Sustainable development has become a key concept in many fields worldwide, including education. While theoretical understanding of sustainability is an important first step, there is an increasing need for its practical application. In this thesis, the theoretical part encompasses an explanation of the concept of sustainable development and its implementation in the educational system. Additionally, the curriculum of the subject Nature and Society is described, as well as the cross-curricular theme of Sustainable Development, with an emphasis on their interconnection. Following the theoretical section, examples of good teaching practices are presented, specifically activities conducted in primary education for sustainable development. Finally, the main research question explored in this thesis is: What eco-activities are conducted in primary education for sustainable development, and does the location of the school influence their implementation? To answer these questions, research was conducted in four primary schools in the Split-Dalmatia County – urban, suburban, rural, and satellite schools. The results of the survey showed that, regarding the schools' locations, there are no significant differences in the types of eco-activities implemented, as all schools primarily engage in 7R activities for sustainable development, such as "recycling" and "reusing." However, differences were observed in the number of eco-activities carried out, with significantly more eco-activities conducted in the urban school compared to the suburban and rural schools, while the rural and satellite schools, due to their location, were more focused on outdoor activities. The findings indicate that the most crucial role in planning and implementing these activities lies with the teachers, who need to be further educated and trained to promote education for sustainable development more effectively, so that students can become conscientious individuals who think and act sustainably.