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Systems thinking skills and the ICT self-concept in preschool teachers for sustainable curriculum transformation
ID Kurent, Brina (Author), ID Avsec, Stanislav (Author)

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Abstract
The importance of early learning is even greater today if we are to prepare children for the 21st century by developing several lifelong competencies. With the advent of digitalization, some educators already integrate information communication technology (ICT) into early childhood, whereas others also have concerns about early implementation. However, the introduction of digital competencies from the perspective of systems thinking among preservice and in-service preschool teachers has not yet been demonstrated. The purpose of this study is to identify preschool teachers’ systems thinking skills and their ICT self-concept and to develop a pathway model for developing an ICT self-concept for sustainable and digital preschool education using systems thinking. An empirical research design with advanced statistical analysis and structural equation modeling was used. The sample consists of 172 preschool teachers. The results showed small differences between the preservice and in-service preschool teachers in the areas of “sequence of events” and “communication” in favor of preservice preschool teachers. Regardless of the group of preschool teachers, systems thinking develops self-concept in relation to ICT equally. The pathway diagram shows that “understanding the relationships between patterns” is the strongest predictor of the ICT self-concept, that only perceiving and understanding the inter-relationships of factors influence problem solving, and that understanding variations of different types (random/specific) and causal sequences alone has predictive power for “process and store” in the context of the ICT self-concept. The developed model will help educators, researchers, and curriculum designers to improve preschool education practices and transform the curriculum in a sustainable way.

Language:English
Keywords:preschool education, sustainable curriculum transformation, digital competence, systems thinking, structural equation modeling
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Publication status:Published
Publication version:Version of Record
Year:2023
Number of pages:28 str.
Numbering:Vol. 15, iss. 20, art. 15131
PID:20.500.12556/RUL-151951 This link opens in a new window
UDC:373.2:37.011.3-051
ISSN on article:2071-1050
DOI:10.3390/su152015131 This link opens in a new window
COBISS.SI-ID:169924355 This link opens in a new window
Publication date in RUL:26.10.2023
Views:290
Downloads:26
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Record is a part of a journal

Title:Sustainability
Shortened title:Sustainability
Publisher:MDPI
ISSN:2071-1050
COBISS.SI-ID:5324897 This link opens in a new window

Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

Language:Slovenian
Keywords:trajnostno preoblikovanje učnih načrtov, digitalne kompetence, razmišljanje, predšolski učitelji, modeliranje strukturnih enačb

Projects

Funder:ARRS - Slovenian Research Agency
Project number:J5-4573
Name:Razvijanje veščin 21. stoletja za trajnostni razvoj in kvalitetno izobraževanje v času hitrih tehnološko pogojenih sprememb gospodarskega, socialnega in naravnega okolja

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