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Pre-Service Teacher Action Competence in Education for Sustainable Development: A Scoping Review

Author

Listed:
  • Shira Vidal

    (Department of Geography and Natural and Social Sciences, University of Wuppertal, 42119 Wuppertal, Germany)

  • Miriam Kuckuck

    (Department of Geography and Natural and Social Sciences, University of Wuppertal, 42119 Wuppertal, Germany)

Abstract

To successfully implement Education for Sustainable Development (ESD) in schools, teachers require specific competences that enable them to integrate sustainability principles into their teaching. The development of these competences begins in the teachers’ training programs, yet existing research on ESD competences of pre-service teachers remains fragmented, employing various conceptualizations and methodological approaches. This literature study systematically analyzes the research landscape on ESD competences by reviewing empirical studies published between 2007 and May 2024. The study identifies trends, focal areas, and research gaps. The results indicate that most studies focus on knowledge and motivational aspects, whereas action competence is underrepresented. Furthermore, the field is characterized by a prevalence of cross-sectional studies and self-assessment methods, limiting insights into long-term competence development. These findings highlight the need for more interdisciplinary, longitudinal, and comparative research to establish a more comprehensive understanding of how ESD competences develop and how they can be effectively fostered in teacher education. This review contributes to the literature by providing a structured synthesis of existing studies and by outlining future research directions.

Suggested Citation

  • Shira Vidal & Miriam Kuckuck, 2025. "Pre-Service Teacher Action Competence in Education for Sustainable Development: A Scoping Review," Sustainability, MDPI, vol. 17(9), pages 1-31, April.
  • Handle: RePEc:gam:jsusta:v:17:y:2025:i:9:p:3856-:d:1641734
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    References listed on IDEAS

    as
    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. Franziska Bertschy & Christine Künzli & Meret Lehmann, 2013. "Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development," Sustainability, MDPI, vol. 5(12), pages 1-14, November.
    3. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
    4. Kevin Handtke & Lisa Richter-Beuschel & Susanne Bögeholz, 2022. "Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education," Sustainability, MDPI, vol. 14(11), pages 1-32, May.
    5. Petra Bezeljak & Martin Scheuch & Gregor Torkar, 2020. "Understanding of Sustainability and Education for Sustainable Development among Pre-Service Biology Teachers," Sustainability, MDPI, vol. 12(17), pages 1-16, August.
    6. Heather MacDonald & Cozette Comer & Margaret Foster & Patrick R. Labelle & Scott Marsalis & Kate Nyhan & Zahra Premji & Morwenna Rogers & Ryan Splenda & Claire Stansfield & Sarah Young, 2024. "Searching for studies: A guide to information retrieval for Campbell systematic reviews," Campbell Systematic Reviews, John Wiley & Sons, vol. 20(3), September.
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