Integrating Education for Sustainable Development Competencies in Teacher Education

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...

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Autores principales:	Kifah Imara, Fahriye Altinay
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	education for sustainable development (ESD) sustainability competencies teacher education systematic literature review Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/1fd6dcd59aaf4c8bbe9586da3734f578
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id	oai:doaj.org-article:1fd6dcd59aaf4c8bbe9586da3734f578
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spelling	oai:doaj.org-article:1fd6dcd59aaf4c8bbe9586da3734f5782021-11-25T19:02:01ZIntegrating Education for Sustainable Development Competencies in Teacher Education10.3390/su1322125552071-1050https://doaj.org/article/1fd6dcd59aaf4c8bbe9586da3734f5782021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/22/12555https://doaj.org/toc/2071-1050The 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.Kifah ImaraFahriye AltinayMDPI AGarticleeducation for sustainable development (ESD)sustainabilitycompetenciesteacher educationsystematic literature reviewEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12555, p 12555 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	education for sustainable development (ESD) sustainability competencies teacher education systematic literature review Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	education for sustainable development (ESD) sustainability competencies teacher education systematic literature review Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Kifah Imara Fahriye Altinay Integrating Education for Sustainable Development Competencies in Teacher Education
description	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.
format	article
author	Kifah Imara Fahriye Altinay
author_facet	Kifah Imara Fahriye Altinay
author_sort	Kifah Imara
title	Integrating Education for Sustainable Development Competencies in Teacher Education
title_short	Integrating Education for Sustainable Development Competencies in Teacher Education
title_full	Integrating Education for Sustainable Development Competencies in Teacher Education
title_fullStr	Integrating Education for Sustainable Development Competencies in Teacher Education
title_full_unstemmed	Integrating Education for Sustainable Development Competencies in Teacher Education
title_sort	integrating education for sustainable development competencies in teacher education
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/1fd6dcd59aaf4c8bbe9586da3734f578
work_keys_str_mv	AT kifahimara integratingeducationforsustainabledevelopmentcompetenciesinteachereducation AT fahriyealtinay integratingeducationforsustainabledevelopmentcompetenciesinteachereducation
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Integrating Education for Sustainable Development Competencies in Teacher Education

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