This study complements the discussion on theoretically derived competence models through an empirical analysis that gives a voice to teachers who are experienced in education for sustainable development (ESD). It adds their insights and expertise to the academic discourse. Our original contributions are threefold: (1) We find justification for aspects of pedagogical content knowledge (PCK) and content knowledge (CK), which share a common understanding of the relevance of competencies in teaching, and for the importance of acting on an institutional level. (2) We illustrate these competencies via an example from ESD in Germany. (3) We contribute to the discussion of ESD by adding (a) the view of the teachers, (b) the drivers behind and barriers to ESD as reported by the investigated teachers themselves, and (c) an ascertainment of the structural competencies of ESD teachers in terms of their awareness of structures and hierarchies and the communication patterns used therein. We interviewed 12 teachers involved in ESD at German elementary schools and identified two types of ESD teachers. Both types aim to contribute to social change through their ESD activities; however, the teachers display different sets of competencies when it comes to integrating ESD into teaching.

Implementing education for sustainable development (ESD) in higher education institutions (HEIs) is critical to facilitating a transition toward sustainable development. However, little is known about the specific implementation processes that lead to the institutionalization of sustainability curricula in HEIs. This meta-study and cluster analysis uses 131 international case studies to shed light on six distinct implementation patterns: (1) collaborative paradigm change, (2) bottom-up, evolving institutional change, (3) top-down, mandated institutional change, (4) externally driven initiatives, (5) isolated initiatives, and (6) limited institutional change. A cluster comparison reveals two distinct implementation phases: ESD can be implemented from the bottom-up, from the top-down, or both, and the impetus can stem from manifold external or internal stakeholders. To achieve more comprehensive ESD implementation, open communication among all stakeholders should be facilitated and feedback as well as reflection encouraged. Maintaining a unified vision statement and active participation of all stakeholders fosters a sense of ownership in ESD implementation and ensures that it will be long-lasting. Collaboration between isolated ESD initiatives and various stakeholders leads to shared knowledge and resources. Strong informal collaboration and communication can compensate for a lack of formalized leadership support from the top. Moreover, thorough planning that involves creating a strategy with detailed steps, and balancing shared responsibilities among internal stakeholders further enables fuller implementation of ESD. This analysis represents a first synthesis of small-N case studies and facilitates a better understanding of sustainability curriculum implementation patterns, which are shared in different contexts. Most HEIs and practitioners can benefit from these findings by reflecting on the specific implementation pattern with which the most overlap is found and focusing on this pattern’s most pertinent drivers.

Purpose: This paper aims to provide a holistic approach to assessing student teachers’ competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD.Design/methodology/approach: A multiple case study design was used on two sequential modules of a university’s teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired samplet-tests.Findings: The results from this study clearly indicate that the two courses contributed to a shift in students’ non-cognitive dispositions. The study also provides evidence on the students’ competence development and demonstrates how two different learning settings support different dimensions of teachers’ professional action competence in terms of ESD.Originality/value: The triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK.

Purpose: This paper aims to outline the global research landscape of sustainability curricula implementation processes in higher education. The focus is twofold and investigates where research that aims at integrating sustainability into the curriculum is happening and how the research area of curriculum change for sustainability is developing. Design/methodology/approach: A systematic review of peer-reviewed case studies published in English in selected journals and edited volumes between 1990 and 2017 was carried out. Data (n = 270 publications) were analyzed via descriptive statistics and bibliometric analysis. Findings: The study demonstrates that research on sustainability curricula implementation processes in higher education has produced a growing output in a broad range of journals. Nevertheless, the cross-country distribution is imbalanced, with most cases coming from the USA, Europe and Asia, but with the relatively highest density in Oceania. A citation network analysis revealed that the “Western world” is quite well interlinked, whereas other countries are not, indicating that sharing information between and learning from other cases is limited. Research limitations/implications: The exclusion of non-English publications likely skewed the global distribution of the research landscape included in this study. Social implications: These findings demonstrate the need for more research and funding for case studies in countries that have not yet been adequately examined. Originality/value: This study offers the first systematic reflection on the current global research landscape in sustainability curricula implementation and can guide further research endeavors.

Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainability-focussed-citizenship. The research described in this article explores the possibility that miscommunication or misunderstanding of basic concepts within these fields is contributing to slow progress towards their objectives. We used a philosophical hermeneutic analysis to explore how the terms ‘competence’ and ‘capability’ are used within selected ESD/HESD papers. We identify substantial internal contradictions and inconsistencies with respect to differences between learners’ abilities and their willingness to perform these abilities, and to the educational context in which these outcomes are sought. We emphasise the importance of linking educational objectives with pedagogical approaches to teaching and assessment.