Page 420 - Vseživljenjsko učenje kot temelj trajnostne družbe

Marina Semiz

regression model (β =0.062, p = 0.498). This finding partially contrasts with
earlier studies (Ernst, 2007; Ferreira et al., 2007), which suggest that higher
levels of formal education may enhance understanding of education for sus-
tainable development. However, this discrepancy may be explained by the
fact that formal education does not necessarily ensure the development of
specific environmental competencies. Such skills are often acquired through
experiential learning, hands-on practice, targeted training, and ongoing pro-
fessional development.
Hypothesis 3, concerning the correlation between years of service and the
frequency of implementation of environmental activities, has not been con-
firmed (r = –0.092, p = 0.181); the years of service variable also failed to reach
statistical significance in the regression model (β = –0.120, p =0.182). This re-
sult may suggest that years of service per se do not predict a higher level of
preschool teachers’ involvement in environmental activities, but rather that
thequalityofprofessionaldevelopmentandeducationforsustainabledevel-
opment is more important, which also supports the findings of Tilbury (2011)
and Kadji-Beltrán (2024).
Hypothesis 4, which assumes that there are significant differences in the
frequency of implementation of environmental activities in relation to the
teaching group the preschool teacher is in charge of, was not confirmed (r =–
0.030, p = 0.384). This variable also failed to reach statistical significance in the
regression model (β =0.084, p = 0.344). Research studies such as the one by
Elliott and Davis (2009) confirm that environment-related topics can be suc-
cessfully incorporated in work with all age groups, provided that preschool
teachers are adequately educated.
Despite the commitments outlined in strategic, normative, and compe-
tency documents (United Nations, n.d.; UNESCO, 2012, 2017; Preschool cur-
riculum framework: Years of ascent, 2018; Rulebook on the standards of com-
petencies for the preschool teacher profession and their professional devel-
opment, 2018), the research findings reveal a gap between the proclaimed
transformative goals of education for sustainable development and its ac-
tual implementation in kindergarten practice. Although national documents
promote a holistic understanding of education for sustainable development,
positioning preschool teachers as ethically oriented practitioners, this study
has shown that environmental activities are often implemented only occa-
sionally and, to a great extent, symbolically. Activities such as energy conser-
vation, plant cultivation, or care for the natural environment are still predom-
inantly carried out through theme days or as additional content, rather than
being integrated into the actual curriculum and everyday situations.

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