Community participation pathways for sustainability in early childhood education. A systematic review

EEducational communities serve as vital environments where children develop meaningful relationships and acquire essential knowledge regarding sustainability. Nonetheless, the extant literature on early childhood education for sustainability (ECEfS) has addressed the collective participation of these communities in a fragmented fashion, frequently overlooking the relationships among diverse stakeholders. This systematic review analyses studies published between 2015 and 2024 that adhere to PRISMA guidelines, aiming to foster dialogue on participatory approaches involving children, early childhood practitioners, families, and the educational experiences resulting from this collective engagement. The selected studies were analysed using reflexive thematic analysis, which recognised a consistent acknowledgement of children’s agency and the mediating role of early childhood practitioners in promoting collective learning. Conversely, family participation often remains marginal, with limited influence on the design and decision-making processes. Similarly, educational experiences tend to focus on environmental activities mainly within educational institutions, revealing a gap between participation approaches and community-based practices, as well as a limited number of studies contextualised to the educational realities of the Global South. These findings highlight the importance of expanding the territorial scope of ECEfS research and fostering a culture of collaboration among the various actors within educational communities to minimise isolated efforts and cultivate a sense of community