Abstract
This research explored how early childhood science education contributes to developing children’s understanding of sustainability, with a particular focus on the concept of the carbon footprint as a tangible indicator of environmental impact. Using a qualitative design, semi-structured interviews were conducted with 33 award-winning science teachers from Saudi Arabia, the United Arab Emirates, and Jordan, while data was analyzed through grounded theory methodology. Findings revealed that effective integration of sustainability in early science education is achieved when teachers contextualize the carbon footprint concept through everyday classroom activities, link science lessons to real environmental issues, and engage children in experiential learning such as energy-saving practices and waste reduction. The research also revealed that sociocultural factors influence teachers’ implementation of sustainability concepts, highlighting both innovative practices and structural challenges. The research contributes to providing an empirically grounded framework for embedding sustainability and carbon footprint education in early childhood curricula. It recommends designing teacher training programs that equip teachers with practical, developmentally appropriate strategies to promote environmental culture and sustainable behavior from an early age.