Educator Competences in Sustainability Education: A Systematic Review of Frameworks

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.

Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta

“…Another critical aspect for staff training programmes is multiple perspectives. Focusing solely on knowledge acquisition means that the other perspectives ("learn to live together, learn to do and learn to be" [23]) are left out and the emerging picture is biased and not holistic (and the "learn to be" perspective is already less focused in the ESD competences frameworks themselves [27]). This picture is also reflected in the outcomes of the focus group, where it was stated that all the proposed competences were relatable and interlinked; competences should not therefore be seen as the acquisition of knowledge in separate areas.…”

“…They also need the skills to support their learners−e.g., with projects−which involves critical reflection on one's own role as a teacher and seeing oneself more as a learning guide. Elements of such ESD competences are described in detail in the various conceptual frameworks for teacher competences in ESD: the CSCT-model [23], the UNECE model [24], the COM-BiNE model [25,26] and the approach of Bertschy et al [21] (for a systematic review of the ESD competences frameworks see [27]).…”

Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

“…For teacher education, the question arises as to what competences are particularly relevant for teachers in the context of ESD [5]. Numerous models for ESD competences have been developed for graduates from higher education institutions (e.g., [6]), educators in general (e.g., [7]), educators in non-formal settings [8], and for schoolteachers (e.g., [9][10][11][12][13]. Regarding the latter, existing models draw on different theoretical backgrounds and heuristic frameworks.…”

(Un)expected Learning Outcomes of Virtual School Garden Exchanges in the Field of Education for Sustainable Development

“…Encouraging, supporting, and conducting more studies in this still underrepresented area of VSGE research will add to our understanding of the different contexts, general drivers, and barriers of learning in VSGEs. Research on assumptions and stereotypes as well as the pedagogical competencies [59] and learning outcomes of the educators themselves would be interesting, as they are the key drivers of the exchanges. As there have been differences between the VSGE educators' intentions and observations of learners' learning outcomes, further research might analyze if the recognition of differences lead to a change regarding their implementation of VSGEs.…”

“…We can therefore conclude that VSGEs can be a good ESD practice, but it depends on many factors. The guidance and sensitization of learners to reflect on and recognize their stereotypes and norms could be a first step, and this presupposes that the educators have the corresponding (ESD) competencies [59]. For this, among others the acknowledgment of diversification and complexity instead of simplification and Othering is needed, as well as solidarity instead of charity and a lot of room for reflection.…”