A pedagogical framework for sustainability competencies: bridging theory and practice in education for sustainable development

Abstract

Education for Sustainable Development (ESD) has increasingly emphasised sustainability competencies as essential higher-order learning outcomes for addressing complex socio-ecological challenges. While significant progress has been made in defining these competencies, their pedagogical implementation remains underdeveloped. Competencies are frequently presented as abstract constructs, offering limited guidance for educators on how they develop over time or how they can be effectively taught and assessed. This paper addresses this gap by proposing a pedagogical framework for sustainability competencies that bridges theoretical conceptualisations and applied educational practice. Drawing on competency theory, socio-constructivist learning theory, and ESD pedagogy, the framework integrates learning domains (cognitive, socio-emotional, behavioural), overarching sustainability capacities (reflection, interpersonal, action), competency structures, and progression mechanisms. Central to the framework is a ladder of ESD learning outcomes, which provides a structured model for competency development from foundational knowledge to applied capability. The paper argues that aligning curriculum, pedagogy, and assessment through progression-based structures can significantly strengthen the implementation of ESD. By integrating learning domains, sustainability capacities, competency structures, progression mechanisms, and pedagogical alignment within a single developmental architecture, this article contributes a progression-oriented framework for operationalising sustainability competencies in educational practice.