Preparing Prospective Early Childhood Teachers to Design Modern Inclusive Learning Environments in Science

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Published: Apr 17, 2026
DOI: https://doi.org/10.12681/codiste.9783
Keywords:
Didactics of Science Inclusion Initial Teacher Education Inquiry Immersive Technologies
Angelos Sofianidis
University of Western Macedonia
https://orcid.org/0000-0002-1378-9739
Nayia Stylianidou
Frederick University
Abstract

The paper presents the structure and content of a course aimed at training prospective early childhood teachers in designing modern inclusive inquiry-based learning environments in Science. It also examines the impact of the course on participants' self-efficacy in Science Teaching, Inquiry-Based Science Teaching, and Inclusive Science Teaching. The study involved 62 prospective early childhood teachers (2022-2024), and data collection was conducted through pre- and post-course questionnaires. The findings reveal a positive impact of the course on the dimensions mentioned above and support the integration of similar courses into teacher education curricula.

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