Editorial 1: Enhancing quality and sustainable development in early childhood education through participatory research in resource-scare contexts

Abstract

Perspectives in Education (PIE) aims to promote meaningful dialogue and scholarly exchange on current issues in education, including teaching and learning, educational leadership, policy and learner development across diverse developmental stages and contexts. Building on this focus, this special issue foregrounds important discussions on early childhood education for sustainable development in Southern Africa, aimed at addressing the research question: “How can the quality of early childhood education for sustainable development be enhanced through participatory research in resource-constrained environments for children from birth to nine years?” Against the backdrop of Southern Africa’s socioeconomic inequalities, the collection of articles foregrounds early childhood as a critical entry point for advancing sustainability. Across the contributions, a clear and consistent theme emerges: High quality, sustainable early childhood education depends on strong partnerships, context responsive pedagogies, the recognition of children’s rights, agency and diverse needs, as well as a well supported workforce. These elements form the backbone of sustainable development in early learning systems, particularly in communities marked by poverty, limited resources and systemic marginalisation.