SOME IDEAS FOR APPLYING THE CONCEPT OF SUSTAINABLE DEVELOPMENT IN THE PRACTICE OF TEACHERS IN KINDERGARTENS AND PRIMARY SCHOOLS

Abstract

This study examines the possibilities for applying the concept of sustainable development in the pedagogical practice of preschool and primary school teachers.
It is based on a survey conducted among 56 teachers from different towns in the Burgas region, Republic of Bulgaria, with the aim of identifying attitudes, experience, and specific activities related to sustainable education.
The results show that although some of the participants describe their experience as minimal, there is strong motivation to introduce sustainable practices through practical activities, educational games, projects, and cooperation with parents.
Among the ideas shared are: planting plants in the classroom, creating bird feeders from waste materials, separate waste collection, visits to parks and protected areas, as well as outdoor lessons. The topics from the curriculum are enriched through projects such as “The Journey of a Water Drop,” “Energy Detective,” “Healthy Eating,” and “My Passive House.”
Participation in international programs such as Erasmus+ and eTwinning, the use of computer technology, and the exchange of good practices between educational institutions contribute to the development of pedagogical experience.
The role of parents and the personal example of teachers, who inspire children to apply what they have learned in their daily lives, is particularly important. The Kalinka project, implemented with the help of parents, is a striking example of the successful combination of educational approaches with sustainable practices.
In conclusion, the study emphasizes the need for quality teaching, innovative approaches, and active cooperation between school and family as a basis for building sustainable thinking and socially responsible individuals.