| Abstract [eng] |
Complex global issues such as climate change pose significant challenges to society and demand urgent responses. These challenges prompt the education system to address the need for a shift in thinking, which is essential for preparing future generations to face the inherent complexity of present and future challenges and to educate and teach students based on sustainability principles. Integrating traits of sustainability mindset into the primary education stage is particularly important because it lays the foundation for the formation of individuals' unique values. However, although students at this stage are already exposed to issues related to sustainability, the integration of sustainability principles and the development of sustainability mindset at primary education level have been poorly researched. In order to reveal the expression of sustainability mindset at this stage of education, the goal of this research is to uncover the expression sustainability mindset traits in the primary education curriculum. To achieve this goal, the following objectives are set: to analyse the conceptualization and characteristics of the sustainability mindset, to justify the research methodology for examining the expression of sustainability mindset traits in the primary education curriculum, and to identify the peculiarities of the expression of sustainability mindset traits in the primary education curriculum. The research is conducted through the analysis of scientific literature and documents, including the content analysis of the Lithuanian primary education general curriculum and integrated content textbooks. The analysis of scientific literature revealed that sustainability is a multi-layered construct encompassing economic, ecological, social, and cultural aspects, whose interaction is directed towards preserving the planet and ensuring the well-being of present and future generations. The integration of sustainability into education can occur through external and internal perspectives. The external perspective emphasizes the development of competencies, skills, and attitudes necessary to address sustainability-related challenges. The internal perspective serves as the foundation for sustainability mindset and highlights the integration of sustainability principles into decision-making and operational processes. The adapted model of sustainability mindset revealed the possibilities of integrating sustainability mindset into the primary education curriculum, assigning characteristics and criteria that are relevant to this stage of education. The document analysis, conducted using content analysis methodology and a coding instrument developed based on the model of sustainability mindset expression in primary education, showed that the expression of assumptions underlying the development of sustainability mindset in Lithuanian primary education programs is partial. The expression of sustainability mindset traits is most prominent in the content of ethics, natural sciences, and ethnic culture programs. These programs emphasize criteria associated with specific characteristics of sustainability mindset, such as collaboration, the creation and adherence to agreements, and the understanding of global human and cultural diversity. Characteristics of sustainability mindset that are directly related to sustainable development, nature conservation, and sustainability are mostly developed in optional education content. The programs prioritize an external perspective on sustainability education, with less emphasis on the development of an internal perspective. The analysis of primary education textbooks revealed that subject integration creates favourable conditions for the development of sustainability mindset traits at the primary education stage. The integrated format of textbooks facilitates the development of sustainability mindset across all subject lessons by integrating themes horizontally and expanding the content vertically throughout the educational year. |
