Educational Learning for Sustainable Development in Kindergartens from Kindergarten Women-Teachers’ Viewpoints

Abstract

This paper aims at investigating educational learning for sustainable development (hence, SD) in kindergartens from the viewpoints of kindergarten teachers. To this end, the researcher followed a descriptive methodology of analysis. The sample of the data included kindergarten women teachers actively in-service across the Karkh Directorate of Education, Baghdad, in the school calendar 2022-2023. A randomized selection of sampling was adopted in the data analysis where 150 teachers of 20 kindergartens have been selected as subjects. The analytical tool designed is a three-item sustainable development scale (kindergarten-specific sustainable development, methodology/curricula-specific sustainable development, and educational service-specific sustainable development). To verify test reliability and validity, a T-test was applied to a sample, and two T-tests were applied to two independent samples. Test findings indicated that;

1.Educational education in kindergartens works to achieve sustainable development from the teacher's point of view.

2.There is no difference in sustainable development in kindergartens through educational education from teachers’ viewpoints according to the specialization variable (kindergartens - other disciplines).

3.There are teams for sustainable development in kindergartens through educational education from the point of view of female teachers on the basis of the variable years of service (10 years and less - 11 years and above) and for the benefit of female teachers with 11 years of service and above.

The above findings recommend that the researcher:

4.Children's sustainable development must be promoted. Kindergarten teachers must foster sustainability in kindergarten children and encourage them to do so.

To complement the research, the researcher came up with a series of proposals:

1.Conduct a study aimed at building a test for the sustainable development of primary school students.

2.Conduct a study to reveal the relationship between sustainable development and conscientious thinking in kindergartens.