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.

The COVID-19 lockdowns forced environmental educators to increase the use of digital technologies, bringing to the forefront the need for critical research on the implications for teaching practice. Through interviews in Barcelona, we explore how environmental educators perceived related opportunities and difficulties and how these connect with their competencies in environmental education. Non-formal educators reported a more comprehensive range of digital tools than those in formal settings and particularly highlighted the difficulty of sustaining the impact on environmental learning when replacing face-to-face methods with digital technologies. Interviewees commonly perceived motivational challenges. We discuss how these experiences were less related to educators’ previous use of digital technologies and more to mastering specific competencies that can help them deal with emotions.

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