Okul öncesi eğitim kurumlarının sürdürülebilirlik açısından değerlendirilmesi: Erzincan örneği

Öz

Bu araştırma, Erzincan ilindeki erken çocukluk eğitimi kurumlarının sürdürülebilirlik uygulamalarını 7R modeli (Yeniden Düşün, Reddet, Azalt, Yeniden Kullan, Onar, Saygı Duy, Geri Dönüştür) çerçevesinde değerlendirmeyi amaçlamaktadır. Çalışmada yakınsayan paralel karma araştırma deseni benimsenmiş; nicel ve nitel veriler eş zamanlı olarak toplanmıştır. Amaçlı örnekleme yoluyla belirlenen dokuz okul öncesi kurumunda, araştırmacılar tarafından geliştirilen 7R Sürdürülebilirlik Gözlem ve Görüşme Formu aracılığıyla yapılandırılmış gözlemler gerçekleştirilmiş; yönetici ve öğretmenlerle yarı yapılandırılmış görüşmeler yapılmıştır. Nicel veriler betimsel istatistiklerle, nitel veriler ise tümdengelimsel içerik analiziyle çözümlenmiştir. Bulgular, kurumların genel sürdürülebilirlik uygulama düzeyinin orta seviyede olduğunu; Geri Dönüştür, Saygı Duy ve Yeniden Düşün boyutlarında görece güçlü, Onar, Reddet ve Azalt boyutlarında ise zayıf bir performans sergilediğini ortaya koymuştur. Bu örüntü, atık hiyerarşisinin tersine işlediğini ve uygulamaların büyük ölçüde öğretmen inisiyatifine dayalı etkinlik temelli bir nitelik taşıdığını göstermektedir. Sürdürülebilirliğin sosyo-kültürel ve çevresel boyutlarının görece güçlü, ekonomik boyutunun ise ihmal edildiği saptanmıştır. Sertifikasyon programlarına dâhil kurumların daha yüksek performans sergilediği belirlenmiş; ancak sertifikasyonun tüketim kültürünü dönüştürmede sınırlı kaldığı tartışılmıştır. Sonuç olarak sürdürülebilirliğin kurumsal politika, yeşil satın alma stratejileri ve mesleki gelişim yoluyla desteklenmesi önerilmektedir.

Anahtar Kelimeler

• Erken çocukluk eğitimi
• sürdürülebilirlik
• çevre eğitimi
• 7R.

Evaluation of preschools in terms of sustainability: The case of Erzincan

Öz

This study aims to evaluate the sustainability practices of preschools in Erzincan within the 7R framework (Rethink, Refuse, Reduce, Reuse, Repair, Respect, Recycle). A convergent parallel mixed-methods design was adopted, with quantitative and qualitative data collected simultaneously. In nine preschools selected through purposive sampling, structured observations were conducted using the 7R Sustainability Observation and Interview Form developed by the researchers, and semi-structured interviews were conducted with administrators and teachers. Quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed through deductive content analysis. Findings revealed that the overall level of sustainability practices in the preschools was moderate; the preschools exhibited relatively strong performance in the Recycle, Respect, and Rethink themes, whereas they displayed weak performance in the Repair, Refuse, and Reduce themes. This pattern indicates that the waste hierarchy operates in reverse and that practices are largely activity-based nature dependent on teacher initiative. Socio-cultural and environmental dimensions of sustainability were relatively strong, while the economic dimension was neglected. Preschools included in certification programs exhibited higher performance; however, certification was discussed as remaining limited in transforming the culture of consumption. Consequently, sustainability should be supported through institutional policy, green procurement strategies, and professional development

Anahtar Kelimeler

• Early childhood education
• sustainability
• environmental education
• 7R.

Kaynakça

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