Can Sustainable Schools Influence Environmental Consciousness and Behavior in Early Childhood? The Perspectives of Early Childhood Educators

Abstract

The promotion of sustainable schools is an important criterion for the promotion of ecological protection and the transformation of today’s society into a more sustainable one. The early childhood environment is believed to provide the ideal foundation for fostering values and attitudes related to sustainable education and promoting pro-environmental behaviors. The main goal of this study is to explore educators’ perceptions and expectations regarding the role of sustainable schools in shaping the environmental awareness and behavior of young children. A pilot study was carried out in the context of quantitative research on Preschool Teachers of Primary Education. Research results indicate that a Sustainable School (SS), beyond the curriculum, must promote issues of environmental awareness, culture, equality, natural resource management, and human rights. Also, it was seen that a modern school should provide Educators with new training opportunities in teaching methods that are based on sustainability principles and promote sustainability skills. Students’ acquisition of environmental knowledge can positively influence pro-environmental behavior and increase the likelihood of engaging in sustainable practices to protect the environment.

1. Introduction

In this era of global crisis and political change, technological and financial solutions will not be sufficient to meet sustainable development challenges (Cheng & Yu, 2022). The biggest challenge is to develop a multidimensional perspective on the ongoing and deepening social and environmental crisis. The necessary change in education should focus on processes that integrate the three aspects (economic, social and ecological) and ensure a balanced emphasis on each (Konieczny, 2022). This will require altering the way humanity thinks and acts, paying attention to how it affects the ecosystem that supports human existence (Konieczny, 2023). The concept of sustainability describes the interconnectedness between environmental, economic, social, and political systems rather than the segregation of discrete entities. In addition to transforming values and belief systems, and implementing technological, market, or policy approaches to problem solving, sustainability cannot be achieved if current consumption and environmental degradation rates remain the same. Further, responsible global citizenship is emphasized as a fundamental component of the program (Potter-Nelson & O’Neil, 2019). To develop citizens who are aware of sustainable development and able to contribute to its pursuit for the long-term viability of society and the planet, education becomes essential to the development of sustainability-related knowledge, values, and skills (Ferguson et al., 2021). Educating individuals is the basis for changing their attitudes and simulating responses so as to prevent the deleterious effects of current processes, a tool which is fundamental for transforming human behavior (Lele & Kotane, 2024).

In recent years, ESD (education for sustainable development) has become increasingly recognized as a method of teaching students how to make decisions that take into account the long-term health and well-being of all communities and economies; it is a major educational task to develop individuals’ capacity for this kind of future-oriented thinking (Scott, 2013). ESD is primarily concerned with disseminating the knowledge and skills necessary to implement sustainable development, as well as developing a new culture of society based on four integrated perspectives: economic efficiency, social justice, ecological compatibility, and democratic order (Konieczny, 2023).

Education for sustainable development (ESD) is regarded as a vital approach to stop human-caused destruction and build a sustainable future (Pearson & Degotardi, 2009; Collins & Garrity, 2023). This can be achieved by incorporating sustainability topics into the curriculum, organizing educational events, and activities that highlight the nature and necessity of sustainable development (Lele & Kotane, 2024). Recently, many initiatives have been implemented requiring countries to integrate ESD at all educational levels (Konieczny, 2023; Kougias et al., 2023). Formal education is critical in this regard, as it forms the foundation for shaping students’ attitudes and values (Konieczny, 2023). Environmental education, in particular, can significantly influence individuals’ perspectives on nature and play a crucial role in educating them about their environment (Suryani et al., 2019). Education on environmental sustainability enables students to understand the complex dynamics of natural systems, the economic and social connections between human activity and nature, and the consequences of human behavior on the environment (Hayat & Rehan, 2024).

Over recent decades, schools have been encouraged to seriously consider sustainability in their operations, including the management of buildings and grounds, the content of their curriculum, and their engagement with local communities (Scott, 2013). Integrating sustainable development into education is a crucial task for all educational stakeholders, with teachers playing a pivotal role; therefore, exploring teachers’ perspectives is essential (Ferguson et al., 2021).

The main goal of this study is to explore educators’ perceptions and expectations regarding the role of sustainable schools (SSs) in shaping the environmental awareness and behavior of young children. To achieve this, a pilot study was conducted through quantitative research with preschool teachers in Northern Greece. Specifically, the study aimed to address three key research questions: (a) teachers’ perceptions of the characteristics of a SS, (b) teachers’ views on the role of SSs, and (c) teachers’ beliefs regarding the level of environmental awareness and behavior in preschool children as a result of sustainable development actions. The study was designed to shed light on the implementation of sustainability in Greek schools and to create environmental awareness campaigns targeted at early childhood educators. This paper argues that in order to encourage children to think and act more sustainably, educators must first be educated and empowered. Furthermore, this study has several significant practical implications. On one hand, it is the first to assess the current state of early childhood educators’ ESD practices in Greece. By analyzing the characteristics of the current situation and identifying key issues and influencing factors, the research provides a strong foundation for future improvements. On the other hand, the study’s theoretical analysis of the ESD framework offers a valuable reference for policymakers and researchers aiming to promote the development and broad implementation of ESD early childhood schools. The originality of this research resides in its exploration of teachers’ perspectives on sustainability subjects (SSs), an area that has been relatively underexplored in the existing literature. While extensive research has been conducted on teachers’ views regarding sustainability and ESD, the specific role of SSs has yet to be examined. Given that teachers’ perceptions of SSs can play a critical role in shaping strategies for school reform and change, numerous scholars have emphasized the importance of understanding and evaluating their perspectives (Gough, 2006; Hayat & Rehan, 2024).

