Beyond The Green Lens : The Transformative Journey of Preschool Educators in Sustainability Education

Abstract

The common understanding of sustainability focuses on protecting our environment so future generations can enjoy it. Sustainable development, on the other hand, refers to the slow and steady progress societies make towards this goal. This concept emphasizes the need to save natural resources to keep our ecosystem stable and healthy over time. Sustainability emphasizes preserving the environment for future generations and advocating for responsible resource management to ensure ecological health. Sustainable development progresses this by incorporating societal, economic, and cultural considerations to foster long-lasting development. Reflected in The Icelandic Curriculum Guide for Preschools, the concept's implementation in education, like preschools, requires enhanced pedagogical tools and teacher training.This action research delves into the transformative journey of preschool teachers and other educators in their understanding of Early Childhood Education for Sustainability (ECEfS). The research aimed to identify areas of development through a cyclic process of planning, action, observation, reflection, and change. The participants' journey of exploration revealed a significant evolution in their understanding of ECEfS. Initially, it was perceived as an environmental obligation, but their understanding expanded, recognizing the interconnectedness of ecological, social, economic, and cultural dimensions. Their initial hesitancy, stemming from the perceived complexity of the topic, transformed into an investigative drive facilitated by tools. The central role of nurturing learning environments in this transformative journey was also evident. Regular reflections, discussions, and a dynamic learning community supported their grasp on the subject, surpassing their educational backgrounds. This underscores the crucial role of preschool educators in the journey toward sustainability education.This research offers valuable suggestions for educators, policymakers, and curriculum developers on adopting holistic approaches in ECEfS. It underscores the need for adequate resources, time, and support for educators to embrace and fully incorporate sustainability into their teaching philosophies. Additionally, it stresses the importance of further research and policy development to enhance educators' knowledge and practices in ECEfS, ultimately aiming to bridge the gap between theory and practice. This holistic perspective facilitates the development of informed, responsible individuals ready to contribute to the global community.