Page 422 - Vseživljenjsko učenje kot temelj trajnostne družbe

Marina Semiz

and collaborative activities involving the wider community. Expanding such
practices requires stronger institutional support, improved intersectoral col-
laboration, and additional professional training to equip preschool teachers
with the skills necessary to plan and implement more complex environmen-
tal activities.
Based on the research findings, the following practical recommendations
are proposed: (a) providing additional training for preschool teachers to en-
hance the implementation of creative and exploratory environmental activ-
ities; (b) strengthening collaboration and developing partnerships with or-
ganizations, media, educational, and research institutions; and (c) ensuring
adequate resources and time are allocated for the execution of more com-
plex environmental initiatives. By increasing resource availability, empower-
ing preschool teachers, and fostering a supportive environment, it is possible
to significantly broaden the scope and improve the quality of environmental
activities accessible to children from an early age.
Notwithstanding its significant insights, this study has several limitations
that should be carefully considered in future research: (a) the sampling
method used reduces the possibility of generalizing the results to the larger
population of preschool teachers in Serbia; (b) the instruments relied on
preschool teachers’ self-assessment, which may lead to socially desirable re-
sponses; and (c) institutional and contextual factors, such as management
support, preschool teacher leadership, and preschool programmes, were
not considered as correlates or predictors of the frequency of environmen-
tal activity implementation. Considering these limitations, further research,
including longitudinal and qualitative studies, should be conducted to gain
deeper insight into the factors influencing preschool teachers’ environmen-
tal activity frequency.

References
Åström,F., Björck-Åkesson, E.,Sjöman, M.,& Granlund,M.(2020). Everyday en-
vironments and activities of children and teachers in Swedish preschools.
Early Child Development and Care, 192(2), 187–202.
Biesta, G.J.J. (2010). Why‘what works’ stillwon’t work: From evidence-based
education to value-based education. Studies in Philosophy and Education,
29(5), 491–503.
Chawla, L. (2020). Childhood nature connection and constructive hope: A re-
view of research on connecting with nature and coping with environmen-
tal loss. People and Nature, 2(3), 619–642.
Davis, J. (Ed.) (2015). Young children and theenvironment: Early education for sus-
tainability. Cambridge University Press.

422