Despite widespread recognition that a ground-level, holistic implementation of environmental policies is crucial, the research literature suggests that relatively slow diffusion of knowledge and other behavioural challenges limit policy outcomes. Whereas consensus has been achieved at the international and institutional levels, national policies for sustainable development (SD) often remain partially realized. Integrating the sub-stratum of circular economy (CE) in education is a priority, which may prove to be a robust facilitator in promoting and furthering the socio-economic and environmental aspects of SD and better policy performance. Even though the CE is extensively discussed in tertiary education and at the research level, remains nearly absent in primary education (PE) curriculums, while its introduction has been the subject of relevant research only recently. The present study seeks to prove further the need for CE inclusion in PE, illuminate the reasons for the current disparity, and offer solutions for a more inclusive overview of environmental education. On the principle of cognitive foundations, it is understood that the attitudes and environmental posture attained during the first formative years of education are at the core of increased public awareness; similarly, the attitudes and knowledge of schoolteachers remain two of the most critical agencies of influence. This study investigates the issue of introducing CE and SD in PE curriculums and the possibility of instituting an applicable course of study in the setting of Greek State primary schools.

Participating teachers were found to be both aware of environmental issues and positive towards CE inclusion in their curriculum. Some small and predictable demographic divergences were also noted between age and gender groups, whereas the necessity for continuing and further support, education, and training of primary education professionals was deduced as a discernible derivative outcome.