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TheSustainable aimdevelopment goes far beyond the focus on the environment and ecology. Sustainability also aims to ensure a strong, healthy, and justice society in which all citizens can meet their needs, promoting personal well-being, social cohesion, inclusivity, and creating equal opportunities. An educated community of responsible citizens has the research ispotential to findmake the"greener" benefits for educators, early educationdecisions and carecreate studentsa (ECE),more primarysustainable schoolreality teachersbecause it understands 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 on education for sustainable development, early childhood pedagogy, and children's rights (Ranta, 2023) to further examine how such a collaborative learning experience for educators can promote educationadvocates for sustainable development ideas and recognizes their benefits for earlyall. childhoodChildren children.and Ayoung combinationpeople should be systematically taught and supported in developing their sustainability competencies, therefore education and upbringing play an indispensable role in this process. The school is an institution of qualitativeintentional education and quantitativeupbringing, methodologicalmaking approachesit (Denzina &great Lincoln,platform 2018)for wereachieving used,teaching includinggoals first-handand perspectives,educational individualoutcomes expertise,in the field of sustainable development. Since education for sustainability requires participatory and proactive teaching and learning methods, as well as interviews with RPOO practitionersteachers and professorsprofessional collaborators modeling expected changes in students’ behavior, their lifelong education, empowerment, and studentscapacity usingbuilding are necessary. The aim of this paper is to present the appself-perception of school pedagogues regarding competencies and course.capacities for implementing educational for sustainability, as well as the representation of green pedagogy principles in the implementation of teaching and extracurricular activities carried out by pedagogues in schools. The dataresearch werewas collectedconducted usingin selected primary and secondary schools in the techniqueSarajevo ofCanton individual and group interviews andusing a questionnaire constructedfor forschool pedagogues and analyzing implemented teaching and extracurricular activities. The research results, among others, indicate the purposeimportance of research.innovating 10study educators (from Croatia, the Czech Republic, France, Ireland and Sweden) participatedprograms in the focusinitial groups.education Individualof interviewspedagogues, as well as a much greater and questionnairehigher surveyquality areoffer stillof ongoing.professional Thedevelopment final results will be presented at the STOO 4 conference. The participants took partprograms in the researchmentioned voluntarily and were informed that they could withdraw from participation at any time. The contribution of educators, students and professors in the course Sustainability from the Start should lead to their professional development and a better understanding of sustainability and its place in early childhood education.area.
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