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Advancing Social Sustainability Through the Development of Action Competence: A Scoping Literature Review

Author

Listed:
  • Pia Andersson

    (ENCELL, School of Education and Communication, Jönköping University, 553 18 Jönköping, Sweden)

  • Lilly Augustine

    (CHILD, School of Education and Communication, Jönköping University, 553 18 Jönköping, Sweden)

  • Renira Rampazzo Gambarato

    (MKV, School of Education and Communication, Jönköping University, 553 18 Jönköping, Sweden)

Abstract

Action competence emerged in the 1980s in Denmark as a response to a demand for transformative and educational approaches fostering informed actions for real-world challenges, often with a focus on environmental sustainability. As action competence initially emerged in response to environmental concerns, its applicability to the social dimension of sustainability education requires deeper examination and understanding. This review synthesizes and analyzes studies on action competence in social sustainability, focusing on its conceptualization, integration, and practical applications. Its aim is to deepen our understanding of how action competence, as a critical tool, can foster more equitable, resilient, and sustainable social futures. A systematic online database search was conducted with ERIC, EBSCO, Scopus, Web of Science, as well as national databases in the Nordic countries. The inclusion criteria required the term “action competence” to appear in the title, abstract, or keywords, along with a focus on social sustainability. Studies that solely addressed environmental aspects were excluded. A total of 288 records were identified, of these 169 were unique, and 28 were included in the sample. The results highlight the critical role of action competence in equipping individuals and communities with the tools to foster sustainable and equitable societies.

Suggested Citation

  • Pia Andersson & Lilly Augustine & Renira Rampazzo Gambarato, 2025. "Advancing Social Sustainability Through the Development of Action Competence: A Scoping Literature Review," Sustainability, MDPI, vol. 17(8), pages 1-17, April.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:8:p:3661-:d:1637432
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    References listed on IDEAS

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    1. Julia Lohmann & Jennifer Breithecker & Ulrike Ohl & Petra Gieß-Stüber & Hans Peter Brandl-Bredenbeck, 2021. "Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education," Sustainability, MDPI, vol. 13(23), pages 1-26, December.
    2. Petra Simonova & Jan Cincera & Roman Kroufek & Sarka Krepelkova & Andreas Hadjichambis, 2019. "Active Citizens: Evaluation of a Community-Based Education Program," Sustainability, MDPI, vol. 11(3), pages 1-10, January.
    3. Efrat Eizenberg & Yosef Jabareen, 2017. "Social Sustainability: A New Conceptual Framework," Sustainability, MDPI, vol. 9(1), pages 1-16, January.
    4. Veronica Bergan & Inger Wallem Krempig & Tove Aagnes Utsi & Kari Wallem Bøe, 2021. "I Want to Participate —Communities of Practice in Foraging and Gardening Projects as a Contribution to Social and Cultural Sustainability in Early Childhood Education," Sustainability, MDPI, vol. 13(8), pages 1-15, April.
    5. Shih-Yeh Chen & Shiang-Yao Liu, 2020. "Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research," Sustainability, MDPI, vol. 12(4), pages 1-14, February.
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