Perspectives and attitudes towards sustainability among science, preschool, and primary school teachers

Abstract

The concept of sustainability has been gaining momentum in recent years as people are becoming increasingly aware of the environmental, social, and economic challenges facing the world. Sustainability is a complex issue that requires a multidisciplinary approach and long-term perspective. This study aimed to examine the perceptions and attitudes of science, primary school, and preschool teachers toward sustainability. The study involved 299 public school teachers, who were asked to complete a series of scales and questions to gauge their views on sustainability and sustainable development. The findings of this study indicate that preschool teachers take a more holistic approach to sustainability education, emphasizing the need to teach sustainability as a lifestyle and calling for improved teacher training in this area. On the other hand, primary school teachers placed greater emphasis on raising awareness of sustainability rather than inducing basic behavioral changes in children. Science teachers were more focused on acquiring knowledge and concepts related to sustainability. Overall, the study suggests that the effective implementation of sustainability education requires supporting materials and resources, and the support of school administration and families.