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All Journal Journal of Research in Education and Pedagogy Journal of Education for Sustainable Development Studies
Zoi Apostolou
Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece
Education Environmental Science Social Sciences Other

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From Care to Citizenship: Rethinking Early Childhood Education Through the Lens of Sustainability and Participation Zoi Apostolou
Journal of Education for Sustainable Development Studies Vol. 3 No. 1 (2026): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v3i1.59

Abstract

Education for active citizenship constitutes a central pillar of contemporary educational policies at both international and national levels. In Greece, recent legislative initiatives and the new curriculum “Actions of an Active Citizen” (Government Gazette 6048/B'/1-11-2024) introduce 17 thematic areas aligned with the Sustainable Development Goals (SDGs), implemented from preschool to upper secondary education. The main objective is to establish active citizenship as a concept and pedagogical practice, promoting democracy, cooperation, and social responsibility. This study focuses on early childhood education and explores how preschool teachers in the Cyclades (North Aegean, Greece) design and implement active citizenship projects within this curriculum framework, as well as how they evaluate their effectiveness. The research aims to capture pedagogical practices that foster democratic learning and sustainable development through participation, collaboration, and the engagement of both the school and the local community. Specifically, it examines how they conceptualize the notion and pedagogical role of active citizenship in early childhood education, what forms of pedagogical practices and activities they implement, and what challenges or needs they identify for the effective integration of active citizenship into their educational practice. The study was conducted during the 2024–2025 school year and targeted all preschools across the Cyclades islands. Data were collected through a structured questionnaire and were analyzed using SPSS v.29. The results indicated that preschools can serve as living laboratories of democracy and social transformation. Through intentional, reflective pedagogy, active citizenship becomes a way of life within the educational experience. Early childhood emerges as a fertile ground for nurturing values such as empathy, solidarity, and responsibility. The case of the Cyclades illustrates how small school communities can function as micro-democracies, where children learn to listen, collaborate, and care for their shared world.
Implementing AI in Preschool Education: Pedagogical, Ethical, and Cultural Dimensions in the Cyclades, Greece Zoi Apostolou; Irini Psarra
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.163

Abstract

The accelerating integration of Artificial Intelligence (AI) into contemporary education has generated both opportunities and challenges across all educational levels, including early childhood education. This study investigates the perceptions, attitudes, and practices of kindergarten teachers in the Cyclades regarding the incorporation of AI into their pedagogical work. It aims to identify the perceived benefits and limitations of AI applications in early learning environments, as well as the extent to which prior professional training influences teachers’ readiness to adopt such technologies. An anonymous structured online questionnaire (five-point Likert scale) was employed to collect data on teachers’ knowledge, attitudes, and classroom practices related to AI. The findings reveal that participants generally acknowledge the pedagogical potential of AI to support creativity, individualized learning, and instructional efficiency. Nonetheless, significant concerns persist regarding data privacy, algorithmic bias, and the possible erosion of the interpersonal dimension that characterizes early childhood education. Statistical analysis (SPSS v.29) further indicates that teachers who have participated in AI-related training programs exhibit more favorable attitudes and a higher level of self-efficacy in implementing innovative digital tools. Overall, the results suggest that kindergarten educators in the Cyclades possess a basic conceptual understanding of AI and already apply its elements in practice, albeit cautiously and selectively. The study underscores the need for systematic and ethically informed teacher training programs that emphasize the critical use of AI as a supportive—not substitutive—agent in early education. Such an approach aligns with a pedagogical vision where technological innovation remains firmly grounded in human values and educational purpose.
Co-Authors Irini Psarra