Preschool Teachers’ Perceptions on Classroom Practices to Sustain Environmental Education Development

Abstract:

In light of an increasing global environmental crisis, children need to become individuals who are sustainably conscious and responsible towards the environment. However, past research has shown that most preschool children merely acquired knowledge of sustainability but lack practical applications in their daily lives. This research study aims to look into preschool teachers’ perceptions of Education for Environmental Sustainable Development (ENV-ESD), the level of integration of sustainability practices in classrooms, and the relationship between the two variables stated above. The study adopted a quantitative research design through survey research by using questionnaires. A total of 64 preschool teachers took part in this study from several private preschools in Petaling Jaya, a city in the Petaling District, in the state of Selangor, Malaysia. Results were then analysed by using descriptive and inferential statistics. Findings from the study revealed that although preschool teachers have positive perceptions towards Education for Environmental Sustainable Development (ENV-ESD), there is still room for improvement to integrate sustainability practices into the classroom’s daily routines as the relationship between the preschool teachers’ perceptions of Education for Environmental Sustainable Development (ENV-ESD) and the level of integration of such practices in classrooms is weak.

Keywords:

Education for environmental sustainable development; Sustainability practices; Perceptions; Preschool teachers; Early childhood education.

Citation: Heng Si Yun Bethany, Anna Phang Wai Leng and Siew Siew Kim (2024). Preschool Teachers’ Perceptions on Classroom Practices to Sustain Environmental Education Development. Horizon J. Hum. Soc. Sci. Res. 6 (1), 64–75. https://doi.org/10.37534/bp.jhssr.2024.v6.nS.id1246.p64