-efficient light bulbs)’ (M =2.73, SD = 0.47). These findings suggest
that behaviours directly related to personal health, hygiene, and the immedi-
ate environment are the most consistently integrated into preschool teach-
ers’ everyday practice. A moderate level of implementation was observed for
items related to active involvement in nature and flora conservation. These
include: ‘I responsibly select and maintain eco-friendly materials and plants
inmyprofessionalandpersonalspaces’(M=2.58,SD=0.57),‘Iregularlyspend
time in nature, take walks, and explore environmental phenomena’ (M =2.57,
SD = 0.58), and ‘I regularly recycle paper, plastic, glass, and other everyday
materials’ (M =2.23, SD = 0.61). In contrast, the least frequently practiced ac-
tivities are those requiring a higher level of engagement and institutional
support. These include: ‘I follow and record changes and phenomena that
threaten the natural environment, such as pollution, deforestation, and cli-
mate change’ (M =1.62, SD = 0.78), ‘I use environmentally friendly means of
transport (bicycle, public transportation, carpooling)’ (M =1.70, SD =0.78),
and ‘I take part in collective environmental initiatives such as cleaning up
natural spaces, planting trees, and participating in educational campaigns’
(M = 1.99, SD =0.70).
The aim of this study was to identify key predictors influencing the fre-
quency of environmental activity implementation in kindergartens by exam-
ining the effects of four independent variables: the degree of development
of preschool teachers’ environmental competencies, years of service, edu-
cation level, and teaching group. The results of correlation (Table 3) and re-
gression analyses (Tables 4, 5, and 6) offer insights into the relationships and
intercorrelations among these variables.
The correlation analysis revealed a statistically significant and moder-
ately strong positive relationship between the degree of development of
preschool teachers’ environmental competencies and the frequency of en-
vironmental activity implementation in kindergartens (r =0.540, p < 0.001).

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