Köklü Yaylacı, HasretOlgan, Refika2025-09-192025-09-19202510901027https://doi.org/10.1080/10901027.2025.2539410https://hdl.handle.net/20.500.12451/14503Eco-school teachers who primarily incorporate the principles of Education for Sustainable Development (ESD) into their teaching practices serve as active agents of sustainable development, with the potential to foster sustainable behaviors from an early age. This study examined the understanding and perceptions of early childhood eco-school teachers regarding sustainability, sustainable development, Education for Sustainable Development (ESD), and Early Childhood Education for Sustainability (ECEfS). Focus groups and pre-/postconcept maps were used to gather data. The findings showed that while teachers viewed ECEfS as crucial for sustainable development, their understanding of sustainability, sustainable development, and the goals of ESD and ECEfS was limited. Teachers predominantly associated ESD and ECEfS with the environmental pillar, though some acknowledged sociocultural and economic aspects. Moreover, key concepts for ECEfS practice involved respect for differences, saving, consumption habits, and self-confidence. In addition, teachers’ postconcept maps revealed a broader, more comprehensive understanding of ESD compared to their preconcept maps. These findings suggested that teachers needed professional development to enhance their knowledge and implementation skills for ECEfS and address the sociocultural and economic dimensions of sustainability to implement a holistic approach to ECEfS effectively.eninfo:eu-repo/semantics/closedAccessArticle10.1080/10901027.2025.25394102-s2.0-105012869033Q2WOS:001547103300001Q2