Education for Sustainability in Greek Early Childhood Education and Care: educators’ perceptions, implementation practices, and barriers

MARIA-CHRISTINA KASIMATI, GEORGIA DIMOPOULOU, ANNA-MARIA AL ISSA KALAIZI

Abstract

This study examines Greek early childhood educators’ perceptions, practices, and barriers related to Education for Sustainability (EfS) in Early Childhood Education and Care (ECEC). A quantitative research was conducted, using a structured questionnaire administered to 121 early childhood educators working in public and private ECEC settings across Greece. Findings indicate that while educators reported positive views of EfS, its application is inconsistent. The common practices that were highlighted include play-based learning, storytelling, recycling, and outdoor activities, while reported barriers involve limited resources, insufficient materials, institutional constraints, and lack of professional training. The study suggests the need for clear curricula, targeted training, and stronger institutional support.

Keywords

Education for Sustainability, Early Childhood Education and Care, Greece, educators’ perceptions pedagogical practices, barriers

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References

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DOI: https://doi.org/10.26220/mje.5615

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