Exploring eco-pedagogical practices in early Childhood education: Teachers’ voices on project-based deep learning pedagogy
DOI:
https://doi.org/10.26555/jecce.v9i2.17710Keywords:
deep learning pedagogy, early childhood education, eco-pedagogy, teacher professional developmentAbstract
PurposeThis study explores how early childhood education teachers understand and implement project-based deep learning as a pedagogical approach informed by eco-pedagogical principles in Central Sulawesi, Indonesia.
Design/methods/approach
A qualitative multiple-case study was conducted across three early childhood education (PAUD) institutions in Batui District, Central Sulawesi, Indonesia, involving six teachers and three principals. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data were analyzed thematically, followed by cross-case comparison to identify shared patterns and contextual differences.
Findings
Across the three cases, teachers recognized the value of experiential and contextual learning with limited conceptual understanding of deep learning pedagogy and eco-pedagogy performance, particularly in translating these principles into classroom practices. Coastal resources, agricultural activities, and local cultural knowledge offered opportunities for meaningful environmental learning, yet their pedagogical integration varied according to teachers' planning capacity, confidence, and institutional support. Although teachers increasingly adopted facilitative roles, implementation remained constrained by safety considerations, limited time, and insufficient practice-oriented professional development.
Research implications/limitations
The findings are based on three PAUD institutions within a single district, limiting their transferability to other educational and geographical contexts. Further research across more diverse settings is needed to examine how institutional and ecological conditions shape eco-pedagogical practices.
Practical implications
The findings underscore the need for sustained, practice-oriented teacher professional development, collaborative instructional planning, and stronger school–family–community partnerships to support the integration of local ecological and cultural resources into meaningful learning experiences.
Originality/value
This study identifies an environmental affordance–pedagogical enactment gap, referring to the discrepancy between the learning opportunities provided by local ecological and cultural environments and teachers' capacity to translate these opportunities into intentional pedagogical practices. The cross-case findings suggest that the presence of environmental resources alone is insufficient to ensure ecopedagogical implementation; rather, their educational value depends on teachers' pedagogical understanding, instructional planning, and institutional support. This provides an empirically grounded perspective on project-based deep learning pedagogy as a contextually situated educational practice.
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