<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Pre-school education is a crucial time in the formation of children’s individual personalities and values. In the context of growing concerns about climate change and environmental sustainability, integrating GREEN education into the pre-school system is becoming an essential choice for preparing new generations for global environmental challenges. In this sense, the proposed research focuses on teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level. A key aspect of this research is to identify the underlying motivations behind the adoption of GREEN education in pre-school settings. Exploring these reasons will shed light not only on the theoretical and normative aspects that support the need for GREEN education, but also on the practical aspects related to the benefits observed in children’s development in terms of environmental awareness, social responsibility and the formation of sustainable behaviours.The research will also focus on the level of teachers’ interest in the application of GREEN education in the preschool learning process. Assessing this aspect will contribute to understanding the degree of teachers’ receptiveness and willingness to integrate specific GREEN education themes and activities into the curriculum.The research will also explore ways of implementing GREEN education in the pre-school environment, highlighting effective practices and obstacles encountered by teachers in the process. This approach will provide useful information for the development of educational strategies and resources to facilitate the effective integration of GREEN themes into pre-school curricula.</p>
<p>Through this research, we will also investigate the level of knowledge teachers’ knowledge about GREEN education, identifying possible gaps in their professional training in this field. The results will provide essential information for the development of in-service training programmes to support teachers in improving their skills in GREEN education. Therefore, the main objective of this research is to bring attention to teachers’ attitudes towards implementing and engaging in GREEN activities at pre-school level, providing relevant and practical data for improving the quality of pre-school education and training future generations in sustainability.</p>
</abstract>

Pre-school education is a crucial time in the formation of children’s individual personalities and values. In the context of growing concerns about climate change and environmental sustainability, integrating GREEN education into the pre-school system is becoming an essential choice for preparing new generations for global environmental challenges. In this sense, the proposed research focuses on teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level. A key aspect of this research is to identify the underlying motivations behind the adoption of GREEN education in pre-school settings. Exploring these reasons will shed light not only on the theoretical and normative aspects that support the need for GREEN education, but also on the practical aspects related to the benefits observed in children’s development in terms of environmental awareness, social responsibility and the formation of sustainable behaviours.The research will also focus on the level of teachers’ interest in the application of GREEN education in the preschool learning process. Assessing this aspect will contribute to understanding the degree of teachers’ receptiveness and willingness to integrate specific GREEN education themes and activities into the curriculum.The research will also explore ways of implementing GREEN education in the pre-school environment, highlighting effective practices and obstacles encountered by teachers in the process. This approach will provide useful information for the development of educational strategies and resources to facilitate the effective integration of GREEN themes into pre-school curricula.
Through this research, we will also investigate the level of knowledge teachers’ knowledge about GREEN education, identifying possible gaps in their professional training in this field. The results will provide essential information for the development of in-service training programmes to support teachers in improving their skills in GREEN education. Therefore, the main objective of this research is to bring attention to teachers’ attitudes towards implementing and engaging in GREEN activities at pre-school level, providing relevant and practical data for improving the quality of pre-school education and training future generations in sustainability.

Teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level

master’s student, Valahia University of Targoviste

master’s student,, Valahia University of Targoviste

Journal of Education, Society & Multiculturalism

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Pre-school education is a crucial time in the formation of children’s individual personalities and values. In the context of growing concerns about climate...

Teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level

Publié en ligne: 20 juin 2024

Pages: 164 - 184

DOI: https://doi.org/10.2478/jesm-2024-0011

Mots clés
research, green education, teacher’s attittude, pre-school education

© 2024 Florina-Veronica Constantin et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level

Publié en ligne: 20 juin 2024

Pages: 164 - 184

DOI: https://doi.org/10.2478/jesm-2024-0011

Mots clésresearch, green education, teacher’s attittude, pre-school education

© 2024 Florina-Veronica Constantin et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Mots clés
research, green education, teacher’s attittude, pre-school education