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The paperaim presentsof the resultsresearch is to find the benefits for educators, early education and care students (ECE), primary school teachers and a wider group of educators from using the ECE Academy application and the course Sustainability from the Start, and to investigate how collaborative learning of educators using the application affects their perception of sustainability and current practices. Using a transformative theoretical paradigm, this study places itself at the intersection of research aimedon at examining the student teachers' preparednesseducation for thesustainable implementationdevelopment, ofearly childhood pedagogy, and children's rights (Ranta, 2023) to further examine how such a collaborative learning experience for educators can promote education for sustainable development byfor applyingearly itschildhood basicchildren. principlesA combination of qualitative and quantitative methodological approaches (Denzin & Lincoln, 2018) were used, including first-hand perspectives, individual expertise, as well as interviews with RPOO practitioners and professors and students using the app and course. The data were collected using the technique of individual and group interviews and a questionnaire constructed for the purpose of research. 10 educators (from Croatia, the Czech Republic, France, Ireland and Sweden) participated in teachingthe focus groups. Individual interviews and learningquestionnaire activities.survey are still ongoing. The final results will be presented at the STOO 4 conference. The participants took part in the research wasvoluntarily conductedand onwere ainformed samplethat they could withdraw from participation at any time. The contribution of Teacher Educationeducators, students and professors in the course Sustainability from the FacultyStart should lead to their professional development and a better understanding of Teacher Education, University of Zagreb. Data on students' perceptions regarding the readiness to create, implement, evaluate,sustainability and participateits place in teachingearly andchildhood learning activities that support sustainable development were collected via a questionnaire. The results indicate that professional knowledge and practice, professional participation and self-regulation may be considered key dimensions of students' preparedness for the implementation of education for sustainable development, each of which includes several components. Furthermore, a positive correlation was established between professional knowledge, the vision of teaching, and professional participation. The research likewise identifies certain weaknesses in the field of education of future teachers for the implementation of education for sustainable development, which suggest the necessity of more detailed analysis and improvement. In the present context, recommendations are given for enriching initial teacher education programs with specific learning outcomes in order to facilitate future teachers' development, most notably appropriate competencies that allow for the implementation of education for sustainable development. education.
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