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

Merce Junyent Pubill, Gisela Cebrian Bernat, Ingrid Mulà

Research output: Contribution to journalArticleResearchpeer-review

198 Citations (Web of Science)


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.
Original languageEnglish
Article number579
Pages (from-to)2768-2786
Number of pages9
Issue number579
Publication statusPublished - 13 Jan 2020


  • Competences
  • Education for sustainable development
  • Evaluation
  • Pedagogical approaches
  • curriculum


Dive into the research topics of 'Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments'. Together they form a unique fingerprint.

Cite this