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Abstract: This research examined factors associated with sustainable development outcomes (O-SD) in early childhood learning settings, as perceived by preschool teachers, considering environmental, social, and economic aspects along with contextual elements (child age, eco-program affiliation, teacher experience). Data were gathered through an online survey targeting 114 Slovenian preschool teachers in 2024. The reliability of the instrument was high (α = .942), and principal component analysis confirmed its validity. Correlation and stepwise regression analyses identified the key predictors of O-SD. Education focused on economic sustainability and child age emerged as the primary predictors, accounting for approximately 55% of the variance. While social sustainability was frequently observed in practice, it did not prove to be a significant predictor. The findings highlight the importance of developmentally appropriate and age-sensitive strategies, alongside the intentional inclusion of economic considerations. Limitations include a convenience sample and reliance on self-reported data. Future research should aim to replicate these results in diverse settings and consider mixed-method approaches that incorporate children’s perspectives.
Keywords: quality education, early childhood education for sustainability, sustainable development outcomes, early childhood learning settings
Published in RUP: 07.01.2026; Views: 630; Downloads: 8
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