Paper 2026-61
ПЕДАГОГИЧЕСКИ МОДЕЛ ЗА ФОРМИРАНЕ НА КОМПЕТЕНТНОСТИ ЗА УСТОЙЧИВО РАЗВИТИЕ В ПРЕДУЧИЛИЩНА ВЪЗРАСТ ЧРЕЗ ИНТЕГРИРАНЕ НА STEM ПОДХОДА В ОБРАЗОВАТЕЛНИТЕ ДЕЙНОСТИ ПО ПРОГРАМА „ЕКОУЧИЛИЩА“
Красимира Илиева Стефанова
Детска градина „Мечо Пух“, Долни чифлик
PEDAGOGICAL MODEL FOR DEVELOPING SUSTAINABILITY COMPETENCIES IN PRESCHOOL CHILDREN THROUGH THE INTEGRATION OF THE STEM APPROACH INTO EDUCATIONAL ACTIVITIES WITHIN THE ECO-SCHOOLS PROGRAMME
Krasimira Ilieva Stefanova
“Mecho Puh“ Kindergarten, Dolni Chiflik
Abstract: Developing Sustainability Competencies in Early Childhood through a STEM Approach within the^Eco-Schools Programme (Based on the Experience of Mecho Puh Kindergarten, Dolni Chiflik, Bulgaria). Education for Sustainable Development is recognised as one of the leading priorities of contemporary educational policy and a key factor in developing values, attitudes and responsible behaviour from early childhood (UNESCO, 2020). This paper presents a pedagogical model for developing sustainability competencies through the integration of the STEM approach within the international Eco-Schools Programme. The model was designed and implemented at Mecho Puh Kindergarten, Dolni Chiflik, Bulgaria, during the 2025/2026 school year. It combines the organisational framework of the Eco-Schools Programme, including the Eco-Committee, the environmental review and the Action Plan, with inquiry-based STEM learning (FEE, 2024). The model was implemented through activities related to the thematic areas „Biodiversity“ and „Waste and Pollution“. Children participated in investigations, experiments, engineering challenges and creative activities using Wi-Fi digital microscopes, Bee-Bot, the interactive „Talking Flower“ developed with Makey Makey and ScratchJr, QR codes with children’s audio messages, the TTS Giant Illuminated Mark Making Board, recycling workshops and the activity „The Earth Speaks to Us“. The effectiveness of the model was evaluated through pedagogical observation, analysis of children’s products, questionnaires completed by 16 teachers and a sample of 100 parents (from a total population of 200), as well as document analysis. The findings indicate positive effects on children’s inquiry skills, environmental awareness, cooperation, creativity and active participation in sustainabilityrelated activities.
Keywords: Education for Sustainable Development, STEM education, Eco-Schools, early childhood education, pedagogical model
References:
- Kelley, T., Knowles, J. A Conceptual Framework for Integrated STEM Education. International Journal of STEM Education, 2021.
- Fleer, M. Conceptual PlayWorlds and STEM. Routledge, 2023.
(Endnotes:)
1. UNESCO. Education for Sustainable Development for 2030. Paris: UNESCO, 2020.
2. Foundation for Environmental Education (FEE). Eco-Schools Handbook. Copenhagen: FEE, 2024.
3. OECD. Future of Education and Skills 2030. Paris: OECD, 2023.
4. UNESCO. Education for Sustainable Development for 2030. Paris: UNESCO, 2020.
5. UNESCO. Education for Sustainable Development for 2030. Paris: UNESCO, 2020.
6. OECD. Future of Education and Skills 2030. Paris: OECD, 2023.
7. European Commission. GreenComp – The European Sustainability Competence Framework. Luxembourg:
Publications Office of the European Union, 2022.
