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The contradictions of modern human development are related to educational space, which is characterized by globalization and technology-driven changes; therefore, the social dimension of teacher education emphasizes the humane character of education – respectful communication, participation, empathy, flexibility, and the ability to change so that a teacher would be able to ensure an emotionally safe and supervised learning environment. The aim of the article is to analyze and compare the opinions of students, pre-service preschool teachers, about teacher’s responsiveness in Latvian and Polish institutions of higher education. The research methodology includes the theoretical method – analysis of academic literature – and the empirical method – a survey of 307 Latvian and Polish full-time and part-time students in the period of 2020–2021. The survey was conducted online. Data processing was performed using the SPSS program. The results show that, in general, the understanding of prospective preschool teachers about the importance of teacher responsiveness in pedagogical activities and the need to undertake responsibility and leadership in regulating children’s reactions is positive. However, several differences have been identified between the opinions of Latvian and Polish students.

Opinion of Pre-service Preschool Teachers on Responsiveness: A Comparative Study of Latvian and Polish Students in the Aspect of Sustainable Education