Transformative learning is a key element when it comes to making progress toward sustainable development. This goal requires an education that fosters the empowerment of people and the transformation of institutions, prepares for the necessary changes, facilitates resilience and encourages sustainable actions. The aim of this paper is to review the academic production on transformative learning in relation to the pursuit of sustainable development. To do so, a bibliometric analysis was conducted of the publications included in the Scopus databases for the 2003–2020 period, in order to explore its evolution, identify the main themes of which the field of knowledge is composed, and identify its main references and the network of collaborations between researchers and universities worldwide. During this period, scientific production has increased considerably, with a particular focus on adult education and competency development. At the same time, English-speaking dominance and the prevalence of Western origin has been observed. There is a need for more global, connected, and pluralistic research that is focused on diverse sociocultural contexts, research that factors in inequality and environmental justice and which calls into question the current socioeconomic model. A debate should also be started on which means of publication are the most appropriate for defending the quest for sustainability.

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El desafío ambiental es uno de los principales retos que debe afrontar el profesorado. La finalidad de este estudio fue conocer cómo las características y circunstancias personales pueden influir en las actitudes del futuro profesorado hacia una educación ambiental transformadora. Para ello se empleó una muestra de 889 estudiantes de los Grados en Educación Infantil y Primaria españoles, analizándose sus puntuaciones en los factores de la escala validada Attitudes Scale toward Environmental Education (ASEE), mediante técnicas de estadística descriptiva e inferencial. Los resultados obtenidos indican que factores como el sexo, el tipo de escuela preuniversitaria y la educación de las familias deben ser tenidos en cuenta, ya que tienen implicaciones prácticas para la formación de los futuros docentes en lo que denominamos una educación ambiental transformadora