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Predictors of Preschool Teachers’ Environmental Activities in Kindergarten : A Path to a Sustainable Future
Marina Semiz, 2025, independent scientific component part or a chapter in a monograph

Abstract: In line with the priorities of the United Nations 2030 Agenda and the growing emphasis on competencies for sustainable development in education, early childhood and preschool education are increasingly recognized as critical stages for fostering environmental awareness and designing sustainable curricula. As key educational agents, preschool teachers play a central role in implementing environmental initiatives in kindergartens and nurturing environmentally responsible attitudes and behaviours in young children. This paper presents findings from a study examining the predictors of preschool teachers’ engagement in environmental activities, with a focus on selected personal and sociodemographic variables: years of service, education level, teaching group, and the development of environmental competencies. The study involved a sample of 101 preschool teachers from four administrative districts in Serbia. Data were collected using two instruments: one measuring the development of environmental competencies and another assessing the frequency of environmental activities implemented in kindergartens. The results indicate that teachers’ environmental competencies have a direct and moderately positive influence on their engagement in environmental practices. Strengthening these competencies increases the likelihood of preschool teachers’ involvement in environmentally sustainable practices. Other examined variables did not emerge as significant predictors of participation in environmental initiatives. The multiple regression analysis accounted for approximately 31% of the variance in the frequency of environmental activities, highlighting the need for future research to explore additional predictive factors. Based on the findings, the development and implementation of targeted training and professional development programmes are recommended to further enhance preschool teachers’ environmental competencies.
Keywords: sustainable development, environmental education, environmental well-being, environmental skills, preschool teachers
Published in RUP: 26.01.2026; Views: 458; Downloads: 0
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The relationship between concern for environmental sustainability and the capacity for wisdom and other factors among postgraduate business students : an international comparison
Bernard McKenna, Roberto Biloslavo, 2014, published scientific conference contribution

Abstract: The paper presents the results of an exploratory international survey, excluding USA, of postgraduate business students including MBAs. The central purpose was to consider the relationship between the propensity for wisdom and adopting an ecological perspective that is more compatible with long-term planetary sustainability. Other variables were considered. Students were more inclined to the New Ecological Paradigm [NEP], with a significant strong correlation between the level of wisdom and environmental concern. Stronger NEP and wisdom scores were positively correlated with subjective wellbeing and psychological wellbeing. Although there was no correlation between gender and wisdom, there was a positive correlation between wisdom and those with children as well as those who are partnered, suggesting the importance of experience in wisdom formation. Gender also did not correlate with environmental concern. Students reasonably strongly agreed with sustainability being a significant part of the Business degree curriculum. Further curriculum implications are provided.
Keywords: environmental sustainability, wisdom, management education
Published in RUP: 14.10.2015; Views: 4311; Downloads: 107
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