Integrating Education for Sustainable Development Competencies in Teacher Education

Kifah Imara and Fahriye Altinay
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Kifah Imara: Institute of Graduate Studies, Faculty of Education, Societal Research and Development, Near East University, Nicosia 99138, Cyprus
Fahriye Altinay: Institute of Graduate Studies, Faculty of Education, Societal Research and Development, Near East University, Nicosia 99138, Cyprus

Sustainability, 2021, vol. 13, issue 22, 1-17

Abstract: The aim of this study is to provide a comprehensive overview of the publications focused on integrating education for sustainable development (ESD) competencies into teacher education during the last decade, in an endeavour to identify which competencies have been considered in the literature as key competencies for reorienting teacher education towards sustainability as well as explore the suggested assessment tools and approaches to integrate these competencies into teacher education programmes. The results show increased attention during the last decade to develop a set of ESD competencies for teachers, which reveals the absence of a unified framework for teacher competencies for ESD. However, the extent to which these competencies are effectively integrated into teacher education remains an undiscovered area. This paper highlights the progress and gaps in the research related to mainstreaming ESD competencies in teacher education, providing evidence from the literature that can inform policy and strategy improvement in higher education institutions.

Keywords: education for sustainable development (ESD); sustainability; competencies; teacher education; systematic literature review (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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