A pedagogical framework for sustainability competencies: bridging theory and practice in education for sustainable development

The field of Education for Sustainable Development (ESD) acknowledges sustainability competencies as critical learning outcomes for navigating complex global challenges. While these competencies are well-defined conceptually, their practical implementation in educational settings is underdeveloped. This paper introduces a pedagogical framework designed to bridge the gap between theoretical understanding of sustainability competencies and their effective teaching and assessment, drawing on established learning theories and ESD pedagogy.

Why it matters

The effective development of sustainability competencies within educational frameworks is crucial for preparing individuals to address complex global socio-ecological challenges. Bridging the gap between theory and practice in this area can significantly enhance the capacity of future workforces and leadership to integrate sustainable practices and decision-making across all sectors, impacting long-term institutional resilience and societal well-being.

Key insights

• Sustainability competencies are recognized as essential higher-order learning outcomes within Education for Sustainable Development (ESD).
• A significant gap exists between the theoretical definition of sustainability competencies and their practical pedagogical implementation.
• Current competency presentations are often abstract, lacking clear guidance for educators on development, teaching, and assessment.
• A new pedagogical framework is proposed to integrate competency theory, socio-constructivist learning theory, and ESD pedagogy to address implementation challenges.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1908784