<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Aleksandra Šindić</style></author><author><style face="normal" font="default" size="100%">Adrijana Višnjić-Jevtić</style></author><author><style face="normal" font="default" size="100%">Lepičnik Vodopivec, J.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BRIDGING THE INDIVIDUAL AND THE SYSTEM: PRESCHOOL TEACHERS’ AGENCY IN IMPLEMENTATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD SETTINGS IN SOUTH-EASTERN EUROPE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Bosnia and Herzegovina</style></keyword><keyword><style  face="normal" font="default" size="100%">Croatia</style></keyword><keyword><style  face="normal" font="default" size="100%">early childhood education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">ECE Academy</style></keyword><keyword><style  face="normal" font="default" size="100%">eco-program</style></keyword><keyword><style  face="normal" font="default" size="100%">Slovenia</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4713347</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Although the importance of Education for Sustainable Development in Early Childhood (ECEfS) is widely acknowledged, its implementation varies across different national, institutional, and individual contexts. This quantitative study involved 398 ECE teachers from Bosnia and Herzegovina, Croatia, and Slovenia. The aim of the research was to identify differences in the implementation of specific dimensions of ECEfS and in the achieved sustainability outcomes among children, with respect to three levels of ECE teachers’ professional context: national, institutional, and individual. Data were collected via an online survey and analyzed using descriptive statistics, ANOVA, and t-tests. While the study was limited by reliance on self-assessment and purposive sampling, it provided valuable insights into how professional context shapes early sustainability practices and outcomes and raised questions for future research. Findings indicate the existence of differences among respondents from different countries in the level of implementation of certain aspects of early childhood education for sustainable development, as well as in children's sustainability outcomes. Similar differences were identified between ECE teachers working in eco and non-eco kindergartens, and between those familiar and unfamiliar with the activities of the ECE Academy. The results highlight the importance of institutional context and professional development in supporting sustainability practices in early childhood education settings.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1221-1234</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Lepičnik Vodopivec, J.</style></author><author><style face="normal" font="default" size="100%">Aleksandra Šindić</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EARLY CHILDHOOD EDUCATION FOR SUSTAINABILITY IN PRESCHOOLS WITH ECO-PROGRAMS: IMPLEMENTATION AND LEARNING OUTCOMES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">early childhood education for sustainability</style></keyword><keyword><style  face="normal" font="default" size="100%">early childhood environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">ECEfS outcomes</style></keyword><keyword><style  face="normal" font="default" size="100%">eco-school/eco-kindergarten program</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1740921560.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Early Childhood Environmental Education (EECE) and Early Childhood Education for Sustainability (ECEfS) are becoming increasingly integrated into preschool curricula, highlighting their key role in shaping environmentally conscious and sustainably oriented generations from an early age. The mentioned concepts represent the theoretical starting points of this empirical quantitative study, the aim of which is to examine the differences in the implementation of ESD, as well as the differences in the achieved outcomes of Education for Sustainable Development (ESD) in kindergartens with and without eco-programs, based on the preschool teacher's assessment, and to identify the specifics of the implementation of ESD in kindergartens with an eco-program in Slovenia. The research was conducted in 2024, on a sample of 114 preschool teachers employed in Slovenian kindergartens. The results confirm that in kindergartens with an eco-program, ESD's ecological, social and economic dimensions are successfully connected, and an integrated approach is applied. In kindergartens with an eco-program, ECEfS is implemented more prominently in the regular curriculum, and the outcomes of ECEfS are achieved to a higher degree than in kindergartens without an eco-program, which indicates the success of the program from the point of view of sustainability.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">133-148</style></section></record></records></xml>