Environmental Sustainability as a Pedagogical Framework in Early Childhood Education

Abstract

The main objective of this paper is to seek to investigate the integration of environmental sustainability as a pedagogical framework in early childhood and primary education. Researchers examine how sustainability education influences cognitive, social, and emotional competencies from an early age. Researchers adopted a descriptive survey design and stratified random sampling of educators and administrators across four educational clusters in Nigeria. Based on the study, researchers draw the inference that, educators’ perceptions significantly influenced the implementation of sustainability practices. The study concludes that sustainability education is essential for nurturing creative, collaborative, and critical-thinking learners.