Toddlers and sustainability: How policy frameworks and teacher practices intersect in Sweden and Türkiye

This study examines how Education for Sustainability (EfS) is interpreted and enacted in toddler classrooms, focusing on the interaction between policy frameworks and teachers’ daily practices in Sweden and Türkiye. Using a qualitative multiple-case design, data were collected through interviews, classroom observations, and document analysis in one preschool from each country. Findings reveal both shared commitments and notable differences. Swedish teachers approached EfS as a holistic, child-centered responsibility, positioning toddlers as active participants and embedding sustainability into everyday routines. In contrast, Turkish teachers implemented more structured, task-oriented activities, often shaped by developmental expectations, limited resources, and the absence of explicit EfS policy for children under three. Across both contexts, practices reflected an ongoing negotiation between systemic frameworks and classroom realities. The study highlights EfS in toddler education calls for stronger curricular integration and professional development while advancing debates on child agency and early sustainability pedagogies.