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Competences to Address SDGs in Higher Education—A Reflection on the Equilibrium between Systemic and Personal Approaches to Achieve Transformative Action
Open AccessEditorial

Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments

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Department of Pedagogy, Universitat Rovira i Virgili, Campus Sescelades, 43007 Tarragona, Spain
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Department of Mathematics and Science Education, Universitat Autònoma de Barcelona, G5-126 Campus UAB—Bellaterra, 08193 Cerdanyola del Vallès, Spain
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Institute of Educational Research, Universitat de Girona, 17004 Girona, Spain
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Author to whom correspondence should be addressed.
Sustainability 2020, 12(2), 579; https://doi.org/10.3390/su12020579
Received: 11 December 2019 / Accepted: 20 December 2019 / Published: 13 January 2020
(This article belongs to the Special Issue Competencies in Education for Sustainable Development)
The 2030 Agenda for Sustainable Development clearly reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and all educational institutions, from preschool to higher education and in nonformal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development” responds to this urgency and the papers presented deliver recent developments in the field of ESD competencies. They focus on various perspectives: systematic literature reviews; curriculum developments; meta-analysis of the interrelation between sustainability content, competencies developed and pedagogical approaches used; testing and validation of evaluation tools and processes for sustainability competencies; and the development of conceptual models focused on different subject areas and educational levels (higher education, primary education, rural schools, external support services to schools, and extracurricular activities). The contributions indicate how the field of ESD competencies in the area of sustainability has become a major focus in recent years. Further research efforts need to be put into operationalizing sustainability competencies and developing tools to measure and evaluate students’ and educators’ competencies development. View Full-Text
Keywords: competencies; education for sustainable development; evaluation; pedagogical approach; curriculum competencies; education for sustainable development; evaluation; pedagogical approach; curriculum
MDPI and ACS Style

Cebrián, G.; Junyent, M.; Mulà, I. Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments. Sustainability 2020, 12, 579.

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