Integration of education for sustainability in the preschool curriculum: A comparative study between the two latest Swedish curricula

The study investigates the Swedish framework plan for kindergartens from 2016 and 2018, focusing on how sustainability and education for sustainable development are addressed. The research questions are:

1. How does the new Swedish framework plan for kindergartens (2018) and the previous framework plan (2016) differ in its description of the concept of sustainability?
2. Does the new Swedish framework plan for kindergartens describe how education for sustainable development can be implemented, and if so how?

The results show two main differences between the Swedish framework plan for kindergartens from 2016 and the framework plan from 2018. In the latest framework plan from 2018, the term sustainability is used more explicitly and in a holistic perspective that encompasses both environmental, social and economic dimensions. In addition, the 2018 framework plan provides more guidance on how education for sustainable development can be implemented in kindergarten through exploration, participation, collaboration and development.

The study is based on a content analysis of the Swedish framework plan for kindergartens from 2016 and 2018. The analysis categorises and measures the frequency of explicit and implicit wording related to sustainability and education for sustainable development. In addition, a contextual analysis is performed to interpret the meaning of the implicit words. The researchers apply a broad approach to sustainability that includes environmental, social and economic dimensions. The results were then quantified to compare the two framework plans.

Ohlsson, A., Gericke, N., & Borg, F. (2022). Integration of education for sustainability in the preschool curriculum: A comparative study between the two latest Swedish curricula. Journal of Childhood, Education & Society, 3, 12–27.