2. Literature Review

2.1. Sustainable Schools (SS)

In contemporary society, there is a strong focus on the concept of SSs. The United Nations designated the period from 2005 to 2014 as the “Decade of Education for Sustainable Development”, promoting a new approach to sustainability education that encourages the involvement of the entire school community. This initiative has given rise to the concept of the “sustainable school”, which seeks to fully integrate the three pillars of sustainability within the school environment (Kougias & Efstathopoulos, 2020).

A SS is a forward-thinking institution that functions as a community in itself. It thrives on the communication and collaboration of all members of the school community, providing opportunities for everyone to develop teamwork and participatory skills. This enables active involvement in the learning environment, school operations, and local community organizations. Furthermore, a SS upholds the values of democracy and human rights, aiming to cultivate active and creative citizens. It strives to offer students the learning opportunities and experiences necessary to shape their lives in a creative and constructive manner. By adopting these practices, the principles of sustainability can be placed at the core of school life, potentially leading to a modernization of school operations (Demosthenous, 2023).

The Sustainable School Approach encompasses four levels that integrate the three pillars of sustainability, along with an additional cultural and spiritual pillar (Kougias & Efstathopoulos, 2020).

As illustrated in Figure 1, a SS integrates the principles and values of sustainability across its infrastructure, learning processes, and all its functions, including its interactions with both the school community and the broader local community. The goal is to make all participants in the educational process recognize that sustainable development is not just a theoretical concept but is grounded in practical actions that address challenges and assist in the management of modern schools.

In addition, SSs promote the green economy, green entrepreneurship, innovation, and creativity, and are guided by their transformative nature (Demosthenous, 2023). The concept of SSs has been extensively researched in recent years, with scholars exploring their role, characteristics, and underlying principles. According to (Demosthenous, 2023), the key principles of a SS include the following:

o

Democracy and participation in school operations and the educational process.

o

Promotion of culture and the arts within the school.

o

Improvement of the learning process.

o

Energy-saving policies and school movements.

o

Sustainable building practices and enhancing biodiversity within the school.

o

Promotion of health in the school setting.

o

Rational management of natural resources.

o

Transitioning from local to global perspectives.

The benefits of becoming a Sustainable School include the following:

Interaction with the local community: Environmentally friendly schools can collaborate with local communities to achieve shared goals, improving relationships and enhancing the appeal to parents.

Improved well-being: Students work together to achieve sustainability goals, fostering personal and social skills. This also encourages creativity, empathy, confidence, and resilience, while showing that sustainable actions can be enjoyable and rewarding.

Financial savings: Simple actions like turning off unused lights and appliances and using energy-efficient products can reduce school bills and save money.

A richer curriculum: Teaching green topics offers students the chance to engage with environmental issues, solve problems, and reflect on their own behaviors. It also promotes greater social interaction and participation in decision-making based on ecological, social, cultural, and economic values (Angelaki et al., 2023).

On an individual level, SSs prepare students for a lifetime of sustainable living through their teaching, environment, and everyday practices. This approach emphasizes care for oneself (health and well-being), for others (across cultures, distances, and generations), and for the environment (locally and globally) (Rickinson et al., 2015). Students in SSs benefit from a healthy, sustainable environment that enhances their critical and creative thinking, awareness, and sense of responsibility (Demosthenous, 2023).

The concept of SSs emerged at the start of the 21st century, with the introduction of modern pedagogical ideas, and has since contributed to the modernization of school operations. Sustainable school programs have become a key feature of global efforts to reorient formal education towards sustainability. International programs like the Eco-Schools Programme, which involves over 11 million students across 52 countries, and various national initiatives such as the Green Schools Alliance in the U.S., the Australian Sustainable Schools Initiative (AuSSI), and EnviroSchools in New Zealand, are prime examples. These initiatives, despite their unique histories and focuses, demonstrate a collective effort to support school communities in transitioning to sustainable living (Rickinson et al., 2015).

In countries like the UK and Australia, sustainable schools are implemented with the support of national education administrations. Teacher retraining programs are funded, educational materials are integrated into the curriculum, and schools participate in local and global sustainability initiatives. Schools are increasingly becoming tools for sustainable development, operating as a community that is both compliant with and actively involved in sustainability efforts (Huckle, 2009; Kougias & Efstathopoulos, 2020).

At the global level, the United Nations has made education a key component of the Millennium Development Goals and the 2030 Agenda for Sustainable Development, aiming to foster a fundamental shift in how people think and act through ESD (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2017; Potter-Nelson & O’Neil, 2019).

2.2. Education for Sustainable Development in Early Schools

Since the purpose of education is to prepare students for life by shaping their character and attitudes (Misseyanni et al., 2020; Iksal et al., 2024), special attention should be given to the first stage of education, as it is a period of significant development for learners (Collins & Garrity, 2023). It is widely recognized that the early childhood years play a crucial role in shaping long-term attitudes and behaviors (Pearson & Degotardi, 2009). So, the quality of education at this level impacts students’ functioning at later stages. Many fundamental values for tomorrow’s society are cultivated in early childhood, which is why early childhood education is essential for achieving sustainable development (Siraj-Blatchford, 2009). As highlighted by Pearson and Degotardi (2009), early childhood education can foster change and improve the quality of life globally by instilling important life and learning skills in young children. Many studies demonstrate that even very young children are fully capable of critical thinking and can express their ideas, solutions, and a sense of responsibility for the Earth’s issues when given the chance to engage in active citizenship (Wolff et al., 2020; Collins & Garrity, 2023).

