Page 86 - Vseživljenjsko učenje kot temelj trajnostne družbe

Aleksandra Šindić, Nikolina Ogorelac in Jurka Lepičnik Vodopivec

From Preschool to the Local Community: Practicing Education
for Sustainable Development Daily
The concept of sustainable development, which encompasses environmen-
tal, social, and economic dimensions, is featured in numerous contemporary
definitions and research on sustainability and education for sustainable de-
velopment. Education for sustainability, as a multidimensional construct, in-
tegrates environmental, social, and economic aspects, all of which contribute
to fostering a synergistic relationship between the individual, society, and na-
ture. This relationship plays a key role in shaping socially responsible indi-
viduals. Education for sustainable development should begin in preschool, as
early development of values, attitudes, and habits significantly influences an
individual’s sustainability orientation in later stages of life. The aim of the re-
search was to examine the specific characteristics of implementing education
for sustainable development in kindergartens, with a focus on identifying the
prevalence of and differences between planned and spontaneous activities,
as well as the involvement of the local community in their implementation.
A combined pedagogical research method was used. The study included 110
preschool teachers. Quantitative data were collected through surveys, while
qualitative insights were gathered through a qualitative analysis of responses
from a focus group of eight participants. The results of the quantitative analy-
sis revealed that education for sustainable development is significantly more
often implemented within the kindergarten, while participatory activities with
the local community are less frequent. Qualitative data indicated that teach-
ers often utilize everyday opportunities to encourage sustainable behaviour,
although there is a lack of systemic support both within the kindergarten and
more broadly. While the importance of education for sustainability in kinder-
gartens is increasingly recognized, challenges and opportunities remain in en-
suring consistent implementation and optimal integration of sustainability ed-
ucation within kindergartens, as well as in fostering collaboration with the lo-
cal community.
Keywords: education for sustainable development, kindergarten, planned and
spontaneous activities, participatory activities, local community

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