Attitudes and opinions of preschool educators and elementary school teachers regarding ecological education and their awareness of sustainable development,

The aim of this research paper is to examine the attitudes and opinions of preschool educators and
elementary school teachers regarding ecological education and their awareness of sustainable development.
The research is based on both qualitative and quantitative analysis of data collected through questionnaires
and interviews with teachers from various educational institutions. The objectives of the research are to
determine: The attitudes of teachers towards ecological education; The level of environmental awareness
among teachers; The presence and method of integration of environmental content into the educational
process; The needs for additional training and resources for the successful implementation of ecological
education. A descriptive methodology was applied, using surveys and semi-structured interviews as the
main research techniques. The target population includes educators working in public and private preschool
institutions and elementary schools (grades I–III) across several municipalities in the Republic of North
Macedonia. The sample consists of 50 preschool educators and 50 elementary teachers (grades I–III). The
sample was selected using purposive sampling, in order to include respondents with various levels of
experience, institutional affiliation, and geographical distribution (urban/rural). The results indicate that the
majority of teachers recognize the importance of ecological education and its role in building environmental
awareness among children from an early age. However, differences exist in the level of engagement,
availability of resources, and institutional support. Elementary school teachers tend to have more theoretical
knowledge than preschool educators, whereas preschool educators possess more practical knowledge than
elementary school teachers. This can be explained by the fact that the knowledge gained by elementary
school teachers during university studies is relatively new and limited in practical application, as they spend
less time with children during applied coursework. In conclusion, the paper emphasizes the need for more
systematic teacher training, integration of environmental topics into curricula, and the promotion of active
learning approaches for sustainable development from an early age.