Introducing good practices early on will have long-term benefits both locally and globally (Luff, 2018). The importance of implementing ESD from an early age is further emphasized by Eriksen (2013), who uses the example of education in Norway to demonstrate the value of combining social learning perspectives with the development of ecological competences and skills (Eriksen, 2013). At the early educational stage, stimulating cognitive development is key. This involves processing impulses from the surrounding world, a complex process that is crucial for the development of sustainability skills. ESD requires society to learn to live in harmony with the natural environment from an early age, so it is important to nurture creativity, wisdom, and reasoning (Konieczny, 2023).

Although there are examples that provide useful starting points for advancing the principles of ESD, the early childhood sector still lacks cohesive, accessible frameworks that can be applied universally. The ESD framework, with its emphasis on environmental protection, equality, social tolerance, and the promotion of just, peaceful societies, directly addresses significant concerns raised within early childhood settings over time. Moreover, due to its comprehensive approach and attention to the context of education, early childhood is particularly well-positioned to adopt ESD’s core principles (Pearson & Degotardi, 2009; Collins & Garrity, 2023).

An increasing number of studies have highlighted the importance of early childhood education (ECE) as a key element of ESD, as it plays a vital role in the growth of individuals and families, ultimately contributing to a sustainable society (Pearson & Degotardi, 2009). As a result of these initiatives, ECESD has gained widespread recognition as a research consensus among numerous international organizations and nations. Emphasizing the ESD practices of early childhood educators can further advance the implementation and success of ECESD (Cheng & Yu, 2022).

2.3. Sustainable Schools in Greece

Greece has integrated sustainability learning into its curricula using an interdisciplinary approach, fostering a comprehensive understanding of sustainability by linking ecological, economic, and social aspects. Environment and education for sustainable development are now part of the new curricula for pre-primary, primary, and secondary schools, addressing most components of sustainability competences (Bianchi et al., 2022). Greece has a long-standing tradition of addressing environmental issues in education, with environmental centers established by law since the 1990s to support schools (European Comission (EC), 2024).

Currently, there are two main programs through which schools can be recognized as sustainable:

• The Sustainable Greek School Program: A school is considered sustainable if it demonstrates the following characteristics: (a) its daily operations serve as a model of good practice for both students and the community, and (b) it equips students with the knowledge and skills to become active members of a community, capable of addressing social and environmental issues and shaping the future with a focus on ecological and social sustainability. To achieve this transformation, the school must adopt a holistic approach, with teachers progressively involved in the school’s transformation process.
• The Sustainable School Program: A school wishing to be certified as a Sustainable School must begin its activities in September and request certification between May and June. Schools must register on the program’s website, showcase best practices, meet Sustainable School indicators (covering pedagogical, social, organizational, and environmental aspects), and maintain an updated website or blog to document their actions (Angelaki et al., 2023).

However, studies have shown that in Greece, sustainability is not adequately incorporated into the administrative tasks and strategic planning of school units. This issue arises from the structure of the Greek educational system and its philosophy regarding the role and responsibilities of school leaders (Kougias & Efstathopoulos, 2020). The Greek education system adopts ESD in a superficial manner, which fails to fully promote sustainability. The centralized structure of the system and teachers’ views on sustainability education further contribute to this. Teachers’ attitudes towards ESD are primarily influenced by university curricula, rather than by their personal environmental awareness and ethical values (Kougias et al., 2023).

In a study by Kougias and Efstathopoulos (2020), they examined why Greek school leaders do not follow the principles of sustainable management, focusing on the structure of the education system and the norms that shape it. The study explored specific educational and administrative practices in Greece and highlighted how these practices hinder the implementation of sustainable leadership. Two years later, the same researchers analyzed attitudes and perceptions regarding the introduction of sustainability issues into the educational system, based on both theoretical and empirical analysis. The theoretical analysis revealed the absence of ESD from the Greek education system, including the lack of sustainability content in school textbooks. The researchers concluded that teachers consider the lack of resources, both material and intangible, as well as the absence of training, to be significant obstacles to the implementation of ESD. Educators identified barriers to ESD implementation stemming from their own practices and attitudes, as well as external factors beyond the school context. The study reinforces the idea that integrating ESD into the school curriculum is crucial for fostering sustainable attitudes and behaviors among students (Kougias et al., 2023).

2.4. The Role of Teachers

The role of teachers in promoting education for sustainable development (ESD) in schools has long been acknowledged (Potter-Nelson & O’Neil, 2019). Teachers foster change by creating an environment that encourages all school members to engage in improvement efforts, cultivating a climate of trust, honesty, and acceptance (Supovitz et al., 2019). They go beyond the formal curriculum and rigid management instructions to create a cognitive space that supports critical thinking and learning. Additionally, teachers enhance the school’s connection with its broader community (Kougias & Efstathopoulos, 2020).

Teachers have the responsibility to guide students in thinking and acting in ways that prioritize long-term positive change (Hayat & Rehan, 2024). They are instrumental in raising awareness about the Sustainable Development Goals (SDGs), helping students understand their importance and how they connect to daily life. By engaging students in lessons and discussions, teachers enable them to recognize the significance of SDGs in addressing global challenges such as poverty, climate change, and inequality (Dhaka, 2024).

Although the role of teachers in ESD is complex, they are seen as agents of change, using their knowledge and skills to adapt curricula to better address sustainability goals (Potter-Nelson & O’Neil, 2019). Teachers’ abilities to perceive, motivate, and engage with students are crucial for driving innovation and implementing change in educational contexts (Timm & Barth, 2020). However, many teachers are not exposed to sustainability concepts during their training, which hinders their ability to fully teach sustainability to their students (Potter-Nelson & O’Neil, 2019).

Teachers act as role models, and their perspectives and actions influence students’ behavior (Cheung, 2020). For education to promote a sustainable lifestyle, it is essential to focus on the teachers, as their perspectives and actions are pivotal. However, the complexity of sustainability makes it challenging to connect the SDGs to educational outcomes, and teachers often feel overwhelmed by the concepts (Ferguson et al., 2021). Teachers with a solid understanding of sustainability are better equipped to guide students in navigating the evolving world, teaching them the knowledge, skills, and values necessary for sustainability literacy and action (Potter-Nelson & O’Neil, 2019).

3. Materials and Methods

In April and May of 2024, a questionnaire-based survey supplemented with a structured questionnaire was developed in order to explore the perceptions of preschool teachers of Eastern Macedonia and Thrace, in Greece. Quantitative research was carried out using a structured questionnaire that was derived though a study of the literature, which provided answers to the research questions. More specifically, a total of 15 questions (6 questions referring to demographics, 9 questions towards teachers’ perceptions) investigated the characteristics of Sustainable School teachers’ views on the role of sustainable schools and teachers’ beliefs regarding the level of environmental awareness and behavior in preschool children as a result of sustainable development actions.

The pilot survey was also conducted through the distribution of questionnaires face-to-face in kindergartens. Before this a pre-test survey was conducted with an initial sample of ten individuals selected for pre-sampling to ensure the validity and reliability of the survey. To obtain this sample, simple random sampling was used. The criteria for selecting respondents were as follows: they must speak the Greek language, be teachers in schools of Northern Greece that have implemented environmental programs, and be involved in environmental initiatives.

According to the regulations of the research ethics committee, this research is of low or minimum risk, so it did not require the use of an informed consent form. Participants were verbally informed about the purpose, objectives, and voluntary nature of the study. This approach was appropriate, given that the research did not involve the collection of any personal, sensitive, demographic, sexual, regional, or economic data that could lead to the identification of individuals. To ensure participants’ confidentiality and privacy, all necessary procedures were followed. During the research process, the anonymity of respondents was fully protected, and the data was only used for academic purposes and for analysis, in accordance with ethical guidelines.

Most of the questions were closed-ended multiple-choice, where the teacher respondents were also asked to answer five-point “Likert-type” or Hierarchical scale questions by choosing one answer at a time. The participants had to fill out the questionnaire, for which they had 15 min. The statistical package SPSS (Version 22.0) was used for the statistical analysis of the data.

To identify similar unit clusters based on school sustainability, a cluster analysis typology has been developed, highlighting any similarities or differences. Clusters were formed using Ward’s criterion, and squared Euclidean distances were used to measure similarity among teachers. Z-scores were calculated before variables were entered into the analysis. The application of the method highlighted three clusters. Education level and the ages of teachers were used in the clusters because, according to studies, teachers contributed most to sustainable schools according to their subject and their age (Collins & Garrity, 2023; Kougias et al., 2023; Uitto & Saloranta, 2017).

4. Results

As previously mentioned, the questions of the questionnaire used for acquiring the data were divided into two groups. Consequently, the results are going to be presented in a similar way. First, the demographics results characterized the sample and analyzed the topic of the research. The second set of questions supplied the data that answered the research questions.

4.1. Demographics

The study included 64 early childhood education teachers, the majority of whom were aged between 31 and 40, comprising 39.1% of the participants. This group was followed by those under 30 years old, who represented 23.4%, while 20% of participants were aged between 41 and 50, and 17.2% were between 51 and 60 years old. Regarding the participants’ marital status, the majority of teachers were married, accounting for 68.8%, followed by single teachers at 25%, and only 6.3% were divorced.

Regarding the educational level of the participants and their occupation, Figure 2 and Figure 3 provide the information. Most teachers appeared to hold a basic degree, at 53.1%, followed by those with a postgraduate degree at 29.7%, while most participants were kindergarten teachers, at 62.4%, followed by nursery teachers and nursery teacher assistants, each at 18.8%.

Concerning the institution in which they are employed, most participants work in public nursery schools, at 59.4%, followed by employees in private kindergartens, at 17.2%, and 15.6% in public kindergartens, and only 7.8% in private nursery schools. Regarding their years of experience, Figure 4 presents the participants’ work experience, revealing that most participants claimed to have worked for up to 5 years, at 25%, followed by those with 11–15 years of experience at 23%.

4.2. Teachers’ Perceptions on the Role of SSs in Fostering Environmental Awareness in Young Children During Early Childhood Education

The main part of the research dealt with teachers’ views on the role of sustainable schools in shaping the environmental awareness of early childhood children. Thus, initially, the early childhood educators were requested to indicate the extent to which they are familiar with the concept of sustainability. The majority indicated that they were “moderately” familiar, at 40.6%. Additionally, 20.3% stated that they were “very” familiar, and 9.4% considered themselves “extremely” familiar. Only 6.3% reported being “not at all” familiar, while 23.4% described their familiarity as “slightly.” Following that, they were asked whether they were aware of Sustainable Schools, with most of them answering positively at 53.1%.

Then, the participants were provided with a set of criteria for a Sustainable School and were asked to identify which ones they deemed the most essential.

Table 1. Educators’ perception towards the criteria of a Sustainable School.

Criteria	N	Min	Max	Mean	St. Dev
Promotion of ecological protection	64	1	5	4.4375	1.00593
Adherence to sustainability principles	64	2	5	4.3281	0.92676
Strengthening physical/mental health	64	1	5	4.2656	0.94688
Promoting equality/equity	64	1	5	4.1563	0.99553
Opening a school to society	64	2	5	4.2656	0.91274
Reduction of inequalities	64	1	5	4.0469	1.03017
Transmission of cultural knowledge	64	1	5	4.0313	1.00741
Promotion of sustainable production	64	2	5	4	0.94281
	64

provides insightful data on the important criteria of a SS, as reflected in the mean values across different dimensions. Each criterion is rated on a scale from 1 to 5, with higher mean values indicating greater importance.

The mean value of the Promotion of Ecological Protection is 4.437, indicating that promoting ecological protection is a top priority for SSs. Sustainable development increasingly recognizes environmental education as crucial. The adherence to sustainability principles has a high mean value (4.3281), indicating that schools place significant importance on adhering to sustainability principles. The criteria for enhancement of physical/spiritual health and the opening of the school to the community have the same mean value (4.2654), suggesting a widespread recognition of their importance. Generally, schools value all criteria, with mean ratings above 4. Although some criteria exhibit greater variability in how they are prioritized by different schools, the low to moderate standard deviations suggest consensus on their importance.

At that point, participants were given some characteristics of a SS and were asked to indicate which ones they considered the most fundamental.

As indicated in

Table 2. Respondents’ opinion towards some characteristics of a Sustainable School.

Comment	N	Min	Max	Mean	St. Dev.
A modern school should promote issues of environmental awareness, culture, equality, economy, management of natural resources, human rights, etc., beyond the curriculum.	64	2.00	5.00	4.5625	0.81406
In a modern school, alternative teaching methods must be applied, such as cooperative teaching methods and techniques such as role play, puppet theater, etc.	64	1.00	5.00	4.4219	0.97272
ICT must be used in modern schools (PC, video projector, interactive board, etc.).	64	1.00	5.00	4.2656	1.01171
Extracurricular events and Experientials aimed at raising students’ environmental, cultural, and social awareness make the provision of knowledge and development of their skills more effective.	64	2.00	5.00	4.5625	0.85217
Participation in optional programs and competitions (environmental education, health education, e-twining, etc.) can positively affect the operation of the school.	64	1.00	5.00	4.2813	1.04606
Reducing photocopy paper should be a school’s goal.	64	1.00	5.00	4.1875	1.02159
Reducing waste should be a feature of a modern school.	64	2.00	5.00	4.4844	0.85435
The increase of recyclable materials given for recycling is a necessary feature of a modern school	64	2.00	5.00	4.5156	0.87273
Part of the school’s income should be allocated for energy upgrading of the building (double glazing, photovoltaics, etc.).	64	1.00	5.00	4.2812	0.95067
A modern school should give opportunities to teachers to be trained in new teaching and organizational approaches (teamwork teaching, crisis management, development of decision-making skills, etc.).	64	2.00	5.00	4.6563	0.76051

, all characteristics were deemed highly important, with the strongest endorsement for the notion that “a modern school should promote issues of environmental awareness, culture, equality, economy, management of natural resources, human rights, etc., beyond the curriculum” (4.5625). It was also affirmed that “experiential activities and educational visits designed to enhance students’ environmental, cultural, and social awareness contribute significantly to the effectiveness of knowledge delivery and skill development.” The increase of recyclable materials given for recycling is considered a necessary feature of a modern school. Especially, the high mean value of the opportunities for teacher training (4.6563) indicates that a modern school should provide teachers with opportunities to train in new teaching and organizational approaches. The findings suggest that educators place high values on professional development, recognizing its importance in improving the quality of education. Moreover, the high mean value of the promotion of Environmental Awareness, Culture, Equality, etc., (4.5625) shows that broader issues beyond the curriculum should be promoted in modern schools, such as environmental awareness, culture, and equality. Equal to the promotion of Environmental Awareness, Culture, Equality, etc., is the criterion of Extracurricular Events and Educational Visits. Moreover, the mean value of increasing recyclable materials (4.5156) indicates that several respondents agreed with the importance of sustainability practices in schools.

Thereafter, the survey then inquired about the extent to which teachers engage in actions that promote environmental sustainability within their school.

Table 3. Educators’ perceptions towards the actions that promote environmental sustainability in the school unit.

Criteria	N	Min	Max	Mean	St. Dev.
Εducational visits/Experiential actions	64	1.00	5.00	3.4531	1.33250
Promotion of environmental awareness	64	1.00	5.00	4.0625	0.92367
Implementation of alternative teaching methods	64	1.00	5.00	3.7969	1.12940
Training opportunities for teachers	64	1.00	5.00	3.4219	1.25742
Increase in recyclable materials	64	1.00	5.00	3.9375	1.05221
Cooperation to upgrade the school	64	1.00	5.00	3.5156	1.28474
Waste reduction	64	1.00	5.00	3.7813	1.10509
Building energy upgrade	64	1.00	5.00	3.0156	1.36268
Use of ICT	64	1.00	5.00	3.6719	1.23513
Participation in competitions (e-twining)	64	1.00	5.00	2.8438	1.73863
Frequent meetings of the Teachers’ Association	64	1.00	5.00	3.0938	1.49835
Reduce copier paper	64	1.00	5.00	3.3438	1.27514
Website creation	64	1.00	5.00	3.6406	1.45151
Recycling	64	1.00	5.00	4.0781	1.08824
Energy saving	64	1.00	5.00	3.8125	1.12511
Water saving	64	1.00	5.00	3.8125	1.09653

illustrates a range of actions that foster environmental sustainability within a school unit. The mean values offer valuable insights into which actions are regarded as the most impactful.

