Naslov
Education for sustainable development in three early childhood education contexts: Perspectives of educators from Bosnia and Herzegovina, Croatia and Slovenia

Autori
Šindić, Aleksandra ; Višnjić-Jevtić, Adrijana ; Pribišev Beleslin, Tamara ; Lepičnik-Vodopivec, Jurka

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Promjene u RPOO-u – RPOO kao promjena: odgoj i obrazovanje kao odgovor na novo normalno

Urednik/ci
Višnjić-Jevtić, Adrijana

Izdavač
OMEP Hrvatska

Grad
Čakovec

Godina
2022

Raspon stranica
144-154

ISBN
978-953-57634-2-0

Ključne riječi
dimensions of education for sustainable development ; early childhood ; pedagogical conception ; three preschool contexts ; comparison

Sažetak
The study was created within the scientific project »Education for Sustainable Development (ESD) at Early Age and Intergenerational Learning«, with the aim of opening a dialogue between different preschool contexts and further strengthening the pedagogical conception of an ESD three-dimensional model of OMEP's Education in early childhood for sustainability and Global Citizen Education world project. In the research, 91 educators participated (34 from Slovenia, 29 from Croatia, and 28 from BiH). The mixed design study aimed to compare: (a) educators' understanding of the ESD dimensions in early childhood (social and cultural, environmental and economic sustainability), and (b) the extent to which the pedagogical concept is applied in three different preschool contexts. An online questionnaire (ESD_3_countries) was constructed, contained two sections with multiple-choice questions, items with an assessment of the intensity of educator agreement, and open-ended questions. The general hypothesis assumed that differences between educators did not exist in terms of knowledge of OMEP's ESD Assessment Scale, training in the application of the ESD conception, and the possibility of promoting all three dimensions of ESD in their preschool context. The results partially confirmed the hypothesis, bearing in mind that educators do not differ in the level of knowledge of the ESD Scale, while in other elements differ. The implications point to the importance of a systematic approach to the pedagogical conception of ESD, greater networking and professional exchange, applying in national documents and curricula, systematized professional training, and greater support for projects and activities promoting the ESD in preschool and the community as a whole.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA