Educators´ perspective on education for sustainable development in childcare centers in Victoria, Australia

Abstract

Aim: The purpose of this research thesis is to describe practices used by childcare centers in the Australian state of Victoria, as well as to understand educators' attitudes, knowledge, and needs regarding ESD. This research thesis seeks to answer the following question: What are the practices, attitudes, knowledge, and needs of early childhood educators in ESD in State of Victoria?

Theory: This study's conceptual framework was built on a mix of theories, including Deweyan theory, which focuses on the development of student knowing, being, and doing, and critical theories, which focus on reflective assessment and critique of society and culture in order to reveal and challenge underlying power structures and inequalities.

Method: The study relies on semi-structured interviews with early childhood educators in Victoria, Australia. The empirical data gathered as part of this study was transcribed, coded, and classified to enable discussion and reveal what activities and practices are currently used in early Victorian education, and to understand educator’s attitude, knowledge, and needs in relation to ESD.

Results: Semi-structured interviews with early childhood educators in Victoria revealed common ESD practices across various childcare centers in the state. Certain discrepancies in ESD education have been identified between rural and urban centers. While the overall attitude and knowledge of educators was sufficient, some educational gaps have been identified among older educator group. Continuous training and education for early childhood educators has been identified as one of the educators' needs in order to further develop skills and understanding in the rapidly evolving ESD space. More active government participation in driving ESD in Victoria through guidelines and policies is required.