Sustainability science is an emerging, free-standing scientific discipline. It has introduced a new approach to both sustainability research and educational programmes, while evoking novel perspectives to stronger societal contextualization. Among several other areas of sustainability research, competencies for sustainability have become a focal topic of sustainability education research. This research explores the educational programmes and the representation of the theory-based key competencies for sustainability. Through a qualitative content study of 45 master programmes associated with sustainability science, we aim to understand what kind of sustainability competencies can be found in sustainability science master’s programmes and how they reflect the current discussions of the discipline of sustainability science and possibly drive the future education in the field. The study reveals that commonly suggested competencies including systems thinking, anticipatory, strategic, interpersonal, and normative competencies were frequently mentioned as content and learning outcomes in the curricula and are firmly present and widely employed in sustainability education. Additionally, this study identified three other clusters of competencies: diverse modes of thinking, methodological plurality, and competencies for autonomy. In addition to the contribution to education in the field by suggesting three emerged competencies for sustainability science specifically, we aim to contribute to the ongoing discussion about the discipline by suggesting a process-oriented framing of sustainability science.

The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have completed university education geared to the development of sustainability change-makers. The research scope was initially on examining professional practices following the boundary work theory. Social practice theory was used as a methodological approach in conducting and analysing thematic interviews with 19 sustainability-focused master’s programme alumni. The interviews were analysed against the theoretical framework while also noting findings that fell outside of this framework. A framework for understanding materials, competences and meanings of practices connected to the professional field of sustainability was introduced. The framework suggests that in the practices of sustainability-educated professionals, meanings emerge as a top priority and are conveyed using position-based materials and various complexes of competency. The authors suggest that boundary theory informs well the emergence of the professional field of sustainability, and the utilisation of a practice theory furthers the understanding of sustainability professionalism and its education. The authors’ suggest that practice theory could thus provide deeper insights on how sustainability science alumni use their education after graduation, how they practice their profession and in return offer applicable reflections to sustainability education. Research using practice theory in reflection on sustainability education and the professional practice of sustainability has not been widely conducted and in the authors’ opinion brings value to the education and practice of sustainability and to the research of sustainability education.

While sustainability as a practice has been implemented in education for a long time, the conceptualisation of an impactful sustainability actor has not been as thoroughly formulated. The theory of structuration is relevant as a lens for critical reflection on the transformative potential of individuals educated in sustainability as a practice, who are often described as change-makers and mandated to enact sustainability. This paper examines sustainability agency using materials produced for a set of online sustainability courses. This text corpus is utilised as a representation of climate and sustainability education. The materials repeat systemic framings present in sustainability rhetoric, such as the contexts and targets in which sustainability transformation occurs. Additionally, through a qualitative content analysis of the textual corpus descriptions emerged as attributes of the agents to enact sustainability. This uncovers the juxtaposition between the often-repeated perception that sustainability must be achieved by capable agents and the capacities they possess. Further, our content analysis suggests a rhetorical process of othering within sustainability, for example by positioning “people”—the general population—as the cause of the sustainability crisis, and “us”—the educated—as the solution. Through our findings, the article concludes that when utilising the concept of sustainability agency—be it in theoretical, educational, or practical work—one ought to pay significant attention to the structures wherein the activities take place. The full comprehension of the transformative potential of individual agents ought to include an acknowledgement of the difference between educated capability and capacity—the latter of which necessitates dominance over the structural resources.

Education is widely recognized as a key ingredient in furthering society-wide sustainability transformation. Although there has been extensive research on higher education for sustainability, the qualitative outcomes of sustainability-focused education are less robustly interrogated. As more students graduate from sustainability-specific programmes, it should be asked: what kind of professionals are they and how do they operationalise sustainability at their work? This paper studied career paths and professionalism in the emerging professional field of sustainability, using semi-structured, in-depth interviews of 19 alumni of a master’s level sustainability-specific programme. The interview results reveal that professionalism in sustainability is based on ideals that appear to oppose or conflict the norms and values of several fields in which sustainability is applied. The results also show that the professionals often face challenges in practising sustainability in the workplace but have found strategies to manage these challenges. Finally, the alumni suggested that the sustainability profession is poised between being a specialisation orientation in other recognised fields and a generalist approach that takes sustainability itself as the specialisation practicable in several different fields.