Early education for a sustainable future: the perspectives of pre-service preschool teachers.

In an era where sustainability is increasingly recognized as a critical component of education, this study delves into the perspectives and practices of pre-service preschool teachers regarding sustainable environmental education. The research examines the preparedness and enthusiasm of 154 pre-service preschool teachers to integrate sustainable practices into their future classrooms, emphasizing the pivotal role these educators play in shaping early environmental consciousness. Utilizing a quantitative approach with a structured questionnaire and decision tree analysis, the findings reveal generally positive attitudes towards environmental issues among participants, indicating a strong motivation for incorporating sustainability into teacher education programmes. According to the research findings, pre-school teacher candidates stated that they could participate in studies voluntarily to create environmental awareness. Pre-service teachers have high scores on the sub-dimension of ‘attitude towards sustainable environmental education’. In addition, the majority of pre-service teachers have positive views towards sustainable environmental education. This study not only highlights the potential for enhancing environmental awareness among future educators but also pinpoints gender differences in responses, underlining the necessity for tailored educational strategies to effectively engage all students. The implications of this research are profound, suggesting that informed, intentional educational interventions can significantly influence the teaching of sustainability principles in early childhood education, thereby fostering a more sustainable future.