| Title: | Predictors of Preschool Teachers’ Environmental Activities in Kindergarten : A Path to a Sustainable Future |
|---|
| Authors: | ID Semiz, Marina (Author) |
|---|
| Files: |  ZUP_Semiz_Marina_2025.pdf (131,64 KB)
MD5: A44076541E2E8B03885162FA0FD53D64
|
|---|
| Language: | English |
|---|
| Work type: | Not categorized |
|---|
| Typology: | 1.16 - Independent Scientific Component Part or a Chapter in a Monograph |
|---|
| Organization: | ZUP - University of Primorska Press
|
|---|
| 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 |
|---|
| Publication status: | Published |
|---|
| Publication version: | Version of Record |
|---|
| Place of publishing: | Koper |
|---|
| Publisher: | Založba Univerze na Primorskem |
|---|
| Year of publishing: | 2025 |
|---|
| Number of pages: | Str. 407-425 |
|---|
| PID: | 20.500.12556/RUP-22541  |
|---|
| ISBN: | 9789612935382 |
|---|
| DOI: | https://doi.org/10.26493/978-961-293-538-2.24 |
|---|
| Publication date in RUP: | 26.01.2026 |
|---|
| Views: | 47 |
|---|
| Downloads: | 0 |
|---|
| Metadata: |    |
|---|
|
:
|
Copy citation |
|---|
| | | | Average score: | (0 votes) |
|---|
| Your score: | Voting is allowed only for logged in users. |
|---|
| Share: |  |
|---|
Hover the mouse pointer over a document title to show the abstract or click
on the title to get all document metadata. |
