Research Information System
European Journal of Education, vol.61, no.1, 2026 (SSCI, Scopus)
This study aimed to explore preschool teachers' knowledge, attitudes and practices regarding early childhood education for sustainability within the framework of sustainability literacy. To achieve this, we validated the Sustainability Literacy Survey, combining three sections: the Sustainable Development Knowledge Scale, the Attitude toward Sustainable Development Scale and the Early Childhood Education for Sustainability Practices Scale. The survey assesses teachers' understanding of sustainability concepts, their willingness to incorporate sustainability into their teaching, and how they implement sustainability-related practices in their classrooms. We collected data from 345 teachers serving at public and private preschools in Türkiye. Participants varied in teaching experiences and educational backgrounds. Analyses began with exploratory and confirmatory factor analyses to establish the validity and reliability of the three scales. Then, we conducted correlation and regression analyses to examine the relationships among knowledge, attitudes and practices, while t-tests identified differences based on external factors such as school type. The results indicated that education for sustainability practices is primarily driven by teachers' knowledge and attitudes rather than their education level. Although in-service and preservice programs correlated sustainability-related understanding, this knowledge did not directly predict classroom practices. Instead, positive attitudes emerged as the critical factor linking knowledge to sustainability practices.