Educators play a pivotal role in integrating Education for Sustainability (EfS) practices into preschool education, facilitating the acquisition of EfS-related knowledge and skills by children, families, and society. The success of EfS depends on the competence and motivation of educators. However, early childhood educators often encounter challenges in comprehending and implementing EfS within educational practices.

In recent years, numerous studies have been conducted on EfS, with particular attention paid to the professional development needs of early childhood educators. Despite these efforts, the valuable insights gleaned from research have not always translated into improved competence among educators. A gap persists between research findings and educators’ practices of EfS. Even in countries with sustainability-focused education policies, educators may lack a sufficient grasp of EfS content.

Therefore, it is imperative for educators to engage in professional development programs aimed at effectively integrating sustainability into early childhood education. The success of EfS heavily relies on the competence and motivation of educators. Moreover, other actors in the early childhood education system should be knowledgeable and contribute to EfS.

This keynote will provide an overview of the current state of research on the professional development needs of early childhood educators in EfS implementation. Key research areas, recent findings, and emerging trends will be summarized. Additionally, current gaps between research and practice will be identified, and the challenges faced by educators will be discussed. Inspiring examples of teacher professional development programs will be showcased, and recommendations will be offered to empower and inspire educators in EfS implementation.