Version 1
: Received: 20 July 2023 / Approved: 20 July 2023 / Online: 21 July 2023 (12:23:48 CEST)
How to cite:
Alnasib, B. Saudi Kindergarten Teachers and Education for Sustainable Development (ESD): Concept and Practice. Preprints2023, 2023071526. https://doi.org/10.20944/preprints202307.1526.v1
Alnasib, B. Saudi Kindergarten Teachers and Education for Sustainable Development (ESD): Concept and Practice. Preprints 2023, 2023071526. https://doi.org/10.20944/preprints202307.1526.v1
Alnasib, B. Saudi Kindergarten Teachers and Education for Sustainable Development (ESD): Concept and Practice. Preprints2023, 2023071526. https://doi.org/10.20944/preprints202307.1526.v1
APA Style
Alnasib, B. (2023). Saudi Kindergarten Teachers and Education for Sustainable Development (ESD): Concept and Practice. Preprints. https://doi.org/10.20944/preprints202307.1526.v1
Chicago/Turabian Style
Alnasib, B. 2023 "Saudi Kindergarten Teachers and Education for Sustainable Development (ESD): Concept and Practice" Preprints. https://doi.org/10.20944/preprints202307.1526.v1
Abstract
This study examined the status of Education for Sustainable Development (ESD) practices and the understanding of Sustainable Development (SD) among Saudi kindergarten teachers in a specific governorate. Two hundred twenty-seven kindergarten teachers participated, and data was collected through a questionnaire. The results indicated that most kindergarten teachers (89.9%) were unaware of SD. The overall status of ESD practices among the participating teachers was weak, with an average score of 2.60 out of 4. Among the different dimensions, values (2.74), competencies (2.69), and practice (2.65) obtained relatively higher scores, while the content dimension (2.49) received the lowest score. Significant differences were found in the mean scores of ESD practices based on teachers’ qualifications and the type of school. However, no differences were observed based on experience. The lack of awareness regarding SD emerged as the primary barrier to implementing ESD in kindergarten institutions. Expanding teacher training was identified as the most crucial step in promoting ESD in kindergartens. The findings highlight the importance of raising awareness among Saudi kindergarten teachers about SD, providing professional development opportunities to enhance ESD implementation in classrooms, and creating teaching materials aligned with ESD principles.
Keywords
Sustainable development (SD); Kindergarten; Early childhood education; In-service teachers; Barriers to SD; Saudi Arabia
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
