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Research topic/aim  

Raising awareness about the planet's critical condition is not enough to change our behaviours or values or practices. A more meaningful education is needed to equip our future generation to address the complex challenges of today and the future (Wals et al., 2024). Reorienting early childhood education (ECE) towards sustainability has been on the Agenda 2030 for Sustainability (United Nation, 2015), which is also integrated in the curriculum in Sweden. Sustainability is about taking action to save our planet, sharing responsibilities, and having solidarity with generations, genders, communities, and countries. This paper presents the findings of a project that aims to contribute to evidence-informed development of pedagogical practices that facilitate children’s meaningful learning for sustainability at preschools. The project explores and compares: children’s knowledge and views of sustainability; teachers’ views, and teaching practices of sustainability; and principals’ views and actions on sustainability at eco- and non-eco-certified preschools. In this paper, ‘eco-certified preschool’ refers to those preschools that work explicitly with sustainability.  

Theoretical framework

Since this project consists of three studies, several theoretical perspectives are used. For example, when it comes to sustainability, an integrated approach was applied from a holistic perspective, in which environmental, social and economic dimensions are interconnected. This project also uses Bandura’s (1986) social learning theory and Bruner’s (1960) learning theory when developing research tools and instruments for children as well as interpreting and discussing the findings. Wals and Mathie’s (2022) Whole School Approach (WSA) to sustainability was used as a theoretical framework while exploring principals’ views and actions on sustainability in the operations of eco- and non-eco-certified preschools.

 Methodology/research design

This project employs a mixed methods approach (Creswell and Clark 2011) that allows for the integration of qualitative and quantitative data though semi-structured interviews, questionnaire surveys, observations, and policy document analysis. Data have been collected from children (n=403), preschool teachers (n= 585), and principals (n=50) from 25 eco- and 25 non-eco-certified preschools through two-stage cluster random sampling. Content analyses were applied. Quantitative data were subject to Orthogonal Projections to Latent Structures Discriminatory Analysis. Swedish Ethical Review Authority did not have any objection (2020-00005).

 Expected results/findings 

An analysis of the curriculum for preschool Lpfö 18 indicated that sustainability was explicitly integrated from a holistic perspective (Borg et al. 2022). The findings of principals’ data support the fact that principals at eco-certified preschools have a more nuanced and multifaceted view of sustainability in their leadership practice, indicating that eco-certification plays an important role in making a difference (Article, in review). 

 Relevance to Nordic educational research 

The findings of this paper are relevant to Nordic educational research since preschool education in Sweden and other Nordic countries share some common views, such as ECE as a foundation for a life-long learning, children’s rights to participation, and democracy, and their national policies have integrated sustainability. The project provides insights about the role of eco-certification in children’s learning for sustainability and support the development of evidence-informed pedagogical practices at preschool both in Sweden and internationally.