According to the results of the above table, recycling is the major factor that can promote environmental sustainability in schools and has the highest mean value (4.0781). The promotion of environmental awareness is another important factor that contributes to sustainability (mean value: 4.0625). Also, the high mean value of increasing recyclable materials (3.9375) indicates that respondents generally agree that increased recycling is one of the most important features of a modern school. Within the educational environment, sustainability practices are widely recognized as an important component. Finally, energy and water saving (3.8125) technologies are recognized as crucial criteria, demonstrating strong consensus for the need for modern schools to be energy-efficient and water-saving.

The participants were subsequently asked to indicate the extent to which they engage in actions that promote social sustainability within their school (

Table 4. Educators’ views on actions that promote social sustainability in the school unit.

Action	N	Min	Max	Mean	St. Dev.
Εducational visits/Experiential actions	64	1.00	5.00	3.4531	1.33250
Promoting positive relationships	64	1.00	5.00	4.1406	1.00581
Promoting values	64	2.00	5.00	4.1875	0.94070
Involving families	64	1.00	5.00	3.9844	1.04642
Collaborating with organizations	64	1.00	5.00	3.6875	1.25831
Creating/updating a website	64	1.00	5.00	3.5938	1.48771
Organizing charitable activities	64	1.00	5.00	3.1563	1.52460
Participating in competitions	64	1.00	5.00	2.8750	1.64751

). The results revealed that the most frequently implemented actions focus on fostering positive relationships (4.1406) and values (4.1875), as well as encouraging family involvement (3.9844).

Following that, the participants were then asked about the factors that motivate the adoption of sustainable development principles, with a focus on enhancing the effectiveness and efficiency of the school (

Table 5. Teachers’ views on why adopting the philosophy of sustainable development enhances school effectiveness and efficiency.

Criteria	N	Min	Max	Mean	St. Dev.
Organized recycling program	64	1.00	5.00	4.4687	0.89031
Better school operation	64	1.00	5.00	4.3594	0.91491
Improvement of school image	64	1.00	5.00	4.2969	0.93740
Democratic decision-making processes	64	1.00	5.00	4.3125	0.97386
New educational techniques	64	1.00	5.00	4.3438	0.92956
Waste reduction	64	2.00	5.00	4.6406	0.72083
Reduction of energy consumption	64	2.00	5.00	4.5156	0.81634
Creation of a bioclimatic building	64	1.00	5.00	4.2969	0.98689
Reduction of resource expenditure	64	1.00	5.00	4.4531	0.92461

). The most strongly supported reasons included waste reduction, energy consumption reduction, the implementation of an organized recycling program, and the overall improvement of the school’s operational efficiency.

Regarding the factors that contribute to greater productivity among students attending a SS,

Table 6. Respondents’ perspectives on the factors contributing to the increased efficiency of students attending a sustainable school.

Factors	N	Min	Max	Mean	St. Dev.
Awareness of environmental issues	64	2.00	5.00	4.5156	0.83556
Acquisition of environmental knowledge	64	2.00	5.00	4.5469	0.79542
Forming students into active citizens	64	2.00	5.00	4.4219	0.86931
Formation of ecological consciousness	64	2.00	5.00	4.5313	0.75527
Cultivating critical thinking	64	2.00	5.00	4.3594	0.91491
Creating a team atmosphere	64	2.00	5.00	4.4531	0.85319
Better emotional outcomes	64	2.00	5.00	4.4219	0.81269
Holistic and Experiential approach	64	3.00	5.00	4.4062	0.75000
Fostering positive relationships	64	2.00	5.00	4.4531	0.75445
Adaptation to climate change	64	2.00	5.00	4.3437	0.87684
Improving mental health	64	3.00	5.00	4.4375	0.75330
Safety in school life	64	3.00	5.00	4.3906	0.76878

presents teachers’ perspectives.

According to Table 6, Teachers’ believe that students who are well-informed about environmental issues are more likely to engage in sustainable practices and address environmental challenges because they acquire environmental knowledge. Moreover, the formation of ecological consciousness has a high mean value (4.5313), showing that schools must integrate environmental consciousness into their curriculum and activities to help students develop an awareness and attitude towards the environment and to foster responsible and environmentally responsible behaviors. Finally, the high mean value of the awareness of environmental issues (4.5156) highlights the importance of this factor.

Subsequently, the participating teachers were asked whether they believe that educators working in Sustainable Schools experience higher levels of satisfaction with their professional activities. The majority, 78.1%, reported being either very or extremely satisfied, while 18.8% expressed moderate satisfaction, and 3.1% indicated minimal satisfaction. Regarding whether they believe the school can contribute to the culture of sustainable development, the majority of teachers, 93.7%, strongly agreed or agreed with this statement.

Finally, the participants were asked whether they regarded the transformation of a conventional school into a sustainable one as important and beneficial. A significant majority of teachers, specifically 92.2%, expressed strong agreement or agreement with this view.

