Research Article

Environmental pre-school education: Pre-service teachers’ reflection on practical professional preparation

Vincentas Lamanauskas 1 * , Daiva Malinauskienė 1
More Detail
1 Institute of Education, Vilnius University, Šiauliai, LITHUANIA* Corresponding Author
European Journal of Science and Mathematics Education, 14(3), July 2026, 359-377, https://doi.org/10.30935/scimath/18550
Published: 13 May 2026
OPEN ACCESS   50 Views   25 Downloads
Download Full Text (PDF)

ABSTRACT

Environmental education in early childhood is an important part of education for sustainable development, helping to form children’s environmental awareness, values, and responsible behavior towards the environment. However, research studies show that pre-service pre-school teachers often lack practical skills and methodological knowledge needed to effectively integrate environmental topics into the educational process. Therefore, the aim of this study was to reveal the strategies of environmental education expected by pre-service pre-school teachers, their perceived implementation challenges, and the evaluation of the preparation provided by the study program. The research is based on a sustainable development education paradigm, theories of social constructivism and experiential learning, concepts of teachers’ professional competence and self-efficacy, and the ecological systems theory. The research was conducted using a mixed-methods design that combines qualitative and quantitative analyses. Data were collected using a written survey with four open-ended questions, designed to elicit planned teaching strategies, anticipated challenges, curriculum assessment readiness, and the need for additional professional support. 64 pre-service pre-school education teachers from two Lithuanian universities participated in the study. The data collected were analyzed by applying quantitative content analysis, identifying meaningful units, forming subcategories and categories, and calculating their frequencies. The results of the study showed that pre-service teachers attach the greatest importance to experiential and practical activities in the natural environment. The main expected challenges are related to limited parental involvement, a lack of material and organizational resources, children’s developmental peculiarities, and insufficient professional training for teachers (especially in practical implementation). The results of the study show an obvious need to strengthen the integration of environmental education into preschool teacher training programs, to develop practical training opportunities, and to provide greater methodological and professional support for pre-service teachers.
Keywords: environmental education, qualitative research, quantitative content analysis, pre-service teachers, pre-school education, teacher education

CITATION (APA)

Lamanauskas, V., & Malinauskienė, D. (2026). Environmental pre-school education: Pre-service teachers’ reflection on practical professional preparation. European Journal of Science and Mathematics Education, 14(3), 359-377. https://doi.org/10.30935/scimath/18550

REFERENCES

  1. Akça, F. (2019). Sustainable development in teacher education in terms of being solution oriented and self-efficacy. Sustainability, 11(23), Article 6878. https://doi.org/10.3390/su11236878
  2. Alkan, Ş., Kuruçay, E. N., Aladağ, M., Tatar, T., Çolak, Z., & Cengiz, C. (2022). Okul öncesi çevre eğitimini konu alan çalışmalara yönelik betimsel içerik analizi [Descriptive content analysis for studies on pre-school environmental education]. Eğitim Bilim ve Araştırma Dergisi, 3(2), 328-352. https://doi.org/10.54637/ebad.1141413
  3. Bibi, S., Nousheen, A., & Siddiquah, A. (2026). Effect of an environmental education course on prospective teachers’ pro-environmental behavior: A study in education for sustainable development perspective. International Journal of Sustainability in Higher Education, 27(1), 220-236. https://doi.org/10.1108/IJSHE-09-2023-0422
  4. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill Education. https://books.google.com.tr/books/about/Teaching_For_Quality_Learning_At_Univers.html?id=XhjRBrDAESkC&redir_esc=y
  5. Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press. https://doi.org/10.4159/9780674028845
  6. Bryman, A., Bell, E., Reck, J., & Fields, J. (2016). Social research methods. Oxford University Press. https://global.oup.com/ushe/product/social-research-methods-9780190853662
  7. Christensen, J. (2016). A critical reflection of Bronfenbrenner’s development ecology model. Problems of Education in the 21st Century, 69, 22-28. https://doi.org/10.33225/pec/16.69.22
  8. Coners, A., & Matthies, B. (2014). A content analysis of content analyses in IS research: Purposes, data sources, and methodological characteristics. In Proceedings of the PACIS 2014.
  9. Corpuz, A. M., San Andres, T. C., & Lagasca, J. M. (2022). Integration of environmental education (EE) in teacher education programs: Toward sustainable curriculum greening. Problems of Education in the 21st Century, 80(1), 119-143. https://doi.org/10.33225/pec/22.80.119
  10. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE. https://collegepublishing.sagepub.com/products/designing-and-conducting-mixed-methods-research-3-241842
  11. Crim, C., Moseley, C., & Desjean-Perrotta, B. (2017). Strategies toward the inclusion of environmental education in educator preparation programs: Results from a national survey. School Science and Mathematics, 117(3-4), 104-114. https://doi.org/10.1111/ssm.12211
  12. Dada, D. O., Eames, C., & Calder, N. (2017). Impact of environmental education on beginning preservice teachers’ environmental literacy. Australian Journal of Environmental Education, 33(3), 201-222. https://doi.org/10.1017/aee.2017.27
  13. Dahal, N., Neupane, B. P., Pant, B. P., Dhakal, R. K., Giri, D. R., Ghimire, P. R., & Bhandari, L. P. (2024). Participant selection procedures in qualitative research: Experiences and some points for consideration. Frontiers in Research Metrics and Analytics, 9, Article 1512747. https://doi.org/10.3389/frma.2024.1512747
  14. Damoah, B., & Omodan, B. I. (2023). Tracing the footprints of environmental education in teacher education: A review of pre-service teachers’ training in universities. Journal for Educators, Teachers and Trainers, 14(5), 184-196. https://doi.org/10.47750/jett.2023.14.05.020
  15. Dean, S. N., & Landreth, S. (2025). Pre-service teacher perceptions of an outdoor learning experience within a science methods course. Interdisciplinary Journal of Environmental and Science Education, 21(3), Article e2516. https://doi.org/10.29333/ijese/16809
  16. Djoehaeni, H., Agustin, M., & Gustina, A. (2017). Environmental education in kindergarten. In Proceedings of the 1st International Conference on Educational Sciences (pp. 173-177). Science and Technology Publications. https://doi.org/10.5220/0007037801730177
  17. Dolenc Orbanić, N., & Kovač, N. (2021). Environmental awareness, attitudes, and behaviour of preservice preschool and primary school teachers. Journal of Baltic Science Education, 20(3), 373-388. https://doi.org/10.33225/jbse/21.20.373
  18. Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
  19. Erdogan, M., Marcinkowski, T., & Ok, A. (2009). Content analysis of selected features of K‐8 environmental education research studies in Turkey, 1997–2007. Environmental Education Research, 15(5), 525–548. https://doi.org/10.1080/13504620903085776
  20. Fjørtoft, I. (2004). Landscape as playscape: The effects of natural environments on children’s play and motor development. Children, Youth and Environments 14(2), 21-44. https://doi.org/10.1353/cye.2004.0054
  21. Ginsburg, J. L., & Audley, S. (2020). “You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood. International Journal of Early Childhood Environmental Education, 7(3), 42-61. https://files.eric.ed.gov/fulltext/EJ1264526.pdf
  22. Guerra, A., Chen, J., Du, X., Nielsen, H., & Kørnøv, L. (2024). Teacher’s agency in education for sustainable development: An East-West collaborative Erasmus programme using Q methodology. International Journal of Sustainability in Higher Education, 25(9), 155-176. https://doi.org/10.1108/IJSHE-05-2023-0155
  23. Guevara-Herrero, I., Pérez-Martín, J. M., & Bravo-Torija, B. (2025). Teachers as promoters of transformative environmental education: Perceptions and classroom practices. Environmental Education Research, 31(7), 1371-1388. https://doi.org/10.1080/13504622.2025.2478436
  24. Guetterman, T. C. (2015). Descriptions of sampling practices within five approaches to qualitative research in education and the health sciences. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 16(2), Article 25. http://nbn-resolving.de/urn:nbn:de:0114-fqs1502256
  25. Gülçiçek, T. (2021). The relationship between pre-service early childhood teachers’ environmental education self-efficacy beliefs and their attitudes towards sustainable environment. Academia Eğitim Araştırmaları Dergisi, 6(2), 431-441. https://doi.org/10.53506/egitim.901759
  26. Gwekwerere, Y. (2014). Pre-service teachers’ knowledge, participation and perceptions about environmental education in schools. Australian Journal of Environmental Education, 30(2), 198-214. https://doi.org/10.1017/aee.2015.15
  27. Harvey, L. (2001). Student feedback: A report to the Higher Education Funding Council for England. Centre for Research into Quality, University of Central England. https://www.qualityresearchinternational.com/Harvey%20papers/Harvey%202001%20Student%20feedback%20for%20HEFCE.pdf
  28. Hemmer, I., Koch, C., & Peitz, A. (2024). ESD training for university teachers: Which is more effective, the face-to-face or digital format? Results of an intervention study. International Journal of Sustainability in Higher Education, 25(8), 1732-1750. https://doi.org/10.1108/IJSHE-05-2023-0178
  29. Ho Uyen, T., & Thi Anh Kieu, L. (2024). The influence of environmental attitudes on beliefs about environmental education of preschool teachers: Using PLS-SEM approach. Vinh University Journal of Science, 53(Special Issue 1), 267-280. https://doi.org/10.56824/vujs.2024.htkhgd81
  30. Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
  31. Ivorra-Catalá, E. S., Catret-Mascarell, M., & Moreno-Gálvez, E. (2024). Are our schools carrying out effective environmental education? In-service and pre-service teachers’ perceptions. Social Sciences, 13(8), Article 425. https://doi.org/10.3390/socsci13080425
  32. Kahriman Pamuk, D., Öztürk, N., Koşan, Y., Pamuk, S., Güler Yıldız, T., Elmas, R., & Haktanır, G. (2026). Sustainability literate preschool teachers: Exploring knowledge, attitudes and practices in early childhood education for sustainability—A quantitative model. European Journal of Education, 61(1), Article e70443. https://doi.org/10.1111/ejed.70443
  33. Keles, Ö. (2017). Investigation of pre-service science teachers’ attitudes towards sustainable environmental education. Higher Education Studies, 7(3), 171-180. https://doi.org/10.5539/hes.v7n3p171
  34. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  35. Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). SAGE. https://doi.org/10.4135/9781071878781
  36. Lamanauskas, V. (2025). Ankstyvasis aplinkosauginis ugdymas: Universitetinių studijų vaidmuo rengiant ikimokyklinio ugdymo mokytojus [Early environmental education: The role of university studies in preparing early childhood education teachers]. Gamtamokslinis Ugdymas/Natural Science Education, 22(1), 4-7. https://doi.org/10.48127/gu-nse/25.22.04
  37. Lamanauskas, V., & Malinauskienė, D. (2024). Education for sustainable development in primary school: Understanding, importance, and implementation. European Journal of Science and Mathematics Education, 12(3), 356-373. https://doi.org/10.30935/scimath/14685
  38. Lamanauskas, V., & Malinauskienė, D. (2025). Environmental pre-school education: Methodological positions of pre-service pre-school teachers. European Journal of Science and Mathematics Education, 13(4), 449-465. https://doi.org/10.30935/scimath/17513
  39. Lapėnienė, A., & Neverauskienė, L. (2023). Ikimokyklinio ugdymo mokytojų kontekstų kūrimo praktikos: Aplinka kaip trečiasis ugdytojas [Educational contexts creating by pre-school teachers: Environment as a third educator]. Pedagogika, 150(2), 75-101. https://www.vdu.lt/cris/entities/publication/3e793d33-e2e5-42ab-8c30-929e4e8e5f59
  40. Lepičnik Vodopivec, J., & Šindić, A. (2025). Early childhood education for sustainability in preschools with eco-programs: Implementation and learning outcomes. Journal of Baltic Science Education, 24(1), 133-148. https://doi.org/10.33225/jbse/25.24.133
  41. Mayring, P. (2022). Qualitative content analysis: A step-by-step guide. SAGE. https://doi.org/10.4135/9781036231798
  42. Monkevičienė, O., Autukevičienė, B., Kaminskienė, L., Rutkienė, A., Tandzegolskienė, I., Skerytė-Kazlauskienė, M., Monkevičius, J., Stonkuvienė, G., & Vildžiūnienė, J. (2018). Tyrimo “Pažangi pedagoginė praktika ir pedagoginės inovacijos Lietuvos vaikų darželiuose” atlikimo ataskaita [Research report on the implementation of the study “Advanced pedagogical practice and pedagogical innovations in Lithuanian kindergartens”]. Esinvesticijos. https://www.esinvesticijos.lt
  43. Monkevičienė, O., Guodytė-Račienė, R., Jevsikova, T., Kleniauskas, L., Krivickaitė-Leišienė, E., Lapėnienė, A., Latvėnaitė-Kričenienė, S., Makarskaitė-Petkevičienė, R., Neverauskienė, L., Sičiūnienė, V., & Stupurienė, V. (2021). Žaismė ir atradimai. Rekomendacijos ikimokyklinio ugdymo pedagogui [Play and discoveries. Recommendations for the preschool teacher]. Vitae Litera.
  44. Otitoju, A. M., Athanansio, B., Sanni, T., Asna, A., Owoade, A. A., Mohmed, K., & Ariyoosu, D. A. (2025). Perceptions of the implementation approach for environmental education integration through expectancy-value theory. Cuestiones de Fisioterapia, 54(4), 7869-7890. https://doi.org/10.48047/5k4jgk52
  45. Özonur, M. (2021). An investigation of prospective teachers’ awareness toward environmental issues. International Journal of Curriculum and Instruction, 13(2), 1845-1856. https://eric.ed.gov/?id=EJ1291908
  46. Ozturk, Y., Gangal, M., Liebovich, B., & Fruin, H. (2025). Pre-service teachers’ perceptions on outdoor play: A study of Türkiye, England, and Australia. International Journal of Educational Research, 133, Article 102735. https://doi.org/10.1016/j.ijer.2025.102735
  47. Pagirienė, R., & Ramanauskienė, D. (2023). Neigiamų socialinių reiškinių prevencija ikimokyklinio ugdymo mokyklose [Prevention of negative social factors in preschool education institutions]. Mokslo Taikomieji Tyrimai/Applied Research, 1(19), 166-174. https://doi.org/10.59476/mtt.v1i19.586
  48. Poje, M., Marinić, I., Stanisavljević, A., & Rechner Dika, I. (2024). Environmental education on sustainable principles in kindergartens—A foundation or an option? Sustainability, 16(7), Article 2707. https://doi.org/10.3390/su16072707
  49. Rooney, T., & Blaise, M. (2023). Rethinking environmental education in a climate change era: Weather learning in early childhood. Routledge. https://www.routledge.com/Rethinking-Environmental-Education-in-a-Climate-Change-Era-Weather-Learning-in-Early-Childhood/Rooney-Blaise/p/book/9780367713461
  50. Schreier, M. (2012). Qualitative content analysis in practice. SAGE. https://doi.org/10.4135/9781529682571
  51. Setyaningsih, D., Handasah, Rr. R., Mamma, A. T., Krobo, A., Olua, E., & Iryouw, V. (2024). Fostering eco-literacy and naturalistic intelligence through environmentally based education in coastal preschool. Jurnal Pendidikan Usia Dini, 18(1), 251-269. https://doi.org/10.21009/JPUD.181.18
