Abstract
Starting from the importance of sustainable behaviour among educators for sustainability in kindergarten, the aim of this empirical quantitative study was to investigate the prevalence of predispositions towards sustainable behaviour among students from the first cycle of the Preschool Education study programme at three universities. The connection between predispositions, the existence of a difference between cognitive and non-cognitive predispositions, and the absence of a statistically significant difference between the predispositions of the students in relation to home faculty and place of residence were determined.
Highlights
Education for sustainable development should begin at an early age, so that children can become people who show responsibility and care for others (Lepičnik Vodopivec, 2006; Lindberg, 2007; Pearson and Degotardi, 2009; Siraj-Blatchford and Pramling Samuelsson, 2016)
Huckle points out the connection between values and sustainable behaviour (2008), and research on a sample of 480 students at the University of Rijeka confirms this (Anđić and Tatalović Vorkapić, 2015), the level of understanding and attitudes is more pronounced than actual behaviour for sustainable student development, as indicated by a study conducted on 823 respondents from the UAE University (Al-Naqbi and Alshannag, 2018)
Applying the Kolmogorov-Smirnov test, we found that there was no statistically significant deviation in the spread of the variables from the normal distribution and that we could apply parametric tests for the predisposition variable for sustainable behaviour
Summary
Education for sustainable development should begin at an early age, so that children can become people who show responsibility and care for others (Lepičnik Vodopivec, 2006; Lindberg, 2007; Pearson and Degotardi, 2009; Siraj-Blatchford and Pramling Samuelsson, 2016). Studies conducted with pupils and students in several countries (Spain, Croatia, BiH and Turkey) indicate an incomplete harmonization of knowledge, attitudes and sustainable behaviour among young people and the need for education for sustainable development in the initial stage of pedagogical study for optimal adoption of sustainable knowledge, attitudes and behaviour through effective didactic and methodological settings of the constructivist type (Alvarez Suarez and Vega, 2002; Alvarez et al 2010; Borić, Jidra and Škugor, 2008; Pribišev Beleslin et al 2019, Rončević and Rafajac, 2012). Predispositions towards proenvironmental behaviour are closely related to situational strength, Runhaar, Wagenaar, Wesseling, and Runhaar (2019) suggest more research to confirm the relationship between situational strength and predispositions towards pro-environmental behaviour
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