Cultural characteristics of different countries influence their understanding of sustainability

Early childhood education for sustainability (ECEfS) is an emerging area of academic interest internationally. While it’s generally recognized that ECEfS can be effective in helping young children develop attitudes and behavior towards sustainability, research on how ECEfS is differently understood within different cultural contexts is limited. This study adds to the literature by comparatively analyzing sustainability concepts as expressed in early childhood curricular documents from two culturally distinctive countries (Australia and Korea). The document from Australia is referred to as the “Early Years Learning Framework” (EYLF); and from Korea, as “Nuri”.

The critical analysis of these documents focused on three ECEfS concepts: the meaning of sustainability (Concept 1), children as agents of change for sustainability (Concept 2), and sustainability in young children’s everyday lives (Concept 3). The analysis of Concept 1 included attention to three dimensions of sustainability: environmental, economic, and social. Of these, both the EYLF and Nuri documents focused most on the social dimension. There were few or no statements addressing the economic dimension. There were differences between the two documents in the way the environmental dimension was addressed, with the EYLF emphasizing knowledge of the environment and individuals’ cognitive capabilities towards their environment, and the Nuri emphasizing individuals’ intellectual attitudes and moral responsibility towards nature. The analysis in relation to Concept 2 showed that both the EYLF and the Nuri tend to focus on children’s wellbeing, exploration, and communication but that they also reflect the understanding that children can serve as agents of change for sustainability. This understanding, however, was viewed within the cultural boundaries of each country. The EYLF regards children as independent entities and promotes their abilities to change and contribute to the community. The Nuri regards children as a representative group which belongs to the community and which has “the ability to ‘restore’ the intrinsic social and natural relationships with humankind, which leads to ‘the’ sustainable community.” The document analysis in relation to Concept 3 also revealed differences between the two countries’ understanding of ECEfS. Sustainability in young children’s everyday lives as presented in the EYLF indicates that children can choose how to develop their abilities and practice what they have learned. By contrast, nature and the outdoors as presented in the Nuri are “sacred places” children belong to. As children go about living their daily lives in Korea, they’re expected to practice assigned social relationships and cultural values.

Differences identified in the documents reflect the predominant cultural characteristics of the countries, including each country’s way of viewing nature. “Australia is predominated by dualistic and individualistic cultural values, whereas Korean culture is characterised by monistic and collectivistic values.” A dualistic perspective suggests that nature and humans are separate entities. A monistic perspective reflects an understanding of individuals and community as being a part of nature. As revealed through the document analysis, cultural characteristics of Australia and Korea “greatly influence” their understanding of sustainability.

This research highlights the need for “culturally inclusive education for sustainability,” which would include (1) “adding ‘culture’ as an essential dimension to the meaning of sustainability,” (2) “defining children's identity with three forms of being (independent, interdependent, and relational),” and (3) “addressing children’s interactive and interconnected everyday lives.”