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Educator Competences in Sustainability Education: A Systematic Review of Frameworks

Author

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  • Andrea Corres

    (Internet Interdisciplinary Institute (IN3), Universitat Oberta de Catalunya, Av. Carl Friedrich Gauss, 5, 08860 Castelldefels, Barcelona, Spain)

  • Marco Rieckmann

    (Department of Education, Faculty of Education and Social Sciences, University of Vechta, Driverstraße 22, 49377 Vechta, Germany)

  • Anna Espasa

    (Faculty of Psychology and Education, Universitat Oberta de Catalunya, Rambla del Poblenou, 156, 08018 Barcelona, Spain)

  • Isabel Ruiz-Mallén

    (Internet Interdisciplinary Institute (IN3), Universitat Oberta de Catalunya, Av. Carl Friedrich Gauss, 5, 08860 Castelldefels, Barcelona, Spain)

Abstract

The design and use of competence frameworks and models for educators in Sustainability 3iEducation is a growing field of study that seeks to guide their professional development while identifying, examining, and assessing the competences they need. In this article we conduct a systematic review of the frameworks and models of sustainability competences addressed to teachers and other educators to shed light on (a) the backgrounds of the analyzed frameworks, (b) the conceptual and pedagogical approaches towards sustainability and competences behind them, (c) the different types of educators’ competences included and particularly those addressed to promote transformational perspectives, and (d) the pedagogical strategies applied to develop them. We analyzed 14 papers out of an initial sample of 437. Findings show that all are developed in Europe. Most of them rely on the United Nations Economic Commission for Europe (UNECE) framework and its guiding approach of Education for Sustainable Development. A few others critically approach sustainability and recognize its contradictions even though they subscribe within this broad sustainability approach. The most common competences are Critical Thinking, Participation in Community, and Connections, which have been identified as those that educators need to face current sustainability challenges from a critical and transformative perspective. However, other competences significantly associated with transformational education such as Emotions Management, Futures and Achieving Transformation are less addressed and receive less attention in terms of the pedagogical strategies needed to promote them. We discuss how the different ways of understanding and operationalizing sustainability and competences behind these frameworks can shape educators’ transformational capacities in Sustainability Education. Further research should address the identified challenges and provide educators with practical and suitable tools for transformative education.

Suggested Citation

  • Andrea Corres & Marco Rieckmann & Anna Espasa & Isabel Ruiz-Mallén, 2020. "Educator Competences in Sustainability Education: A Systematic Review of Frameworks," Sustainability, MDPI, vol. 12(23), pages 1-24, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:23:p:9858-:d:450911
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    References listed on IDEAS

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    1. Franziska Bertschy & Christine Künzli & Meret Lehmann, 2013. "Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development," Sustainability, MDPI, vol. 5(12), pages 1-14, November.
    2. Sílvia Albareda-Tiana & Esther García-González & Rocío Jiménez-Fontana & Carmen Solís-Espallargas, 2019. "Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities," Sustainability, MDPI, vol. 11(18), pages 1-19, September.
    3. Silvia Albareda-Tiana & Salvador Vidal-Raméntol & Maria Pujol-Valls & Mónica Fernández-Morilla, 2018. "Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training," Sustainability, MDPI, vol. 10(10), pages 1-20, October.
    4. Gisela Cebrián & Mercè Junyent, 2015. "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views," Sustainability, MDPI, vol. 7(3), pages 1-19, March.
    5. Olaya Álvarez-García & Luis Ángel García-Escudero & Francisca Salvà-Mut & Aina Calvo-Sastre, 2019. "Variables Influencing Pre-Service Teacher Training in Education for Sustainable Development: A Case Study of Two Spanish Universities," Sustainability, MDPI, vol. 11(16), pages 1-14, August.
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    Cited by:

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    2. Agne Paulauskaite-Taraseviciene & Ingrida Lagzdinyte-Budnike & Lina Gaiziuniene & Vilma Sukacke & Laura Daniuseviciute-Brazaite, 2022. "Assessing Education for Sustainable Development in Engineering Study Programs: A Case of AI Ecosystem Creation," Sustainability, MDPI, vol. 14(3), pages 1-22, February.
    3. Sungjoo Park & Dayoun Lim, 2022. "Applicability of Olympic Values in Sustainable Development," Sustainability, MDPI, vol. 14(10), pages 1-14, May.
    4. Julia Lohmann & Jennifer Breithecker & Ulrike Ohl & Petra Gieß-Stüber & Hans Peter Brandl-Bredenbeck, 2021. "Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education," Sustainability, MDPI, vol. 13(23), pages 1-26, December.
    5. Paul Vare, 2021. "Exploring the Impacts of Student-Led Sustainability Projects with Secondary School Students and Teachers," Sustainability, MDPI, vol. 13(5), pages 1-21, March.
    6. Angelika Bernsteiner & Thomas Schubatzky & Claudia Haagen-Schützenhöfer, 2023. "Misinformation as a Societal Problem in Times of Crisis: A Mixed-Methods Study with Future Teachers to Promote a Critical Attitude towards Information," Sustainability, MDPI, vol. 15(10), pages 1-22, May.
    7. Lukas Scherak & Marco Rieckmann, 2020. "Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta," Sustainability, MDPI, vol. 12(24), pages 1-19, December.
    8. Johanna Lochner & Marco Rieckmann & Marcel Robischon, 2021. "(Un)expected Learning Outcomes of Virtual School Garden Exchanges in the Field of Education for Sustainable Development," Sustainability, MDPI, vol. 13(10), pages 1-25, May.

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