Environmental education is an important tool for managing environmental problems, with a view to protecting the environment. Several significant factors, however, impede its implementation. Educators’ lack of knowledge and appropriate training on environmental topics results in difficulties in implementing environmental education programs. Nevertheless, environmental literacy is expected to lead to the manifestation of pro-environmental behavior. The aim of the present study was to examine the impacts of environmental training on pre-primary and primary school educators, and its influence on the formation of their environmental perceptions and attitudes. We investigated whether training triggers the implementation of environmental education programs, and its possible metacognitive effects on educators. Simple random sampling was used as a sampling method. A structured questionnaire was administered to 154 pre-primary and primary school teachers, and the data collection took place through the use of face-to-face interviews. The research findings indicated that educators were interested in environmental issues, and mainly used the media to obtain information about environmental issues. Gender and age were important characteristics influencing the performance and attitudes of environmental educators. It also became apparent that there are significant deficiencies in the capacity building of educators, and in the organization of environmental education in pre-primary and primary education, that negatively affect the implementation of environmental programs in schools.

The promotion of sustainable schools is an important criterion for the promotion of ecological protection and the transformation of today’s society into a more sustainable one. The early childhood environment is believed to provide the ideal foundation for fostering values and attitudes related to sustainable education and promoting pro-environmental behaviors. The main goal of this study is to explore educators’ perceptions and expectations regarding the role of sustainable schools in shaping the environmental awareness and behavior of young children. A pilot study was carried out in the context of quantitative research on Preschool Teachers of Primary Education. Research results indicate that a Sustainable School (SS), beyond the curriculum, must promote issues of environmental awareness, culture, equality, natural resource management, and human rights. Also, it was seen that a modern school should provide Educators with new training opportunities in teaching methods that are based on sustainability principles and promote sustainability skills. Students’ acquisition of environmental knowledge can positively influence pro-environmental behavior and increase the likelihood of engaging in sustainable practices to protect the environment.

The study investigates public school teachers' perceptions of how active listening contributes to students' well-being in educational environments. Twelve teachers from different regions in Greece, with diverse educational backgrounds and experience participated in this research. Using qualitative methodology, the study explored teachers' understanding of active listening, its implementation in classrooms, and its impact on students' well-being. The findings revealed that active listening fosters a climate of trust, emotional safety, and acceptance, enabling students to express their feelings and needs. Teachers highlighted empathy, patience, and communication skills as essential skills in order for active listening to be achieved. They identified challenges like limited time, large class sizes, and student attention issues. In spite of these obstacles, teachers emphasized the positive effects of active listening on students’ self-esteem, emotional expression, and classroom relationships. The study concludes that active listening is a crucial tool for promoting students' mental well-being and enhancing educational outcomes. Future research is suggested to address implementation challenges and develop teacher training programs.

Classroom management is a crucial factor for effective teaching and learning, especially in kindergarten, where children develop fundamental social, emotional, and cognitive skills. This study explores how social and cultural learning theories relate to classroom management and emphasises the role of relationships, communication, and creating a positive learning environment. Despite the importance of classroom management in early childhood education, research in Greek kindergartens remains limited, especially regarding the connection between learning theories and the practical strategies used by teachers and the frequency of their application. A quantitative methodological approach was adopted, using a questionnaire for data collection. The primary objectives were to identify the classroom management strategies used by Greek kindergarten teachers, to determine the frequency of their use and to assess the teachers' confidence in dealing with current and future behavioral issues, as well as promoting students' socio-emotional skills. Findings indicate frequent use of positive management strategies, such as verbal praise and active guidance, aligning with socio-emotional and socio-cultural theories, and low reliance on inappropriate strategies like physical restraint. This research is expected to provide valuable data to inform kindergarten teachers, guide the design of targeted training programs, and support policymakers in enhancing the quality of Greek preschool education.

This quantitative, cross-sectional study examined associations between the three dimensions of occupational burnout and primary education teachers' self-reported nonverbal immediacy in the Greek educational context. Data were collected from 76 teachers using the Maslach Burnout Inventory–Educators Survey (MBI-ES) and the Nonverbal Immediacy Scale–Self Report (NIS-S). In accordance with the multidimensional structure of the MBI-ES, emotional exhaustion, depersonalization, and personal accomplishment were analysed separately rather than combined into a total burnout score. Depersonalization was negatively associated with self-reported nonverbal immediacy (ρ = −.397, p < .001), whereas personal accomplishment showed the strongest positive association (ρ =.499, p < .001). Emotional exhaustion was not significantly associated with self-reported nonverbal immediacy (ρ = −.170, p = .142). The simultaneous multiple regression model was statistically significant, F(3, 72) = 6.97, p < .001, R2 = .225, adjusted R2 = .193; personal accomplishment was the only dimension with a statistically significant unique association (β = .394, p = .003). Because the study is cross-sectional and all focal variables were self-reported, the findings are interpreted as associations rather than causal effects and do not represent direct observation of classroom behaviour. The study extends existing research by demonstrating that different dimensions of burnout are differentially associated with teachers’ perceived nonverbal communicative behaviour, with personal accomplishment and depersonalization emerging as particularly relevant to perceived communicative presence. The differentiated pattern across burnout dimensions suggests that emotional depletion, relational distancing, and positive professional self-evaluation should not be treated as interchangeable when examining teachers’ perceived communicative presence.

This paper investigates the role of non-verbal communication (NVC) in Greek education, focusing on teachers' views, practices, readiness, and challenges. The results show that teachers universally recognize the high importance of NVC, believing that it significantly improves the teacher-student relationship, comprehension of material, and classroom atmosphere. They frequently use it in the classroom for teaching and behavior management, mainly empirically and intuitively. However, most teachers have not received formal training in NVC, leading to moderate self-assessed readiness and difficulties in application. The research emphasizes the imperative need to integrate NVC into initial and ongoing teacher training, with an emphasis on experiential methods, to fully utilize its potential.