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The paper presents the findings of a survey of preschool teachers and parents’ attitudes towards learning integral sustainable development in preschool education. Integral sustainable development is a comprehensive concept that implies the achievement of ecological, economic, social and cultural sustainability. Given that sustainable development presupposes a proactive stance towards the environment and that early education is crucial in its development, the aim of the research was to explore attitudes of preschool teachers, as the first link in the formal education system, and parents as direct models for shaping future patterns of children’s behaviour, to study integral sustainable development at pre-school age. The analysis was based on teachers and parents’ interest in sustainable development issues, their knowledge about constituent elements of integral sustainable development, selection of specific topics as suitable for pre-school learning, attitudes towards introducing learning about integral sustainable development into preschool programs and perception of the actors in this process. The results indicate that teachers and parents are interest in sustainable development issues, but they fail to comprehend it as integral. In their understanding of sustainable development, the ecological and partially economic and cultural dimension dominate. The assessment of the need to introduce singular themes of integral sustainable development corresponds to their understanding of the concept. The positive result of this research is generally positive attitude of parents and educators towards introducing learning about integral sustainable development into the preschool program, as well as insight into the importance of the partnership of all relevant actors for the success of the educational process and the achievement of sustainable society.

STAVOVI VASPITAČA I RODITELJA PREMA UČENJU O INTEGRALNOM ODRŽIVOM RAZVOJU U PREDŠKOLSKOM OBRAZOVANJU