What Are the Attitudes of Future Teachers About Sustainable Development in Croatia? Validation and Adaptation of the Attitudes Toward Sustainable Development Scale

Teacher education students self-assessement of their social competencies in the context of sustainable development

“…We can assume that students do not recognise the assessed social competencies in the study curriculum and consider them as developmental abilities they acquire through everyday life, which is why the year of study has not significantly contributed to the difference in the assessment of their own competencies. The obtained results are different in relation to self -assessment of sustainable development competencies and self-assessment of the value of sustainable development which were examined by previous research (Anđić and Ćurić, 2020;Anđić, 2015;Cvitković, 2018;Vukelić and et al, 2018). Namely, research has shown that during the completion of compulsory teacher education, students assess increased social sensitivity, nonviolent communication skills, interaction, etc., which is contrary to the results obtained by the results.…”

“…The role of the teacher is crucial in development of students' skills and work capacity necessary to improve social well-being and community development, i.e., to prepare students to participate in the community and future world. Previous research indicates that students of teacher education studies and educators recognize the importance of sustainable development and professional development in that area (Anđić and Ćurić, 2020;Anđić and Tatalović Vorkapić, 2017;Anđić, 2015;Borić et al, 2008;Vukelic et al, 2018), while on the other hand, they assess ethical values, emotional management and sustainability as less important (Anđić, 2017;Cvitković, 2018). Such results are confirmed by research results indicating that there is no systematic approach to education for sustainable development, and it is implemented only through individual initiatives (Kostović-Vranješ, 2016;Raditya-Ležaić and et al, 2018;Rončević et al, 2008).…”

How Important Is Future Teachers’ “Connectedness to Nature”? Adaptation and Validation of the Connectedness to Nature Scale

“…As no such research has been conducted in Croatia, it is not possible to make comparisons to similar research. However, at the international level, the results of the student population often confirm the high values of positive attitudes towards sustainable development, especially when it comes to future teachers or student populations [18,28]. When it comes to the interpretation of the obtained results and set hypotheses, there is no reason for dissatisfaction.…”

Samoprocjena socijalnih kompetencija studenata učiteljskog studija iz konteksta održivog razvoja

“…Uloga učitelja je presudna u razvoju učeničkih vještina i kapaciteta za rad koji je neophodan za poboljšanje društvene dobrobiti i razvoj zajednice, odnosno za pripremanje učenika na sudjelovanje u društvenim odnosima i budućem svijetu. Dosadašnja istraživanja ukazuju da studenti učiteljskih i nastavničkih studija te odgojno obrazovni djelatnici prepoznaju važnost održivog razvoja i stručnih usavršavanja u tom području (Anđić i Ćurić, 2020;Anđić i Tatalović Vorkapić, 2017;Anđić, 2015;Borić i sur., 2008;Vukelić i sur., 2018), ali i da istovremeno slabije procjenjuju etičke vrijednosti, emocionalno upravljanje i održivost (Anđić, 2017;Cvitković, 2018). Takve rezultate potvrđuju i rezultati istraživanja koji ukazuju da ne postoji sustavan pristup obrazovanju za održivi razvoj, već se on provodi tek kroz inicijative pojedinaca (Kostović-Vranješ, 2016;Raditya-Ležaić i sur., 2018;Rončević i sur., 2008).…”

“…Možemo pretpostaviti da studenti procjenjivane socijalne kompetencije ne prepoznaju u studijskom kurikulumu te ih smatraju razvojnim sposobnostima koje stječu kroz svakodnevni život, radi čega godina studija nije značajnije doprinijela razlici u procjeni vlastitih kompetencija. Dobiveni rezultati su različiti u odnosu na samoprocjenu kompetencija održivog razvoja i samoprocjenu vrijednosti održivog razvoja koje su ispitane ranijim istraživanjima (Anđić i Ćurić, 2020;Anđić, 2015;Cvitković, 2018;Vukelić i sur., 2018). Istraživanja su, naime, pokazala da tijekom završavanja obveznog obrazovanja za učitelje studenti procjenjuju povećanje socijalne osjetljivosti, vještina nenasilne komunikacija, interakcija, i sl., što je suprotno rezultatima dobivenim rezultatima.…”