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Educator Competences in Sustainability Education: A Systematic Review of Frameworks

1
Internet Interdisciplinary Institute (IN3), Universitat Oberta de Catalunya, Av. Carl Friedrich Gauss, 5, 08860 Castelldefels, Barcelona, Spain
2
Department of Education, Faculty of Education and Social Sciences, University of Vechta, Driverstraße 22, 49377 Vechta, Germany
3
Faculty of Psychology and Education, Universitat Oberta de Catalunya, Rambla del Poblenou, 156, 08018 Barcelona, Spain
*
Authors to whom correspondence should be addressed.
Sustainability 2020, 12(23), 9858; https://doi.org/10.3390/su12239858
Received: 30 October 2020 / Revised: 20 November 2020 / Accepted: 21 November 2020 / Published: 25 November 2020
(This article belongs to the Special Issue Competencies in Education for Sustainable Development II)
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. View Full-Text
Keywords: competencies; education for sustainable development; environmental education; teachers; transformation competencies; education for sustainable development; environmental education; teachers; transformation
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MDPI and ACS Style

Corres, A.; Rieckmann, M.; Espasa, A.; Ruiz-Mallén, I. Educator Competences in Sustainability Education: A Systematic Review of Frameworks. Sustainability 2020, 12, 9858. https://doi.org/10.3390/su12239858

AMA Style

Corres A, Rieckmann M, Espasa A, Ruiz-Mallén I. Educator Competences in Sustainability Education: A Systematic Review of Frameworks. Sustainability. 2020; 12(23):9858. https://doi.org/10.3390/su12239858

Chicago/Turabian Style

Corres, Andrea, Marco Rieckmann, Anna Espasa, and Isabel Ruiz-Mallén. 2020. "Educator Competences in Sustainability Education: A Systematic Review of Frameworks" Sustainability 12, no. 23: 9858. https://doi.org/10.3390/su12239858

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