Embedding education for sustainable development in early childhood education: A case study of kindergarten practices in Japan with implications for Malaysia

Abstract

Abstract

In response to escalating global sustainability challenges, early childhood education (ECE) has emerged as a critical foundation for nurturing sustainability-oriented values, attitudes, and behaviours. This qualitative case study examines how Education for Sustainable Development (ESD) is embedded in kindergarten practices in Japan and explores its implications for strengthening ESD implementation in Malaysian preschools. Using a kindergarten in Kagoshima Prefecture, Japan, as a benchmark, the study employed five days of systematic classroom observations supported by field notes, audio-visual recordings, and a structured observation checklist. Data were analysed thematically to identify key patterns related to learning environments, curriculum integration, pedagogical approaches, and cultural values. The findings indicate that Japanese ECE integrates ESD holistically through play-based learning, nature-oriented activities, interdisciplinary curriculum domains, and culturally grounded practices that promote autonomy, responsibility, and environmental stewardship. Drawing on Japan’s practices, the study highlights actionable strategies for Malaysia, including embedding explicit ESD objectives in the national preschool curriculum, enhancing teacher professional development, strengthening infrastructure for experiential learning, and integrating local cultural traditions into sustainability education. The study contributes practical insights for policymakers and educators seeking to cultivate sustainability-conscious learners from an early age and to scale ESD practices across diverse early childhood contexts.