4.3. Cluster Analysis

A cluster analysis typology was developed to identify similar groups of school units based on sustainability, highlighting the similarities and differences among the clusters (

Table 7. Profile of clusters according to the age of the teachers.

Clusters	Up to 30	31–40	41–50	51–60	Total
C1	2	7	11	5	25
Percentage (%)	8%	28%	44%	20%	100
C2	6	7	3	1	17
Percentage (%)	35.2%	41.2%	17.7%	5.9%	100
C3	7	9	4	2	22
Percentage (%)	31.8%	40.9%	18.2%	9.1%	100

,

Table 8. Profile of clusters according to the education level of the teachers.

Clusters	Bachelor	Second Bachelor	Master	Seminars	Total
C1	11	2	4	8	25
Percentage (%)	44%	8%	16%	32%	100
C2	13	0	3	1	17
Percentage (%)	76.5%	0%	17.6%	5.9%	100
C3	3	6	11	2	22
Percentage (%)	13.6%	27.3%	50%	9.1%	100

and

Table 9. Profile of clusters according to the reasons why adopting the philosophy of sustainable development enhances school efficiency.

Clusters	Organized Recycling Program	Waste Reduction	Reduction of Energy Consumption	Limitation of Expenditure of Resources	Total
C1	4	8	7	6	25
Percentage (%)	16%	32%	28%	24%	100
C2	7	4	4	2	17
Percentage (%)	41.2%	23.5%	23.5%	11.8%	100
C3	9	6	4	3	22
Percentage (%)	40.9%	27.3%	18.2%	13.6%	100

).

According to Table 7, in the C1 cluster, most of the teachers are aged between 41 and 50 (44%), followed by 31–40 (28%), 51–60 (20%), and the least up to 30 (8%). In the C2 cluster most of the teachers are aged between 31 and 40 (41.2%), followed by teachers that are under 30 (35.2%), 41–50 (17.7%), and the least being 51–60 (5.9%). In the C3 cluster it was mostly teachers aged 31–40 (40.9%), followed closely by up to 30 (31.8%), 41–50 (18.2%), and 51–60 (9.1%).

As presented in Table 8, the educational qualifications of teachers are outlined for each cluster. According to the results in the C1 cluster, most teachers hold a bachelor’s degree (44%), followed by seminars (32%), master’s (16%), and second bachelor’s (8%). In the C2 cluster, the majority have a bachelor’s degree (76.5%), followed by a master’s (17.6%), and a few attended seminars (5.9%); no teachers held a second bachelor’s degree. Finally, in the C3 cluster, a significant proportion holds a master’s degree (50%), followed by a second bachelor’s (27.3%), a bachelor’s (13.6%), and seminars (9.1%).

This profile of clusters analyzes the motivations behind adopting sustainable development practices in schools within each cluster. In the C1 cluster, the main reason why adopting the philosophy of sustainable development enhances school efficiency is waste reduction (32%), followed by energy consumption reduction (28%), limitation of expenditure of resources (24%), and organized recycling programs (16%). In the C2 cluster the main reason why adopting the philosophy of sustainable development enhances school efficiency is the organized recycling program (41.2%), followed by waste reduction and energy consumption reduction (both at 23.5%), and lastly limitation of expenditure of resources (11.8%). In the C3 cluster the main reason why adopting the philosophy of sustainable development enhances school efficiency is the organized recycling program (40.9%), followed by waste reduction (27.3%), energy consumption reduction (18.2%), and limitation of expenditure of resources (13.6%).

More specifically, the C1 cluster consists of middle-aged teachers who hold a bachelor’s degree, and the main motivation for sustainable development is waste reduction. The C2 cluster consists of teachers that are between 31 and 40 years old; the majority hold a bachelor’s degree, and the main motivation for sustainable development is the organized recycling programs. The C3 cluster consists of teachers that are between 31 and 40 years old; the majority hold a master’s degree, and the main motivation for sustainable development is the organized recycling programs.

5. Discussion

In this section, an attempt is made to discuss the research findings, which are challenging to compare with the existing literature, as there is no similar research that evaluates teachers’ perceptions, particularly regarding aspects such as the characteristics, criteria, and role of teachers, among others.

This study highlights the value of following sustainability principles in schools, as it enhances physical and mental health and the accessibility of the school to the community. The results are supported by the three dimensions of pro-environmental behavior, which are cognitive, emotional, and behavioral aspects (Espinoza, 2018), which are key parameters of a sustainable school, as they form a value code of behavior for a sustainable society.

Initially, it is noteworthy to discuss the familiarity of Greek early childhood educators with the concept of sustainability. The results suggest that they perceive themselves as reasonably familiar with the subject, as 70.3% report being moderately, very, or extremely familiar with sustainability. In contrast, only half of them were aware of Sustainable Schools. This fact contrasts with Waltner et al. (2020) research findings, which found that high school teachers in Germany had a high level of sustainability awareness, indicated by their mean score of attitudes towards environmental protection and SD. However, it should be noted that similarly with German teachers, Greeks have shown weak familiarity with more complex issues like the SS concept.

