Each period of time in the world is characterized by its distinctive features. This time is connected with a rapid growth of mankind's well-being. Scientific achievements promote rapid progression of well-being, but problems are observed parallel with the positive traits. It is a challenge to mankind for its sustainable existence. Sustainability requires a common vision on society and nature. Sustainable development can be ensured if there is a correlation not only between the developments of national economy, social sphere and protection of nature, but it is necessary to ensure an active public participation in the development. Sustainable development is characterized by three interrelated dimensions: environmental, economic and social. The essence of education for sustainable development is an invitation for people to act responsibly in everyday life and to live and fulfil themselves in accordance with the social, cultural, economic and natural environment around them. The task of the sustainable education development is not only to give the knowledge about the sustainable development but also to develop skills, form the values and increase the motivation for active cooperation in carrying out the sustainable development. The education for sustainable development mainly is carried out as an interrelated subject link and it is integrated in the content corresponding to the level of education and the specifics of every subject. Home economics and technologies is one of the subjects at school. It deals with various topics related to sustainable development. The research has been carried out within education for sustainable development at Home Economics and technologies lessons. The aim of the research is to clarify students' understanding and preparedness for sustainable development. The used methods: questionnaires, discussion and observation. The place of the research: elementary school in Jelgava, Latvia. The obtained results reveal that the respondents understand the essence of the education for sustainable development. Students in their stories first emphasized real events around them, their surroundings. They understand their responsibility and the necessity to preserve the environment.