  52. ŠMSM. (2023). Ikimokyklinio ugdymo programos gairės [Preschool curriculum guidelines] (Lietuvos Respublikos švietimo, mokslo ir sporto ministro įsakymas Nr. V-1142). Lietuvos Respublikos Švietimo ir Mokslo Ministerija. https://e-seimas.lrs.lt/portal/legalAct/lt/TAD/76bb8f404b5911ee8185e4f3ad07094a/eXgWfxnSmD
  53. Sönmez Eryaşar, A., & Özel, R. (2025). Early education for a sustainable future: The perspectives of pre-service preschool teachers. The Independent Journal of Teaching and Learning, 20(1), 68-98. https://doi.org/10.17159/9k7smc02
  54. Šorytė, D., & Pakalniškienė, V. (2021). Environmental attitudes and recycling behaviour in primary school age: The role of school and parents. Psichologija, 63, 101-117. https://doi.org/10.15388/Psichol.2021.30
  55. Speldewinde, C., & Campbell, C. (2024). Building a better wall: Assessing children's design technology learning in nature-based early childhood education. Canadian Journal of Science, Mathematics and Technology Education, 24(1), 39–56. https://doi.org/10.1007/s42330-024-00320-6
  56. Squire, C. M., Giombi, K. C., Rupert, D. J., Amoozegar, J., & Williams, P. (2024). Determining an appropriate sample size for qualitative interviews to achieve true and near code saturation: Secondary analysis of data. Journal of Medical Internet Research, 26, Article e52998. https://doi.org/10.2196/52998
  57. Spiteri, J. (2022). Early childhood teachers’ perceptions of environmental sustainability: A phenomenographic investigation. The Australian Journal of Teacher Education, 47(5), 50-66. https://doi.org/10.14221/ajte.2022v47n5.4
  58. Tenny, S., Brannan, J. M., & Brannan, G. D. (2022, September 18). Qualitative study. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK470395
  59. Torquati, J., Cutler, K., Gilkerson, D., & Sarver, S. (2013). Early childhood educators’ perceptions of nature, science, and environmental education. Early Education and Development, 24(5), 721-743. https://doi.org/10.1080/10409289.2012.725383
  60. Torquati, J., Leeper-Miller, J., Hamel, E., Hong, S.-Y., Sarver, S., & Rupiper, M. (2017). “I have a hippopotamus!”: Preparing effective early childhood environmental educators. The New Educator, 13(3), 207-233. https://doi.org/10.1080/1547688X.2017.1331095
  61. Tran, H. U. (2024). Environmental education in preschool teacher training program: A systematic review. Natural Sciences Education, 53(2), Article e20154. https://doi.org/10.1002/nse2.20154
  62. Türkoğlu, B. (2019). Opinions of preschool teachers and pre-service teachers on environmental education and environmental awareness for sustainable development in the preschool period. Sustainability, 11(18), Article 4925. https://doi.org/10.3390/su11184925
  63. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  64. Wilson, R. A. (1995). Natural beginnings: A teacher training model for early childhood educators. Bowling Green State University. https://eric.ed.gov/?id=ED414161
  65. Wolf, C., Kunz, P., & Robin, N. (2022). Emerging themes of research into outdoor teaching in initial formal teacher training from early childhood to secondary education–A literature review. The Journal of Environmental Education, 53(4), 199-220. https://doi.org/10.1080/00958964.2022.2090889
  66. Zarkadis, N., & Papageorgiou, G. (2024). Exploring prospective preschool teachers’ argumentation skills on the greenhouse effect. European Journal of Education and Pedagogy, 5(3), 15-23. https://doi.org/10.24018/ejedu.2024.5.3.843