Kindergarten teachers’ perspectives on sustainable development practices and observed practices

Yusra Zaki Aboud

doi:10.24294/jipd.v8i8.6719

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Kindergarten teachers’ perspectives on sustainable development practices and observed practices

Yusra Zaki Aboud

Journal of Infrastructure Policy and Development 2024, 8(8), 6719; https://doi.org/10.24294/jipd.v8i8.6719

Submitted：28 May 2024

Accepted：13 Jun 2024

Published：26 Aug 2024

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Abstract

Purpose: Kindergartens are an important educational environment for the development of children at an early age, and they also play a crucial role in developing the values of sustainable development. The purpose of this study is to investigate kindergarten teachers’ perceptions of observable and sustainable development practices. Design, methodology, approach: Semi-structured interviews were conducted with 302 Saudi kindergarten teachers. Additionally, observation cards were utilized to collect data on actual practices of sustainable development in kindergartens. Data were analyzed using Nvivo12, a qualitative data analysis software, and descriptive analysis methods. The main themes were produced first, and then the perspectives were organized around them. Finding: The impact of social and cultural factors on the development of values, the lack of resources available to implement educational activities, and teacher awareness and training gaps were found to be the main barriers to the development of sustainable development values in kindergartens. Originality, value: To the best of the author’s knowledge, this is the first study in Saudi Arabia that has looked into the environmental and social perceptions of early childhood teachers about sustainable development practices, so the study’s findings can highlight the importance of reorienting teacher education programs toward sustainability in order to bridge knowledge and practice gaps.

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References

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