It is highlighted as valuable by the research that a modern school, beyond the curriculum, must promote issues of environmental awareness, culture, equality, management of natural resources, human rights, etc. The revealed results are aligned with the conservation of natural resources, which is necessary; for this reason, it is considered important that the communities have active participation (Nuringsih & Nuryasman, 2021). The promotion of sustainability in the school context also coincides with other studies that indicate that education for sustainable development is an important criterion for the transformation of today’s society into a more sustainable one (Cebrián et al., 2019), as it is based on the values of justice with respect, equality, tolerance, adequacy, and responsibility (Arjen, 2009). Weldemariam et al. (2017), however, point out that the barrier to the implementation of sustainability in preschool is the vague concept of sustainability in the curriculum.

The high average value of opportunities for teacher training reveals the possibilities given to training in new teaching and organizational methods. A teacher training program should be improved with more innovative teaching methods and activities to increase students’ environmental literacy, as found in Orbanić and Kovač (2021).

The use of methodological approaches (Manolas, 2001; Fermeli et al., 2009) focuses on the organization of teaching regarding interdisciplinary learning with projects, the collaborative process, field study, and the multisensory method (Manolas, 2001; Fermeli et al., 2009). These perceptions are confirmed by the results of the research of Nuangchalerm et al. (2024) that students’ work in small groups allows them to engage and develop educational plans for local schools with issues related to climate change and water challenges.

Recognizing teaching methods based on sustainability principles promotes sustainability skills, including critical thinking, problem-solving, and communication. The key features of the techniques in terms of the learning model of Sustainable Education are aligned with the research results of Ichinose (2017), which support school-centeredness, critical thinking, and participatory decision-making. ESD should promote children’s ability for innovative thinking, which acts effectively in the process of its application and reinforces children with analytical problem-solving thinking that goes beyond conventional ways of thinking. In Greece, teachers, despite showing limited environmental skills and shortcomings in the context of the ESD education policy, show a clear interest in EE and implement various environmental projects (Petkou et al., 2021). This contrasts with the research of Hardin et al. (2016), which shows that teachers are unable to adapt their teaching and programs to sustainability principles.

Analyzing the most effective reasons for students attending a Sustainable School, the main reason is to inform students about environmental issues and to acquire environmental knowledge that can positively influence pro-environmental behavior and increase the likelihood of their participation in sustainable practices for the protection of the environment. This specific finding is identified with the holistic approach of ESD, as it contributes to the acquisition of knowledge, awareness, and the formation of sustainability-oriented values, attitudes, and behaviors (Ferguson & Bramwell-Lalor, 2023). This perception, by the inclusion of the term of sustainability in the curriculum, creates possibilities for shaping an environment based on positive learning. Sustainable practices in schools will encourage students to adopt environmental friendliness in their daily lives if they are promoted and prioritized (Manasia et al., 2020; Meesuk et al., 2020).

The key to achieving the goals of sustainable development is ecological actions. This theoretical approach identifies sustainability practices as important environmental actions, in particular, increased recycling, with a high average price, and energy and water saving technologies. Meanwhile, schools are obviously in agreement with energy efficiency and water saving. This is in line with the research of Melis et al. (2020), which shows that the total sample of kindergartens was engaged in collecting garbage and recycling waste during excursions and undertaking clean-up activities during the spring season. Adopting the reusing of products contributes to reducing waste and saving valuable resources, which helps extend the life of products through recycling.

This environmental behavior limits the environmental impact of production and waste. Contrary to these research results, a similar study shows different student behavior, where the students very rarely choose the recycling solution of sorting the garbage and reusing products; instead, they daily used to protect the environment from contamination (Estrada-Araoz et al., 2023). This study is consistent with the research findings of Sageidet et al. (2019) in Norwegian preschool children, where it is highlighted through interviews that only 15% of them knew the meaning of the word “compost”.

6. Conclusions

Sustainable education is essential for fostering a more connected, healthier, and greener society. The integration of cognitive, emotional, and behavioral aspects of sustainability can help schools cultivate values and actions that encourage sustainable living. Education in sustainable schools should include environmental awareness, cultural issues, equality, resource management, and human rights as part of the curriculum, entailing community involvement.

To improve preschoolers’ understanding of the environment, innovative teaching methods are required. Teacher education is essential for effective sustainable education. Preschoolers can be engaged with real-world environmental challenges through interdisciplinary learning, collaborative projects, and field studies.

Sustainable practices can be encouraged by promoting environmental knowledge among students. Through holistic education, students can acquire knowledge, values, and behaviors that contribute to sustainability. To achieve sustainable development goals, students need to adopt environmental behaviors, including recycling and energy-saving practices.

In conclusion, the successful integration of sustainability principles in schools requires comprehensive curriculum development, effective teacher training, active community involvement, and the promotion of sustainable practices among students. Overcoming barriers and ensuring consistent understanding and behavior are essential steps towards embedding sustainability in education and fostering a sustainable future.

7. Limitations and Future Research Directions

This study has limitations due to the small sample size and the limited statistical representativeness. Furthermore, its geographical distribution is limited only to Eastern Macedonia, which requires further research to generalize our findings. To assess the role of the Sustainable School in the environmental consciousness and behavior of the participants, it is necessary for long-term follow-up research. Also, the sample of the present research consisted only of women, which suggests a limitation in terms of gender as well.

As a proposal for future research, it is suggested to carry out a survey that will explore the opinions of a larger sample of participants, at a nationwide level, to create comparative results among regions. Also, the findings of the present study could be used as a foundation to carry out research that will explore the views of teachers and other educational levels and form a basis for further study and research. Moreover, a similar study could be conducted in the case of using different research tools based on semi-structured interviews. This would enable the participants to express their opinions more easily and the researchers to capture the research results based on the qualitative characteristics of the data analysis.